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Advancing Critical Race Theory in Educational Quantitative Methods
Sun, April 10, 10:35am to 12:05pm, Marriott Marquis, Floor: Level Four, Supreme CourtSession Type: Symposium
Abstract
This symposium session panel will explore critical race theory (CRT) in the field of education in relation to quantitative methods. It has been argued that theory, methodology, and research using “standard” quantitative approaches do not support critical perspectives nor challenge white supremacy, but rather perpetuate “white logic” that normalizes racial inequities (Zuberi and Bonilla-Silva, 2008). In the field of education, scholars are increasingly problematizing how quantitative methods often frame communities of color thru a deficit lens in the United States educational system.
Sub Unit
Chair
Papers
Magic Numbers? Education Policy, "Big Data," and a Critical Race Theory of Statistics - David Gillborn, The University of Birmingham; Paul Warmington, The University of Birmingham; Sean Demack, Sheffield Hallam University
Toward a Critical Race Theory Transformative Explanatory Sequential Mixed Method - Nichole Garcia, University of California - Los Angeles; Oscar Jose Mayorga, University of California - Los Angeles
Degrees With "Value": A Critical Race Critique on the Discourse of "Value" in Latina/o Degree Attainment - Lindsay Perez Huber, California State University - Long Beach; Daniel Gilbert Solorzano, University of California - Los Angeles; Veronica Nelly Velez, Western Washington University
Making the Invisible Visible: Critical, Intersectional Quantitative Methods for Social Justice Praxis in Education - 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