Yes, statistics — cold, hard numbers that outline exactly what’s going on in any given social situation — are just plain bigoted.
According to Campus Reform, a paper authored by three British professors argues that statistics “frequently encode racist perspectives beneath the facade of supposed quantitative objectivity.”
The paper argues that supposed practices encoding racist perspectives “serve white racial interests” and need to be replaced by a framework that incorporates critical race theory into statistics.
The article — titled “QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics” — was written by David Gillborn, a professor at the University of Birminginham, along with Paul Warmington, a sociology professor at the University of Warwick, and Sean Demack, a sociology lecturer at Sheffield Halam University.
Published in September in Race, Ethnicity and Education, the paper argues that raw statistics are just too racist to be trusted.
“Contrary to popular belief, and the assertions of many quantitative researchers, numbers are neither objective nor color-blind,” write Gilborn and Co. – READ MORE
[give_form id=”79809″] [divider][/divider]A math professor at Brooklyn College wrote an academic paper contending that meritocracy in math class holds back racial minorities and is a tool of “whiteness,” Campus Reform reported on Monday.
Professor Laurie Rubel, a former high school teacher, wrote the article in the Journal of Urban Mathematics Education. She reportedly contends that meritocracy is oftentimes associated with hard work, but it ignores “systematic barriers” that prevent the opportunity of success.
Rubel reportedly recommended that math teachers use more social justice issues during lessons. Rubel, however, warned that teaching “social justice” can also be a tool of whiteness if teachers are ignorant to the experiences of their minority students.
Campus Reform linked out to a PDF file of the article where Rubel cites another scholarly article to make the case that, “Teachers often view participation of marginalized students as off-task, unproductive, or distracting, even when it reflects students’ membership of and competence in another social context, unbeknownst to the teacher.” – READ MORE
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