The logic of bio-meritocracy in the promotion of higher education equity

Abstract

This article argues that there is incomplete acknowledgment of the historically racist and ableist meaning of merit in the promotion of higher education equity. Consequently, a masquerade of merit positions mechanisms of standardization – including physical environment, classroom norms, and co-curricular activities in addition to admissions criteria – as seemingly neutral practices in the academy because they construct able-bodiedness/mindedness as naturally occurring and empirically measurable. Thus, merit-based decisions are afforded the status of simply making sense. Individuals are understood to succeed because of their natural talents and hard work, rather than because they resemble the normed archetype of higher education fitness. We call this the logic of bio-meritocracy, and argue that it operates pervasively, yet paradoxically, within systems of higher education. The continual marginalization of individuals labeled with disabilities within the academy is therefore not arbitrary, unintended, or accidental, but rather tied to the maintenance of able-bodied/minded supremacy.