Michael Frisby
Assistant Professor - Research, Measurement and Statistics Educational Policy Studies- Education
Ph.D. in Educational Studies, University of Michigan, 2022
M.S. in Statistics, Michigan State University, 2012
B.A. in Philosophy, University of Arkansas at Little Rock, 2009
- Specializations
Structural Equation Modeling
Item Response Theory
Bayesian Statistics
Critical Quantitative Literacy
QuantCrit
Critical Consciousness
- Biography
Michael Frisby is an assistant professor of research, measurement and statistics in the Department of Educational Policy Studies at Georgia State University. He earned his Ph.D. in educational studies from the University of Michigan, his M.S. in statistics from Michigan State University, and his B.A. in philosophy from the University of Arkansas at Little Rock. He teaches advanced methods courses including structural equation modeling and Bayesian statistics.
His research has two primary aims. The first aim regards the measurement and development of critical consciousness in individuals who identify as white, the second is on the teaching and application of quantitative methods to be aligned with critical theory and research. His current work features the development and validation of the White Critical Consciousness Index (WhiCCI). This work features the use of structural equation modeling and item response theory to validate the instrument and explore item functioning. His pedagogical work on developing critical quantitative literacy was recently published in AERA Open. Forthcoming work will feature advancement in theory and application critical quantitative methodology in addition to continued development, validation, and application of the WhiCCI.
- Publications
Frisby, M. B. (2024). Critical quantitative literacy: an educational foundation for critical quantitative research. AERA Open, 10. https://doi.org/10.1177/23328584241228223
Pinedo, A., Frisby, M. B., Kubi, G., Vezaldenos, V., Rostant, O. S., Diemer, M. A., McCalister, S., & Harris, E. (2023). The longitudinal interplay and ontogenesis of critical consciousness among youth activists. Child Development. http://doi.org/10.1111/cdev.13977
Frisby, M. B., Diemer, M. A., Sack, D. E., Audet, C. M. (2022). Dyadic validation of relational processes in Mozambican couples: social support, physician trust, and stigma. Aids & Behavior. https://doi.org/10.1007/s10461-022-03739-w
Cole, S., Murphy, H., Frisby, M. B. (2022). The relationship between special education placement and high school outcomes. Journal of Special Education. https://doi.org/10.1177/00224669221097945
Frisby, M. B., Diemer, M. A. (2021). “Everything in moderation: a proposed improvement to variance calculation for visualizing latent endogenous moderation.” Structural Equation Modeling: A Multidisciplinary Journal, 28 (6), 914-927.
https://doi.org/10.1080/10705511.2021.1911658Marchand, A., Frisby, M., Kraemer, M., Matthews, C., Diemer, M. A., & Voight, A. M. (2021). “Sociopolitical participation among marginalized youth: do political identification and ideology matter?” Journal of Youth Development, 16 (5).
https://doi.org/10.5195/jyd.2021.1089Diemer, M. A., Pinedo, A., Banales, J., Matthews, C. J., Frisby, M. B., Harris, E. M., McAlister, S. (2021). “Recentering action in critical consciousness.” Child Development Perspectives, 15 (1), 12-17.
https://doi.org/10.1111/cdep.12393Diemer, M. A., Frisby, M. B., Pinedo, A., Bardelli, E., & Elliot, E. (2020). “Validation of the short critical consciousness scale (ShoCCS).” Applied Developmental Science, 26 (3), 409-425.
https://doi.org/10.1080/10888691.2020.1834394Frisby, M. B., Erman, S., Quintanilla, V. D. (2020). “Safeguard or barrier: an empirical examination of bar exam cut scores.” Journal of Legal Education, 70 (1), 125-161.