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ERIC Number: EJ1202383
Record Type: Journal
Publication Date: 2019-Jan-7
Abstractor: As Provided
Troubling the Master Narrative of "Grit": Counterstories of Black and Latinx Students with Dis/Abilities during an Era of "High-Stakes" Testing
Tefera, Adai A.; Hernández-Saca, David; Lester, Ashlee M.
Education Policy Analysis Archives, v27 n1 Jan 2019
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.
Descriptors: Resilience (Psychology), African American Students, Hispanic American Students, High Stakes Tests, Student Experience, Student Attitudes, Disabilities, Exit Examinations, High School Students, Educational Policy, Special Education, Equal Education, Urban Schools, Well Being
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: California