Editing Student segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
1972<br>
United States
===== Definition ===== 

Student segregation refers to the practice of separating students based on their race, ethnicity, or socioeconomic status in educational settings. This can occur through explicit policies or through informal practices that perpetuate segregation.

Historically, student segregation has been a significant issue in countries such as the United States. In the United States, for example, racial segregation was legally enforced through Jim Crow laws until the mid-20th century. Even after the legal end of segregation, many schools remain racially and socioeconomically segregated due to various factors, including housing patterns, school district boundaries, and differences in resources and funding.

Student segregation can have significant negative impacts on educational outcomes and perpetuate inequality. Studies have shown that segregated schools often have less funding, fewer resources, lower-quality teachers, and less rigorous academic programs compared to their integrated counterparts. This can lead to disparities in educational achievement and opportunities for students of different races and socioeconomic backgrounds.

Efforts to address student segregation have included school desegregation policies, such as busing students from different neighborhoods to promote diversity. However, these policies have faced significant challenges and controversy. Other approaches have focused on achieving diversity through voluntary integration programs, improving resources in underserved schools, and addressing the underlying societal inequalities that contribute to segregation.

Overall, student segregation remains an important issue that requires ongoing attention and efforts to ensure equal educational opportunities for all students, regardless of race or socioeconomic status.
==See also== 
==Related segregation forms==
Student segregation is frequently discussed in the literature with the following segregation forms: 

[[school segregation]], [[racial segregation]], [[economic segregation]], [[residential segregation]], [[sociospatial segregation]], [[social segregation]], [[cardinal segregation]]
[[File:student_segregation.png|780x780px]]

This visualization is based on the study [[Segregation_Wiki:About| The Multidisciplinary Landscape of Segregation Research]]. 

For the complete network of interrelated segregation forms, please refer to: 

* [https://tinyurl.com/2235lkhw First year of publication] 

* [https://tinyurl.com/2d8wg5n3 Louvain clusters] 

* [https://tinyurl.com/223udk5r Betweenness centrality] 

* [https://tinyurl.com/244d8unz Disciplines in which segregation forms first emerged (Scopus database).] 
==References== 
==Notes== 
<references /> 
{{NoteAI}} 
==Student segregation appears in the following literature== 

Lawton S.B. (1972). Measurement of school segregation in detroit. ''Education and Urban Society'', ''4''(4), 403-421. https://doi.org/10.1177/001312457200400403

Turoff M. (2). An End to Student Segregation: No More Separation Between Distance Learning and Regular Courses. ''On the Horizon'', ''8''(1), 1-7. https://doi.org/10.1108/10748120010803294

Gorard S., Fitz J. (2). Markets and stratification: A view from England and Wales. ''Educational Policy'', ''14''(3), 405-428. SAGE Publications Inc..https://doi.org/10.1177/0895904800014003004

Gorard S. (2004). School choice policies and social integration: The experience of England and Wales. ''Educating citizens: International perspectives on civic values and school choice'', 131-156. Brookings Institution Press.https://doi.org/

Mitchell R.E., Mitchell D.E. (2005). Student segregation and achievement tracking in year round schools. ''Teachers College Record'', ''107''(4), 529-562. Teachers College, Columbia University.https://doi.org/

Smith D.P., Hubbard P. (2014). The segregation of educated youth and dynamic geographies of studentification. ''Area'', ''46''(1), 92-100. https://doi.org/10.1111/area.12054

Rotberg I.C. (2014). Charter schools and the risk of increased segregation. ''Phi Delta Kappan'', ''95''(5), 26-30. Phi Delta Kappa Inc..https://doi.org/10.1177/003172171409500507

Hail H.C. (2015). Patriotism Abroad: Overseas Chinese Students’ Encounters With Criticisms of China. ''Journal of Studies in International Education'', ''19''(4), 311-326. SAGE Publications Inc..https://doi.org/10.1177/1028315314567175

Macartney H., Singleton J.D. (2018). School boards and student segregation. ''Journal of Public Economics'', ''164''(), 165-182. Elsevier B.V..https://doi.org/10.1016/j.jpubeco.2018.05.011

Knight D.S. (202). Accounting for Teacher Labor Markets and Student Segregation in Analyses of Teacher Quality Gaps. ''Educational Researcher'', ''49''(6), 454-458. SAGE Publications Inc..https://doi.org/10.3102/0013189X20925805

Petreñas C., Puigdellívol I., Jardí A. (202). Do educational support policies always favour overcoming inequalities? The situation in Spain. ''Disability and Society'', 1-24. Routledge.https://doi.org/10.1080/09687599.2020.1788510

Calsamiglia C., Martínez-Mora F., Miralles A. (2021). School Choice Design, Risk Aversion and Cardinal Segregation. ''Economic Journal'', ''131''(635), 1081-1104. Oxford University Press.https://doi.org/10.1093/ej/ueaa095

Wilson E.K. (2021). Monopolizing whiteness. ''Harvard Law Review'', ''134''(7), 2383-2448. Harvard Law Review Association.https://doi.org/10.2139/ssrn.3688628