Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

By J. Sablan. The American Educational Research Journal, 2018

180 citations recorded by the source corpus.

Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/112d0cd09d4f2f2fe9936dffe236a01376f6c270

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Antonio Duran
2. Laura S. Dahl
3. Christopher J. Stipeck
4. Matthew J. Mayhew

In Sociology and Political Science

1. Antonio Duran
2. Laura S. Dahl
3. Christopher J. Stipeck
4. Matthew J. Mayhew

Citations in the corpus

• A Critical Quantitative Analysis of Students’ Sense of Belonging: Perspectives on Race, Generation Status, and Collegiate Environments (2020, methodology): “…(2019), higher education scholars have begun engaging in critical quantitative research the tensions that result from rejecting the positivist assumptions that are associated with quantitative research and instead embrace an approach shaped by critical theory (Hernández, 2015; Sablan, 2019).”