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Multicultural Perspectives Volume 11, 2009 - Issue 2
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PART I: ADVANCING THE CONVERSATION

High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities

Wayne W. Au California State University, Fullerton
Pages 65-71 | Published online: 26 Jun 2009
 
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Abstract

The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests ultimately exert a level of control over identities considered legitimate or illegitimate in classroom discourse.

Notes

1While I am opposed to using the term “minority” to refer to non-white people or people of color, I use it here, in quotes, because that is the term that the researchers use in the two reports referred to in the text.

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