Educational Segregation Research Articles

From Residential Neighborhood to Activity Space: The Effects of Educational Segregation on Crime and Their Moderation by Social Context

The segregation–crime relationship is a classic topic in sociology and crime geography, yet existing literature mainly focuses on the impact of racial segregation at the global scale. Little is known about the impact of local segregation of other socioeconomic characteristics such as education level, an important segregation factor for racially homogenous countries like China. Also unknown is their impact beyond the residential domain. Using the Baidu Map Location-Based Service population data set and court records in 863 local geographic units of the central urban area of Beijing during 2018 and 2019, this study uncovers the spatial pattern of segregation between people with and without a bachelor’s degree measured in the residential space and activity space and further investigates the influence of these two types of educational segregation and their interaction effects with social context on theft and violent crime. Results show less segregation in the activity space than in the residential space. Both types of segregation, however, significantly increase the risk of theft and violence, with activity space–based segregation more consequential. Moreover, the positive segregation–crime link is moderated by the local social context measured by the educational composition among residents and the ambient population. Compared with residential segregation, activity space–based segregation is more detrimental for places dominated by the less educated. Our results highlight the elevated influence of segregation on safety beyond the residential space, especially for areas clustered with the less educated ambient population.

High School Bands in Jackson, Mississippi, Before and After Integration

Although the United States Supreme Court declared segregation in education under law unconstitutional in the landmark Brown v. Board of Education decision in 1954, the public high schools in Jackson, Mississippi, would remain segregated until 1970. The present study examines the effects of this social climate on the high school band programs in Jackson, Mississippi, during segregation and integration. Information about the band programs was investigated using in-person and telephone interviews, as well as yearbooks, books, and other print media. The implications of this study indicate that segregation had a negative effect on the segregated all-African American high school band programs in Jackson, Mississippi. This study also shows that, initially, integration had a positive effect on the previously all-white high schools in Jackson and that integration immediately had a negative impact on the previously all-African American high schools.

Does what the man studies affect what he does at home? Field of education and gender division of housework and childcare in Norway, Austria and Poland

ABSTRACT Using data from the Generations and Gender Survey, this study explores the association between men’s fields of education and the gender division of unpaid work among co-residential heterosexual couples in Norway, Austria and Poland. Fathers’ relative contribution to childcare is higher than it is to domestic work in all three countries, suggesting that men have increasingly become more involved fathers than egalitarian partners. Moreover, the scant contribution to housework is lower for men when they are fathers in Austria and in Poland, not in Norway. Also the impact of the field of education is context-embedded. Although the results are not clear-cut and diverge among countries, men choosing ‘softer’, more nurture-oriented and more female-dominated fields tend to exhibit a more symmetrical division of housework and childcare. These associations persist after controlling for his and her labour-market position, suggesting that field of education captures something more than time availability, cost opportunity and monetary returns. Yet Polish men are those most differentiated by level and field of education. In Poland, gender segregation in education is high, and support for the dual earner-dual carer model is still very low both institutionally and culturally, so that men studying in typically female fields are highly selected.

Transforming the school in a communitarian way: the neighborhood of Jardín de Cantos (El Nodo) in Avilés.

This article recovers and documents the origin and development of the practical experience carried out during the academic year 2019-2020 in the Public-School Virgen de las Mareas (Avilés- Asturias). Faced with the situation of educational segregation that has been going on for years, a collective process of reflection and intervention is initiated to seek socio-educational improvements in the educational community, valuing the strength and power of positive interactions, inter-institutional cooperation and the participation of families and the community, with the common interest of enhancing the quality of public school and the inclusiveness of the neighbourhood. In the first phase of the social practice, one of the objectives of this process was to generate participatory structures. Another purpose has been to join efforts and create a network by establishing alliances between social actors and entities, promoting spaces for dialogue and exchange of knowledge with the aim of transforming the socio-educational reality of the center. The long-term objective of the intervention is to promote a dialogic learning model. Education is a possible field of action for Community Social Work, due to its potential to promote social equality and educational inclusion of people, as well as to generate a sense of community in society.

Until Justice Be Done: America's First Civil Rights Movement, from the Revolution to Reconstruction

Until Justice Be Done: America's First Civil Rights Movement, from the Revolution to Reconstruction

How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

GENDER AND EQUALITY IN LATIN AMERICA-CARIBBEAN; EVOLUTION 2006-2021. STRATEGIC RECOMMENDATIONS.

