Examinando la narrativa maestra de “grit”: Las contra-narrativas con estudiantes negros y latinx con discapacidades durante una era de pruebas de “high-stakes”

Translated title of the contribution: Troubling the master narrative of “grit”: Counterstories of black and latinx students with dis/abilities during an era of “high-stakes” testing

Adai A. Tefera, David Hernández-Saca, Ashlee M. Lester

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

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.

Translated title of the contributionTroubling the master narrative of “grit”: Counterstories of black and latinx students with dis/abilities during an era of “high-stakes” testing
Original languageSpanish
Article number1
JournalEducation Policy Analysis Archives
Volume27
DOIs
StatePublished - 2019
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Education

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