Integrating Culturally Relevant Pedagogy in Teaching Critical Quantitative Research Design and Methods

• In Event: Teaching Critical Quantitative Methods in Higher Education

Abstract

Culturally relevant pedagogy (CRP) acknowledges the importance of students' cultural identities, experiences, and perspectives in the learning process, leading to positive impacts on student learning outcomes (Brown-Jeffy & Cooper, 2011). While culturally relevant pedagogy (CRP) has been applied in higher education curricula (Han et al., 2014), its full implementation in teaching quantitative research design or statistics is still lacking. In statistics and quantitative research methods, which are primarily grounded in positivism (Lather, 2006), faculty and researchers often overlook the importance of culture and context. The incorporation of CRP becomes essential when instructing students in quantitative methods within a critical paradigm, as critical quantitative scholarship (CQS) emphasizes the contextual nature of data and the backgrounds of researchers involved in data collection, analysis, and interpretation (Garcia et al., 2018). Implementing CRP practices has demonstrated that such pedagogies encourage students to engage more actively with the subject matter they are studying (Brown-Jeffy & Cooper, 2011; Howard & Rodriguez-Minkoff, 2017). By integrating CRP into CQS design courses, students' interest and engagement in quantitative studies can be enhanced through the recognition and incorporation of cultural factors that are relevant to instructors, students, and the learning environment.

According to CRP scholars, instructors are encouraged to acknowledge and value the cultural diversity and power dynamics present in the classroom (Brown-Jeffy & Cooper, 2011; Young, 2010). Students bring with them a range of cultural backgrounds, encompassing diverse knowledge, experiences, and ways of knowing (Brown-Jeffy & Cooper, 2011). Unfortunately, these unique backgrounds and characteristics are often overlooked in quantitative method or statistics courses, as quantitative studies tend to detach themselves from study participant or researcher contexts (Garcia et al., 2018). However, critical quantitative scholars have critiqued this approach, arguing that researchers cannot remain separated from their studies. The identities, experiences, and positionalities of researchers is crucial (Covarrubias & Vélez, 2013), not only in research but also in teaching.

The incorporation of CRP approaches is essential in teaching critical quantitative methods as it plays a pivotal role in fostering the interest and engagement of minoritized students and researchers in quantitative studies and methods. By employing CRP practices, such as recognizing cultural diversity, integrating relevant examples, fostering collaborative learning, and addressing bias and power dynamics (Ladson-Billings, 2008), instructors can empower students to critically approach quantitative methods within the framework of their own cultural contexts and communities.

In this session, I will explore the importance of incorporating culturally relevant pedagogy into the teaching of critical quantitative methods. I will also discuss inclusive strategies for teaching the content and procedures of critical quantitative methods by using CRP. Specifically, I will share my experiences as a faculty member teaching critical quantitative scholarship in higher education in the U.S. and conducting 2-4 hour workshops for graduate students in Korea. I will provide implications on how to create a culturally relevant and inclusive learning environment that fosters minoritized students’ interest and comfort in approaching and utilizing quantitative research design and methods.

Author

• Hyun Kyoung Ro, University of North Texas