Penny Pasque

Penny A. Pasque is professor in Educational Studies, director of the QualLab, and director of Qualitative Methods in the Office of Research, Innovation and Collaboration (ORIC), College of Education and Human Ecology. Pasque is editor of The Review of Higher Education. RHE is considered one of the leading research journals in the field and is the official journal of the Association for the Study of Higher Education.  She has been named Senior Scholar (2019-2024) and Diamond Honoree (class of 2011) by the American College Personnel Association.

Dr. Pasque is one of the leading qualitative researchers in the US and her research has appeared in over 100 journal articles and books. She uses qualitative methodologies in her research, studies (post)qualitative methodologies & methods, and teaches scholars across fields & disciplines about the various qualitative approaches at their disposal for research that works toward social justice and equity. Her work on Critical Advocacy Inquiry (with Carducci) is becoming an important new approach that connects both critical and transformative/participatory paradigmatic approaches.

In addition, Pasque focuses on “American Higher Education, Leadership and Policy: Critical Issues and the Public Good.” In other words, are public institutions as organizations actually doing the “public” any “good” – and the ways in which minoritized people (e.g., race, gender, and sexual orientation), community partners, and/or non-dominant perspectives are being silenced or relegated to the margins in national policy conversations. This research has been used in US policy change in the United States (i.e., with DACA during the Obama Administration, national gathering of graduate school deans), Poland, and Indonesia. 

See her Ohio State “personal website” and her “Amazon Book Author Page” for more details.

• Ph.D., Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor, MI. 2007.
• • Concentration: Organizational Behavior and Management
• Continuing Education, Cornell University, Ithaca, NY. 1997-1999.
• M.S., Communication, Syracuse University, Syracuse, NY. 1992.
• • Concentration: Interpersonal Communication
• B.S., Communication and Marketing, Eastern Michigan University, Ypsilanti, MI. 1990.

• Access and Equity
• Education Policy
• Equity
• Higher Education and Student Affairs (HESA)
  • Higher Education for the Public Good
  • Organizational Behavior in Higher Education
  • Qualitative Inquiry
• Social and Philosophical Foundations of Education (Philosophy of Education)
• Social Justice
• Sociology
• Women's Studies

Pasque’s research has appeared in over 100 journal articles and books, including in The Review of Educational Research, The Journal of Higher Education, Qualitative Inquiry, The Review of Higher Education, Peabody Journal of Education, Diversity in Higher Education, Cultural StudiesCritical Methodologies, among others. 

Her books include Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods (with alexander, Routledge), Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuca, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (with Carducci, Kuntz & Gildersleeve, Jossey-Bass), Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press), American Higher Education Leadership and Policy: Critical Issues and the Public Good (Palgrave Macmillan), Empowering Women in Higher Education and Student Affairs (with Nicholson, Stylus), Transforming Understandings of Diversity in Higher Education (with Ortega, Burkhardt, & Ting, Stylus) and Engaged Research and Practice (with Overton & Burkhardt, Stylus). See her “Amazon Book Author Page” for more details.

Her research agenda includes the following areas:

Qualitative Inquiry

Pasque’s research on qualitative inquiry toward social justice and educational equity examines complexities and congruency between theoretical perspectives, paradigmatic approaches, methodologies, data collection, data analysis and dissemination of research. She has collaborated with faculty in education, sociology, psychology, medical research, physics, political science, and engineering, and beyond. Her books in this area include Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods (with alexander), 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.

As founding director of the QualLab, Pasque has spearheaded the methodology center, crafted the Advanced Methods Institute series and publications, collaborated with the dean (Pope-Davis) on the Patti Lather Distinguished Award and Lecture Series, collaborated with the department chair (Patton) on the webinar series & CSCM publication “Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy,” hosted monthly QualLab Lunches, offered consultations to faculty and graduate students, and developed a Dashboard of Resources all with the support of fabulous GRAs and undergraduate assistants. More information may be found on the QualLab website.  

Review of Higher Education

Pasque is editor of the Review of Higher Education (RHE), which is considered one of the leading research journals in the field and is the official journal of the Association for the Study of Higher Education https://www.ashe.ws/ashe_rhe.

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 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. The latest research in this area has been published as well as is currently under review.

