Busting Open the Meritocracy Myth: Rethinking Equity and Student Achievement in Science Education

The notion that we have a competitive system where all who work hard enough get their just rewards is a myth−a myth that works against successfully implementing equity. To better understand the meritocracy myth, a review of trends in student achievement by socioeconomic status and gender within ethnic groups is presented. Trends from the National Assessment of Educational Progress and the National Longitudinal Study were contrasted with trends from college entrance exams. The results indicate improvement in student achievement and participation, but wide gaps still persist between Anglo-European students and students from other ethnic groups. In addition, patterns of achievement are alarmingly congruent over time and across studies, regardless of ethnicity, gender, and grade level. These pervasive trends require that we reflect upon our role in sustaining the meritocracy myth. Hence, to effect change, equity must be rethought as both a policy and a personal commitment toward social justice.