Troubling the Master Narrative of "Grit": Counterstories of Black and Latinx Students with Dis/Abilities during an Era of "High-Stakes" Testing

Autor/inn/en	Tefera, Adai A.; Hernández-Saca, David; Lester, Ashlee M.
Titel	Troubling the Master Narrative of "Grit": Counterstories of Black and Latinx Students with Dis/Abilities during an Era of "High-Stakes" Testing
Quelle	In: Education Policy Analysis Archives, 27 (2019) 1, (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tefera, Adai A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studienerfahrung; Schülerverhalten; Handicap; Behinderung; Final examination; Abschlussprüfung; High school; High schools; Oberschule; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Well-being; Wellness; Wohlbefinden; Kalifornien
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01