Critical Quantitative Inquiry in Context

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How researchers see this paper

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Exploring Student Achievement Gaps in School Districts Across the United States (2020, unknown): “Findings demonstrate that racial inequality indicator is a way to quantitatively account for structural racism and inequality that is often missing from other studies (Stage & Wells, 2014).”
Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods (2018, background): “…been defined as a researcher who uses QMs ‘‘to represent educational processes and outcomes to reveal inequities . . . to identify perpetuation of those that were systemic . . . [and to] question models, measures, and analytical practices, in order to ensure equity’’ (Stage & Wells, 2014, p. 1).”
A Critical Quantitative Analysis of Students’ Sense of Belonging: Perspectives on Race, Generation Status, and Collegiate Environments (2020, methodology): “As a result of researchers’ critical quantitative approach (Hernández, 2015; López et al., 2018; Sablan, 2019; Stage & Wells, 2014), scholars and practitioners are equipped with the knowledge of how collegiate environments like living on campus and peer networks impact collegians’ belongingness…”