The “Power of Data”: Developing Critical Quantitative Literacy in Doctoral Students

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Challenging Traditional Norms in Quantitative Research: Critical Perspectives on Equity, Racism, and Statistical Pedagogy (Table 5)

Abstract

As Critical Race Theory becomes increasingly politicized within education, opportunities exist in higher education settings to support doctoral students in taking critical approaches to quantitative research. This paper explores the development of critical quantitative literacy among EdD and PhD students through the design and implementation of a course called “Power of Data.” Given the overrepresentation of white males in STEM fields, the diversity of student identities in the course generated unique perspectives, underscoring a need for integrating critical quantitative learning opportunities as a core feature of doctoral education coursework in programs committed to repairing systemic inequities in an imperfect multiracial democracy.

Authors

• Daranee Taychachaiwongse Teng, University of Colorado - Denver

• Joselyne Garcia-Moreno, University of Colorado - Denver

• Robert M. Talbot, University of Colorado - Denver

• Dennis DeBay, University of Colorado - Denver