Positionality Statements in Engineering Education Research: A Look at the Hand that Guides the Methodological Tools

Abstract

Background: Positionality captures how the researcher is positioned, personally, socially, and politically, in relation to the study’s context. A researcher’s positionality influences each step of the project, which makes it a critical component to make visible in publications. Purpose: The purpose of this research article is to explore current considerations of positionality in engineering education research by highlighting example statements across journals and modes of inquiry. We considered qualitative, quantitative, and mixed methods approaches to engaging with questions of interest to the field. Design/Method: We surveyed three journals in the field of engineering education: The Journal of Engineering Education (JEE), the International Journal of Engineering Education (IJEE), and the European Journal of Engineering Education (EJEE) in the timeframe of 2008–2020. We used search terms from the Engineering Education Research Taxonomy as a starting point for searching each journal and pulling abstracts to begin parsing relevant articles, including a direct search for positionality. The direct search results were narrowed down by appending personal pronouns to positionality-oriented language, such as “lens,” “perspective,” and “experience.” We found 15 examples of positionality statements, which we categorized based upon their content in relation to their study’s context and where the statement appeared in the manuscript. Results: Explicit positionality statements were sparse across the reviewed journals. The few positionality statements we could locate exhibited three main approaches: disclosing identities, disclosing experience and opportunities, and disclosing journeys. We draw particular attention to the language used in the positionality statements to highlight differences in writing style and the relative space dedicated to discussing issues of positionality in the example publications. Conclusions: A degree of vulnerability is needed for a researcher to construct positionality statements for their work, which is shared publicly with a research community. Reflection, accountability, and admission of lessons learned are not readily discussed across engineering education research. Accordingly, we offer suggestions and raise questions for the broader community to engage with their—often unstated or underemphasized—influences in the research process, especially with quantitative approaches.