Gender economic equality in Latin America-Caribbean is behind Sub-Saharan region, limiting regional competitiveness and social justice. We found a negative regional correlation between women political empowerment and economic participation, being this associated to economic growth, democracy index and wage equality. We recommend authorities to focus on women economic participation, potentiate fiscal redistribution policies, improve democracy, governance and competitiveness, changing from one sex (women) to gender (social) policies for equality, reduction of voluntary education segregation with early age education intervention and support family and care to alleviate the social charges associates to being woman.

Trajectories of K-12 Schools and Demographic Differences: Evidence From 2017 Life History Mail Survey

Besides information about the highest degree, little information about early-life education is available in most population surveys. This study identified the trajectories of K-12 education history among older adults in the Health and Retirement Study born between 1930 and 1960, and examined the associations with demographic variables. Drawing on 2017 Spring and Fall Life History Mail Survey (LHMS; n = 3,206), we used sequence analysis to determine and classify trajectories of school types across the education history. We identified five trajectories: 1) always private school with White students, 2) always public school with White students, 3) always public school with Non-White students, 4) mostly private school with Non-White students, and 5) no report of school types. The trajectories showed that changes in school type (i.e. private to public) often happened in grade 9. Changes rarely happened across race/ethnicity groups (i.e. mostly White to mostly non-White). We used multinomial logistic regression to examine the relationship between demographic variables and education trajectories. We found that compared to Black participants, White participants were significantly less likely to be in mostly Non-White schools (public and private schools, p<0.001). The 1940s and 1950s cohort were more likely to join mostly White private schools than the 1930s cohort (odds ratio: 1.70 for 1940s and 1.62 for 1950s separately, p<0.005). Our findings illustrate a novel application of sequence analysis with life history data, as well as new evidence on recial segregation in early-life education within the last century.

Educating Palestine: Teaching and Learning History under the Mandate

Educating Palestine: Teaching and Learning History under the Mandate

Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods

Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts’ diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders’ use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.

Ethnic Data Collection for Educational Purposes and the Situation of Segregation in Some Western and Central and Eastern European Countries

The aim of this article is to examine the legislation of selected European countries on the collection of ethnic data for educational purposes and how these legislations are put into practice. The author also examines whether educational segregation exists in the selected countries and attempts to draw conclusions about the possible link between the collection of ethnic data for educational purposes and the existence of segregation. In the last part of the article, the author introduces good practices in the fields of desegregation and inclusive education.

Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)

Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)

Breaking Down Barriers: George McLaurin and the Struggle to End Segregated Education. By David W. Levy

<i>Breaking Down Barriers: George McLaurin and the Struggle to End Segregated Education.</i> By David W. Levy

Education and “Categorical Inequalities’’: Manifestation of Segregation in Six Country Contexts in Europe

This article deals with the educational arrangements and the multiple inequalities that they reproduce from a comparative perspective. Drawing on a qualitative study conducted in six countries (Austria, Hungary, Netherlands, Portugal, Turkey, and the UK) as part of a multinational research project concerning justice in Europe, the article explores the mechanisms through which education sustains and reproduces “categorical inequalities.” Although equal access to education is granted by constitutional laws as well as by incorporation of international treaties in the national legal frameworks, it is commonly the educational arrangements that identify the features of access to good quality education in a given context. Dealing with different country cases that have their path dependencies in the arrangements of education, the article provides insights on understanding how different features of segregation in education operate as mechanisms of exclusion for students from a disadvantaged background. Hence, the disadvantages manifest themselves concerning socio‐economic status, ethnicity, race, and minority background. By focusing on the country‐based debates around school segregation, which goes together with the segregated character of urban settings and school choice patterns, the article shows how the institutional context with or without residency‐based registration rules and different types of schools with different resources perpetuate multiple inequalities. In a context where educational arrangements operate as a mechanism of sustaining categorical inequalities, identity‐based differences, combined with economic disadvantages lead to a situation where students from vulnerable and minority groups face multiple forms of exclusion.

Mecanismos de exclusión social en una escuela preuniversitaria meritocrática

The article starts from the proposal to modify the entrance to a traditional pre-university secondary school in Bahia Blanca, which, since its creation, has held the entrance exam. In 2014, the draw was partially incorporated and in 2021, in the context of the quarantine by Covid-19, the total access by draw was imposed for external applicants due to the inequalities of the meritocratic admission system. Which, according to the promoters of change, would promote the creation of an elite of well-to-do classes within the school, being for them the only reason for questioned educational segregation. So the present work inquires if the school dependent on the UNS has mechanisms of social inclusion that attract the enrollment that would be being excluded by the meritocratic system, or if, on the contrary, it reinforces segregation with different mechanisms of social exclusion. A qualitative methodology is used based on semi-structured interviews with teachers and principals of the analyzed institution and other schools from its city, complemented with an analysis of the regulations that rule the operation of the school and quantitative data about the access of its students. It is stated that these mechanisms exceed the admission system proposed by the school, and they correspond to an inclusive educational policy that is absent in the school studied.

