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Constructing Smartness and Intelligence: A Content Analysis of Postsecondary Disability Literature

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Title: Constructing Smartness and Intelligence: A Content Analysis of Postsecondary Disability Literature
Language: English
Authors: Autumn K. Wilke (ORCID 0000-0002-3674-6862)
Source: Educational Forum. 2024 88(1):33-49.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Descriptors: Journal Articles, Postsecondary Education, Learning Disabilities, Attitudes toward Disabilities, Intelligence Differences, Cognitive Ability, Ideology, Racism, Standardized Tests, Racial Factors
DOI: 10.1080/00131725.2023.2228354
ISSN: 0013-1725
1938-8098
Abstract: Expectations of smartness are woven into the foundation of postsecondary education (e.g. admissions, grading). This content analysis examines current postsecondary dis/ability literature through the theoretical frame of DisCrit to identify how concepts of smartness are treated within the field. The findings call for greater interrogation of the ways smartness operates as a parallel ideology to whiteness, and how together they influence how students experience and are known in postsecondary education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406499
Database: ERIC
FullText Text:
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  Data: Constructing Smartness and Intelligence: A Content Analysis of Postsecondary Disability Literature
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Differences%22">Intelligence Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Factors%22">Racial Factors</searchLink>
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  Data: Expectations of smartness are woven into the foundation of postsecondary education (e.g. admissions, grading). This content analysis examines current postsecondary dis/ability literature through the theoretical frame of DisCrit to identify how concepts of smartness are treated within the field. The findings call for greater interrogation of the ways smartness operates as a parallel ideology to whiteness, and how together they influence how students experience and are known in postsecondary education.
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Racial Factors
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