ERIC Number: ED477546
Record Type: Non-Journal
Publication Date: 2003-Apr
Reference Count: N/A
Latino 6th Grade Student Perceptions of School Sorting Practices.
Wright-Castro, Rosina; Ramirez, Rosita; Duran, Richard
This study investigated the instructional grouping practices utilized by teachers in two sixth grade classrooms in a southern California elementary school, noting how Hispanic American students in the classrooms perceived those grouping practices and how perceptions of grouping practices compared across Latino students in different ability groups. Researchers conducted case analyses of four students, using in-depth ethnographic interviews to capture students' accounts of their academic experiences during sixth grade. Researchers also interviewed two sixth grade teachers about their organization of student instruction, placement criteria, student curricular placements, and perceptions of student experiences with grouping. Finally, the researchers collected data on student Stanford 9 test scores, nationality, English language learner status, socioeconomic status, and parent educational background and employment. Results indicated that although ability grouping may be deemed useful for instruction by educators, students' perceptions of such practices may form an often disadvantageous perspective that can impact their sense of self. This perspective may more negatively affect students with limited English proficiency. Both high and low ability placed students operated under the assumption that student performance in high ability classrooms needed to meet more demanding standards and self-accountability than in low ability classrooms. An appendix presents student demographic and placement characteristics. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Kellogg Foundation, Battle Creek, MI.
Authoring Institution: N/A