Race Tracks

Career Aspirations and Feelings of Isolation in the Mainstream Classroom

Datos Bibliográficos

ID9729544
AutoresTodd Mccardle (0000-0002-8490-0895, Eastern Kentucky University, Richmond, USA, autor de correspondencia)
Año2020
Volumen52
Número2
Páginas284-311
Fecha de publicación2020-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124519846277
OpenAlexW2944623402
IdiomaEN
Citas recibidas2
Referencias citadas27

Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions

Cultural capital · Feeling · Isolation (microbiology · Mainstream · Pedagogy · Political science · Public relations · Qualitative research · Race (biology · Situated · Social capital · Social isolation · Social science · Sociology · Tracking (education · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Parental Involvement in Education · Psychology · Social Psychology