A review of QuantCrit-informed approaches to group participants and explore ethno-racial heterogeneity in educational research

Abstract

Quantitative studies in education often treat race, ethnicity, culture, or migration status as natural, fixed units of analysis, perpetuating oversimplified views of education inequities. While uncritical, poorly theorized, and retrospective group comparisons may reinforce deficit perspectives of marginalized communities, comparative research also has the potential to highlight the unique strengths and resources these groups possess. However, conducting group-based comparisons and showcasing ethno-racial heterogeneity remains a complex challenge. To highlight critical approaches informed by the QuantCrit framework, our review describes the importance of using alternative operationalizations of ethno-racial categories, effect coding, and person-centered analysis. It also summarizes recent educational studies that have employed these approaches to critically engage with group-based comparisons in education. Our insights aim to promote conducting group-based educational studies with quantitative approaches upholding critical reflexivity.