2026/07/01 by Hyun Kyoung Ro, Christen Priddie, Rachel Renbarger · 1 voice
Social Sciences · Mathematics · #Critical Race Theory in Education #Statistics Education and Methodologies #Innovative Teaching Methodologies in Social Sciences
paper · pdf · doi:10.1080/07294360.2026.2695371
openalex publication_date 2026/07/01 · openalex created_date 2026/07/03 · openalex updated_date 2026/07/03
This study aims to explore the educational and professional experiences of QuantCrit researchers in the field of education. QuantCrit applies Critical Race Theory to quantitative research, emphasizing that statistical approaches are not neutral and must be examined in relation to race, power, and social context in order to advance social justice. By employing collaborative autoethnography, we engaged in the processes of self- and group-reflection to examine how our lived experiences as White, Black, and Asian women quantitative researchers were shaped by the cultures of graduate training and academic work. These reflections inform our understanding of developing a QuantCrit identity. Our research offers implications for humanizing the processes of quantitative study design and creating a more inclusive and equitable academic environment to revisit the paradigm, content, and pedagogies of quantitative methods in educational research.