A Critical Quantitative Exploration of the State of Black Education

• In Event: Addressing Critical Perspectives and Equity in Data Use Research and Practice

Abstract

This project utilizes critical quantitative theory to challenge the way to use publicly available education data to research education and race. This research aims to situate the Black education within the broader social context (Hernandez, 2015). Secondary data analysis and empirical literature reviews are used to examine opportunity structures, institutions, and Black students’ academic experiences in context. Moreover, this analysis humanizes Black students by providing a narrative specific to them without the false dichotomy of white student performance. This paper paints a picture of promise for Black students and determines a path forward for advocacy around Black education. Commentary will also be provided on the use of data to tell honest stories Black students as human beings not just numbers.

Authors

• Ashley R. Griffin, Bowie State University

• R. Davis Dixon, Hampton University

• Thema Monroe-White, Berry College

• Danielle Veal, Atlanta Public Schools