An Intersectional Analysis of Detroit’s Educational Outcomes and the Sociopolitical Significance of Data Interpretation

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: CERECG SIG Round Table 3: QuantCrit and Interrogating Race in Quantitative Studies (Table 4)

Abstract

Single-axis analyses largely inform education policy to understand race, gender, and educational outcomes. However, studies engaging the simultaneity of race and gender have identified important disparities necessitating the need for racialized gender justice. This study follows the promise of this analytic by using intersectionality to explore education outcomes in Detroit. Linear and logistic regressions were conducted to compare educational outcomes regarding school performance, college access, and special education for Black, Brown, AANHPI, and White boys and girls from the city. Outcomes demonstrate persistent disparities for Black and Brown youth of both genders. The discussion calls upon the State of Michigan to develop more robust data sets to resist ongoing narratives of Black and Brown deficiency in education policy and practice.

Authors

• Erica B. Edwards, Wayne State University

• Danica Brown, Tulane University

• Sarah Winchell Lenhoff, Wayne State University