Catherine D’ignazio And Lauren F. Klein: Data Feminism

Book Review

Authors

  • Seniz Celimli-Aksoy Frostburg State University

DOI:

https://doi.org/10.5195/ie.2026.526

Keywords:

critical quantitative methods, data feminism, research methods curriculum

Abstract

This book review examines Data Feminism by Catherine D’Ignazio and Lauren F. Klein, a transformative text that challenges traditional notions of neutrality and objectivity in quantitative research. Grounded in intersectional feminist theory, the book presents seven principles of data feminism that call for examining and challenging power structures, valuing emotion, rethinking binaries, embracing pluralism, situating data within context and making labor visible. For Ed.D. programs committed to equity and social justice, Data Feminism offers a critical framework for reimagining research methods curricula, equipping scholar-practitioners to interrogate power, embrace reflexivity, and foster more inclusive and just data practices.

References

Arellano, L. (2022). Questioning the science: How quantitative methodologies perpetuate inequity in higher education. Education Sciences, 12(2), 116. https://doi.org/10.3390/educsci12020116

Baker, C. A. (2019). A QuantCrit approach: Using critical race theory as a means to evaluate if Rate My Professor assessments are racially biased. Journal of Underrepresented and Minority Progress, 3(1), 1–22. https://doi.org/10.32674/jump.v3i1.1012

Carnegie Project on the Education Doctorate. (2021). The CPED Framework. https://www.cpedinitiative.org/the-framework

D’Ignazio, C. & Klein, L. F. (2020). Data feminism. The MIT Press. https://doi.org/10.7551/mitpress/11805.001.0001

López, N., Erwin, C., Binder, M., & Chavez, M. J. (2017). Making the invisible visible: Advancing quantitative methods in higher education using critical race theory and intersectionality. Race Ethnicity and Education, 21(2), 180–207. https://doi.org/10.1080/13613324.2017.1375185

Oakley, A. (1998). Gender, methodology and people’s ways of knowing: Some problems with feminism and the paradigm debate in social science. Sociology, 32(4), 707–731. https://doi.org/10.1177/0038038598032004005

Spivak, G. C. (2010). “Can the Subaltern Speak?”: Revised edition, from the “history” chapter of critique of postcolonial reason. In R. C. Morris (Ed.), Can the subaltern speak?: Reflections on the history of an idea (pp. 21–78). Columbia University Press. http://www.jstor.org/stable/10.7312/morr14384.5

Stage, F., & Wells, R. (2014). Critical quantitative inquiry in context. New Directions for Institutional Research, 2013(158), 65–76. https://doi.org/10.1002/ir.20041

Strunk, K. K., & Hoover, P. D. (2019). Quantitative methods for social justice and equity: Theoretical and practical considerations. In K. K. Strunk, & L. A. Locke (Eds.), Research methods for social justice and equity in education (pp. 191–201). Palgrave Macmillian.

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Published

2026-02-03

How to Cite

Celimli-Aksoy, S. (2026). Catherine D’ignazio And Lauren F. Klein: Data Feminism: Book Review. Impacting Education: Journal on Transforming Professional Practice, 11(1), 48–50. https://doi.org/10.5195/ie.2026.526

Issue

Vol. 11 No. 1 (2026): Regular Issue

Section

Book Reviews

License

Copyright (c) 2026 Seniz Celimli-Aksoy

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