Abstract
Abstract
As societies become increasingly data-rich, statistics education has an important role to play in preparing students to critically examine evidence related to complex social issues. This study reports on how a statistical investigation using traffic stop data can be designed to support students in developing critical citizenship. The design drew on the statistical investigation process, Freire’s Culture Circles, and QuantCrit, to create learning experiences that integrated statistical reasoning with sociopolitical context. Fifty college students in the United States participated in seven implementations of the module, which was refined over time. Analysis of the students’ final written reports pointed to simulation-based inference as a key feature in students acknowledging institutional racism as a reason for the observed racial disparities. However, the students also needed explicit contextual support to acknowledge institutional racism. We conclude by proposing transferable principles from our design that can inform future work.