Traditional Students as Second Class Citizens through Modern Day Tracking

Autor/inn/en	Fletcher, Edward C., Jr.; Haynes, DaVonti' D.
Titel	Traditional Students as Second Class Citizens through Modern Day Tracking
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 4, S.273-292 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1768857
Schlagwörter	High School Seniors; High School Graduates; Career Academies; Urban Schools; Art Education; STEM Education; Educational Experience; African American Students; Low Income Students; Track System (Education); College Preparation; Work Experience Programs; High Schools; Status + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Berufsakademie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Bildungserfahrung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Leistungsgruppe; Leistungsdifferenzierung
Abstract	We used a qualitative case study approach to examine the schooling experiences of 40 current high school seniors and 20 alumni from an urban STEAM career academy comprised of 98% African American students from low-income families. Using tracking as a theoretical lens, we found that students in the high school STEAM career academy were stratified using a more modern, dual system approach - and were labeled as traditional and college preparatory. These schooling practices led to the traditional tracked students being treated as second class citizens as well as being denied access to high-quality curricula to prepare them to be college and career ready. Based on our findings, we recommend that school personnel customize curricula based on the interests of students and enable them all to participate in college preparatory activities as well as work-based learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01