Dr. Pasque’s primary research areas include qualitative inquiry, educational diversity, higher education for the public good, and epistemic injustice. Learn more about Pasque’s books and publications, or download her CV.
Qualitative Inquiry
Pasque’s research on qualitative inquiry toward social justice and educational equity examines complexities and congruency between theoretical perspectives, paradigmatic approaches, (non)methodologies, data collection, data analysis and dissemination of research. Her books in this area include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (with Carducci, Kuntz & Gildersleeve), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez). Her research in this area also appears in journals such as Qualitative Inquiry, Cultural Studies Critical Methodologies, and Qualitative Research in Education, to name a few.
Currently in this area, she’s working on a SAGE book – you know the one you always want to read but hasn’t been written yet? That’s the one she’s writing. Also, she’s section editor of the upcoming Routledge Encyclopedia of Qualitative Methods‘ “Critical & Social Justice” section (James Salvo & Jasmine Ulmer, Eds) with a fantastic team of section advisors (Rozana Carducci, Joy Gaston Gayles, Z Nicolazzo, Michelle Samura, Michelle Salazar Pérez) and Graduate Research Associate (Chelsea Gilbert). She’s also co-authoring an entry for this encyclopedia (with Rozana). In addition, she wrote the intro for & reviewing manuscripts in the “Critical Research: Why Now?” section of The Routledge Handbook of Critical Education Research Theory & Methodology (Michelle D. Young and Sarah Diem, Eds). Some recent publications are below:
- McMillian, R. & Pasque, P. A. (Eds). Reyes, H.* (Managing Ed.). (in process). Advancing Qualitative Inquiry toward Innovation, Equity, Diversity, and Justice. Routledge. [contract received].
- Pasque, P. A. (Section Editor). (July 2020-present). Critical Qualitative Research & Social Justice. In Routledge Encyclopedia of Qualitative Methods (AKA RRO). J. Salvo and J. Ulmer (Eds.), Routledge.
- Pasque, P. A. & Carducci, R. (in press). Critical advocacy inquiry. In J. Salvo and J. Ulmer (Eds.), Routledge Encyclopedia of Qualitative Methods. (AKA RRO). Routledge.
- Gilbert, C.* & Pasque, P. A. (in press). Defining Culturally Responsive Research: Learnings and Tensions in Minoritized Researcher Perspectives. Journal of Diversity in Higher Education
- Pasque, P. A. & Gilbert, C.* (2023). Theoretical and conceptual frameworks: Understanding the role of theory in congruent qualitative research. Terosky, A. L., Baker, V. L., & Sun, J. C. (Eds.), Gonzales, L. (Section Ed.). A Practical Guide to Teaching Research Methods in Education: Lesson Plans and Advice from Faculty. (p. 52-61). Routledge.
- Pasque, P. A. & alexander, e.* (Eds). (2023). Advancing culturally responsive research and researchers: Qualitative, Quantitative, and Mixed Methods. New York, NY: Routledge.
- Gilbert, C.* & Pasque, P. A. (2022). Introducing Poetic Immersion as Post-Qualitative Analysis: A Focus On Culturally Responsive Research. International Review of Qualitative Research. 0(0). 1-8. DOI: 10.1177/19408447221131026.
Researching Educational Diversity – Decolonizing Indigenous Research Team
She is PI of RED-DIRT, the Researching Educational Diversity – Decolonizing Indigenous Research Team, in collaboration with Monty Begaye (Navajo), Breanna Faris (Cheyenne and Arapaho), and Dr. Corey Still (Keetoowah). Focusing on TribalCrit and Indigenous methodologies, the project critically deconstructs the experiences of Indigenous students on college campuses and re-imagines campus spaces with Indigenous students in mind with tangible action strategies for policy and practice.
This group has published a chapter “Critical case study as an imperative for organizational activism and institutional change” in the book Qualitative inquiry in higher education organization and policy research (Pasque & Lechuga, Eds) and continues to work on manuscripts for publication.
- Still, C.,* Faris, B.,* Begaye, M.,* & Pasque, P. A.. (in process). “Oh, it’s just them Indians”: Creating decolonized institutions through Indigenous Case Study. (R&R under review)
- Pasque, P. A., Khader, L. M.* & Still, C.* (2017). Critical case study as an imperative for organizational activism and institutional change. In P. A. Pasque & V. M. Lechuga (Eds.) Qualitative inquiry in higher education organization and policy research (pp. 75-91). New York, NY: Routledge.
National Study on Women in Higher Education and Student Affairs
Pasque has served as PI for this longitudinal study since 2009. The study explores the experiences of women in higher education including pay inequity, formal and informal organizational structures, women-led leadership paradigms, and experiences of reduction and rejuvenation. Currently, she is working on a cross-disciplinary project with Dr. LaVonya Bennett (Counselor Education) on the impacts of insidious trauma on women and women-identified people.
Research from this study may be found in journals including Oxford University’s Forum on Public Policy, the Journal About Women in Higher Education and Student Affairs, and in books such as Empowering Women in Higher Education and Student Affairs (Pasque & Nicholson, eds.), The Obama Administration and Educational Reform (Zamani-Gallaher, ed.), Managing Diversity (Dancy, ed.) and Women of Color in Higher Education: Turbulent Past, Promising Future (Jean-Marie & Lloyd Jones, eds.).
Higher Education for the Public Good
Her research on higher education for the public and private good has been utilized in policy circles in the US, Poland and Indonesia. In addition, it was instrumental in policy conversations in Washington DC during the Obama Administration focusing on undocumented students and the DREAM Act.
Her research in this area may be found in American Higher Education Leadership and Policy: Critical Issues and the Public Good (Pasque), Readings on Equal Education (St. John, ed.), Critical Issues in Higher Education for the Public Good (Pasque, Bowman, Martinez, eds.), and Higher Education in Review, to name a few.
Epistemic In/justice in Graduate Education
In collaboration with Leslie D. Gonzales (Michigan State University), this multi-year study explores epistemic in/justice in graduate education across the social sciences, natural sciences and humanities. Graduate students at OSU (Jordan Hansen), MSU (Kyle Faris, Dianey Leal), and NCSU (Patti Baynes) have participated on this research team and we are grateful for their contributions to the team. The culmination of our efforts were presented at ASHE conferences and published in the Review of Educational Research.
- Gonzales, L. G., Pasque, P. A., Farris, K. D.,* & Hansen, J. M.* (online first). The Conditions of Knowledge Production and Legitimization across Doctoral Education in the U.S.: A Systematic Review of Literature. Review of Educational Research. DOI: 10.3102/00346543231187628.