11 Central to quantcrits is the premise that statistics are socially constructed. Using statistical methods for furthering social justice. Quantcrits,Ĭritical race theorists who use quantitative methods, have outlined key tenets for Self-reflection to avoid perpetuating racist narratives through data.
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With this in mind, scholars interested in anti-racism research should engage in critical 10 Although they are seemingly unbiased, statistics can promote White supremacist ideologiesīecause they rely on human data collection, analysis and, most importantly, interpretation. That racial statistics have helped to justify racism dating back to the eugenics movement. Whose experience as a scholar-in-training should be given some outlets.ĬRT does not suggest we abandon quantitative methodologies, altogether, but it recognizes Examples include personal narrative andĬounter-storytelling that come directly from community members and students like me, “add on” but should be carefully considered with relevant questions, designs, andĪssumptions about the nature of knowledge. Qualitative methods should not be pursued merely as an 9 Therefore, a CRT perspective rejects the apparent devaluation of qualitative methods Often better-positioned to capture the nuances of racialized experiences. Qualitative data such as personal narratives and counter-storytelling are
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Race methodology that appreciates the value of experiential knowledge and data are An approach to public health based on critical While these methodologiesĪre useful for answering many questions, they are limited in their ability to elevate 8 In public health, we tend to rely heavily on health demographic surveys as our dataĬollection method and on multiple regression for our analyses. Methods to serve disenfranchised communities. In the field ofĮducation, scholars are asking important questions about the ability of quantitative Us, as researchers, and the people with whom we conduct research. Just as our data and innovative statistical methodsĬan be used to promote health equity, they can also reproduce racial inequities asĬonventional public health methodologies often reinscribe power differentials between Public health studentsĬannot afford to be apolitical. How it harms communities and undermines organizational missions. 7 Students should learn to recognize the “White savior” orientation and understand This dynamic forces communities to rely on “White saviors” to access resources. Opportunities to study new, liberating models of public health practice, researchįor example, the non-profit industrial complex consists of organizations whose missionsĪre to help communities of color but whose leadership largely does not include them. Ways in which public health can perpetuate racial inequalities, and it can provide 5 By centering race and racism, public health students might be able to recognize the Is fundamentally rooted in social justice, perhaps because students are not systematicallyĮquipped to recognize the field’s racist and xenophobic roots. We see ourselves as a field whose mission Structures that shape our political economy, our laws, and our communities as wellĪs our theories, methods and interventions. 4– 6 A CRT approach to public health education might focus on the underlying racialized Ways public health has been used to maintain White supremacy.
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Public health curricula do not adequately address the historical and contemporary