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Quantitative Research and Inequality Narratives: A Systematic Review.

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Title: Quantitative Research and Inequality Narratives: A Systematic Review.
Authors: McGuinness, Sophie1 (AUTHOR) smcguinness@fsu.edu, Wellborn, Carla Patrice1 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Apr-Jun2025, Vol. 18 Issue 2, p314-341. 28p.
Subject Terms: *Racism in education, *Education policy, Racial inequality, Race, Social reproduction, Interracial couples
Abstract: Quantitative studies of educational inequity, or inequality, often perpetuate troubling, deficit-based ideologies that have a disproportionate impact on discourse around racism in public education. In this review, we systematically analyze 52 quantitative studies of racial inequity or inequality from high-reach journals to understand how methodological, theoretical, and rhetorical decisions form narratives that shape a collective understanding of racism and racial inequity in education. We find that the prevalent use of inequality narratives, coupled with methodological tools like the use of decontextualized race and ethnicity variables, the consistent use of whiteness as a reference category, and the use of "color-evasive" theoretical frameworks that lack attention to structural forms that sustain racism, work together to undergird white centering narratives within education policy research. We call for an improvement in the measurement of structural sources of inequity to aid researchers in identifying system-level motivations for racial achievement disparities. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Quantitative Research and Inequality Narratives: A Systematic Review.
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  Data: <searchLink fieldCode="AR" term="%22McGuinness%2C+Sophie%22">McGuinness, Sophie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> smcguinness@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Wellborn%2C+Carla+Patrice%22">Wellborn, Carla Patrice</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Apr-Jun2025, Vol. 18 Issue 2, p314-341. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Racism+in+education%22">Racism in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+inequality%22">Racial inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Social+reproduction%22">Social reproduction</searchLink><br /><searchLink fieldCode="DE" term="%22Interracial+couples%22">Interracial couples</searchLink>
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  Label: Abstract
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  Data: Quantitative studies of educational inequity, or inequality, often perpetuate troubling, deficit-based ideologies that have a disproportionate impact on discourse around racism in public education. In this review, we systematically analyze 52 quantitative studies of racial inequity or inequality from high-reach journals to understand how methodological, theoretical, and rhetorical decisions form narratives that shape a collective understanding of racism and racial inequity in education. We find that the prevalent use of inequality narratives, coupled with methodological tools like the use of decontextualized race and ethnicity variables, the consistent use of whiteness as a reference category, and the use of "color-evasive" theoretical frameworks that lack attention to structural forms that sustain racism, work together to undergird white centering narratives within education policy research. We call for an improvement in the measurement of structural sources of inequity to aid researchers in identifying system-level motivations for racial achievement disparities. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2024.2358848
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      – SubjectFull: Racial inequality
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              Text: Apr-Jun2025
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