This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers.
APA Task Force on Race and Ethnicity Guidelines in Psychology. (2019). Race and ethnicity guidelines in psychology: Promoting responsiveness and equity. American Psychological Association. https://www.apa.org/about/policy/guidelines-race-ethnicity.pdf
Ben-EliyahuA.Linnenbrink-GarciaL.PutallazM. (2017). The intertwined nature of adolescents’ social and academic lives: Social and academic goal orientations. Journal of Advanced Academics, 28(1), 66–93. https://doi.org/10.1177/1932202X16685307
4.
BesnoyK. D.DantzlerJ.BesnoyL. R.ByrneC. (2016). Using exploratory and confirmatory factor analysis to measure construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Journal for the Education of the Gifted, 39(1), 3–22. https://doi.org/10.1177/0162353215624160
5.
BollandA. C.BesnoyK. D.TomekS.BollandJ. M. (2019). The effects of academic giftedness and gender on developmental trajectories of hopelessness among students living in economically disadvantaged neighborhoods. Gifted Child Quarterly, 63(4), 225–242. https://doi.org/10.1177/0016986219839205
6.
CardD.GiulianoL. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678–13683. https://doi.org/10.1073/pnas.1605043113
7.
CastilloW.GillbornD. (2022). How to “QuantCrit”: Practices and questions for education data researchers and users (EdWorkingPaper no. 22-546). Annenberg Institute, Brown University.
8.
CedilloS. (2018). Beyond inquiry: Towards the specificity of anti-blackness studies in STEM education. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 242–256. https://doi.org/10.1007/s42330-018-0025-0
9.
ChhuonV.SullivanA. (2013). Racialization of abilities and disabilities in US schools: Asian American students in gifted and special education. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 20(2), 49–59. https://doi.org/10.1044/cds20.2.49
CookB. G.LloydJ. W.MellorD.NosekB. A.TherrienW. J. (2018). Promoting open science to increase the trustworthiness of evidence in special education. Exceptional Children, 85(1), 104–118. https://doi.org/10.1177/0014402918793138
12.
CovarrubiasA.VélezV. (2013). Critical race quantitative intersectionality: An anti-racist research paradigm that refuses to “let the numbers speak for themselves.” In LynnM.DixsonA. D. (Eds.), Handbook of critical race theory in education (pp. 290–306). Routledge. https://doi.org/10.4324/9780203155721-30
13.
CrabtreeL. M.RichardsonS. C.LewisC. W. (2019). The gifted gap, STEM education, and economic immobility. Journal of Advanced Academics, 30(2), 203–231. https://doi.org/10.1177/1932202X19829749
DaiD. Y.SwansonJ. A.ChengH. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998—2010. Gifted Child Quarterly, 55(2), 126–138. https://doi.org/10.1177/0016986210397831
16.
DeCuirJ. T.DixsonA. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using Critical Race Theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31. https://doi.org/10.3102/0013189X033005026
17.
DeCuir-GunbyJ. T.SchutzP. A. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49(4), 244–260. https://doi.org/10.1080/00461520.2014.957828
DixsonA. D.RousseauC. K. (2005). And we are still not saved: Critical Race Theory in education ten years later. Race Ethnicity and Education, 8(1), 7–27. https://doi.org/10.1080/1361332052000340971
20.
Du BoisW. E. B. (1899). The Philadelphia Negro: A social study. University of Pennsylvania Press.
21.
Ecker-LysterM.NiilekselaC. (2017). Enhancing gifted education for underrepresented students: Promising recruitment and programming strategies. Journal for the Education of the Gifted, 40(1), 79–95. https://doi.org/10.1177/0162353216686216
22.
FordD. Y. (1995). Desegregating gifted education: A need unmet. Journal of Negro Education, 64(1), 52–62. https://doi.org/10.2307/2967284
23.
FordD. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. The Journal of Special Education, 32(1), 4–14. https://doi.org/10.1177/002246699803200102
24.
FordD. Y.GranthamT. C.WhitingG. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289–306. https://doi.org/10.1177/001440290807400302
25.
FordD. Y.YoungJ. L.WrightB. L.GoingsR. B. (2018). Honoring differences: Improving the representation of culturally different gifted students based on equity. In WallaceB.SiskD.SeniorJ. (Eds.), The SAGE handbook of gifted and talented education (pp. 59–69). SAGE. https://doi.org/10.4135/9781526463074.n7
26.
GalindoC. C.PongS. L. (2011). Tenth grade math achievement of Asian students. In Lan RongX.EndoR. (Eds.), Asian American education: Identities, racial issues, and languages (pp. 1–29). Information Age.
