ABSTRACT
Much research concerned with equal opportunities issues has adopted qualitative approaches. In this chapter I discuss the contribution of quantitative methods to such research. More specifically, the complementarity of qualitative and quantitative research methods is raised through a discussion of the use of quantitative data to inform equal opportunities work. I explore the theoretical contradictions produced by the use of established statistical categories, alongside reconceptualized notions of class, ‘race’ and gender relations. These tensions are discussed with reference to a recently completed year-long study in four co-educational state comprehensive schools (Dunne, 1994). In the broadest terms, this research was designed as a qualitative study to explore the production of differentiated educational experiences and unequal educational outcomes by focusing upon classroom relations. It developed, however, to include significant amounts of quantitative data.
