Lucas, Samuel R., & Good, Aaron D.
Race, Class, and Tournament Track Mobility
University of California, Berkeley
Examine pattern of track mobility. Do all groups follow the same pattern or are there different mobility regimes?
Journal Name or Institutional Affiliation:
Sociology of Education
Vol. 74, No. 2, pp. 139-156
- This study analyzes whether patterns of track mobility differ by racial-ethnic and social class groups and whether tournament mobility is occurring.
- The results for English classes is that all groups analyzed experienced the same mobility regime and similar prospects for mobility.
- In math, Blacks/Latinos experienced different regimes from Whites.
- SES alone does not create a different regime.
- Blacks/Latinos regardless of class tended to experience more downward mobility.
- Students of different social classes do not, by virtue of their class position alone, experience different mobility regimes.
- In English, upper-class Whites, lower-class Whites, upperclass Blacks and Latinos-Latinas, and lowerclass Blacks and Latinos-Latinas seem to encounter not only the same regime, but the same prospects for mobility within that regime. In mathematics, however, they appear to confront fundamentally different mobility regimes.
Journal Article Empirical Research
English, Math, SES, Tracking
Method of Analysis:
Unit of Analysis:
- The data are from the sophomore cohort of the High School & Beyond study. This study uses data from student transcripts on course based indicators (CBIs) to determine track location. Six categories are identified: remedial, business/vocational, lower college, regular college, elite college, not taking course in subject. The base year SES composite (parental education, father occupation, family income, household items index) is used. SES categories: middle class is defined by SES above or at the mean and lower class is SES below the mean. Race was self-reported by the students (Black and Latino/a are combined and Whites).
- 4 groups analyzed in this study: upper class Whites, lower class Whites, upper class Blacks/Latinos and lower class Blacks/Latinos. Math and English mobility through the last 3 years of high school is examined.
- DV: Number of students following a particular pattern of course taking. Topological log-linear models are estimated.
- IV: Race and social class