000			01973nam a22001457a 4500
999			_c531533 _d531533
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100			_aDiaz, Estela B. and Rivera , Lauren A. _956729
245			_aEssentializing merit: Disability and exclusion in elite private school admissions
260			_aAmerican Sociological Review
300			_a90(3), Jun, 2025: p.455-492
520			_aHistorically, elite schools have selected students in ways that reproduce advantages for dominant groups and exclude groups deemed undesirable. The specific outgroup in question has changed over time, but the underlying logic used to exclude these groups is often related to disability. Yet, disability as a social category has received minimal attention in discussions of elite reproduction. In this article, we draw on qualitative data collected from elite independent pre-K–12 schools to show that disability is indeed a salient basis of selection into elite educational environments, one that begins at the earliest moments of educational sorting: admission to elite early childhood programs. Through interviews with admissions personnel, we show that elite independent schools explicitly structure their admissions processes to identify—and exclude—children who are perceived as having or being at risk of developing any type of disability, regardless of impairment type or support needs. We argue that admissions practices at elite independent schools (1) serve as a form of social closure intended to restrict enrollment to young children perceived as able-bodied and neurotypical, and (2) represent a case of essentializing merit, in which elite gatekeepers construct merit as an intrinsic, rather than achieved, property of individuals.- Reproduced https://journals.sagepub.com/doi/full/10.1177/00031224251326096
650			_aElites, Cultural sociology, Education, Disability, Qualitative methods. _956730
773			_aAmerican Sociological Review
942			_cAR