27.
Garces-BacsalR. M.ElhowerisH. (2022). Decentering Whiteness in gifted education: Addressing the needs of the gifted “others” through social justice and culturally responsive pedagogies. Gifted Child Quarterly, 66(2), 121–123. https://doi.org/10.1177/00169862211037713
28.
GarciaN. M.LópezN.VélezV. N. (2018). QuantCrit: Rectifying quantitative methods through critical race theory. Race Ethnicity and Education, 21(2), 149–157. https://doi.org/10.1080/13613324.2017.1377675
29.
GillbornD.WarmingtonP.DemackS. (2018). QuantCrit: Education, policy, “Big Data” and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158–179. https://doi.org/10.1080/13613324.2017.1377417
30.
GoingsR. B.FordD. Y. (2018). Investigating the intersection of poverty and race in gifted education journals: A 15-year analysis. Gifted Child Quarterly, 62(1), 25–36. https://doi.org/10.1177/0016986217737618
31.
GraefeA. K.RitchotteJ. A. (2019). An exploration of factors that predict Advanced Placement exam success for gifted Hispanic students. Journal of Advanced Academics, 30(4), 441–462. https://doi.org/10.1177/1932202X19853194
32.
HammondD. (2010). The science of synthesis: Exploring the social implications of general systems theory. Boulder University Press of Colorado.
HodgesJ. (2018). Assessing the influence of No Child Left Behind on gifted education funding in Texas: A descriptive study. Journal of Advanced Academics, 29(4), 321–342. https://doi.org/10.1177/1932202X18779343
36.
HodgesJ.McIntoshJ.GentryM. (2017). The effect of an out-of-school enrichment program on the academic achievement of high-potential students from low-income families. Journal of Advanced Academics, 28(3), 204–224. https://doi.org/10.1177/1932202X17715304
37.
HodgesJ.MunR.RinnA. (2022). Disentangling inequity in gifted education: The need for nuance in racial/ethnic categories, socioeconomic status, and geography. Gifted Child Quarterly, 66(2), 154–156. https://doi.org/10.1177/00169862211040533
38.
JamesA. (2008). Making sense of race and racial classification. In ZuberiT.Bonilla-SilvaE. (Eds.) White logic, white methods: Racism and methodology (pp. 31–45). Rowman & Littlefield.
JollyJ. L. (2008). Historical perspectives: Lewis Terman: Genetic study of genius—Elementary school students. Gifted Child Today, 31(1), 27–33. https://doi.org/10.4219/gct-2008-689
JollyJ. L.KettlerT. (2008). Gifted education research 1994–2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427–446. https://doi.org/10.4219/jeg-2008-792
KimS.SlapacA. (2015). Culturally responsive, transformative pedagogy in the transnational era: Critical perspectives. Educational Studies, 51(1), 17–27. https://doi.org/10.1080/00131946.2014.983639
46.
Ladson-BillingsG. (1998). Just what is Critical Race Theory and what's it doing in a nice field like education?International Journal of Qualitative Studies in Education, 11(1), 7–24. https://doi.org/10.1080/095183998236863
47.
Ladson-BillingsG. (2012). Through a glass darkly: The persistence of race in education research & scholarship. Educational Researcher, 41(4), 115–120. https://doi.org/10.3102/0013189X12440743
48.
Ladson-BillingsG. (2013). Critical race theory—What it is not! In LynnM.DixsonA. D. (Eds.), Handbook of Critical Race Theory in education (pp. 54–67). Routledge. https://doi.org/10.4324/9780203155721-12
LedesmaM. C.CalderónD. (2015). Critical Race Theory in education: A review of past literature and a look to the future. Qualitative Inquiry, 21(3), 206–222. https://doi.org/10.1177/1077800414557825
51.
LeeJ.ZhouM. (2015). The Asian American achievement paradox. Russell Sage Foundation.
52.
LongH. (2014). An empirical review of research methodologies and methods in creativity studies (2003–2012). Creativity Research Journal, 26(4), 427–438. https://doi.org/10.1080/10400419.2014.961781
MansfieldK. C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 143–161. https://doi.org/10.18251/ijme.v17i1.841
55.
MarksC. (2008). Methodologically eliminating race and racism. In ZuberiT.Bonilla-SilvaE. (Eds.), White logic, white methods: Racism and methodology (pp. 47–62). Rowman & Littlefield.
56.
MarlandS. P. (1971). Education of the gifted and talented: Volume I: Report to the congress of the United States by the U. S. Commissioner of Education. Office of Education. https://files.eric.ed.gov/fulltext/ED056243.pdf
57.
