Digging and building: How transformative mixed-methods research contributes to explaining and responding to educational exclusion and school dropout

Abstract

Transformative mixed-methods research (T-MMR) provides an integrated understanding of social issues while simultaneously working toward their transformation. This paper illustrates how this approach deals with urgent problems affecting vulnerable groups that experience socioeducational inequality, focusing on educational exclusion and school dropout in youth and adult education in Chile. Using the metaphor of digging and building, this study explores how T-MMR facilitates a comprehensive approach by integrating qualitative and quantitative methods to understand and respond to these issues from an educational psychology perspective. Findings show that through digging (QUAN-QUAL), educational exclusion is rooted in systemic inequalities, with marginalized students facing persistent barriers that the education system fails to adequately address. However, the strength of T-MMR lies in not only revealing these challenges but also co-creating practical solutions. That is what we call building. To deepen our understanding of school dropout, this phase consisted of an integration of quantitative and qualitative data and collaborative work with students, teachers, and policymakers, creating a particular and precise response. Finally, this research highlights the value of T-MMR for engaging communities in both understanding (digging) and reshaping (building) educational practices, offering a transformative pathway toward a more just and responsive education system.

Keywords

• Mixed-methods research
• Educational exclusion
• School dropout
• Educational psychology
• Transformative methods