Next Article in Journal
Correction: Hauck et al. Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course. Educ. Sci. 2021, 11, 485
Previous Article in Journal
Swiss VET between National Framework and Cantonal Autonomy: A Historical Perspective
Previous Article in Special Issue
Does a University’s Enslavement History Play a Role in Black Student–White Faculty Interactions? A Structural Equation Model
 
 
Commentary

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

College of Education, Texas Tech University, Lubbock, TX 79409, USA
Academic Editors: Kelum A.A. Gamage and Han Reichgelt
Educ. Sci. 2022, 12(2), 116; https://doi.org/10.3390/educsci12020116
Received: 15 September 2021 / Revised: 30 January 2022 / Accepted: 3 February 2022 / Published: 9 February 2022
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. View Full-Text
Keywords: inequity; systems of oppression; White supremacy; QuantCrit; critical quantitative methodology inequity; systems of oppression; White supremacy; QuantCrit; critical quantitative methodology
MDPI and ACS Style

Arellano, L. Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education. Educ. Sci. 2022, 12, 116. https://doi.org/10.3390/educsci12020116

AMA Style

Arellano L. Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education. Education Sciences. 2022; 12(2):116. https://doi.org/10.3390/educsci12020116

Chicago/Turabian Style

Arellano, Lucy. 2022. "Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education" Education Sciences 12, no. 2: 116. https://doi.org/10.3390/educsci12020116

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop