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QuantCrit : education, policy, ‘Big Data’ and principles for a critical race theory of statistics

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Gillborn, David, Warmington, Paul and Demack, Sean (2018) QuantCrit : education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race Ethnicity and Education, 21 (2). pp. 158-179. doi:10.1080/13613324.2017.1377417 ISSN 1361-3324 .

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Official URL: https://doi.org/10.1080/13613324.2017.1377417

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Abstract

Quantitative research enjoys heightened esteem among policy-makers, media and the general public. Whereas qualitative research is frequently dismissed as subjective and impressionistic, statistics are often assumed to be objective and factual. We argue that these distinctions are wholly false; quantitative data is no less socially constructed than any other form of research material. The first part of the paper presents a conceptual critique of the field with empirical examples that expose and challenge hidden assumptions that frequently encode racist perspectives beneath the façade of supposed quantitative objectivity. The second part of the paper draws on the tenets of Critical Race Theory (CRT) to set out some principles to guide the future use and analysis of quantitative data. These ‘QuantCrit’ ideas concern (1) the centrality of racism as a complex and deeply-rooted aspect of society that is not readily amenable to quantification; (2) numbers are not neutral and should be interrogated for their role in promoting deficit analyses that serve White racial interests; (3) categories are neither ‘natural’ nor given and so the units and forms of analysis must be critically evaluated; (4) voice and insight are vital: data cannot ‘speak for itself’ and critical analyses should be informed by the experiential knowledge of marginalized groups; (5) statistical analyses have no inherent value but can play a role in struggles for social justice.

Item Type: Journal Article
Alternative Title:
Subjects: H Social Sciences > HT Communities. Classes. Races
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Race -- Statistics -- Methodology -- Great Britain, Qualitative research, Quantitative research
Journal or Publication Title: Race Ethnicity and Education
Publisher: Routledge
ISSN: 1361-3324
Official Date: 4 March 2018
Dates:
DateEvent
4 March 2018Published
27 September 2017Available
30 August 2017Accepted
Volume: 21
Number: 2
Page Range: pp. 158-179
DOI: 10.1080/13613324.2017.1377417
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 9 February 2017
Date of first compliant Open Access: 27 March 2019
RIOXX Funder/Project Grant:
Project/Grant IDRIOXX Funder NameFunder ID
UNSPECIFIEDSociety for Educational Studies https://viaf.org/viaf/146847966

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