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Relevant bibliographies by topics / Ideology of Meritocracy

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Academic literature on the topic 'Ideology of Meritocracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Ideology of Meritocracy"

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Sobczak, Anna. "Ideology of Meritocracy in Education – Social Reconstructions of (In)equality." Studia Edukacyjne, no. 51 (December 15, 2018): 153–63. http://dx.doi.org/10.14746/se.2018.51.8.

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The aim of the article is to reconstruct the theory of meritocracy, according to which each individual has an equal opportunities, regardless of gender, race, and origin, to achieve social and professional success. The author has also attempted to answer the question whether in the current social reality, in which we deal with overeducation and academic diploma inflation, the meritocratic belief about the exclusive influence of individual talents and merits on social and professional success finds its confirmation in social practice. The genesis, essence and directions of criticism of the conc

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Garrison, Yunkyoung Loh, Alexander Rice, and William Ming Liu. "The American Meritocracy Myth Stress: Scale Development and Initial Validation." Counseling Psychologist 49, no. 1 (2020): 80–105. http://dx.doi.org/10.1177/0011000020962072.

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The purpose of this study is to develop the American Meritocracy Myth Stress Scale (AMMSS), capable of assessing college students’ psychological stress within the context of the pervasive myth of meritocracy. This psychological stress stems from the association between their perceptions of their own hard work and social class mobility. Underpinned by the social class worldview model-revised, American meritocracy myth stress is conceptualized as the psychological stress that individuals experience when disequilibrium exists between the dominant and pervasive meritocracy ideology and their effor

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Goode, Chris, Lucas A. Keefer, and Ludwin E. Molina. "A Compensatory Control Account of Meritocracy." Journal of Social and Political Psychology 2, no. 1 (2014): 313–34. http://dx.doi.org/10.5964/jspp.v2i1.372.

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Why are people motivated to support social systems that claim to distribute resources based on hard work and effort, even when those systems seem unfair? Recent research on compensatory control shows that lowered perceptions of personal control motivate a greater endorsement of external systems (e.g., God, government) that compensate for a lack of personal control. The present studies demonstrate that U.S. citizens’ faith in a popular economic ideology, namely the belief that hard work guarantees success (i.e., meritocracy), similarly increases under conditions of decreased personal control. W

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Rogers, Leoandra Onnie, and Derrick R. Brooms. "Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School." American Educational Research Journal 57, no. 1 (2019): 440–70. http://dx.doi.org/10.3102/0002831219853224.

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National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys’ identities; (b) constructed race, masculinity, an

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Ronsini, Veneza Mayora. "Many people are just dreamers: telenovelas and the ideology of meritocracy." Politiques de communication N° 4, no. 1 (2015): 169. http://dx.doi.org/10.3917/pdc.004.0169.

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Ozbilgin, Mustafa F., and Cagri Yalkin. "Hegemonic dividend and workforce diversity: The case of ‘biat’ and meritocracy in nation branding in Turkey." Journal of Management & Organization 25, no. 04 (2019): 543–53. http://dx.doi.org/10.1017/jmo.2019.39.

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AbstractWe introduce and explore the notion of hegemonic dividend in the context of a country which does not have hierarchy attenuating means such as legal measures to protect workforce diversity. This paper explains the consequences of two hierarchy enhancing ideologies on workforce diversity in Turkey; meritocracy, an ideology that privileges merit, and ‘biat’, an ideology of subservience to the structures of power. We illustrate how these two ideologies operate as a duality, as meritocracy vanes with dire circumstances for workforce diversity in nation-branding efforts of Turkey. Drawing on

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Stanley, Jason. "Precis of How Propaganda Works." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (2016): 287. http://dx.doi.org/10.1387/theoria.16512.

