Background Literature

Steele-academic disidentification, “process that occurs when people stop caring about their performance in an area, or domain that formerly mattered a great deal.”
Hill- “many intrinsic qualities of a traditional mathematics classroom offer motives for student disidentification from mathematics.”
Oakes-Low tracked classes require more rote memorization and less critical thinking than high tracked classes where teachers pursue understanding of complex themes.

Steele-academic disidentification, “process that occurs when people stop caring about their performance in an area, or domain that formerly mattered a great deal.”