Giving voice and choice to children: Q methodology as a capability measure

This dissertation is a theoretical and empirical examination of how to measure the way children view their capabilities, that is, their choices of valued opportunities. The study used Sen’s (1999) capability approach as a theoretical framework to gain an understanding of children’s well-being. Using this framework is novel in several ways: First, it applied the capability approach to a consideration of children in which children are treated as independent agents; second, it applied this child-centered capability approach to a consideration of education in the U.S.A; and third, this was the first study in the U.S. that used the capability approach for the evaluation of middle-school children. Since current measurements of education do not tell us much about what choices in opportunities are important to children or if education creates valued opportunities, this study lays the groundwork for establishing a participatory measure to understand how American school children perceive their capabilities and to provide a tool for future evaluations in educational contexts. Children ages 9 to 14 were directly involved in the research process in two ways. First, children participated in the construction of the measure used to assess capabilities to ensure that the measure was in their voice. Second, children in the same age range participated directly as respondents. The study was also novel in its use of a particular mixed-methods technique, Q methodology, as a measure of capabilities. The methodology aligned well with the capability approach, because it offered a measure that fostered agency and participation, it allowed for individual viewpoints to be heard and expressed, and it also created group viewpoints. Results showed distinct views on capabilities and well-being: for some participants, sociality and security were most important, some sought equality and freedom of choice, while others were concerned with learning and basic living. Used in an educational setting, this new capability measure can effectively uncover what choices in opportunities are valued by children (as well as by adults, presumably), what capabilities need to be fostered, and what capabilities need to be made available in order to nurture the well-being of children.Ph.D.Includes bibliographical referencesIncludes vitaby Ines Meie