RACIALIZATION OF ACADEMIC TRACKING: UNDERSTANDING HOW TRACKING IMPACTS THE ACADEMIC IDENTITY OF BLACK AND NATIVE AMERICAN K-12 STUDENTS

This semi-structured artifact/photo-elicited qualitative case study will examine how 11 Black and Native American middle school students in Oban County explore their academic identities in relation to academic tracking. With the demographic of Oban County Schools changing and racially minoritized students becoming the majority, academic tracking has been used as a way to keep white families enrolled and engaged. The purpose of this study is to understand how academic tracking of racially minoritized Black and Native American students impacts how they perceive themselves in terms of their academic identity. The research participants in this study are 11 middle school students from three middle schools in the same district. Qualitative research is the best methodology to extract rich, nuanced insight into middle school students' experiences, as this qualitative study utilized narrative inquiry through the use of semi-structured interviews and photo elicitation. Following the study, my findings will contribute to findings about the psychological and social ramifications of academic tracking in an effort to inform state, district, and school leadership to leverage policy that will help create equitable learning environments for all students.<p></p>