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In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research.

Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education