Using quantitative analyses to understand STEM pathways of minoritized young people

A dominant discourse in STEM education is broadening access to minoritized young people, which can parallel “achievement gap” discourse that reifies, rather than challenges, historical inequalities. These discourses, scholars have argued, echo rhetoric of minority disadvantage without adequately pointing to the educational structures or testing ‘universal’ logics that further marginalize students of color. Research relying on quantitative methodologies is at the center of this critique. This workshop is designed to engage participants in thoughtful conversation of how quantitative STEM education research can be reimagined to challenge commonly understood education-isms that may not universally apply.