General Theoretical And Practical Considerations Determine Your Assessment?

General Theoretical and Practical Considerations “Which general theoretical and practical considerations determine your assessment?” Theoretical questions may relate to your background as a researcher and to the theoretical models you favor in the context of your work. Practical considerations are relevant to the decision how the chosen theoretical conceptualizations can be realized within a certain research setting. Based on your theoretical background, which aspects of sex/gender would likely be part of your definition and which would you have to assess? Which specific theories, issues of study design, procedures, methods, and institutional structures influence your choice of sex/gender assessment? (Based on Schellenberg, 2014)

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Considering both, theoretical and practical factors that lead to the inclusion of specific sex/gender variables can help authors to account for the drawbacks of the chosen assessment strategy and may prevent interpretational errors. For example, as we will show in the Attempt at Registering Sex/Gender below, researchers may choose to work with concepts and measures that do not fully abandon binary categorical sex/gender approaches and still carry a strong connotation of labels. Yet, researchers may choose to “say it like it is” by disclosing their reasons for choosing specific measures to model their concept of

In qualitative research this reflection may lead to a re-examination of your use of pronouns. In quantitative research, the reflection may lead to a re-examination of group-based designs and analyses: As pointed out above, most aspects of participants’ sex/gender do not meet the definition of an independent variable (e.g., Brannon, 2008), and findings that are often interpreted as inherent group differences are actually correlations, which certainly do not imply causation. Thus, for sex/gender-related variables, it may useful to “say it like it is” by adopting a language of association and interdependence rather than difference. This small change in perspective may foster the development of more appropriate analyses and interpretations of sex/gender-related data. For example, it might be worthwhile to explore designs and analyses that emphasize continuous interrelated data. But even for less complex designs, transitioning from a causal to an associative mindset may very well be a first step in moving toward non-binary sex/gender assessment because it fosters the emergence of novel questions about the data and helps researchers and their audience to view sex/gender data for what they are: signifiers of potential associations in the context of a study. In turn, this perceptual shift can prompt new