Abstract
ABSTRACT‘School segregation’ indicates the concentration of a minority into a school that significantly exceeds the presence of the same population living in the surrounding territory. A segregated school is generally synonymous of low level of attainment and social marginalization. This phenomenon can be addressed as an urban issue or an educational problem, studied through spatial measures or qualitative interviews, interpreted as an institutional or a spatial effect. Many disciplines and approaches have in fact addressed the topic. This article, through a critical literature review, identifies the main drivers of segregation in the institutional context, the residential distribution of the population and the households’ choice. Taking into account evidence from the literature, especially from Northern Europe and United States, the author then disentangles the three drivers highlighting similarities and differences that can be found in diverse cities. Segregation in schools in fact seems eligible to acquire various shapes and features especially according to urban contexts, educational system and middle classes behaviors. The article will then highlight flaws in the current literature and suggest further research lines in order to achieve a more comprehensive understanding of the phenomenon.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
