I can't think of studies that have looked at this as an issue of
consciousness, that explicit recognition of tracks or sides and where you
fit in. Perhaps it is tangential, but if you think of class as something
more like habitus, a dispositional orientation built up through repeated
everyday practice that eventually leads to that conscious recognition
(perhaps in others' "placing" you?), then I would think of work like Rogoff
and Mosier's (1993) chapter, Participation in San Pedro and Salt Lake, in
Guided Participation in Cultural Activity by Toddlers and Caregivers by
Barbara Rogoff et al. (which might be almost as hard to find as Leont'ev,
though perhaps amazon.com...) or--a more accessible source--Moll and
Greenberg's chapter on working-class Hispanic home-school connections in
Luis Moll's Vygotsky and Education (1990). Perhaps others with more
grounding than I have in developmental studies could add to this list?