This is an absolutely insane paper published in the Journal of Queer and Trans Studies in Education.
It looked at differences in school discipline and dropout rate by race, gender, and sexual orientation. It discovered that "cishet white" students have lower rates of cutting/skipping class, suspensions, being expelled, and dropping out compared to "cishet BIPOC," queer and trans white, and queer and trans BIPOC students.
However, the paper rejects a priori the notion that any differences observed in disciplinary rates among groups can have anything to do with individual behavior differences in those groups regarding cutting or skipping class.
Instead, the authors say that these observed differences must be viewed through "QuantCrit and intersectional theories" that insist the results should be "interpreted as a reflection of how systems of power disproportionately impact QT BIPOC students, resulting in pushout."
Rather than hold individuals accountable for their individual actions, the authors insist that group differences are a result of "oppressive pushout" by systemically racist and transphobic institutions.
The authors of the paper emphasize the quantitative nature of their study, yet inform the readers that "quantitative methods such as the chi-square test were created to promote white supremacy and cisheteronormativity," and that they are using these methods in order to "write in QT BIPOC into the literature and talk back to the cisheteronormative positioning of exclusionary school discipline literature."
According to the authors, the reason that queer and trans BIPOC students cut/skipped class more is because they "do not feel welcomed or safe at their respective institutions" which results in them being "less likely to engage and ultimately have a higher probability of skipping out on class to protect themselves."
Keep in mind there is no survey data in this study to support these assertions; it is just assumed to be true in QuantCrit and intersectional frameworks.
The authors conclude, based on nothing more than a univariate analysis of group differences in discipline and dropout rates, that their data "connect cisheteropatriarchy to the over-policing and hyper-surveillance of QT BIPOC, highlighting schools' gender and sexuality policing."
They further claim that their "results echo the unique and exacerbated oppressive experiences of QT BIPOC individuals, which contrast to cishet white students who hold privilege within their whiteness and cisheterosexuality, an inherent privilege that cuts across disciplinary actions and experiences."
Furthermore, they favored a QuantCrit methodological approach because "traditional quantitative inquiry" is an "inherent[ly] transphobic and racist mechanism of quantitative methods rooted in eugenic thought."
In the conclusion, the authors say they hope their study will "hold institutions accountable for developing policies and practices that promote QT BIPOC academic success, safety, and holistic well-being."
It looked at differences in school discipline and dropout rate by race, gender, and sexual orientation. It discovered that "cishet white" students have lower rates of cutting/skipping class, suspensions, being expelled, and dropping out compared to "cishet BIPOC," queer and trans white, and queer and trans BIPOC students.
However, the paper rejects a priori the notion that any differences observed in disciplinary rates among groups can have anything to do with individual behavior differences in those groups regarding cutting or skipping class.
Instead, the authors say that these observed differences must be viewed through "QuantCrit and intersectional theories" that insist the results should be "interpreted as a reflection of how systems of power disproportionately impact QT BIPOC students, resulting in pushout."
Rather than hold individuals accountable for their individual actions, the authors insist that group differences are a result of "oppressive pushout" by systemically racist and transphobic institutions.
The authors of the paper emphasize the quantitative nature of their study, yet inform the readers that "quantitative methods such as the chi-square test were created to promote white supremacy and cisheteronormativity," and that they are using these methods in order to "write in QT BIPOC into the literature and talk back to the cisheteronormative positioning of exclusionary school discipline literature."
According to the authors, the reason that queer and trans BIPOC students cut/skipped class more is because they "do not feel welcomed or safe at their respective institutions" which results in them being "less likely to engage and ultimately have a higher probability of skipping out on class to protect themselves."
Keep in mind there is no survey data in this study to support these assertions; it is just assumed to be true in QuantCrit and intersectional frameworks.
The authors conclude, based on nothing more than a univariate analysis of group differences in discipline and dropout rates, that their data "connect cisheteropatriarchy to the over-policing and hyper-surveillance of QT BIPOC, highlighting schools' gender and sexuality policing."
They further claim that their "results echo the unique and exacerbated oppressive experiences of QT BIPOC individuals, which contrast to cishet white students who hold privilege within their whiteness and cisheterosexuality, an inherent privilege that cuts across disciplinary actions and experiences."
Furthermore, they favored a QuantCrit methodological approach because "traditional quantitative inquiry" is an "inherent[ly] transphobic and racist mechanism of quantitative methods rooted in eugenic thought."
In the conclusion, the authors say they hope their study will "hold institutions accountable for developing policies and practices that promote QT BIPOC academic success, safety, and holistic well-being."
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