Higher Education for the Public Good

Her research on higher education for the public and private good has been utilized in policy circles in Poland and Indonesia as well as 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.

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 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.).

Epistemic In/justice in Graduate Education

In collaboration with Leslie D. Gonzales (Michigan State University), this study explores epistemic in/justice in graduate education across the social sciences, natural sciences and humanities. This research from this project is titled, “The Conditions of Knowledge Production and Legitimization across Doctoral Education in the U.S.: A Systematic Review of Literature” and published in the Review of Educational Research. 

Pasque has received grants and contracts from organizations including the Kettering Foundation, Lumina Foundation (via University of Illinois, Urbana-Champagne), Spencer Foundation (via University of Michigan), National Center on Institutional Diversity, National Forum on Higher Education for the Public Good, ACPA Foundation, ACPA’s Coalition on Women’s Identities, ACPA’s Commission on Professional Preparation, Center for the Education of Women – University of Michigan, University of Oklahoma Vice President for Research Office, among others. A select list is below:

• Fogt, J. (PI), Pasque, P. A., & Lu, R. (Awarded, 2023). Exploring the Appropriateness of Contact Lens Modality for Medically Necessary Contact Lens Patients: A Qualitative Study of Patient Experiences using Grounded Theory: Phase 1. College of Optometry internal Grant. Internal Contract.
• Kulp, M. & Pasque, P. A. (2023). Interdisciplinary Investigation of the Quality-Of-Life (Qol) of Children with Concussion- and Non-Concussion-Related Binocular Vision, Accommodative, and Tracking Disorders and Development of Patient-Reported Outcome Measures (PROMs) using Qualitative Inquiry. Chronic Brain Injury Program, The Ohio State University..
• Heck, D., Sztajn, P., & Malzahn, K. (2023-2025) Project AIM NEXT: All Included in Mathematics New Extension. National Science Foundation Grant. (DRL- 1020177, 1513155, 1513104). Pasque, P. A. - Advisory Board Member as external consultant / expert in qualitative research.
• Pasque, P. A. & *Smith, T. A. (2022 – 2023). Spring Forward Research Grant Project. Contracted on grant with David Graham, Assistant Vice Provost for Transition and Academic Growth and Spring Forward Staff.
• Pasque, P. A., Kim, M. J.,* Dellarosa, M.,* & Pittman, A. G. J.* (2022-2023). Beyond developing a research apprenticeship course: Reflecting co-constructed qualitative research experience with EHE graduate students. Michael V. Drake Institute for Teaching and Learning - Research and Implementation Level II Grant. The Ohio State University, Columbus, OH. [Submitted with QualLab Graduate Student Board members.]
• Kulp, M. (PI), Pasque, P. A., Lu, R.* (2022-present). Development of Patient-Reported Outcome Measures for Children with Concussion- Related and Non-Concussion-Related Non-Strabismic Binocular Vision, Accommodative and Visual Tracking Problems: Phase 1. Ophthalmology Wexner Medical Center internal Grant. Internal Contract.
• Pasque, P. A. & alexander, e. (Summer, 2021). 360º Feedback Consultation Project. Learning as Leadership. San Anselmo, CA.
• Pasque, P. A. & alexander, e. (Summer 2021). URSA and Mentoring Course Intervention Consultation Project. Polaris and The Ohio State University Department of Physics and Astronomy, Columbus, OH.
• Pasque, P. A., Kim, M. J.* & Valley, S.* (2021-2022). EDUCST 8191 Research Apprenticeship: Co-constructing qualitative research space and research opportunities for EHE graduate students. Michael V. Drake Institute for Teaching and Learning - Research and Implementation Level I. The Ohio State University, Columbus, OH. [Submitted with QualLab / Research Apprenticeship Students as co-PIs: Graduate students beneficiaries written into the grant: Combs, L., Dellarosa, M., Gilbert, C., Pittman, A., & Smith, S.]
• Lang, S., Ansari, A., Ford, D. & Pasque, P. A. (2019-2022). Creating culturally responsive and equitable early childhood programs: Investigating current practices, developing and piloting new professional development. Big Seed Grant, College of Education and Human Ecology, The Ohio State University, Columbus, OH.
• Pasque, P. A. (2019, October 23). Keynote: Understanding Implicit Bias and Identifying Action Strategies Toward Change. Lincoln Land Community College, Springfield, IL.
• Zamani-Gallaher, E. & Wilson, L.; Keynote Presenters, contracted – Pasque, P. A., Smith, W. & Quaye, S. (2019). Racial Justice Institutes. July 25-26 Chicago; August 7-8 Bronx, NY; September 5-6 San Diego, CA. Lumina Foundation. (Grant funded to University of Illinois, Urbana-Champagne with contract to Pasque).See videos at OCCRL. 

