Educational Segregation Research Articles

David W. Levy. Breaking Down Barriers: George McLaurin and the Struggle to End Segregated Education Norman: University of Oklahoma Press, 2020. 233 pp.

David W. Levy. Breaking Down Barriers: George McLaurin and the Struggle to End Segregated Education Norman: University of Oklahoma Press, 2020. 233 pp.

The Discourse on Legal Utopia for The People with Disabilities in Order to Remove the Educational Segregation

The right to education for persons with disabilities is still a contemporary legal issue with legal and social problems. The laws and regulations governing the right to education with disabilities are still segregated for the research objectives, namely the Pattern of analyzing the educational arrangements for persons with disabilities and the ideal arrangements for achieving equality in education for persons with disabilities in Indonesia. This research method is categorized into normative legal research types. It is based on the issues and or themes raised as research topics using a philosophical and analytical research approach that is analyzed descriptively. The study results show that the segregated polarization of education for persons with disabilities is contained in Article 10 of Law Number 8 of 2016 concerning Persons with Disabilities and Articles 5, 15 and 32 of Law Number 20 of 2003 concerning the National Education System. The arrangement divides persons with disabilities into particular groups that have an impact on a homogeneous social environment. Therefore, the ideal design is educational equality, as in the United States, where people with disabilities attend regular schools. Besides that, it is necessary to have equal education for people with disabilities in the laws and regulations in Indonesia.

Social adjustment and dynamics of segregation in higher education – Scrutinising the role of open-mindedness and empathy

Earlier research has suggested that ethnic minority students have a significantly lower chance of attaining academic success compared to their peers without an ethnic minority background. Numerous research has also illustrated the importance of social capital for being academically successful. In two studies we examine the particular role of interethnic interactions in the social and academic adjustment of students in higher education. We use a Flemish university as a case study. Study 1 (N = 1549) uses mediation analysis, and Study 2 (N = 2479) replicates the first study using SEM (structural equation modelling). We first found that social adjustment is necessary for adjusting academically, and that it has a small, but positive effect on study success. While adjusting socially by interacting with students from other ethnic groups is of little benefit to native Flemish students, the opposite is true for students with a migration background. Furthermore, the more open-minded native students are, the less socially adjusted they tend to be, and they seem to benefit from a more close-minded stance than from open-mindedness in terms of adjusting to the social (and academic) context of a university.

Chile’s enduring educational segregation: A trend unchanged by different cycles of reform

Socioeconomic segregation continues to be a central issue for education systems in which market‐driven reforms have been implemented. This study analyses trends of socioeconomic segregation in Chile (1999–2018), considering a period with an absence of policies aimed at reducing segregation (1999–2007) and a later stage (2008–2015) when measures were implemented with the potential to affect the socioeconomic composition of schools. Results show that the segregation of both disadvantaged and wealthy students increased to extremely high levels during the first period, and has not shown signs of any significant decrease since then. The slight reduction observed in the second period is associated with changes regarding school fees in the private subsidised education sector rather than the selectivity status of the schools. The challenges faced in fostering greater socioeconomic integration within a market‐driven educational system are discussed in this article.

Gender Segregation in Education: Evidence From Higher Secondary Stream Choice in India.

This paper investigates gender-based segregation across different fields of study at the senior secondary level of schooling in a large developing country. We use a nationally representative longitudinal data set from India to analyze the extent and determinants of gender gap in higher secondary stream choice. Using fixed-effects regressions that control for unobserved heterogeneity at the regional and household levels, we find that girls are about 20 percentage points less likely than boys to study in science (STEM) and commerce streams as compared with humanities. This gender disparity is unlikely to be driven by gender-specific differences in cognitive ability, given that the gap remains large and significant even after we control for individuals' past test scores. We establish the robustness of these estimates through various sensitivity analyses: including sibling fixed effects, considering intrahousehold relationships among individuals, and addressing sample selection issues. Disaggregating the effect on separate streams, we find that girls are most underrepresented in the study of science. Our findings indicate that gender inequality in economic outcomes, such as occupational segregation and gender pay gaps, is determined by gendered trajectories set much earlier in the life course, especially at the school level.

The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy

This research applies critical race theory to investigate Michigan’s system for funding public schools, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil per year than the average White student receiving FRL and $783 less than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in Black-White property wealth. On average, a one-percentage-point increase in a district’s proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil. Our analyses imply that a district enrolling 1,000 Black and FRL students would receive $1,364,000 less annually than an identically sized district with no Black or FRL students. This funding is sufficient to hire 21 additional teachers or to improve salaries, a proven method of improving the number and quality of applicants and retaining quality instructors. Through its continued reliance on local property taxation, the school finance system in Michigan is yet another example of how laws and policies reinforce structural racism and discrimination against Black students. Along with the research literature showing racism’s historical and continuing impacts on Black-White property wealth disparities, this study discerns a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.

