Abstract
Significant attention has been given to how students become grouped or “tracked” through the courses they share in common. However, this work has yet to be connected to a targeted analysis of the way in which courses are grouped with other courses through the students they co-enroll. Drawing on insights from field theory, the author examines this duality with special attention to the social organization of courses and the curricular discourses they contain. Multidimensional scaling and multiple correspondence analysis are used to analyze course-taking data for a cohort of students (2005-2009,
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