Missing the mark: Standardized testing as epistemological erasure in U.S. schooling

Cunningham, Jahneille

doi:10.1177/1757743818812093

Cited by 20 publications

(10 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, school funding systems perpetuate inequity when there is reliance on property taxes that keep resources concentrated in affluent neighborhoods and starve schools serving low-income families. Standardized testing admissions requirements serve a gatekeeping role presenting barriers to high education (Cunningham, 2019 ). School systems with long observed disparities in discipline that disproportionately punish African-American and Latinx students contribute to the school-to-prison pipeline rather than situating schools as the engine of social mobility (Ayón et al, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

Resilience and Family Socialization Processes in Ethnic Minority Youth: Illuminating the Achievement-Health Paradox

Doan

Wright

et al. 2022

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

Youth in marginalized communities who “strive” to rise above adversity, including systemic racism and poverty, are considered “resilient.” African-American, Latinx, and Asian-American youth often achieve admirable academic success despite limited social capital and high early life stress by adopting a “striving persistent behavioral style” (SPBS). SPBS may be supported by family socialization processes that facilitate reliance on self-regulation processes. Unfortunately, a young person’s resilience in one domain (i.e., academic) can come at a cost in other domains, including physical and mental health morbidities that are under-identified and under-treated. Indeed, research suggests a link between SPBS in the face of adversity and later health morbidities among ethnic minority youth. Herein, we describe SPBS as an adaptation to minority stress that not only promotes social mobility but may also stoke physical and mental health disparities. We review how family processes related to academic, emotional, and ethnic-racial socialization can facilitate the striving persistent behavioral style. We emphasize the double bind that ethnic minority families are caught in and discuss directions for future research and clinical implications for individual and family-level interventions. While needed, we argue that individual and family-level interventions represent a near-term work around. Solutions and factors that shape the need for SPBS and its cost must be addressed structurally.

show abstract

Section: Discussionmentioning

confidence: 99%

Resilience and Family Socialization Processes in Ethnic Minority Youth: Illuminating the Achievement-Health Paradox

Doan

Wright

et al. 2022

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

show abstract

“…Given that many common quantitative measures in psychology were calibrated for use with participants from systemically privileged backgrounds (see Nzinga et al, 2018), the researcher may evaluate students from lower-SES backgrounds using tools that are inherently biased against these populations. Standardized test scores, for instance, often fail to account for the skills, forms of knowledge, and imposed barriers that are more common among systemically marginalized students, thereby underestimating their academic and future potential relative to their systemically privileged peers (Cunningham, 2019;Shewach et al, 2019;Wicherts & Dolan, 2010). Societal narratives that focus on individual causes, consequences, and solutions to inequality, such as the pervasive belief that lower-income people lack sufficient work ethic (Hunt & Bullock, 2016), may also implicitly encourage the researcher to concentrate on how disparities in student effort create educational inequalities.…”

Section: The Deficit-based Approachmentioning

confidence: 99%

The Ongoing Development of Strength-Based Approaches to People Who Hold Systemically Marginalized Identities

Silverman

Rosario

Hernandez

et al. 2023

Pers Soc Psychol Rev

View full text Add to dashboard Cite

Academic Abstract Personality and social psychology have historically viewed individuals’ systemically marginalized identities (e.g., as people of color, as coming from a lower-income background) as barriers to their success. Such a deficit-based perspective limits psychological science by overlooking the broader experiences, value, perspectives, and strengths that individuals who face systemic marginalization often bring to their societies. The current article aims to support future research in incorporating a strength-based lens through tracing psychology’s journey away from an emphasis on deficits among people who contend with systemic marginalization and toward three distinct strength-based approaches: the universal strengths, difference-as-strength, and identity-specific strengths approaches. Through distinguishing between each approach, we advance scholarship that aims to understand systemically marginalized identities with corresponding implications for addressing inequality. Strength-based approaches guide the field to recognize the imposed limitations of deficit-based ideologies and advance opportunities to engage in research that effectively understands and values systemically marginalized people. Public Abstract Inequalities, including those between people from higher- and lower-income backgrounds, are present across society. From schools to workplaces, hospitals to courtrooms, people who come from backgrounds that are marginalized by society often face more negative outcomes than people from more privileged backgrounds. While such inequalities are often blamed on a lack of hard work or other issues within marginalized people themselves, scientific research increasingly demonstrates that this is not the case. Rather, studies consistently find that people’s identities as coming from groups that face marginalization in society often serve as a valuable source of unique strengths, not deficiencies, that can help them succeed. Our article reviews these studies to examine how future research in psychology may gain a broader understanding of people who contend with marginalization. In doing so, we outline opportunities for psychological research to effectively support efforts to address persistent inequalities.

show abstract

“…Technology has also introduced Artificial Intelligence and machine learning into educational processes (e.g., ChatGPT) which has forced teachers to pivot in ways that will likely change the teaching-learning dynamic forever. Whereas in the past students were judged by their ability to produce answers on standardized tests (Cunningham, 2018), large language models like ChatGPT will force students to come up with better questions relevant to their unique contexts (Lund et al, 2023). Technology can serve to make some types of learning more personalized and tailored to individual needs, enhancing learning outcomes.…”

Section: Holonic Thinking and Teachers Professional Developmentmentioning

confidence: 99%

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

View full text Add to dashboard Cite

Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

show abstract

Missing the mark: Standardized testing as epistemological erasure in U.S. schooling

Cited by 20 publications

References 38 publications

Resilience and Family Socialization Processes in Ethnic Minority Youth: Illuminating the Achievement-Health Paradox

Resilience and Family Socialization Processes in Ethnic Minority Youth: Illuminating the Achievement-Health Paradox

The Ongoing Development of Strength-Based Approaches to People Who Hold Systemically Marginalized Identities

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Contact Info

Product

Resources

About