Sitting in the Tensions: Challenging Whiteness in Quantitative Research

This response to Julie Martin and Chavone Garza’s article published in Studies in Engineering Education, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research,” discusses considerations in the process of research, particularly for white researchers. This reflection draws on coloring epistemologies and white supremacy characteristics to re-examine questions of how quantitative research paradigms can be challenged. Reflection on how the process and product of Martin and Garza’s article changed the way the author thinks about her research and begins to raise points of conversation for white researchers engaged in quantitative and mixed methods work.