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

Legette, Kamilah B.

doi:10.1007/s10648-020-09521-5

Cited by 22 publications

(21 citation statements)

References 86 publications

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“…We speculate that as adolescents progress through high school, they may be more aware of the discriminatory practices happening in their STEM classes. On the other hand, we speculate that it is possible that as adolescents progress through school, their courses are increasingly tracked academically and that students recognize the ways in which academic tracking may provide boys and ethnic majority students with preferential treatment or access to opportunities in school as compared to girls and ethnic minoritized youth (Legette, 2020). The measures included in the current study captured adolescents' perceptions, thus it is difficult to ascertain whether students are more aware of the discrimination and exclusion that may be occurring in STEM classes with age or if the actual rate of unfair treatment is increasing as students move through school.…”

Section: Discussionmentioning

confidence: 99%

The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school

et al. 2022

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Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade high school students from low‐income public schools in the United States (N = 523, Mage = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging.

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Section: Discussionmentioning

confidence: 99%

The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school

et al. 2022

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“…Students' sense of school belonging (i.e., the degree to which they feel accepted, respected, and supported by others at school) is important for their academic motivation (Davis, 2012;Faircloth, 2009;Korpershoek, Canrinus, Fokkens-Bruinsma, & de Boer, 2020). Because teachers and students view honors placement as a valued social position that is an indicator of the student's ability (Boaler, 2013;Legette, 2018;Tyson, 2011), placement in an honors versus nonhonors track might shape students' perceptions of their place or fit within the school context (Legette, 2020). We hypothesized that track placement in sixth-grade math would be related to changes in students' school belonging, and that this relation would be mediated by academic identity, the extent to which school and academic success are important components of the student's sense of self (L. M. Anderman, 2003).…”

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confidence: 99%

Curricular Tracking, Students’ Academic Identity, and School Belonging

Legette

Kurtz‐Costes

2020

The Journal of Early Adolescence

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Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and academic identity at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior school belonging controlled, honors math placement predicted increases in school belonging from the beginning to the end of students’ sixth-grade year, and this association was positively mediated by academic identity. Results of this study are important for further understanding the influences of tracking on students’ motivational beliefs.

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“…We wanted to interview and observe students from both classes. We were aware that curricular tracking shapes adolescents' self-perceptions, beliefs, and academic goals (Legette, 2020) and that this impacts group dynamics. Studies have shown that the practice of separating students into class groups based on test scores and grades leads to inequalities in student outcomes related to the different methods of instruction used with lower track students (Giersch, 2018).…”

Section: Feature Articlementioning

confidence: 99%

Grappling With Ideas: Adolescent Writers in a Rural African American Community

Spence¹,

Walker²

2021

J Adolescent & Adult Lit

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Meaningful literacy experiences build reading, writing, and racial identity during the school day. M r. Colter (all names are pseudonyms) walked among the desks in his eighth-grade language arts classroom. The students were bent over their notebooks or gazing at electronic notebook screens. Mr. Colter began to recite in his deep bass voice. "I bathe in the Euphrates." Mr. Colter clapped his hands together. "My soul has grown deep." He clapped again and then bent down to look at a student's notebook. "Powerful words… I know ancient, dusky rivers." Mr. Colter clapped three times, echoing the rhythm of his voice. He slowly walked toward a female student. "Ms. Hill…I build my hut by the Congo. My soul has grown deep like the river….Look at the poem and write down any figurative language." Mr. Colter continued his walk among the desks. "I bathed in the Euphrates." He smiled as students began to talk quietly to one another. "Why is he talking like this?" asked one student. Another student answered, "I don't know. When he said, 'I build my hut by the Congo' and then in social studies we read about it, he probably means the Congo River in Africa." The students continued their conversation: "Each line in the middle are all rivers. Something must have happened at the rivers." "Did he actually go to the rivers? No, because the rivers are so far apart." "'Soul is ancient.' He's been to a lot of rivers." The scene above illustrates how one teacher in the rural U.S. Southeast enacted a meaningful language arts curriculum. Mr. Colter immersed his mainly African American students in the literature of African American authors such as Langston Hughes (1921). Mr. Colter personalized his instruction, using his deep knowledge of the students and community to create a meaningful curriculum despite the constraints of a high-poverty school district and pressures associated with high-stakes testing. Applebee and Langer (2011) suggested that teachers often respond to high-stakes testing with test preparation and teacher-centered activities, rather than projects and collaborative work. Testing-oriented instructional practices are prevalent in high-poverty communities with students of color (Martin, 2012; McNeil & Valenzuela, 2001; Morgan, 2016). It is therefore necessary to investigate more meaningful literacy instruction and provide models for student-centered pedagogy. In this article, we focus on how one male, African American teacher and his students (99% African American) engaged in meaningful reading and writing. First, we review studies of relevant literacy instruction for African American students (Alim & Paris, 2017; Ladson-Billings, 1995). This is followed by a concise description of our research method. Next, we illustrate Mr. Colter's English language arts instruction through our research findings. Finally, we discuss how this

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

Cited by 22 publications

References 86 publications

The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school

The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school

Curricular Tracking, Students’ Academic Identity, and School Belonging

Grappling With Ideas: Adolescent Writers in a Rural African American Community

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