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Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

Item

Title
Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods
Abstract/Description
Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.
Author/creator
Date
2019
In publication
American Educational Research Journal
Volume
56
Issue
1
Pages
178-203
Resource type
en
Medium
en Print
Background/context type
en Conceptual
Open access/free-text available
en Yes
Peer reviewed
en Yes
Language
en
ISSN
0002-8312
Citation
Sablan, J. R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, 56(1), 178–203. https://doi.org/10.3102/0002831218798325
Resource status/form
en
Scholarship genre
en
en
Abbreviation
American Educational Research Journal

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