Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit

Young, Jemimah L.; Cunningham, Jahneille

doi:10.1080/19477503.2020.1827664

Cited by 12 publications

(4 citation statements)

References 45 publications

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“…While our example focused on student behaviors that are related to academic success, a similar lens can be used to examine DIF in achievement domains to explore the contextual inequities that may exist at school and community levels that impact vulnerable groups in society. We see this work being conducted outside of DIF with studies repositioning racial and gender groups to understand how educational opportunities at home and school influence student performance and pathways in areas such as science and mathematics (Young & Cunningham, 2020). These considerations of context must be worked into the entire assessment system, from how constructs are defined and items developed to how scores are interpreted and used to make individual decisions.…”

Section: Discussionmentioning

confidence: 99%

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

French

2021

Educational Measurement

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The use and interpretation of educational and psychological test scores are paramount to individual outcomes and opportunities. Methods for detecting differential item functioning (DIF) are imperative for item analysis when developing and revising assessments, particularly as it pertains to fairness across populations, languages, and cultures. We discuss the practical application of third generation of DIF, which proposes an ecological framework for explaining why DIF occurs using sociological, community, and contextual variables as possible explanations of item responding. We examined school district clusters for DIF through a model‐based approach via multilevel logistic regression random‐intercept and random‐coefficient models to detect racial/ethnic DIF on a youth risk and needs assessment. We demonstrate how the use of district‐level administrative data as estimates of student's contextual environments shows promise to understand ecological sources of DIF and DIF variance. The implication of the work progresses DIF research, enhances the approach to understanding item responses, and provides a more accurate understanding of youth development through an ecological framework. Recommendations for practice and future studies are discussed.

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Section: Discussionmentioning

confidence: 99%

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

French

2021

Educational Measurement

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“…More recently, scholars have theorized an extension of CRT’s tenets to the quantitative research paradigm, which we refer to here as QuantCrit (Young & Cunningham, 2021). QuantCrit places an acute focus on the centrality of race and racism in the United States.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research

Young,

Williams

et al. 2023

Sage Open

Self Cite

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This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents’ direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research foci. The results provide important considerations for future research while refuting claims that CRT is a tool for indoctrinating America’s youth.

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“…Quantitative Criticalism is a transdisciplinary framework that leverages tenets of critical social theory, CRT, and Black Feminist scholarship to identify and address social or institutional perpetrators of inequities within the quantitative research processed mentioned above (Gillborn et al, 2018; Sullivan et al, 2010). Notwithstanding its nascency, QuantCrit has been used to critique traditional approaches to investigating various disparities related to social identity including breast cancer and genomic uncertainty (Gerido, 2020), teacher's prioritization of student achievement (Quinn et al, 2019), and student learning outcomes (Young & Cunningham, 2021).…”

Section: Critical Social Theory and Family Sciencementioning

confidence: 99%

“…In this review, we introduce Quantitative Criticalism (QuantCrit) as a framework through which family scholars may interrogate their decisions during the quantitative analysis process, combat the replication of discriminatory ideologies, and promote social justice. The roots of the QuantCrit framework can be traced back to Critical Race Theory and Black Feminist scholarship and demonstrates how viewing numbers, categories, and data as inherently true and unaffected by context normalizes racial inequity and perpetuates racism (Young & Cunningham, 2021). This article contributes to prior QuantCrit research by advocating for broadening of the framework to be inclusive of multiple social identities and the complex interactions of discrimination, power, and privilege that accompany these identities.…”

Section: Introductionmentioning

confidence: 99%

Quantitative criticalism: Guidelines for conducting transformative quantitative family science research

Curtis

Boe

King

et al. 2022

J of Family Theo & Revie

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Historically, research has been used by systems of authority to marginalize and oppress minoritized populations. Family scientists have recently begun the work of disentangling themselves from these oppressive legacies (e. g., White supremacist, sexist, heterosexist, cisgenderist, etc.). As such, the field is at a vital crux in which there is a need to challenge prevailing quantitative methodological assumptions and practices in order to address and disrupt how statistical analyses can shape family sciences away from a social‐justice agenda. Drawing upon principles of critical social theory, critical race theory, and Black Feminist scholarship, this article elaborates on how family scientists can utilize Quantitative Criticalism, or QuantCrit, as a framework for conducting social justice‐orientated quantitative research. We conclude by illustrating how the tenets of QuantCrit can be utilized throughout the research process. It is our hope that readers will identify moments in their own scholarship in which these tenets can be applied.

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Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit

Cited by 12 publications

References 45 publications

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment

Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research

Quantitative criticalism: Guidelines for conducting transformative quantitative family science research

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