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/lp/sage/being-loud-identities-in-practice-in-a-figured-world-of-achievement-Y0J5I8GiOD
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- Publisher
- SAGE
- Copyright
- © 2019 AERA
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- DOI
- 10.3102/0002831218816059
- Publisher site
- See Article on Publisher Site
Abstract
Discourses of achievement often overlook the interdependence of classroom contexts, students’ identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being “loud,” which are positioned as incompatible with “being smart,” I argue that high-achieving lower income students of color are disproportionately regulated by achievement discourses that position White middle-class norms as neutral. This article documents tensions between what it takes to achieve academically and students’ raced, classed, and gendered identities in order to reframe educational equity based on a theoretical framing of identities and academic achievement as interrelated and highly contextual.
Journal
American Educational Research Journal – SAGE
Published: Aug 1, 2019