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Designed to increase our understanding of how schools contribute to the reproduction of the social order, this case study of the tracking system in one academic department in a comprehensive high school examines the complex institutional context that mediates social reproduction. Teachers' shared preferences due to common orientations toward a diverse student population, combined with the individualistic context in which teachers must develop strategies and find rewards, result in competition among them for high-status students. This competition shapes the tracking system and the school's resulting status hierarchy, which is experienced by students and teachers alike.
Merrilee K. Finley (Mon,) studied this question.