Too quant to crit? Advancing QuantCrit methodologies in educational psychology

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-01-17 DOI:10.1016/j.cedpsych.2025.102341

Carlton J. Fong , Yasmiyn Irizarry

引用次数: 0

Abstract

For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (Gillborn et al., 2018). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.

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太量化而不能批评？在教育心理学中推进量化批评方法论

为了利用教育心理学来实现更大的利益和创造反种族主义的知识体系，作为定量方法基础的价值体系和思维模式需要重新定位。在本文中，我们批评定量教育心理学家对客观性和中立性的依赖，通过提请注意方法论创伤和描述QuantCrit的原则作为一种替代方法。具体来说，我们讨论了1)种族主义的中心地位，2)数字不是中立的，3)类别既不是自然的也不是给定的，4)声音和洞察力，以及5)社会正义和公平取向的重要性（Gillborn et al., 2018）。在适当的时候，我们强调与这些原则相一致的实证例子，为该领域的定量研究转型提供方法论指导。最后，我们提出了参与这项工作以实现更公正和公平的教育心理学研究议程的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.