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.
