Document Type
Article
Publication Date
2025
DOI
10.1080/13613324.2025.2474938
Publication Title
Race Ethnicity and Education
Pages
1-32 pp.
Abstract
This article explored the college and career choices of 963 students across six urban secondary schools in a large public school district in the Southwestern United States. A Quantitative Critical Race Theory, or QuantCrit, analysis was applied to expose the false narrative of number neutrality and the systemic racism that belies it. Findings demonstrate how the myth of meritocracy through education (as ‘the great equalizer’) is perpetuated when educators hold onto racist and ableist beliefs about who can pursue college, and ignore the structural disadvantages underlying the college and career aspirations of students of Color juxtaposed with the reality of the college and career options to which they have access.
Rights
Included with kind permission from the author(s).
ORCID
0000-0002-3175-0547 (Beck)
Original Publication Citation
Marrun, N. A., Mireles, D., Beck, J. S., & Clark, C. (2025). The (non) numeric truths behind college and career aspirations: A QuantCrit analysis of the precarious pathways for secondary students of color. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2025.2474938
Repository Citation
Marrun, Norma A.; Mireles, Danielle; Beck, Jori S.; and Clark, Christine, "The (Non) Numeric Truths Behind College and Career Aspirations: A QuantCrit Analysis of the Precarious Pathways for Secondary Students of Color" (2025). Teaching & Learning Faculty Publications. 274.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/274
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Race and Ethnicity Commons
Comments
The manuscript is the authors' submitted version. The version of record can be found here: https://doi.org/10.1080/13613324.2025.2474938