ERIC Number: EJ1446573
Record Type: Journal
Publication Date: 2024-Mar
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0091-732X
EISSN: EISSN-1935-1038
Available Date: N/A
Interrogating Side Effects in Critical and Quantitative Research in Education
Laura Vernikoff; Emilie Mitescu Reagan
Review of Research in Education, v48 n1 p191-219 2024
Quantitative education research is often perceived to be "objective" or "neutral." However, quantitative research has been and continues to be used to perpetuate inequities; these inequities arise as both intended effects and unintended side effects of traditional quantitative research. In this review of the literature, we synthesize how quantitative researchers have attempted to use critical paradigms to address questions of equity in education research published over the past 15 years. We identify and describe three main tensions that critical and quantitative researchers navigated: (a) creating and analyzing social group categories, (b) trying to describe commonalities within group experiences without erasing heterogeneity of experience within the group, and (c) determining what is a "significant" result when conducting critical and quantitative research.
Descriptors: Educational Research, Educational Researchers, Research Methodology, Research Problems, Criticism, Gender Bias, Racism, Social Bias, Ethnic Groups, Social Influences, Statistical Significance, Robustness (Statistics)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A