Tracking Structures and Cultures

Abstract

AbstractThis chapter focuses on the role of academic tracking as an influential meso-level factor in perpetuating the historically paradoxical status positions of Black Caribbeans in London and New York City schools. This chapter extends the literature on academic ‘ability’ grouping by looking at the differences in the design of academic ‘ability’ grouping systems in London and New York. This chapter suggests that Black Caribbeans are subjected to two divergent forms of academic ‘ability’ groups. In New York, Black Caribbean students experience a relatively flexible subject-by-subject tracking process, which allowed participants regular access to advanced classes in a range of courses and class years. In London, however, Caribbean students negotiate a comparatively rigid multiyear setting process, which preaassigned participants to sets across subject areas over multiple years. In this regard, this chapter points out that ability ‘grouping’ systems are significant mediating factors in the reproduction of ethnic expectations and educational inequality.