Quantitative Criticalism in Education Research

Authors

  • Jason C. Garvey University of Vermont
  • Jimmy Huynh Boston University

DOI:

https://doi.org/10.14288/ce.v15i1.186784

Keywords:

quantitative, critical, method, epistemology

Abstract

The purpose of this manuscript is to educate scholars about emerging approaches to critical quantitative research. We begin by providing our positionalities as scholars to situate ourselves within this content. Next, we overview quantitative criticalism and explore tensions inherent within this approach. Following, we discuss quantitative criticalism examples in education research to highlight specific quantitative methods and critical theories and to overview opportunities for using quantitative criticalism. We close by providing implications for our intended audiences, primarily directing our recommendations to scholars who employ quantitative methods and/or critical perspectives in education research.

Author Biographies

Jason C. Garvey, University of Vermont

Jason C. Garvey (he/him/his) is the Executive Director for the Office of Institutional Research and Assessment and the Friedman-Hipps Green and Gold Associate Professor of Education at the University of Vermont, Burlington VT, jcgarvey@uvm.edu. He is the Principal Investigator for QTPiE: Queer and Trans People in Education, a multi-institutional research team with a mission to educate, advocate, and build coalitions that advance equitable policies and practices for queer and trans people in education.

Jimmy Huynh, Boston University

Jimmy Huynh (he/him/his) is a Business Intelligence Analyst at Boston University, Boston MA, jhuynh3@bu.edu. As an institutional researcher, he embraces critical reflection of existing assessment and institutional research practices to better serve constituents and advance social justice and equity at institutions of higher education.

Downloads

Published

2024-01-23

Issue

Vol. 15 No. 1 (2024)

Section

Articles

License

Copyright (c) 2024 Jason C. Garvey, Jimmy Huynh

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Critical Education agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).