Overview

Story(ing) Statistical Strategies Using a Critical Race Feminista Quantitative Praxis is a groundbreaking book that reimagines the relationship between storytelling, mathematics, and statistics. Grounded in Critical Race Theory and Chicana Feminist traditions, the text demonstrates how stories can animate numbers, challenging deficit narratives and reclaiming the mathematical wisdom and genius of Communities of Color. Through personal narratives, theoretical insights, and methodological innovations, the authors chart a pathway for transforming statistical practices into acts of resistance, remembrance, and care. Each chapter interweaves lived experiences of exclusion and resilience with critical frameworks such as racial realism, intersectionality, and cultural intuition. The book foregrounds how story(ing) numbers—treating data as narrative and action—opens possibilities for reclaiming mathematics as a communal, embodied, and justice-oriented practice. Case studies on educational pipelines, geographic information systems (GIS) mapping, and epistemic network analysis illustrate how computational tools can be repurposed to visualize inequities while honoring the dignity of marginalized communities. Ultimately, this work offers a praxis for engaging data in ways that resist invisibility, expose structural inequities, and advance equity, healing, and liberation. This book is written for scholars, graduate students, educators, and practitioners across education, sociology, ethnic studies, and data sciences. It will especially benefit those interested in critical methodologies, QuantCrit, Women of Color feminist theory, and Chicana Feminist approaches to research—providing tools to rethink how numbers and stories together can advance justice in education and beyond.

Full Product Details

9781032658889

Table of Contents

Reviews

“With methodological precision and poetic brilliance, Story(ing) Statistical Strategies using a Critical Race Feminista Quantitative Praxis moves beyond critique to offer a liberatory praxis that is both spiritual and strategic. Garcia, Vélez, and Pérez Huber model what it means to engage in quantitative work that is accountable to community, grounded in cultural intuition, and guided by ancestral truths. Story(ing) serves as a touchstone for scholars working at the intersection of Critical Race Theory, Women of Color Feminism, and quantitative inquiry.” -- Daniel G. Solorzano, Professor of Social Science & Comparative Education, Graduate School of Education & Information Studies, University of California, Los Angeles, USA “As marginalized voices are being violently silenced and history erased, Story(ing) Statistical Strategies using a Critical Race Feminista Quantitative Praxis illustrates the powerful role storying plays in quantitative inquiries and provides an accessible introduction to modern critical frames that equip researchers to employ story(ing) to challenge the willful ignorance sustaining oppressive inequities.” -- Michael Russell, Professor of Measurement, Evaluation, Statistics & Assessment, Boston College, Lynch School of Education, USA “Story(ing) Statistical Strategies using a Critical Race Feminista Quantitative Praxis powerfully reclaims the mathematical wisdom long cultivated in families and communities of color, and it is a foundational reading for all those engaged in quantitative inquiry. Garcia, Vélez, and Pérez Huber offer a framework for story(ing) numbers—as method, theory, and refusal—while reimagining mathematics and statistical analysis for liberation. Simultaneously, their storytelling cultivates healing, summons us to an antiracist praxis, and inspires!” -- Dolores Delgado Bernal, President’s Distinguished Professor, Loyola Marymount University, USA

Author Information

Nichole Margarita García is an associate professor of higher education at Rutgers University–New Brunswick, USA. Verónica N. Vélez is a professor of secondary education and education and social justice in the Woodring College of Education at Western Washington University (WWU) located in Bellingham, Washington, USA. Lindsay Pérez Huber is a professor of equity, education, and social justice in the College of Education at California State University, Long Beach.

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