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The Urban Review

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30.06.2017

Tracking Students Through Life: A Critical Structural Analysis of Academic Tracking of Mexican Immigrant Students in the United States and Korean Immigrant Students in Japan

verfasst von: Kathryn Wagner, Laurie Dymes, Greg Wiggan

Erschienen in: The Urban Review | Ausgabe 5/2017

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Abstract

Students in the United States and Japan from high and middle socioeconomic (SES) backgrounds are afforded greater academic opportunities due to the systemic presence of hegemony in public schools (Darvin and Norton in J Lang Identity Educ 13(2):111–117, 2014). Minority and immigrant students, the majority coming from low SES, are more likely to suffer the negative effects of tracking. This paper explains how Mexican immigrant students in the United States, and Korean students in Japan are tracked into lower-level courses throughout their educational careers. Using critical structuralism as a theoretical framework, the paper analyzes the two educational systems and explains the implications of tracking on students’ access to higher education. The paper presents mediating mechanisms against the negative effects of lower-level tracking, while arguing for college preparatory education for Mexican and Korean immigrants in the U.S. and Japan respectively.

Vorheriger Artikel Correction to: School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

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Titel: Tracking Students Through Life: A Critical Structural Analysis of Academic Tracking of Mexican Immigrant Students in the United States and Korean Immigrant Students in Japan
verfasst von: Kathryn Wagner
Laurie Dymes
Greg Wiggan
Publikationsdatum: 30.06.2017
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2017
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-017-0425-x

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