Editing Intraschool segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
2019<br>
Chile
===== Definition ===== 

Intra school segregation refers to the separation or division of students within a school based on factors such as race, ethnicity, socioeconomic status, ability, or achievement levels. This can manifest in various ways, including tracking or ability grouping, where students are placed in different classes or programs based on their perceived academic abilities. Intra-school segregation can contribute to disparities in achievement and opportunities for students from marginalized groups, and may perpetuate systemic inequalities within the education system. Efforts to address intra-school segregation often involve implementing inclusive and equitable practices that promote diversity, equity, and inclusion for all students.
===== Synonyms ===== 
The following terms are synonymous with intraschool segregation:

intra school segregation.

References and literature addressing this segregation form under these synonymous terms can be found below.
==See also== 
==Related segregation forms==
Intraschool segregation is frequently discussed in the literature with the following segregation forms: 

[[school segregation]]
[[File:intraschool_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}} 
==Intraschool segregation appears in the following literature== 

Hernández M. (2019). White Middle Class Families and Sociocultural Diversity in Schools: A Literature Review. ''Urban Review'', ''51''(2), 270-300. Springer Netherlands.https://doi.org/10.1007/s11256-018-0477-6