Abstract We used a qualitative case study approach to examine the schooling experiences of 40 current high school seniors and 20 alumni from an urban STEAM career academy comprised of 98% African American students from low-income families. Using tracking as a theoretical lens, we found that students in the high school STEAM career academy were stratified using a more modern, dual system approach - and were labeled as traditional and college preparatory. These schooling practices led to the traditional tracked students being treated as second class citizens as well as being denied access to high-quality curricula to prepare them to be college and career ready. Based on our findings, we recommend that school personnel customize curricula based on the interests of students and enable them all to participate in college preparatory activities as well as work-based learning experiences.

中文翻译：

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通过现代追踪，将传统学生作为二等公民

摘要我们采用定性案例研究方法，研究了城市STEAM职业学院的40名当前高中毕业生和20名校友的学习经历，其中90％来自低收入家庭的非洲裔美国学生。使用跟踪作为理论镜头，我们发现高中STEAM职业学院的学生使用了更现代的双系统方法进行了分层-并被标记为传统和大学预科课程。这些教育实践导致传统的受跟踪学生被视为二等公民，并且被剥夺了获得高质量课程以准备上大学和职业生涯的机会。根据我们的发现，