ERIC Number: EJ1422965
Record Type: Journal
Publication Date: 2024-Jun
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0143-0343
EISSN: EISSN-1461-7374
A Call for QuantCrit Methodologies: Unpacking the Need for a Critical Lens in School Psychology Research
Stephanie D'Costa; Stephanie Grant; Tara Kulkarni; Adrianna Crossing; Miranda Zahn; Marie L. Tanaka
School Psychology International, v45 n3 p254-279 2024
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.
Descriptors: School Psychology, Criticism, Educational Research, Statistical Analysis, Critical Race Theory, Research Methodology, Disproportionate Representation, School Psychologists, Special Education, Accountability, Racism, Minority Group Students, African American Students, Discipline, Social Justice
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A