Making the Invisible Visible: Critical, Intersectional Quantitative Methods for Social Justice Praxis in Education

• In Event: Advancing Critical Race Theory in Educational Quantitative Methods

Abstract

1.Objective
What patterns of educational inequalities remain invisible when six-year undergraduate graduation rates are reported by race alone, gender alone, class alone or other axes of inequality? The purpose of this paper is to advance critical quantitative research that contributes to communities of practice that go beyond deficit oriented, compliance-based statistical fetishes and instead embrace equity-based social justice praxis.

2.Theoretical framework
and Method
Drawing on the insights of critical race theory and intersectionality (Gilborn, 2008; Zuberi, 2001; Zuberi & Bonilla-Silva, 2008; Omi & Winant, 2015; Crenshaw, 1991; Collins, 2007, 2009; Dei & Johal, 2005; Smith, 2012; Fine, 1991; López, 2003; 2013; Landry, 2008), I examine trends in race-class and race-gender gaps in six-year undergraduate graduation rates at an urban public university in the Southwest from 1980-2010. The guiding premises of the research include: 1.) the importance of recognizing of the structural and systemic nature of racism and white supremacy; and 2.) the value of examining race, gender, ethnicity and class together as a valuable orienting framework for mapping and ameliorating social inequalities in higher education as well as other high priority policy arenas.

3. Results and/or substantiated conclusions
One of the preliminary findings of the analysis reveals the presence of on-going race-class gaps among both high income (e.g., students with household income over $78,000) and low income (e.g., PELL qualified) students, whereby Black, Latina/o and Native American students graduate at lower rates than White and Asian American students.

6. Scientific or significance of the study or work

I argue that critical quantitative researchers can contribute to making the invisible visible and in partnership with social justice movements and organizations advance actionable high priority action items for social justice transformations in higher education and beyond.

Authors

• Nancy Lopez, University of New Mexico

• Melissa Binder, The University of New Mexico

• Christopher Erwin, University of New Mexico

• Mario Javier Chavez, The University of New Mexico