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    • W&L Shepherd Program for the Interdisciplinary Study of Poverty and Human Capability
    • POV Capstone Papers
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    An application of the Satisfaction Paradox to Tracking & Attempts at Detracking in American Schools

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    Capstone paper (1.219Mb)
    Date
    2012
    Author
    Ndege, Vanessa
    Subject
    Track system (Education)
    Poverty
    Achievement gap, research, practice, and policy
    Satisfaction
    Education -- Evaluation
    Race discrimination
    Social status
    Students -- Attitudes
    Self-perception in children
    Teacher effectiveness
    Washington and Lee University -- Capstone in Shepherd Poverty Program
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    Description
    Capstone; [FULL-TEXT FREELY AVAILABLE ONLINE]
     
    Though official policies on tracking in America have been disbanded, underlying cultural and societal barriers unofficially maintain tracking habits. Scholars have credited these barriers as the underlying forces explaining the failure of detracking attempts at getting minority and low SES students to advance out of low and middle tracks into higher educational tracks. However, I argue that other subtle internal cultural and psychological forces that have not been addressed by detracking efforts are partly attributable to the failure of minority and low SES students to detrack. Proposed here as one of these underlying forces is the satisfaction paradox; a psychological construct that describes a seemingly irrational comfort with one’s objectively unsatisfactory state of poverty. I’ll attempt to explicate how the cyclical nature of a state of satisfaction in poverty experienced by a child’s parents can be replicated and or reinforced within a child who has been low or middle tracked in American schools. [From Introduction]
     
    Vanessa Ndege
     
    URI
    http://hdl.handle.net/11021/24107
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    • POV Capstone Papers
    • W&L Shepherd Program for the Interdisciplinary Study of Poverty and Human Capability

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