Quantitative Methods for Social Justice and Equity: Theoretical and Practical Considerations

Strunk, Kamden K.; Hoover, Payton D.

doi:10.1007/978-3-030-05900-2_16

Cited by 31 publications

(23 citation statements)

References 13 publications

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“… Parson (2019 , p. 16) indicated ‘considering one’s positionality is the first step towards conducting research that contributes to more equity in society, instead of reproducing inequity or diminishing it’. Positionality requires the researcher to critically examine their social position within various power structures ( Strunk and Locke, 2019 ). Jones et al (2014) also emphasised the importance of researchers being constantly reflexive when conducting phenomenological research.…”

Section: Methodsmentioning

confidence: 99%

“…Research has also highlighted the prevalence of racial ( Burdsey, 2011 ) and gender-based ( Kaskan and Ho, 2014 ) microaggressions in sport. Microaggressions refer to frequent experiences and behaviours that reinforce stereotypes, biases, forms of prejudices and oppression ( Strunk and Locke, 2019 ). Although microaggressions are understood to be subtle, the cumulative, consistent and pervasive nature of these experiences can have severe negative effects on the physical and psychological welfare of individuals ( Sue et al, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

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‘Safe Sport Is Not for Everyone’: Equity-Deserving Athletes’ Perspectives of, Experiences and Recommendations for Safe Sport

2022

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There is a growing concern that the voices of athletes, and in particular, athletes from equity-deserving groups, are unaccounted for in the development and advancement of Safe Sport initiatives. The lack of consideration of the needs and experiences of diverse groups is concerning, given the existing literature outside the context of sport indicating that equity-deserving individuals experience more violence. As such, the following study sought to understand how equity-deserving athletes interpret and experience Safe Sport. Grounded within an interpretive phenomenological analysis, semi-structured interviews were used to understand how athletes with marginalised identities conceptualise and experience Safe Sport. Seven participants, including two Black male athletes, two White, gay male athletes, one Middle Eastern female athlete, one White, female athlete with a physical disability and one White, non-binary, queer, athlete with a physical disability, were asked to conceptualise and describe their experiences of Safe Sport. The findings revealed these athletes perceived Safe Sport as an unrealistic and unattainable ideal that cannot fully be experienced by those from equity-deserving groups. This interpretation was reinforced by reported experiences of discriminatory comments, discriminatory behaviours and systemic barriers, perpetrated by coaches, teammates, and resulting from structural aspects of sport. The findings draw on the human rights literature to suggest integrating principles of equity, diversity and inclusion are fundamental to safeguarding equity-deserving athletes.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Safe Sport Is Not for Everyone’: Equity-Deserving Athletes’ Perspectives of, Experiences and Recommendations for Safe Sport

2022

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“…They close with a call out to faculty and students to critically interrogate how they have been socialized to teach and consume statistics in ways that perpetuate Whiteness. Other work also highlights the importance of instructors facilitating discussions about their positionality and providing a space for reflexivity in order to interrogate their own biases and how they show up in the classroom (Strunk and Locke, 2019) [29]. This process is also important for students to bear witness and take part in the decolonization and re-education process.…”

Section: Training the Future Of Higher Educationmentioning

confidence: 99%

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

Arellano

2022

Education Sciences

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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.

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“…However, the authors recognized the related nature of their experiences of oppression: for example, this group has rates of poverty that are almost double that of non-Hispanic whites. Thus, in constraining their sample to this group, Kulis et al demonstrated an alternative to reductive groupings that collapse together data from people with diverging racial experiences (Strunk & Hoover, 2019). The authors' decision to examine variation within this group of youth not only brought to light more precise understandings of their development but enabled the authors to focus on the youths' unique cultural strengths, removed from any comparisons against a white standard.…”

Section: Moment 2: Decision-making About the Role Of Race In Planned Analysesmentioning

confidence: 99%

Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling

Suzuki

Morris

Johnson

2021

Journal of Adolescent Research

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How researchers use statistical analyses shapes their research toward or away from an anti-racist agenda. In this article, we demonstrate how developmental scientists can use the QuantCrit framework to critically examine the process of conducting quantitative analyses. In particular, we focus on mixture modeling to clearly demonstrate how the integration of QuantCrit can be achieved within a statistical technique. We first summarize the tenets of QuantCrit and how it has turned the lens of critical race theory onto quantitative methodology. Second, we provide a summary of the key concepts of mixture modeling. The main section of the article is organized according to three “moments” that occur in quantitative research: (1) development of the research question(s) and identification of analysis variables; (2) decision-making about the role of race in planned analyses; and (3) interpretation of the results through a theoretical framework. We describe each moment, illustrate how researchers can use QuantCrit principles within it, and offer as examples empirical articles from adolescent research where these strategies have been implemented during mixture modeling. It is our hope that readers will identify moments in their own analyses in which these (and other) principles could be applied.

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Quantitative Methods for Social Justice and Equity: Theoretical and Practical Considerations

Cited by 31 publications

References 13 publications

‘Safe Sport Is Not for Everyone’: Equity-Deserving Athletes’ Perspectives of, Experiences and Recommendations for Safe Sport

‘Safe Sport Is Not for Everyone’: Equity-Deserving Athletes’ Perspectives of, Experiences and Recommendations for Safe Sport

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

Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling

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