A Critical a Critical Historical Examination of Tracking as a Method for Historical Examination of Tracking as a Method for Maintaining Racial Segregation

Autor/in	McCardle, Todd
Titel	A Critical a Critical Historical Examination of Tracking as a Method for Historical Examination of Tracking as a Method for Maintaining Racial Segregation
Quelle	In: Educational Considerations, 45 (2020) 2, Artikel 4 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Critical Theory; Race; Racial Bias; Track System (Education); Public Schools; Educational History; Magnet Schools; Federal Legislation; School Desegregation; School Segregation; Racial Segregation; Civil Rights; Elementary Secondary Education; Higher Education; African American Students; Minority Group Students; Desegregation Litigation + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Leistungsgruppe; Leistungsdifferenzierung; Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Bundesrecht; Integrative Schule; Rassentrennung; Bürgerrechte; Grundrechte; Zivilrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Using a Critical Race Theory framework, this manuscript examines the scholarly literature on the intersection of tracking and its historical use as a method for establishing and maintaining racial segregation in American public schools. I begin by exploring accounts of tracking in American public educational institutions as researched by historians of education. Then, I examine contemporary manifestations of tracking in American public schools beginning in the 20th century by sociologists of education. Within the discussion of contemporary tracking, I explore the use of tracking through magnet schools in order to circumvent federal legislation aimed at desegregating American public schools. Overall, the intersection of these bodies of literature argues that the problematic roots of tracking continue to maintain historical racial and ethnic segregation in American public schools. (As Provided).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01