• Gonzales, L. G., Pasque, P. A., Farris, K. D.,* & Hansen, J. M.* (in press). The Conditions of Knowledge Production and Legitimization across Doctoral Education in the U.S.: A Systematic Review of Literature. Review of Educational Research. 
• 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. 
• Pasque, P. A. (2024). Section I Introduction – Why critical research? Why now? In M. D. Young & S. Diem (Eds.) Handbook of Critical Education Research Theory & Methodology. Routledge. 
• Pasque, P. A. & alexander, e.* (Eds). (2023). Advancing culturally responsive research and researchers: Qualitative, Quantitative, and Mixed Methods. New York, NY: Routledge.
• Suspitsyna, T. & Pasque, P. A. (2023). Knowledge Production in Europe: Actors, Policies and Critiques. In Davies, P., Clinton, E. & Carolyn, G. (Eds.) International Encyclopedia of Education (4th Edition). Elsevier, Ltd, Major Reference Works, United Kingdom
• 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
• Pasque, P. A., Patton, L. D., Gayles, J. G., Gooden, M. A., Henfield, M. S., Milner IV, H. R., Peters, A., & Stewart, D-L. (2022). Unapologetic Educational Research: Addressing Anti-Blackness, Racism and White Supremacy. Cultural Studies Critical Methodologies. 21(1). 3-17. DOI: 10.1177/15327086211060451. [5-year impact factor 1.698].Combs, L. D.,* Dellarosa, M.,* Kim, M.,* Pittman, A. G-J,* Gilbert, C.,* Smith, S. J.,* Smith, T.,* Valley, S. N.* &
• Pasque, P. A., Patton, L. D., Gayles, J. G., Gooden, M. A., Henfield, M. S., Milner IV, H. R., Peters, A., & Stewart, D-L. (2022). Unapologetic Educational Research: Addressing Anti-Blackness, Racism and White Supremacy. Cultural Studies Critical Methodologies. 21(1). 3-17. DOI: 10.1177/15327086211060451. (5-year impact factor 1.698).Combs, L. D.,* Dellarosa, M.,* Kim, M.,* Pittman, A. G-J,* Gilbert, C.,* Smith, S. J.,* Smith, T.,* Valley, S. N.* & 
• Ozias, M. & Pasque, P. A. (2019). Critical geography as theory and praxis: The community-university imperative for social change. The Journal of Higher Education. 90(1). 85-110.
• Jaeger, A. J., Hudson, T. D., Pasque, P. A., & Ampaw, F. (2017). Understanding how lifelong learning shapes the career trajectories of women with STEM doctorates: The life experiences and role negotiations (LEARN) model. The Review of Higher Education. 40(4). 477-507.
• Pasque, P. A. & Lechuga, V. M. (Eds.) (2017).Qualitative inquiry in higher education organization and policy research. New York, NY: Routledge.
• Overton, B., Pasque, P. A. & Burkhardt, J. C. (Eds.). (2017). Engaged research and practice: Higher education and the pursuit of the public good. Sterling, VA: Stylus.
• 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; Core Concepts in Higher Education, E. P. St. John & M. Gasman, series editors). New York, NY: Routledge.
• Pasque, P. A., Ortega, N., Burkhardt, J. C. & Ting, M. P. (Eds.). (2016). Transforming understandings of diversity in higher education: Demography, democracy and discourse. Sterling, VA: Stylus.
• Pasque, P. A. & Carducci, R. (2015). Critical advocacy perspectives on organization in higher education. In M. B. Paulsen (Ed.). Higher Education: Handbook of Theory and Research. 29(30). (pp. 275-333). New York, NY: Springer.
• Cannella, G. S., Salazar Pérez, M. & Pasque, P. A. (Eds.) (2015). Critical qualitative inquiry: Foundations and futures. Walnut Creek, CA: Left Coast Press.
• Pasque, P. A. & Salazar Pérez, M. (2015). Centering critical inquiry: Methodologies that facilitate critical qualitative research. In G. S. Cannella, M. Salazar Pérez, & P. A. Pasque (Eds.), Critical qualitative inquiry: Foundations and futures (pp. 139-170). Walnut Creek, CA: Left Coast Press.
• Pasque, P. A & Gamez Vargas, J. (2014). Performances of student activism: Sound, silence, gender, and dis/ability. In C. Broadhurst & G. Martin. New Directions in Higher Education: Special Issue on “Radical Academia?” Understanding the Climates for Campus Activists. 167. 59-71.
• Davenport, A. & Pasque, P. A. (2014). Adding breadth and depth to university residential communities: A phenomenological study of faculty in residence. The Journal of College and University Student Housing. 40(2). 46-65.
• Salazar Pérez, M. & Pasque, P. A. (2013). Challenging the neoliberal climate in academia from mentoring perspectives: Critical reflections from our future selves. Cultural Studies ó Critical Methodologies: Special Issue on Confronting Neoliberalism: Toward a Militant Pedagogy of Empowered Citizenship. 13(6). 474-480.
• Pasque, P. A., Chesler, M., Charbeneau, J., & Carlson, C. (2013). Pedagogical approaches to student racial conflict in the classroom. Journal of Diversity in Higher Education. 6(1). 1-16.
• Carducci, R., Pasque, P. A., Kuntz, A., & Contreras-McGavin, M. (2013). Disrupting façades of clarity in teaching and learning of qualitative research. Qualitative Research in Education. 2(1). 1-26.
• Pasque, P. A. (2013). (Re)membering and (re)living: A methodological exploration of postmodern and constructivist feminist approaches to interviewing women leaders in higher education. Journal About Women in Higher Education. 6(1).99-126.
• Pasque, P. A., Chesler, M. A. & Young, A. A. (2013). Issues of research design and reflexivity. In M. A. Chelser & A. Young, Jr. (Eds.), Faculty identities and the challenge of diversity: Reflections on teaching in higher education (pp. 21-36). Boulder, CO: Paradigm Publishers.
• Pasque, P., Carducci, R., Kuntz, A. K., Gildersleeve, R. E. (2012). Qualitative inquiry for equity in higher education: Methodological innovations, implications, and interventions. ASHE Higher Education Report. 37(6). San Francisco, CA: Jossey-Bass.