‘Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation

While the statistical link between residential and school segregation is well-demonstrated, in-depth knowledge of the processes or mediating mechanisms which affect the interconnectedness of the two phenomena is still limited. By focusing on well-functioning schools in disadvantaged neighbourhoods, our article seeks to scrutinise whether reputation can be one of the key mediators of the connection between residential and school segregation. Our study combines qualitative ethnographic interviews from four (pre-)primary schools with quantitative segregation measures in four urban neighbourhoods in the Finnish capital city of Helsinki to understand the connections between lived experiences and socio-spatial segregation. The results show that there appears to be a clear link between neighbourhood and school reputation, as schools in disadvantaged neighbourhoods are strongly viewed through the perceptions attached to the place. Despite the case schools’ excellent institutional quality and high overall performance in educational outcomes, there is a consistent pattern of the schools struggling with negative views about the neighbourhoods, which seep into the schools’ reputation. Since school reputation is one of the central drivers of school choices and is also linked to residential choices, the close connection between neighbourhood and school reputation may feed into vicious circles of segregation operating through schools. The results highlight the need for integrated urban policies that are sensitive to issues concerning school reputation and support the confidence and identity of pupils, reaching beyond simply ensuring the institutional quality of schools.

Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

Segregation in Early Childhood Education and Care in Germany: Insights on Regional Distribution Patterns Using National Educational Studies

Early Childhood Education and Care (ECEC) is believed to contribute to educational equality and to serve social inclusion and democracy. Segregation in day-care centres counteracts these aims but has hardly been researched in Germany so far. We describe ethnic/linguistic and social segregation at different regional levels (federal states as well as East and West Germany more generally) using data from the Early Childhood Education and Care Quality Study in the Socio-Economic Panel (K2ID-SOEP) and the National Educational Panel Study (NEPS). We find pronounced differences in distribution patterns of ECEC settings’ composition especially between West and East Germany and discuss the research implications of our findings.

School segregation in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic

ABSTRACT This paper examines educational segregation in the Brazilian city of Rio de Janeiro through the lens of a multifaceted centreperiphery relationship involving geographical, racial and historical dimensions. The paper first situates Brazilian racial inequalities historically, drawing on decolonial theory, before examining student enrolment patterns in Brazil’s second-largest metropolis. Although Brazil is often held to be a racially integrated society, the analysis shows sharp racial and social divisions between a ‘peripherally’ oriented mass public school system, a ‘centrally’ oriented private sector, and selective public schools run by the federal government. The selective public sector is undergoing a period of transition, driven by affirmative action policies, and provoking tensions that are examined through the experiences of two politically-engaged teachers. The findings point to the importance of political mobilisation in effecting change and the need for further affirmative action policies, along with a revised funding model for public schooling.

From Plot Twists, Progress, and the Persistence of Segregated Education: The Continuing Struggle for Inclusive Education in Relation to Students With Intellectual Disabilities

From Plot Twists, Progress, and the Persistence of Segregated Education: The Continuing Struggle for Inclusive Education in Relation to Students With Intellectual Disabilities

Explaining gender segregation in higher education: longitudinal evidence on the French case

This article examines how girls and boys choose their tertiary field of study and how the different factors driving their choices contribute to gender segregation in higher education (GSHE) in France. We present seven theoretical explanations for GSHE, review the relevant literature and discuss their applicability to the French context. Using rich longitudinal data combining administrative sources, students, parents and school head questionnaires, we assess the heuristic value of these explanations. We employ multinomial logit models as well as decomposition techniques for categorical outcome variables. Our results refute explanations arguing that GSHE reflects gender differences in skills or girls’ lower career ambitions. We conclude that curricular differentiation and occupational plans are key drivers of GSHE, even when controlling for ability selection into secondary curricula and for parental and teachers’ gender-stereotypical influences. Supplemental data for this article is available online at https://doi.org/10.1080/01425692.2021.1875199.

Fighting for America's Paradise: The Struggle against Structural Racism.

Structural racism is a fundamental cause of racial inequities in health in the United States. Structural racism is manifested in inequality in the criminal justice system; de facto segregation in education, health care, and housing; and ineffective and disproportionately violent policing and economic disenfranchisement in communities of color. The inequality that Black people and communities of color face is the direct result of centuries of public policy that made Black and Brown skin a liability. The United States is now in an unprecedented moment in its history with a new administration that explicitly states, "The moment has come for our nation to deal with systemic racism ... and to deal with the denial of the promise of this nation-to so many." The opportunities for creating innovative and bold policy must reflect the urgency of the moment and seek to dismantle the systems of oppression that have for far too long left the American promise unfulfilled. The policy suggestions made by the authors of this article speak to the structural targets needed for dismantling some of the many manifestations of structural racism so as to achieve health equity.

