A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes

Autor/in	Legette, Kamilah
Titel	A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes
Quelle	In: Educational Psychology Review, 32 (2020) 3, S.885-900 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09521-5
Schlagwörter	Social Development; Cognitive Development; Track System (Education); Student Placement; Self Concept; Beliefs; Student Attitudes; Goal Orientation; Middle School Students; Teacher Student Relationship; Peer Relationship; Academic Achievement; School Demography; Racial Differences; Equal Education + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Kognitive Entwicklung; Leistungsgruppe; Leistungsdifferenzierung; Schülerpraktikum; Selbstkonzept; Belief; Glaube; Schülerverhalten; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schulleistung; Schulbesuchsrate; Rassenunterschied
Abstract	Research examining the effects of track placement in the USA has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes ways track placement might have direct implications for students' self-perceptions, beliefs, and goals prior to starting middle school. Additionally, the model demonstrates how track placement shapes differences in student-teacher interactions and peer relationships to impact academic performance and behavior. Finally, the model suggests that student race and school demographics might shape differences in students' track placement experiences. This model is especially important in highlighting the ways curricular tracking might create systemic differences in students' social-cognitive development to perpetuate educational inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01