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The overarching goal of How Propaganda Works is to provide an argument that democracy requires material equality. My aim was to forge an argument for this view without premises about morality or justice. I do so by arguing that material inequality, like other forms of inequality, has pernicious epistemic effects. Inequality results in anti-democratic flawed ideologies, such as the ideology of meritocracy, and the ideology underlying the division of labor, the subjects of the last two chapters. Propaganda plays crucial roles both in preventing us from recognizing these epistemic harms, in the f

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Wilson, Marguerite Anne Fillion. "Neoliberal ideology in a private Sudbury school." Policy Futures in Education 15, no. 2 (2015): 170–84. http://dx.doi.org/10.1177/1478210315610256.

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Educational researchers have called attention to how neoliberal ideology has profoundly and detrimentally influenced public education systems, but less attention has been paid to how neoliberalism influences private educational institutions. This article examines the influence of neoliberal ideology on education in the USA through an ethnographic case study of a private Sudbury school, Central Valley Sudbury School (CVSS), whose radical unschooling philosophy positions itself in an oppositional stance towards public schools, which it perceives to be hopelessly beyond repair. CVSS represents th

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Seron, Carroll, Susan Silbey, Erin Cech, and Brian Rubineau. "“I am Not a Feminist, but. . .”: Hegemony of a Meritocratic Ideology and the Limits of Critique Among Women in Engineering." Work and Occupations 45, no. 2 (2018): 131–67. http://dx.doi.org/10.1177/0730888418759774.

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Engineering is often described as an enduring bastion of masculine culture where women experience marginality. Using diaries from undergraduate engineering students at four universities, the authors explore women’s interpretations of their status within the profession. The authors’ findings show that women recognize their marginality, providing clear and strong criticisms of their experiences. But these criticisms remain isolated and muted; they coalesce neither into broader organizational or institutional criticisms of engineering, nor into calls for change. Instead, their criticisms are inte

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Zheng, Robin. "Precarity is a Feminist Issue: Gender and Contingent Labor in the Academy." Hypatia 33, no. 2 (2018): 235–55. http://dx.doi.org/10.1111/hypa.12401.

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Feminist philosophers have challenged a wide range of gender injustices in professional philosophy. However, the problem of precarity, that is, the increasing numbers of contingent faculty who cannot find permanent employment, has received scarcely any attention. What explains this oversight? In this article, I argue, first, that academics are held in the grips of an ideology that diverts attention away from the structural conditions of precarity, and second, that the gendered dimensions of such an ideology have been overlooked. To do so, I identify two myths: the myth of meritocracy and the m

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Dissertations / Theses on the topic "Ideology of Meritocracy"

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Lam, Eva. "Curriculum tracking and the achievement ideology at an American urban public school." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:45b78267-cb32-47ef-a6bb-46b25ea38e81.

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This thesis presents a case study of how curriculum differentiation operates at Lincoln High School, an urban public school in the Midwestern United States with a highly regarded International Baccalaureate (IB) program. I use a mix of qualitative and quantitative methods to investigate the systems of beliefs and practices that structure Lincoln's tracking system. Like many American high schools, Lincoln has rejected the traditional practice of assigning all students to overarching curriculum 'tracks' on the basis of their measured aptitude, instead allowing students to choose between courses

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Reis, Jonas Tarcísio. "Limites e possibilidades do Ensino Médio Politécnico : um estudo em escolas de Porto Alegre - RS." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7308.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-28T11:43:22Z No. of bitstreams: 1 Jonas Tarcísio Reis_.pdf: 2247271 bytes, checksum: 0c5adda845aba52c229f11f8de088aca (MD5)<br>Made available in DSpace on 2018-09-28T11:43:22Z (GMT). No. of bitstreams: 1 Jonas Tarcísio Reis_.pdf: 2247271 bytes, checksum: 0c5adda845aba52c229f11f8de088aca (MD5) Previous issue date: 2018-03-20<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>O compromisso dessa tese é com o avanço no campo da análise da implementação de políticas educacionais, de desvelar os meandros dos

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McCloskey, Tricia A. "“To Tie Both Hands Behind Your Back . . . is Really Unjust and Disheartening”: Neoliberalism, Expansive Learning, and the Contradictions of Kindergarten Readiness." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588870718156486.

