Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education

Autor/in	Arellano, Lucy
Titel	Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education
Quelle	In: Education Sciences, 12 (2022), Artikel 116 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arellano, Lucy)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Higher Education; Equal Education; Racial Bias; Statistical Bias; Sample Size; Educational Research; Statistical Analysis; Institutional Research + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial discrimination; Rassismus; Bildungsforschung; Pädagogische Forschung; Statistische Analyse; Institutionelle Forschung
Abstract	Higher education is in a moment of pause, facing an opportunity to transform or continue to perpetuate the status quo. The COVID-19 pandemic, coupled with the recognition of racial violence, has created an opportunity for institutions to question their own policies and practices. The purpose of this inquiry is to question the science behind established statistical practices. Specifically, the question guiding this investigation is: How can higher education quantitative scholars (students and faculty) identify and be critical of statistical practices that perpetuate inequity, forms of oppression, and White supremacy? Using a QuantCrit framework, five examples are presented that illustrate multiple forms of oppression, subjectivity, and bias including: (a) comparing across groups, (b) eliminating outliers, (c) addressing non-response bias, (d) small sample sizes, and (e) theory development. Two recommendations are discussed that could help transform higher educational quantitative research and training into a more inclusive, equitable, and anti-racist educational environment. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01