Inter school segregation: Difference between revisions
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===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== | |||
2006<br> | 2006<br> | ||
Belgium | |||
===== Definition ===== | |||
Inter-school segregation refers to the separation of students from different schools based on factors such as race, socio-economic status, or academic ability. This can occur through policies such as tracking students into different ability groups, or through social dynamics that result in students from different schools interacting and socializing separately. | Inter-school segregation refers to the separation of students from different schools based on factors such as race, socio-economic status, or academic ability. This can occur through policies such as tracking students into different ability groups, or through social dynamics that result in students from different schools interacting and socializing separately. | ||
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==See also== | ==See also== | ||
==References== | ==References== | ||
== | ==Notes== | ||
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{{NoteAI}} | |||
==Inter School Segregation appears on the following literature== | |||
Vandenberge V. (2006) | Vandenberge V. (2006). Achievement effectiveness and equity: The role of tracking, grade repetition and inter school segregation. ''Applied Economics Letters'', ''13''(11), 685-693. Routledge.https://doi.org/10.1080/13504850500404944 | ||
Latest revision as of 11:31, 16 April 2024
Date and country of first publication[1][edit | edit source]
2006
Belgium
Definition[edit | edit source]
Inter-school segregation refers to the separation of students from different schools based on factors such as race, socio-economic status, or academic ability. This can occur through policies such as tracking students into different ability groups, or through social dynamics that result in students from different schools interacting and socializing separately.
Inter-school segregation can have negative effects on students, reinforcing stereotypes and limiting opportunities for cross-cultural understanding. It can also perpetuate inequalities by concentrating resources and opportunities in certain schools while leaving others under-resourced.
Efforts to address inter-school segregation may include policies to promote diversity and integration in schools, funding initiatives to equalize educational resources, and programs to promote cross-school collaboration and interaction. These efforts can help to create more equitable and inclusive learning environments for all students.
See also[edit | edit source]
References[edit | edit source]
Notes[edit | edit source]
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
Inter School Segregation appears on the following literature[edit | edit source]
Vandenberge V. (2006). Achievement effectiveness and equity: The role of tracking, grade repetition and inter school segregation. Applied Economics Letters, 13(11), 685-693. Routledge.https://doi.org/10.1080/13504850500404944