Tracking and identity: Second-generation Asian Indian students in the USA

Abstract

The process of tracking facilitates students’ entrance into specialized fields. It also leads to educational inequality as tracks indicate a better career and future. Theories on educational inequality detail the factors that impact track selection and educational achievements, but tracking-specific experiences receive very little attention. What remains under explored are tracking-related challenges and coping mechanisms. In the context of educational challenges, theories on socialization and identity work pay much importance to identity as a coping mechanism of students. However, how identity helps students to combat tracking-related challenges is yet to be determined. This study addresses these gaps in the literature. We conducted 177 in-depth interviews with participants from four sample points and analysed the data qualitatively using grounded theory method. Findings suggest that when students begin their tracking journeys, they suffer an identity disconnect or an identity tension. They cope by reidentifying themselves. Although they succeed in navigating their ways through tracking, the system of oppression does not change. This study theorizes the dynamics of tracking-related challenges and identity transformations of second-generation Asian Indian students in the USA. In doing so, it extends the theories of educational inequality, socialization, and identity work in significant ways.