ERIC Number: EJ1493714
Record Type: Journal
Publication Date: 2025
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: EISSN-1934-5739
Available Date: 0000-00-00
Illustrating and Enacting a Critical Quantitative Approach to Measurement with MIMIC Models
Matthew A. Diemer1; Michael B. Frisby2; Aixa D. Marchand3; Emanuele Bardelli4
Journal of Research on Educational Effectiveness, v18 n2 p366-389 2025
Quantitative methodology and the field of measurement have racist, sexist, and eugenicist histories. These histories have led many to abandon quantitative methods, believing that achieving equity is not possible with methods developed to propagate oppression. However, more critical and emerging scholarship has begun to articulate a Critical Quantitative (CQ) perspective. This paper aims to move beyond the critique of quantitative methods and to consolidate this emerging CQ literature, by articulating specific applications and enactments of a CQ framework. To do so, this paper articulates five guiding principles (i.e., "foundation, goals, parity, subjectivity," and "self-reflexivity") and details how CQ can address racism and inequity. We then use two examples to illustrate how CQ researchers can use MIMIC models to identify and mitigate racist uses of measurements. Finally, we note that while CQ can help scholars identify and mitigate how racism permeates measurement, this is not the same as directly intervening on the interlocking systems of inequality that perpetuate racism, anti-Blackness, and other forms of oppression that constrain humanity and opportunity.
Descriptors: Structural Equation Models, Racism, Measurement, Research Methodology, Statistical Analysis, Intervention, Critical Theory, Social Justice
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/bvtc3/
Author Affiliations: 1Combined Program in Education & Psychology, Educational Studies, University of Michigan, Ann Arbor, Michigan, USA; 2Department of Educational Policy Studies and the Research, Measurement, and Statistics Program, Georgia State University, Atlanta, Georgia, USA; 3Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA; 4Santa Rosa City Schools, Santa Rosa, California, USA

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