Segregation From a Normative Perspective

I present a general framework for thinking about why educational segregation might matter from a normative perspective. The framework is presented through discussion of policies that permit schools to select their students.

Segregation, Caste and Cash: Segrenomics in Detroit

Though in other countries caste is generally understood to name social stratification based on ethnic and/or religious affiliation, in the United States, racial and economic segregation in housing and education are the factors that trap one to the lower rungs of the social system in that nation. Significantly, these caste making levels of segregation are “cash making” for wealthy business concerns. In my earlier work, I have referred to this profit from segregation as, “segrenomics.” In this piece, I offer an example of the mechanics of these relationships relative to segregated schools, caste, and cash making in the city of Detroit, Michigan.

Residential segregation by educational status in Turkey, 2013: Examining the association with political preferences

AbstractNo research has examined the association between political preferences and residential segregation by educational status. In Turkey, affective polarisation is very high and warrants an examination of whether political preferences are associated with educational residential segregation. This study uses data on Turkey from the 2013 Address‐Population Based Registry, the 2011 Census of Population and Housing and voting archives maintained by the Supreme Election Council to examine residential segregation by educational status across the nation's 81 provinces. We find that the segregation between groups at the ends of the educational distribution is the highest. Those with college education are segregated at a moderate level from those with no schooling and a primary‐school education. High‐school graduates are moderately segregated from those with no schooling. Multivariate analyses reveal that political preferences are significantly associated with educational segregation. The implications of this spatial distancing are discussed for Turkey and other politically polarised societies.

Educational inequalities and school segregation. Social cohesion challenges faced by public schools in the local educational system

Challenges that schools face in relation to social cohesion include the need to minimise the impact of students’ social background on their educational career and ensuring that the public school is a place of contact between children from different social groups and class. Research supporting local policy in this area should therefore monitor the social status-based determinants of students’ educational careers and other processes of intentional as well as spontaneous between school and between classroom segregation. The following facts were found in the local educational system analysed. The measures of SES dimensions of students’ family are significantly related to their school achievement. In Ostrołęka, this connection was found to be considerably stronger than the national average. However, which is certainly an optimistic result, the financial resources of the students’ families, with other SES dimensions controlled, did not affect school achievement. Parents’ educational aspirations for their children, on the other hand, are related to all aspects of socio-economic status. In this case, also the financial capacity of the students’ families is significantly related to the level of these aspirations. Including students’ school grades along with the SES dimensions in the analysis of the determinants of educational aspirations shows that they determine aspirations to the same degree as family status does. Sadly, there is no evidence that pre-school education helps low SES students catch up with their peers with high SES families. This means that the key to effectively support the development of children from educationally at-risk backgrounds is in the quality of preschool education and not just its universality. Schools in Ostrołęka differ in their social composition in terms of the parents’ education status and the financial capacity of their families, but the scale of these differences is not considerable. On the other hand, between classroom within school differentiation due to parents’ social status is in some schools much stronger than inter-school differences, which poses a serious problem.

Gender-based segregation in education, jobs and earnings in South Africa

This paper investigates gender-based segregation in education, jobs and earnings among African women in South Africa. By investigating these linkages, we aim to identify potential policy interventions that could affect some degree of de-segregation in the labour market and thereby reduce the gender wage gap. Using large, nationally representative labour force data samples of African workers, our findings confirm the existence of an earnings hierarchy reflecting a male dominance premium. Specifically, our results show that women working in male dominated self-employment experience the highest returns, followed by women employed in male dominated wage employment while working in female dominated wage employment and self-employment is associated with a wage penalty. However, trying to address wage inequality in the labour market through labour legislation is not likely to be effective if the wage gap is mainly driven by horizontal segregation. Our findings show that gender-based horizontal segregation of jobs is strongly correlated with gender-based segregation in the choices of post-secondary education. Based on our findings, we conclude that targeted training interventions for vocational qualifications of women in male dominated fields of study is likely to be the most plausible policy response that could reduce some of the differences in the earnings between African men and women. The negative economic effects of COVID 19 pandemic, which in South Africa affected women more severely in terms of labour market outcomes (Casale & Posel, 2020), may provide policymakers with a catalyst to challenge the constraints women face crossing over into male dominated jobs.