White Supremacy in Quantitative Research Education: A Call to Action to Accept Educational Responsibility

• In Event: Poster Session

Abstract

The authors interrogate the maintenance of white supremacy in graduate education using a critical discourse method. Specifically, the study is presented as a dialogue between learner and educator sharing perspectives on the topic of quantitative research education. Critical quantitative methodologies (QuantCrit) frame the work due to its foundation in critical race theory recognizing the history and use of social statistics as racialized. Three mini-conversations are included that explore social justice positionality, hope for QuantCrit, and the uniqueness of this moment in time. The discourse highlights the need for educators and graduate programs to accept educational responsibility and recognize their role in the perpetuation of oppression and white supremacy via doctoral training.

Authors

• Lucy Arellano, Texas Tech University

• Michelle Etchart