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ERIC Number: EJ1184799
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity
Legette, Kamilah
Child Development, v89 n4 p1311-1327 Jul-Aug 2018
School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students. In contrast, adolescents in honors courses viewed these negative perceptions as limited to students in nonhonors. They reported having a greater connection to academics and viewed themselves as positive representatives of Blackness.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A