Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

Autor/inn/en	Fewell, Connor J.; Hess, Michael E.; Lowery, Charles; Gervason, Madeleine; Ahrendt, Sarah; Giglio, Marija
Titel	Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class
Quelle	In: Journal of Cases in Educational Leadership, 24 (2021) 3, S.15-26 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowery, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458920982331
Schlagwörter	Case Studies; Case Method (Teaching Technique); Experience; Stereotypes; Rural Areas; Social Class; Social Discrimination; Consolidated Schools; Student Experience; Middle School Students; Ability Grouping + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Case method; Fallmethode; Erfahrung; Klischee; Rural area; Ländlicher Raum; Social classes; Soziale Klasse; Soziale Benachteiligung; Soziale Schließung; Consolidated school; Mittelpunktschule; Zentralschule; Studienerfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities--one affluent and one underresourced--are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students' experiences with tracking and stereotyping--particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01