Quantitative Criticalism in Education Research


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




quantitative, critical, method, epistemology


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.