A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

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 psych...

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Bibliographic Details
Published in:School psychology international 2024-06, Vol.45 (3), p.254-279
Main Authors: D’Costa, Stephanie, Grant, Stephanie, Kulkarni, Tara, Crossing, Adrianna, Zahn, Miranda, Tanaka, Marie L.
Format: Article
Language:English
Subjects:
Accountability
Anniversaries
Best practice
Critical race theory
Data
Disproportionate Representation
Health behavior
Health status
Marginality
Mental health
Neutrality
Perpetuation
Psychological research
Psychology
Publishing
Quantitative analysis
Race
Resistance (Psychology)
School psychologists
School psychology
Special education
Statistical Analysis
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Summary: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.
ISSN:0143-0343
1461-7374
DOI:10.1177/01430343231202753