March 2025
The views and opinions expressed in this blog are solely those of the author and do not necessarily reflect the official policy or position of Education Insights Center (EdInsights) or the California Education Policy Fellowship Program (EPFP).
Melissa Vang, Ph.D., Senior Research Analyst, Mount San Antonio College
As the demand for data continues to increase and inform institutional decisions and practices, many of the resources available on data gathering, such as data-driven approaches or data analytics, have failed to emphasize one vital factor of effective research:the importance of framing in the research process. Framing plays a critical role in the development of research question(s) that guide a project, which can also serve as a framework throughout the research process, and in making meaning of research findings. While syntax is the process of constructing words to form a complete thought, framing in the research process is more intentional and directed towards institutional praxis. While this blog provides examples using quantitative data, framing is applicable to quantitative and qualitative research. Dr. Estela Bensimon shares practical strategies in “Five Principles for Enacting Equity by Design” as a guide for leaders and practitioners who serve students, especially student populations who continue to be underserved. These strategies can also be applied to research to ensure equity-minded framing is applied throughout the development, collection and reporting processes, leading to clearer and more robust institutional decision making.
Framing Research Questions
Framing research through a more equitable lens will provide invaluable insights that can drive institutional planning, transformative change, and improved outcomes. When utilizing equity mindedness, guiding questions should be framed around the responsibility of educational institutions rather than the students they are meant to serve. To demonstrate how framing a question can guide the entire research process and offer valuable insights to inform practice and decisions, consider the following examples: “Do students have adequate support for success?” compared to “How is the institution providing adequate support for students to succeed?” While both questions are inquiring about adequate support, the first question places the responsibility on students, while the second question shifts the responsibility to the institution and its practices. Leading with the institution as the core focus will offer greater insights into the current resources and practices, which can highlight opportunities to improve student experiences and outcomes.
Framing Research Findings
Along with framing research questions, educators and researchers should also be cognizant of how data is reported. When reporting data findings to various audiences, particularly leaders, it is essential to understand that how we present data also offers an opportunity to frame the narrative through an equity lens. Post-secondary education data often presents outcomes (e.g., graduation rates, course success, program completion) by starkly pitting student populations with higher success rates against those with lower success rates. Looking beyond commonly used syntax, when presenting data linked to a specific student population, data outcomes are usually attributed to the students themselves as opposed to the conditions of the institution that may not be meeting the needs of their students. For example, using a data point from the 2017 National Center for Education Statistics data on 6-year graduation rates (150% of “normal time”) at 4-year postsecondary institutions in California for Black/African American students, the chart shows a 45% 6-year graduation rate for Black/African American students. Using the graduation rate provided, such data are often reported as “Black/African American students are graduating within 6-years at a low rate of 45%” or “Black/African American students are succeeding far below their peers with a low 6-year graduation rate of 45%.” To align the data with the previous points about framing findings on institutions rather than students, the same data should be reframed to “Black/African American students are experiencing lower graduation rates than their peers.” Framing the data on students’ experiences at an institution, such as time to graduation, focuses the attention on the conditions of the environment rather than the abilities or readiness of an individual or population. As institutions continue to rely on data to support decision making, a minor yet transformative strategy of framing can have a significant impact on implications that are drawn from the data and provide solutions to improve institutional conditions for students. Framing is an equity-minded practice that will allow institutions to make appropriate progress towards their goals when focusing on how to improve their practices, processes, and overall environment in order to support the individuals they are meant to serve.