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Fantinatti, Marcia Maria Corsi Moreira. "Sindicalismo de classe media e meritocracia : o movimento docente na Universidade Publica." [s.n.], 1998. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280131.

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Orientador: Armando Boito Junior<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas<br>Made available in DSpace on 2018-07-23T23:13:13Z (GMT). No. of bitstreams: 1 Fantinatti_MarciaMariaCorsiMoreira_M.pdf: 5003963 bytes, checksum: 0af0d2cb9252cfdde7382e8890d9058a (MD5) Previous issue date: 1998<br>Resumo: Não informado.<br>Abstract: Not informed.<br>Mestrado<br>Mestre em Sociologia

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Books on the topic "Ideology of Meritocracy"

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A casebook of ideologies: Liberalism, communism, meritocracy, conservatism, democratic socialism, anarchism. 2nd ed. Vancouver Community College Press, 1991.

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Bullock, Heather E. From “Welfare Queens” to “Welfare Warriors”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0004.

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This chapter examines what it means to take a human rights approach to women’s poverty and economic status. Special attention is given to structural sources of women’s poverty, the challenges a right-based framework presents to neoliberal priorities and values, and low-income women’s resistance to these forces. Synergies among economic and political conditions; ideology (e.g., individualism, meritocracy); classist, racist, and sexist stereotypes about poverty and low-income women; and welfare policies that subordinate and regulate low-income women are discussed. Emphasis is placed on understan

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Geismer, Lily. No Ordinary Suburbs. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691157238.003.0002.

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This chapter shows how structural processes, policies, and national trends intersected with the particular history, geography, and reputation of the Boston area to produce the set of juxtapositions—between history and progress, tradition and technology, open-mindedness and exclusivity, meritocracy and equality—that characterized the physical landscape and political culture of the Route 128 suburbs and the political ideology of many of their residents. It reveals that homeowners' view of themselves in rural Lincoln and cosmopolitan Newton fueled grassroots activism on a range of liberal issues.

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Book chapters on the topic "Ideology of Meritocracy"

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"Meritocracy: language and ideology." In Grace, Talent, and Merit. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511665110.008.

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"2 MOBILITY, TIME, AND VALUE The High Stakes of Examination and the Ideology of Developmentalism." In Meritocracy and Its Discontents. Cornell University Press, 2021. http://dx.doi.org/10.1515/9781501754449-006.

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King, Victorene L. "Agnotology and Ideology." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch011.

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During periods of local and national unrest, leaders engage in discussions surrounding the reexamination of old policies and the consideration of new policies. Their changes to policies and procedures may be symbolic to silence objections or performative to feign new awareness, but symbolic and performative changes will not lead to transformative change. So how does a nation fix a problem of which many of its citizens are mostly ignorant? How do organizations redress inequitable hiring practices when they believe America is a meritocracy where everyone has the same chance of succeeding? How do educational institutions restructure teaching practices when the predominately White teacher workforce continues to resist talking about race? Transformative change will require the unexamined power of Eurocentric culture and thought that normalizes the marginalization, oppression, and subordination of Communities of Color and other groups of people based on gender, class, and citizenship to be completely exposed and then abolished.

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Lim, Leonel. "(Re)producing elites: meritocracy, the state and the politics of the curriculum in Singapore." In Corporate Elites and the Reform of Public Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447326809.003.0009.

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This chapter first examines how the logic of meritocracy in Singapore vacillates between its elitist and egalitarian dimensions. Drawing upon ethnographic data from an elite and a mainstream school, it then develops an analysis of how one specific area of the curriculum – critical thinking – embodies this tension, specifying distinct knowledges and competencies for different students. The chapter argues that even as critical thinking is taught to all students, what often remains obfuscated are the ways through which the ideology of meritocracy acts to selectively recontextualize both the form and content of the subject in the process of its transmission.

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