STANLEY, D.; VENZANT CHAMBERS, T. T. Tracking Myself: African American High School Students Talk About the Effects of Curricular Differentiation. International Journal of Education Policy and Leadership, [S. l.], v. 13, n. 1, 2018. DOI: 10.22230/ijepl.2018v13n1a748. Disponível em: https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/748. Acesso em: 24 apr. 2024.