Academic profiling in Britain? Exploring Black youth's experiences of tracking in schools

Datos Bibliográficos

ID2149506
AutoresDerron Wallace (0000-0002-0103-6588, Brandeis University, autor de correspondencia)
Año2025
Volumen48
Número1
Páginas48-69
Fecha de publicación2025-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEthnic and Racial Studies (JOURNAL)
Identificadores de la revistaISSN: 0141-9870 • E-ISSN: 1466-4356
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01419870.2024.2323668
OpenAlexW4392644949
IdiomaEN
Citas recibidas2
Referencias citadas45

Based on 30 one-on-one in-depth interviews and 24 focus group interviews with 120 Black Caribbean pupils in one of the largest state secondary schools in South London, this article examines how Black students make sense of their concentration in lower-ranked classes as facilitated through academic tracking. While previous research documents the academic, social and psychological implications of tracking, setting and other "ability" grouping practices for various racial, ethnic and class groups, comparatively little attention has been devoted to how the persistent misrecognition of Black pupils in Britain often results in academic profiling in schools. Academic profiling is here defined as the persistent mischaracterization of Black and other racially minoritized students based on their past achievements and dominant cultural stereotypes. The results of this study suggest that Black Caribbean participants experience academic profiling as a signature feature of their educational experiences, whether in bottom, middle or top sets

Criminology · Pedagogy · Political science · Profiling (computer programming · Race (biology · Racial profiling · Sociology · Tracking (education · Computer Science · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Gender Studies · School Choice and Performance