Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through 'QuantCrit. ' We ask the question: Can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research? We provide an abbreviated sketch of some of the key tenets of CRT and the enduring interdisciplinary contributions in race and quantitative studies. Second, we examine the legacy and genealogy of QuantCrit traditions across the disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. We argue that quantitative approaches cannot be adopted for racial justice aims without an ontological reckoning that considers historical, social, political, and economic power relations. Only then can quantitative approach be re-imagined and rectified.Studies relying on the assumptions that impose a decontextualized racial identity in a social stratum should be replaced by better studies that incorporate more accurate assumptions (x) … Most racial statistics lack a critical evaluation of racist structures that encourage pathological interpretations … We must recognize that the researcher is part of what he or she observes. We do not passively or objectively observe the statistical universe as scientific outsiders (Zuberi 2001, 144).
Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first-and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.
ResumenEl aumento de estudiantes latinos en educación post-secundaria amerita examinar sus recursos/oportunidades. Un modelo de Riqueza Comunitaria Cultural proveyó el marco para examinar los recursos y oportunidades no reconocidos. Un método de aproximación mixta encontró que estudiantes universitarios de primera y segunda generación reportan un numero igual de oportunidades y apoyo. Entender las necesidades de los estudiantes puede apoyar el desarrollo de programas para incrementar la taza de graduación.
Using pláticas, the sharing of cultural teachings through intimate and informal conversations, this article analyzes our personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, we demonstrate how intimate and informal conversations occur within our own Chicana/o daughter-father relationships in negotiating higher education and household contexts. Our analysis responds to the need to explore daughter-father relationships in higher education research. This work expands the college choice scholarship by moving beyond traditional models to examine the gendered and raced experiences of families of color, particularly focusing on how father involvement is associated with the college choice of daughters.
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