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ERIC Number: EJ857059
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1521-0960
High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities
Au, Wayne W.
Multicultural Perspectives, v11 n2 p65-71 2009
The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests ultimately exert a level of control over identities considered legitimate or illegitimate in classroom discourse. (Contains 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001