The Influence of Academic Tracking on Adolescent Social Networks

Kim W. Fisher, Karrie A. Shogren

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


This study examined adolescents’ social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as well as the impact of personal and environmental characteristics, on ego networks was examined. Differences in ego network structural characteristics (i.e., network size, density, effective size, and efficiency) across academics tracks, differences in information communication technology (ICT) use, and participation in informal social activity for students in the segregated special education track are highlighted. Implications for research and practice, including supporting the use of ICT and ego network mapping during instruction, are provided.

Original languageEnglish (US)
Pages (from-to)89-100
Number of pages12
JournalRemedial and Special Education
Issue number2
StatePublished - Mar 1 2016


  • academic tracking
  • adolescents
  • disability
  • social capital
  • social networks

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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