• McMillian, R. & Pasque, P. A. (April 14, 2023). Professional Development Workshop: Qualitative Research from Literature Review to Large Dataset Analysis. American Educational Research Association. Chicago, IL.

• Pasque, P. A. & Nelson Laird, T. (November, 2022). Review of Higher Education: Humanizing ASHE’s Journal. Presented at the Association for the Study of Higher Education. Las Vegas, NV. [Available on website].

• Pasque, P. A. (October 3, 2022). Higher Education for the Public Good: National Policy, Discourse, and The Power of Qualitative Research. John Glenn College of Public Affairs Colloquium, The Ohio State University. Columbus, OH.

• Pasque, P. A. & Gilbert, C.* (2022, October 5). Educational Research Spotlight Session 2: Introduction to Grounded Theory. Wexner Medical Center, The Ohio State University, Columbus, OH.

• Pasque, P. A. (2021, October 13). Educational Research Spotlight Session: Focus Groups 101. Wexner Medical Center, The Ohio State University, Columbus, OH.

• Pasque, P. A. (Spring, 2021). What More Can I Do?: An Exploration of Critical Advocacy Research and Decision Points toward Culturally Responsive Research. SAGE and NVivo International Webinar Series on Culturally Responsive Research. [Over 400 registered; Available on website].

• Pasque, P. A., Nelson Laird, T., Esch, J., Olivo, V., Boatman, A., Castillo-Montoya, M., Cole, E., Gonzales, L., Rowan-Kenyon, H. (2020, November). Looking behind the publishing curtain: Understanding all the steps and dissecting reviewer comments. Presented at the Association for the Study of Higher Education. New Orleans, LA / Online Conference. [Available on ASHE’s RHE website for accessibility].