López, N., Erwin, C., Binder, M., & Chavez, M. J. (2018). Making the invisible visible: Advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180-207.
Museus, S. D., & Griffin, K. A. (2011). Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research, 2011(151), 5-13.
Pérez Huber, L., Velez, V. N., & Solorzano, D. (2018). More than ‘papelitos:’a QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race Ethnicity and Education, 21(2), 208-230.
How do we use numbers to tell the stories of Communities of Color?
Van Dusen, B., & Nissen, J. (2020). Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation. Physical Review Physics Education Research, 16(1), 010117.
#QuantCrit used to explain and discuss the results
Covarrubias, A., Nava, P. E., Lara, A., Burciaga, R., Vélez, V. N., & Solorzano, D. G. (2018). Critical race quantitative intersections: A testimonio analysis. Race Ethnicity and Education, 21(2), 253-273.
Application of #QuantCrit and Intersectionality theory