Unpacking the Myth of Meritocracy: Insights from Lardier et al. (2019)

 In their article Merit in Meritocracy: Uncovering the Myth of Exceptionality and Self-Reliance through the Voices of Urban Youth of Color, Lardier Jr., Herr, Barrios, Garcia-Reid, and Reid (2019) critically examine the notion of meritocracy through the experiences of urban youth of color. The authors argue that the ideal of meritocracy—the belief that success is determined solely by individual effort and ability—ignores the systemic inequalities and barriers that disproportionately affect marginalized communities. By elevating the voices of youth who have traditionally been underrepresented in educational discourse, the study reveals how the myth of meritocracy is perpetuated in ways that disadvantage these students.

Lardier et al. (2019) begin by deconstructing the dominant narrative around meritocracy. In mainstream educational and social contexts, meritocracy is often presented as an equitable system in which anyone can succeed as long as they work hard enough. This perspective overlooks the ways in which race, class, and other social determinants create structural barriers that prevent certain groups, especially youth of color in urban environments, from accessing the same opportunities and resources. The authors emphasize that the myth of meritocracy operates as a way to absolve society of its responsibility for addressing these inequalities, framing the lack of success as the result of personal failure rather than systemic disadvantage.

Through interviews with urban youth of color, Lardier et al. (2019) shed light on how these young people understand their own experiences in relation to meritocracy. The participants express frustration with the societal expectations that they should overcome significant obstacles solely through individual effort. They discuss the ways in which their accomplishments are often attributed to exceptionalism—being seen as "outliers" or "exceptions" to the stereotype of failure associated with their communities. This expectation of exceptionality places an undue burden on these youth, as they are pressured to prove their worthiness in a system that consistently marginalizes them.

One of the most striking aspects of the study is how the youth articulate their awareness of the structural forces that shape their lives. Many participants describe their struggles with limited access to quality education, discriminatory practices, and the pressures of growing up in poverty. Despite these barriers, they are often told that their success or failure is entirely within their control, reinforcing the myth that meritocracy is fair and accessible to all. This disconnect between the lived realities of youth of color and the idealized meritocratic system creates a sense of disillusionment and alienation, as these students feel that they are held to standards that ignore the very real challenges they face.

The study also underscores the importance of recognizing and addressing these systemic inequalities in education. Lardier et al. (2019) advocate for an educational system that acknowledges the role of structural barriers and works to dismantle them. They suggest that educators, policymakers, and society at large must move away from individualistic, merit-based frameworks and focus on creating equitable opportunities for all students, regardless of their racial or socioeconomic background.

Ultimately, Merit in Meritocracy serves as a powerful critique of the meritocratic ideal and calls for a more just and inclusive approach to education—one that recognizes the lived experiences of marginalized youth and works to address the systemic inequities that hinder their success. The voices of urban youth of color, as highlighted in this study, are essential to challenging the myth of meritocracy and shaping a more equitable educational landscape.

Reference.

Lardier Jr, D. T., Herr, K. G., Barrios, V. R., Garcia-Reid, P., & Reid, R. J. (2019). Merit in meritocracy: Uncovering the myth of exceptionality and self-reliance through the voices of urban youth of color. Education and Urban Society, 51(4), 474-500.

Negotiating Authority in School Board Meetings: Power Dynamics and Decision-Making in Education

School board meetings are often seen as the heart of local educational governance, where decisions are made that impact the lives of students, teachers, and communities. However, these meetings are not just administrative; they are also spaces where power dynamics, authority, and negotiation play a crucial role in shaping educational policy. In his article Negotiating Authority in the Ritual of the Public School Board Meeting, Kenney (2016) explores how authority is constructed and contested during these meetings, shedding light on the complex relationships between school board members, administrators, and the community.

Kenney’s analysis focuses on the rituals that structure school board meetings, particularly the ways in which authority is negotiated through interactions between different stakeholders. The study highlights how school board members—often elected by the community—must balance their responsibility to represent the interests of the public while also deferring to the expertise of school administrators and educational leaders. At the same time, administrators are tasked with conveying complex educational issues to the board, often with the goal of gaining approval for budgets, policies, or new initiatives. This negotiation of authority can sometimes lead to tension, especially when differing priorities or values are at play.

One of the key findings of Kenney’s research is that the rituals of the board meeting, including the structure of agendas, public comments, and voting processes, are not neutral. These rituals, while seemingly objective, are in fact designed to maintain and reinforce existing power structures. The way that discussions are framed, the timing of public input, and the manner in which decisions are made all contribute to who holds power in the decision-making process. For example, public comments are often limited to a specific time frame, which can marginalize the voices of certain community members, particularly those with less power or influence. Similarly, the structure of the meeting can sometimes place administrators in a position of greater authority, as they are the ones providing the technical expertise and background information that board members rely on to make informed decisions.

Kenney also discusses the concept of "ritual" in school board meetings, which refers to the formalized procedures that govern the conduct of these meetings. These rituals are not just about following rules or protocols—they also serve to reinforce the social order within the school system. By participating in these rituals, board members, administrators, and the public acknowledge and reproduce the authority structures that define their roles within the educational system. In this way, school board meetings are not just spaces for decision-making; they are also performative acts in which the distribution of power is constantly negotiated and reaffirmed.

What is particularly interesting about Kenney’s analysis is his emphasis on the role of discourse in shaping authority. The language used in school board meetings plays a significant role in the way power is distributed. For instance, the use of technical jargon or complex educational language can reinforce the authority of administrators, while simplifying or demystifying that language can empower the public to have a stronger voice in the decision-making process. By understanding the power of discourse, school leaders and community members can better navigate the complexities of school board meetings and work towards more equitable decision-making processes.

Kenney’s work serves as a reminder that authority in public school systems is not simply given but is actively negotiated. School board meetings are spaces where this negotiation takes place, and understanding the underlying power dynamics can lead to more informed and engaged participation from all stakeholders. Whether you are a school board member, an administrator, or a community member, recognizing the rituals and discourses that shape these meetings can help you better understand how decisions are made and how power is distributed within educational governance.

References

Kenney, A. W. (2016). Negotiating authority in the ritual of the public school board meeting. Educational Administration Quarterly, 52(3), 391-426. https://doi.org/10.1177/0013161X166603534o mini