Tensions in Critical and Quantitative Research in Education: A Review of the Literature

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Critical Perspectives and Quantitative Methodology: Where We Are and Recommendations on Where to Go (Table 22)

Abstract

Quantitative educational research is often perceived to be “objective” or “neutral.” However, critical researchers argue that quantitative research is not neutral and has been used to perpetuate inequities. In this review of the literature, we synthesize how quantitative researchers have attempted to address questions of equity by applying critical frameworks in educational research published over the past fifteen years. We identify and describe three main tensions that researchers navigated: 1) creating and analyzing social group categories; 2) trying to describe commonalities within group experiences without erasing heterogeneity of experience within the group; and 3) determining what is a “significant” result when conducting critical and quantitative research.

Authors

• Laura Vernikoff, Touro University

• Emilie Mitescu Reagan, Claremont Graduate University