ABSTRACT
This chapter examines ways in which educational measurement, as it operates today, functions as apparatus for systemic racism. This chapter begins by revisiting Michel Foucault’s concept of power and oppression, Michael Omi and Howard Winant’s concept of racial projects, and their connection to systemic racism. Several ways in which educational measurement operates as apparatus for systemic racism are examined. Among these functions are the production of deficit narratives that provide backing to components of the White Racial Frame, the production of bias in test content through the centering of White-dominant cultural norms, and uses of admission test scores that reproduce educational, social, and economic disparities across racialized groups.
