Citation

Sablan JR. Am. Educ. Res. J. 2019; 56(1): 178-203.

Copyright

(Copyright © 2019, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/0002831218798325

PMID

unavailable

Abstract

Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students' community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies.

Language: en