Questioning the Science
How Quantitative Methodologies Perpetuate Inequity in Higher Education
Bibliographic Data
| ID | 22048485 |
|---|---|
| Authors | Lucy Arellano Jr (0000-0002-2410-0984, Texas Tech University, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Pages | 116 |
| Publication date | 2022-02-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12020116 |
| OpenAlex | W4211211413 |
| Language | EN |
| Citations received | 12 |
| References cited | 12 |
Higher education is in a moment of pause, facing an opportunity to transform or continue to perpetuate the status quo. The COVID-19 pandemic, coupled with the recognition of racial violence, has created an opportunity for institutions to question their own policies and practices. The purpose of this inquiry is to question the science behind established statistical practices. Specifically, the question guiding this investigation is: How can higher education quantitative scholars (students and faculty) identify and be critical of statistical practices that perpetuate inequity, forms of oppression, and White supremacy? Using a QuantCrit framework, five examples are presented that illustrate multiple forms of oppression, subjectivity, and bias including: (a) comparing across groups, (b) eliminating outliers, (c) addressing non-response bias, (d) small sample sizes, and (e) theory development. Two recommendations are discussed that could help transform higher educational quantitative research and training into a more inclusive, equitable, and anti-racist educational environment
Epistemology · Higher education · Oppression · Pedagogy · Political science · Politics · Racial bias · Racism · Sociology · Status quo · Subjectivity · Gender Studies · Innovative Teaching Methodologies in Social Sciences · Law · Statistics Education and Methodologies
Intractable Issues
The health disparities research industrial complex as structural violence
The Development and Validation of the Academic Cultural Wealth Scale
An Examination of Fraternity Men’s Orientations toward Political and Social Involvement
Trends and Motivations in Critical Quantitative Educational Research
Interrogating Side Effects in Critical and Quantitative Research in Education
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity
Men, Masculinities, and Relational Leadership Attitudes in the Collegiate Fraternity Environment
Rethinking reference and racial/ethnic categories
Weird but Also Inconsistent
Transforming the future of quantitative educational research
Who are the “Scholars” in “Scholarship?”
| Citations per year | 6 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |