Plessy’s Tracks: How African Americans Make Meaning of Tracking in a Racially Diverse School

• In Event: Roundtable Session 10
  In Roundtable Session: Community Education for Children and Parents

Abstract

Through an ethnographic case study, this research examines how African American students and their parent make meaning of where they belong within academic placement. While research shows that African Americans are more likely to be in lower-track classes, this research examines how the educational tracks within schools, 2) the daily routes they travel between their homes and communities, and 3) the lives they live outside of school help them understand their social world. This research shows several reasons that contribute to African American students not reaching their fullest potential. These reasons include the privileges of white students and parents, social networking, lack of encouragement by teachers and administrators and students not grasping the benefits of higher-track classes

Author

• Richard Lofton, Johns Hopkins University