Tracking Theory and the Achievement Gap: Case Study of an Ivy League Chinese Language Program

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-3 - The More Things Change, the More They Stay the Same

Abstract

This paper applies theoretical perspectives on tracking in K-12 schools in the US to a Chinese Language Program at an Ivy League University to re-conceptualize the achievement gap between Chinese-heritage and Non-heritage students. Explanations of lower achievement for Chinese Heritage Language Learners (CHLLs) often focus on linguistic or cultural barriers to success. Drawing on theoretical understandings of tracking systems in the US, I examine the cultural processes and structural forces (e.g. resource distribution, school culture and structure, teacher expectations, teachers’ sense of efficacy and students’ sense of belonging) that shape the learning environments experienced by CHLLs and better explain their academic success or failure.

Author

• Ye Tian, University of Pennsylvania