No Longer Just a Qualitative Methodology

DeCuir–Gunby, Jessica T.; Walker-DeVose, Dina C.

doi:10.4324/9781351032223-23

Cited by 2 publications

(2 citation statements)

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“…Critical educational policy scholars have exposed racist ideologies researchers engage in when they pursue mythical objective truths, treat numbers as neutral, or claim non-bias in measurement (Peters & Tesar, 2016;Shahjahan, 2011;Zuberi, 2001). However, when educational researchers ground their quantitative studies within historical and socio-political understandings of racialized realities, they are better situated to create and advocate for equitable policy solutions (DeCuir-Gunby & Walker-DeVose, 2021;Diem et al, 2021). Critical race theory is one broad theoretical framework that is well suited to move quantitative research to examine racialized realities.…”

Section: Quantitative Critical Race Methodology As Theoretical Frameworkmentioning

confidence: 99%

Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs

2023

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As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study’s discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements.

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Section: Quantitative Critical Race Methodology As Theoretical Frameworkmentioning

confidence: 99%

Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs

2023

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“…In critical inquiry worldview, for example, the relationship between researcher and participant is close and, or collaborative (DeCuir‐Gunby & Schutz, 2017); relatedly, the relationship between the researcher and the research is often close. In regard to methodological approaches, often in critical perspectives, scholars adopt qualitative approaches but also use quantitative and mixed methods as well (DeCuir‐Gunby & Walker‐DeVose, 2021). However, regardless of the methodological approach, the purpose of research in the critical inquiry worldview is “to create change in social realities and interrupt the dynamics of power and oppression” (Strunk & Mwavita, 2020, p. 12); therefore, praxis is a central aspect of the critical perspective (Kivunja & Kuyini, 2017).…”

Section: Where Do These Tensions Come From?mentioning

confidence: 99%

Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them

Nicolai,

Morton,

La Torre

et al. 2024

Journal of Social Issues

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Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and methods. These tensions may limit the uptake of CRT in psychology and may cause people to struggle to understand CRT. Therefore in this article, we describe (a) CRT and related frameworks, (b) tensions when integrating CRT into psychology, and (c) strategies to attenuate the tensions. Additionally, we highlight the importance of identity and the political choice of using CRT. It is critical for psychology researchers to challenge dominant postpositivist research inquiry worldviews and deconstruct what is considered “legitimate knowledge.” By doing so, we can (a) validate experiences and vast forms of knowledge that shape the reality of People of Color and our families, communities, and cultures and (b) challenge systems of oppression.

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No Longer Just a Qualitative Methodology

Cited by 2 publications

References 0 publications

Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs

Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs

Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them

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