Journal article
A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research
School psychology international, Vol.45(3), pp.254-279
06/01/2024
DOI: 10.1177/01430343231202753
Abstract
School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.
Details
- Title: Subtitle
- A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research
- Creators
- Stephanie D'Costa - Saint Mary's College of CaliforniaStephanie Grant - Xavier University of LouisianaTara Kulkarni - California State University, Monterey BayAdrianna Crossing - Northeastern UniversityMiranda Zahn - University of South DakotaMarie L. Tanaka - University of Arizona
- Resource Type
- Journal article
- Publication Details
- School psychology international, Vol.45(3), pp.254-279
- Publisher
- SAGE Publications
- DOI
- 10.1177/01430343231202753
- ISSN
- 0143-0343
- eISSN
- 1461-7374
- Number of pages
- 26
- Language
- English
- Date published
- 06/01/2024
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984701723502771
Metrics
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