ERIC Number: EJ1169969
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Critical Race Quantitative Intersections: A "testimonio" Analysis
Covarrubias, Alejandro; Nava, Pedro E.; Lara, Argelia; Burciaga, Rebeca; Vélez, Verónica N.; Solorzano, Daniel G.
Race, Ethnicity and Education, v21 n2 p253-273 2018
The educational pipeline has become a commonly referenced depiction of educational outcomes for racialized groups across the country. While visually impactful, an overreliance on decontextualized quantitative data often leads to majoritarian interpretations. Without sociohistorical contexts, these interpretations run the risk of perpetuating culturally deficit ideologies about the causes that produce and reproduce these outcomes. In using an analysis grounded in Critical Race Quantitative Intersectionality (CRQI), this article contextualizes the educational pipeline from preschool to the professoriate through a mixed methods approach that fuses quantitative data with "testimonio", a qualitative bridge to center knowledge and agency--as individuals and as a collective--in the quest for social change. This CRQI + T analysis begins with a review of educational outcome data for California and is informed by "testimonios" to contextualize the authors' lived experiences within institutions shaped by the legacy of white supremacy and resistance to it.
Descriptors: Race, Critical Theory, Mixed Methods Research, Social Change, Whites, Power Structure, Cultural Differences, Outcomes of Education, Research Problems, Educational Experience, Hispanic Americans, Personal Narratives, Data Analysis, Self Concept, Teacher Expectations of Students, Sibling Relationship, Migration, Catholic Schools, Doctoral Degrees, Parent Aspiration, Academic Aspiration, Mexican Americans, Family Role
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: California