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Session Type: Symposium
Critical quantitative methodologies have rapidly proliferated in number and expanded in impact on the field of higher education. However, most students still learn quantitative methodologies in traditional, post-positivist, and non-critical ways. Statistics and quantitative methodology instruction is often slow to change, and implementing change can put instructors in particular political and ideological peril. This session will feature individuals who have primary teaching responsibilities in the area of quantitative methodologies and statistics who have incorporated critical quantitative methodologies such as QuantCrit, queer quantitative methodologies, and quantitative criticalism in their teaching. The authors will discuss their approaches to this important work in teaching and learning, and point to future directions for critical instruction in quantitative methodologies and statistics.
Integrating Culturally Relevant Pedagogy in Teaching Critical Quantitative Research Design and Methods - Hyun Kyoung Ro, Korea University
Transforming the Teaching of Statistics to Support the Motivation and Critical Consciousness of Doctoral Students - Akane Zusho, Fordham University
Flipping the Script: Teaching How to Use Numbers for Justice - Wendy Castillo, Montclair State University
Teaching Quantitative Methods From a Critical Lens: An Imperative for Equity - Amanda J. Davis Simpfenderfer, College of William & Mary
Queering Quantitative Methodology Teaching for Intersectional Justice - Kamden Strunk, Virginia Commonwealth University
Beyond Curricular Enhancement: A Retrospective Case Study of Working Across Institutional Dimensions to Foster Critical Quantitative Methods Training - Deryl K. Hatch-Tocaimaza, University of Nebraska - Lincoln