Faculty Publications

Troubling The Master Narrative Of “Grit”: Counterstories Of Black And Latinx Students With Dis/Abilities During An Era Of “High-Stakes” Testing

Document Type

Article

Keywords

Disability Studies in education, Grit, High-stakes testing, Students of color with dis/abilities, Urban schooling

Journal/Book/Conference Title

Education Policy Analysis Archives

Volume

27

Abstract

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

Department of Special Education

Original Publication Date

1-1-2019

DOI of published version

10.14507/epaa.27.3380

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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