A Case Study of African American Male High School Students in Different English Tracks

• In Event: "Sensemaking" in Tracked and Detracking Schools by Students and Stakeholders

Abstract

This study used qualitative research methodology and a case study design to explore how African American male high school students within differently tracked English courses described their learning experience, focusing on teacher expectations, student-peer relationships, and academic experience. The study involved eight African American male students and took place during the 2014 fall academic semester. Data collection occurred in Standard, Honors, and Advance Placement English tracks for the duration of eight weeks. Semi-structured interviews were the primary data collection method and were later analyzed using thematic analysis. Sociocultural Theory, Critical Race Theory, and interpretivist paradigm were frameworks that guided this study.

Author

• Brian Williams, North Carolina A&T State University