ERIC Number: ED672027
Record Type: Non-Journal
Publication Date: 2023-Sep
Pages: 20
Abstractor: As Provided
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Available Date: 0000-00-00
How to "QuantCrit:" Practices and Questions for Education Data Researchers and Users. EdWorkingPaper No. 22-546
Wendy Castillo; David Gillborn
Annenberg Institute for School Reform at Brown University
'QuantCrit' (Quantitative Critical Race Theory) is a rapidly developing approach that seeks to challenge and improve the use of statistical data in social research by applying the insights of Critical Race Theory. As originally formulated, QuantCrit rests on five principles; 1) the centrality of racism; 2) numbers are not neutral; 3) categories are not natural; 4) voice and insight (data cannot 'speak for itself); and 5) a social justice/equity orientation (Gillborn et al, 2018). The approach has quickly developed an international and interdisciplinary character, including applications in medicine (Gerido, 2020) and literature (Hammond, 2019). Simultaneously, there has been ferocious criticism from detractors outraged by the suggestion that numbers are anything other than objective and scientific (Airaksinen, 2018). In this context it is vital that the approach establishes some common understandings about good practice; in order to sustain rigor, make QuantCrit accessible to academics, practioners, and policymakers alike, and resist widespread attempts to over-simplify and pillory. This paper is intended to advance an iterative process of expanding and clarifying how to 'QuantCrit'.
Descriptors: Educational Research, Data Use, Educational Researchers, Interdisciplinary Approach, Statistical Data, Barriers, Literature, Medicine, Teaching Methods, Racial Factors, Statistical Analysis, Research Design, Experimenter Characteristics, Bias, Social Justice, Equal Education
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Descriptive
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Language: English
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Authoring Institution: Annenberg Institute for School Reform at Brown University
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