The colour of numbers: surveys, statistics and deficit‐thinking about race and class
The colour of numbers: surveys, statistics and deficit‐thinking about race and class
复制标题
数字的颜色：调查、统计数据和关于种族和阶级的赤字思考
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
D. Gillborn
中科院分区：
文献类型：
--
作者：
D. Gillborn
借鉴批判种族理论的传统，本文以编年史的形式呈现-叙述-具有两个具有不同历史和专业知识的虚构人物。他们一起探讨了教育中种族平等的定量方法的优点和缺点。在种族统治的社会中，如美国和英国，定量方法往往编码关于社会进程的性质和教育不平等的产生的特定假设，反映了对种族主义的普遍肤浅的理解。统计方法可以掩盖种族主义的物质现实，统计人员越是操纵数据，就越有可能在计算本身和得出的结论中采用多数主义假设。本文以英国少数民族儿童中学教育的最新国家数据为例，强调了统计学家在没有公众质疑或监督的情况下定义什么是“真实的”不平等的能力;反映了公共辩论和政策结果领域中统计“解释”的危险;并质疑关于不同形式的压迫之间的交叉关系的定量假设，包括性别，阶级和种族。
Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race.