z-logo
Premium
School Tracking and Youth Self‐Perceptions: Implications for Academic and Racial Identity
Author(s) -
Legette Kamilah
Publication year - 2017
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12748
Subject(s) - psychology , tracking (education) , identity (music) , perception , developmental psychology , social psychology , narrative , academic achievement , self concept , pedagogy , linguistics , philosophy , physics , neuroscience , acoustics
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.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here