РАСОВА СЕГРЕГАЦІЯ ТА БОРОТЬБА ЗА СОЦІАЛЬНУ СПРАВЕДЛИВІСТЬ У АМЕРИКАНСЬКОМУ СУСПІЛЬСТВІ

The article is devoted to the problems of racial discrimination and the anti-segregation struggle for the rights of Black citizens in American society. This problem remains relevant despite the successes of the civil rights movement and the activities of many organizations in support of the Coloured population. In this regard, the primary tasks are the following: to study the phenomenon of segregation as an instrument of racism; to identify the roots of segregation policies and the turning points in history that allowed it to be implemented; to study the evolution of the civil rights movement and to determine its achievements; to explore the phenomenon of Black Power, its impact on the consciousness of Blacks and American society in general; and to discuss the current state of American society on the subject of social justice, taking into account interethnic communication. The methodological background of the current study includes a set of general and special research methods that could be partially represented by the followings. The descriptive-historical and chronological approaches allowed to examine the outlined issues in historical retrospect and to track changes in both segregation policy and the civil rights movement. The integrated approach helped to connect different aspects of the studied problem and to link them to specific events, which made it possible to give a holistic assessment of the state of American society from the late 19th to the early 21th centuries. The research used statistical, analytical and comparative methods that were applied to analyse the situation on educational segregation and rates of living and safety of the Black population in the U.S. society. Scientific novelty involves conducting a comprehensive research based on American sources and examining the works of specialists in the field of African American studies, with the aim of their further introduction into the domestic scientific circulation. Finally, the authors conclude that despite racial segregation was not eliminated during the rise of civil rights movement, it put the new beginning for the long-term positive shifts in American society that gives hope for improving relations between Blacks and Whites and maintaining social justice for all ethnical minorities.

Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

Physiological Dysregulation and Aging: Implications for Health Equity

Social determinants of health (SDOH) are a major public health issue that affect the magnitude and prognosis of many diseases in the U.S., including cardiovascular disease and cognitive disorders of aging. These associations are especially deleterious among minority persons in the US due to consistently unfavorable social determinants in this population including socioeconomic position, residential segregation, and quality of education. Physiological dysregulation measures the “true global state” of an individual that includes, but goes beyond, chronological age, reflects the health burden produced, in part, by SDOH, and is associated with the development and prognosis of disease. A better understanding of how and when physiological dysregulation occurs may allow us to prevent or reverse dysregulation among the most vulnerable aging populations leading to improved health equity in cardiovascular and cognitive outcomes.

Interlocking systems of oppression and privilege impact African Australian health and well‐being in greater Melbourne: A qualitative intersectional analysis

AbstractIndividual‐level factors are typically identified as barriers to health and well‐being for African Australians, whereas little attention is paid to the multiple intersecting dimensions of inequality. Without accounting for the interrelated nature of African Australians’ social locations and intersecting systems of oppression/privilege, practice and policy responses may have limited impact. This qualitative empirical study utilizes intersectional analysis to understand concerns about African Australian health and well‐being in Greater Melbourne gleaned from an Issues Paper produced by 50 African Australians, two group interviews, and 22 slow interviews. Participants included 35 African Australians and nine people of non‐African backgrounds working with, and for, African Australians in the community sector. Systems of oppression/privilege that impact health outcomes for certain African Australians are found at the intersections of migration pathway, age, and gender and manifest within three Australian institutions, including via segregation and othering in education, labor market discrimination, and gendered racism in health care provision. As such, intersectional and equity‐orientated practice and policy actions are recommended to shift the distribution of power across all social institutions and eradicate health inequities.

D.H. v. Czech Republic: Roma Educational Equality and the Vulnerability of Strategic Litigation

In 2007, the Grand Chamber of the European Court of Human Rights ruled that 18 Czech Roma primary school children had been unlawfully placed into special schools, designed for “mentally handicapped” children, and were subject to indirect racial discrimination. D.H. and Others v. the Czech Republic, a landmark piece of strategic litigation, hoped to catalyse tangible Czech educational reform; however, reports persist of Roma educational segregation. Firstly, this study briefly investigates why strategic litigation is an attractive, albeit obstacle-ridden, tool to effect societal reform. The study then conducts an in-depth impact analysis of D.H., focusing on Czech legal reactions and supranational developments and the post-judgment responses of the Czech Roma community. The study concludes that strategic litigation is a potent tool to effect social change but, regarding implementation and obstacles to its use and impact, remains vulnerable if not used in conjunction with extra-legal activism.Keywords: strategic litigation; extra-legal activism; educational desegregation; Roma; European Court of Human Rights; CzechiaDOI: 10.14712/23363231.2020.10© 2020 The Authors. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, which permits use, distribution and reproduction in any medium, provided the original author and source are credited, the use is non-commercial and no modifications or adaptations are made.

Perspective on Transformative Educational Interventions Developed for Empowerment and Capacitation of Learners in South Africa

In South Africa, progressive transformative educational interventions have been implemented since the country became a democratic government in 1994. These interventions were meant to eliminate all past colonial and apartheid eras educational segregation laws and policies which denied the black majority access to quality education. This paper explains the intrinsic contents and contexts of these interventions by demonstration how these interventions are being used to redress the past educational segregation and injustices. It highlights that the Constitution provides for the right to education and that other legislation, policies and educational institutions were introduced to enable and ensure the delivery of quality education to learners in order to make them competent and employable in the workplaces and/or to establish their own businesses and be self-employed. The paper concludes that in order to develop capable and competent human capital and resources, access to and delivery of quality education and training are essential potent tools to accomplish this feat.

The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.