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Supporting or Subverting Learning: Peer Group Patterns in Four Tracked Schools 1
Author(s) -
Schwartz Frances
Publication year - 1981
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1981.12.2.05x1887o
Subject(s) - group (periodic table) , peer group , tracking (education) , orientation (vector space) , mathematics education , peer effects , sociology , peer learning , pedagogy , psychology , social psychology , mathematics , physics , geometry , quantum mechanics
Why do proeducational peer patterns emerge in one classroom and anti‐educational relationships in another? Focusing on the school's role in generating these differences, this paper argues that peer group academic orientation is a reaction to the expectations and constraints of a specific educational structure. It analyzes the impact of one structur—tracking—on the peer group and speculatively explains the emergence of contrasting high‐ and low‐track patterns.