MunR. U.HertzogN. B. (2019). The influence of parental and self-expectations on Asian American women who entered college early. Gifted Child Quarterly, 63(2), 120–140. https://doi.org/10.1177/0016986218823559
NaylorL. A.Wyatt-NicholH.BrownS. L. (2015). Inequality: Underrepresentation of African American males in US higher education. Journal of Public Affairs Education, 21(4), 523–538. https://doi.org/10.1080/15236803.2015.12002218
60.
NovakA. M. (2022). Peter Parker Principle: From White privilege to gifted critical discourse. Gifted Child Quarterly, 66(2), 128–129. https://doi.org/10.1177/00169862211037704
61.
Olszewski-KubiliusP.ThomsonD. L. (2010). Gifted programming for poor or minority urban students: Issues and lessons learned. Gifted Child Today, 33(4), 58–64. https://doi.org/10.1177/107621751003300413
62.
ParsonL. (2019). Considering positionality: The ethics of conducting research with marginalized groups. In StrunkK.LockeL. (Eds.), Research methods for social justice and equity in education (pp. 15–32). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-05900-2
63.
PetersS. J.GentryM.WhitingG. W.McBeeM. T. (2019). Who gets served in gifted education? Demographic representation and a call for action. Gifted Child Quarterly, 63(4), 273–287. https://doi.org/10.1177/0016986219833738
64.
PluckerJ. A.BurroughsN.SongR. (2010). Mind the (other) gap! The growing excellence gap in K-12 education. Center for Evaluation and Education Policy.
PoonO.SquireD.KodamaC.ByrdA.ChanJ.ManzanoL.. . .BishundatD. (2016). A critical review of the model minority myth in selected literature on Asian Americans and Pacific Islanders in higher education. Review of Educational Research, 86(2), 469–502. https://doi.org/10.3102/0034654315612205
67.
PotochnickS.MooneyM. (2015). The decade of immigrant dispersion and growth: A cohort analysis of children of immigrants’ educational experiences 1990–2002. International Migration Review, 49(4), 1001–1041. https://doi.org/10.1111/imre.12111
SablanJ. 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
71.
SolórzanoD. G.YossoT. J. (2000). Toward a Critical Race Theory of Chicana and Chicano education. In TejedaC.MartinezC.LeonardoZ. (Eds.), Charting new terrains of Chicana(o)/Latina(o) education (pp. 35–65). Hampton Press.
72.
SolórzanoD. G.YossoT. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
73.
StrunkK.HooverP. (2019). Quantitative methods for social justice and equity: Theoretical and practical considerations. In StrunkK.LockeL. (Eds.), Research methods for social justice and equity in education (pp. 191–203). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-05900-2
74.
SuzukiS.MorrisS. L.JohnsonS. K. (2021). Using QuantCrit to advance an anti-racist developmental science: Applications to mixture modeling. Journal of Adolescent Research, 36(5), 535–560. https://doi.org/10.1177/07435584211028229
75.
TaylorE. (1998). A primer on critical race theory: Who are the critical race theorists and what are they saying?The Journal of Blacks in Higher Education, 19, 122–124. https://doi.org/10.2307/2998940
VianoS.BakerD. J. (2020). How administrative data collection and analysis can better reflect racial and ethnic identities. Review of Research in Education, 44(1), 301–331. https://doi.org/10.3102/0091732X20903321
78.
WhiteS. L.GrahamL. J.BlaasS. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educational Research Review, 24, 55–66. https://doi.org/10.1016/j.edurev.2018.03.001
79.
WorrellF. C.DixsonD. D. (2022). Achieving equity in gifted education: Ideas and issues. Gifted Child Quarterly, 66(2), 79–81. https://doi.org/10.1177/00169862211068551
80.
YoungJ. L.YoungJ. (2018). The structural relationship between out-of-school time enrichment and black student participation in advanced science. Journal for the Education of the Gifted, 41(1), 43–59. https://doi.org/10.1177/0162353217745381
81.
YoungJ. L.YoungJ. (2022). Underrepresentation in gifted education revisited: The promise of single-group summaries and meta-analytic QuantCrit. Gifted Child Quarterly, 66(2), 136–138. https://doi.org/10.1177/00169862211039731
82.
YoungJ. L.YoungJ. R.FordD. Y. (2017). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics, 28(4), 290–312. https://doi.org/10.1177/1932202X17730549
83.
ZuberiT. (2001). Thicker than blood: How racial statistics lie. University of Minnesota Press.