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dc.rights.licenseIn Copyrighten_US
dc.creatorNdege, Vanessa J.
dc.date.accessioned2013-11-07T19:08:11Z
dc.date.available2013-11-07T19:08:11Z
dc.date.created2012
dc.identifierNdege_Poverty_2012_wm
dc.identifier.urihttp://hdl.handle.net/11021/24107
dc.descriptionCapstone; [FULL-TEXT FREELY AVAILABLE ONLINE]en_US
dc.descriptionVanessa J. Ndege is a member of the Class of 2012 of Washington and Lee University.en_US
dc.description.abstractThough 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]en_US
dc.description.statementofresponsibilityVanessa Ndege
dc.format.extent32 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subject.lcshTrack system (Education)en_US
dc.subject.lcshPovertyen_US
dc.subject.lcshAchievement gap, research, practice, and policyen_US
dc.subject.lcshSatisfactionen_US
dc.subject.lcshEducation -- Evaluationen_US
dc.subject.lcshRace discriminationen_US
dc.subject.lcshSocial statusen_US
dc.subject.lcshStudents -- Attitudesen_US
dc.subject.lcshSelf-perception in childrenen_US
dc.subject.lcshTeacher effectivenessen_US
dc.subject.otherWashington and Lee University -- Capstone in Shepherd Poverty Programen_US
dc.titleAn application of the Satisfaction Paradox to Tracking & Attempts at Detracking in American Schoolsen_US
dc.typeTexten_US
dcterms.isPartOfRG38
dc.rights.holderNdege, Vanessa
local.departmentShepherd Poverty Programen_US
local.scholarshiptypeCapstoneen_US


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