Perpetuating Systemic Racism Through the Student Assessment Process: A QuantCrit Framework With a DisCrit Lens

• 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

This exploratory study aims to contribute to the limited literature regarding the characteristics of STEM gatekeeper courses (Seymour & Hewitt, 1997; Suresh, 2006; Weston et al., 2019; Vyas & Reid, 2023) and their role in student retention and attrition by centering issues of ableism and racism (Annamma et al., 2013). Overall, this study operationalized a Quantitative Critical (QuantCrit) theoretical framework using a Dis/ability Critical Race Studies (DisCrit) lens. We found that a postsecondary institution’s response to over usage of “instructor-centric” assessments in STEM gatekeeper courses through retrofitting accommodations – an ableist practice – has perpetuated systemic racism.

Authors

• Justin Sabrowsky, Appalachian State University

• Alyssa Emery, Iowa State University