The Stories We Tell: How Merit Narratives Undermine Success for Urban Youth

This article looks at the American Dream as a merit narrative to understand how it supports barriers to educational success for educators working to improve the lives of students in urban schools. Hard work/perseverance and individualism are interrogated as components of merit narratives used to sus...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2020-03, Vol.55 (3), p.394-423
Main Authors: Generett, Gretchen Givens, Olson, Amy M.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Advocacy
African American Students
At Risk Students
Barriers
Disadvantaged Youth
High School Students
High School Teachers
Individualism
Meritocracy
Misconceptions
Narratives
Persistence
Poverty
Professionalism
School Social Workers
Students
Success
Teacher Student Relationship
Teachers
Urban areas
Urban Schools
Urban Youth
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Summary:This article looks at the American Dream as a merit narrative to understand how it supports barriers to educational success for educators working to improve the lives of students in urban schools. Hard work/perseverance and individualism are interrogated as components of merit narratives used to sustain the American Dream. We analyze data from six educators who identify as advocates. We conclude that the stories educators tell reify individuals’ hard work/perseverance, rather than dispel myths of meritocracy, thereby blaming the lack of success on students’ inadequate effort as opposed to schools designed to maintain the status quo.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085918817342