Troubling The Master Narrative Of “Grit”: Counterstories Of Black And Latinx Students With Dis/Abilities During An Era Of “High-Stakes” Testing
Disability Studies in education, Grit, High-stakes testing, Students of color with dis/abilities, Urban schooling
Education Policy Analysis Archives
In this study we trouble the notion of “grit” and “high-stakes” testing by focusing on the experiences and perspectives of Black and Latinx students labeled with dis/abilities with the California High School Exit Exam (CAHSEE). Through interviews, focus groups, and classroom observations with 15 Black and Latinx students labeled with dis/abilities, we utilize the power of student voice and counterstories to problematize the master narrative of a “grit”/no “grit” binary in education policy discourse. This binary has contributed to an educational culture that reinforces victim blaming, reifies inequities for Black and Latinx students with dis/abilities, and undermines students’ emotional wellbeing. Harnessing the power of the students’ experiences and perspectives, we conclude with recommendations for policy and practice.
Department of Special Education
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Tefera, Adai A.; Hernández-Saca, David; and Lester, Ashlee M., "Troubling The Master Narrative Of “Grit”: Counterstories Of Black And Latinx Students With Dis/Abilities During An Era Of “High-Stakes” Testing" (2019). Faculty Publications. 610.