School social 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>===== | |||
2010<br> | 2010<br> | ||
Spain | Spain | ||
===== Definition ===== | |||
School social segregation refers to the division of students into different social groups based on factors such as race, ethnicity, socioeconomic status, or popularity. This segregation can occur within schools at various levels, including classrooms, lunch tables, extracurricular activities, or social events. | School social segregation refers to the division of students into different social groups based on factors such as race, ethnicity, socioeconomic status, or popularity. This segregation can occur within schools at various levels, including classrooms, lunch tables, extracurricular activities, or social events. | ||
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Efforts to address school social segregation involve promoting inclusivity, diversity, and equitable opportunities within the school environment. Schools may implement anti-bullying policies, cultural competency training for staff, and programs that encourage interaction and collaboration among students from different social groups. Creating an inclusive and welcoming school climate is crucial to reducing social segregation and fostering a sense of belonging for all students. | Efforts to address school social segregation involve promoting inclusivity, diversity, and equitable opportunities within the school environment. Schools may implement anti-bullying policies, cultural competency training for staff, and programs that encourage interaction and collaboration among students from different social groups. Creating an inclusive and welcoming school climate is crucial to reducing social segregation and fostering a sense of belonging for all students. | ||
==See also== | ==See also== | ||
==Related segregation forms== | |||
School social segregation is frequently discussed in the literature with the following segregation forms: | |||
[[social segregation]], [[school segregation]] | |||
[[File:school_social_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== | ==References== | ||
==Notes== | ==Notes== | ||
<references /> | <references /> | ||
{{NoteAI}} | {{NoteAI}} | ||
== | ==School social segregation appears in the following literature== | ||
Alegre M.A., Ferrer G. ( | Alegre M.A., Ferrer G. (201). School regimes and education equity: Some insights based on PISA 2006. ''British Educational Research Journal'', ''36''(3), 433-461. https://doi.org/10.1080/01411920902989193 | ||
Perry L.B., Southwell L. (2014) Access to academic curriculum in Australian secondary schools: A case study of a highly marketised education system. ''Journal of Education Policy'', ''29''(4), 467-485. Routledge. | Perry L.B., Southwell L. (2014). Access to academic curriculum in Australian secondary schools: A case study of a highly marketised education system. ''Journal of Education Policy'', ''29''(4), 467-485. Routledge.https://doi.org/10.1080/02680939.2013.846414 | ||
Ferrer-Esteban G. (2016) Trade off between effectiveness and equity? An analysis of social sorting between classrooms and between schools; [Un compromis entre efficacité et équité ? Une analyse du tri social entre salles de classe et entre écoles]; [Compensación entre eficacia e igualdad Un análisis de la clasificación social entre aulas y entre escuelas]. ''Comparative Education Review'', ''60''(1), 151-183. University of Chicago Press. | Ferrer-Esteban G. (2016). Trade off between effectiveness and equity? An analysis of social sorting between classrooms and between schools; [Un compromis entre efficacité et équité ? Une analyse du tri social entre salles de classe et entre écoles]; [Compensación entre eficacia e igualdad Un análisis de la clasificación social entre aulas y entre escuelas]. ''Comparative Education Review'', ''60''(1), 151-183. University of Chicago Press.https://doi.org/10.1086/684490 | ||
Janmaat J.G. ( | Janmaat J.G. (202). School social segregation and social inequalities in political engagement among 16 to 20 year olds in fourteen countries. ''Research Papers in Education'', 1-22. Routledge.https://doi.org/10.1080/02671522.2020.1789716 | ||
Latest revision as of 07:17, 16 October 2024
Date and country of first publication[1][edit | edit source]
2010
Spain
Definition[edit | edit source]
School social segregation refers to the division of students into different social groups based on factors such as race, ethnicity, socioeconomic status, or popularity. This segregation can occur within schools at various levels, including classrooms, lunch tables, extracurricular activities, or social events.
School social segregation can have negative impacts on students' experiences and well-being. It can perpetuate stereotypes, prejudice, and discrimination, as students may form biased opinions about others based on the social groups they belong to. This can lead to feelings of exclusion, loneliness, and low self-esteem among students who are segregated or marginalized.
The causes of school social segregation can be complex and multifaceted. Factors such as socioeconomic disparities, cultural differences, and personal preferences can contribute to the formation of social groups. Additionally, peer pressure, bullying, and societal expectations can further reinforce the divisions among students.
Efforts to address school social segregation involve promoting inclusivity, diversity, and equitable opportunities within the school environment. Schools may implement anti-bullying policies, cultural competency training for staff, and programs that encourage interaction and collaboration among students from different social groups. Creating an inclusive and welcoming school climate is crucial to reducing social segregation and fostering a sense of belonging for all students.
See also[edit | edit source]
Related segregation forms[edit | edit source]
School social segregation is frequently discussed in the literature with the following segregation forms:
social segregation, school segregation
This visualization is based on the study The Multidisciplinary Landscape of Segregation Research.
For the complete network of interrelated segregation forms, please refer to:
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 ©.
School social segregation appears in the following literature[edit | edit source]
Alegre M.A., Ferrer G. (201). School regimes and education equity: Some insights based on PISA 2006. British Educational Research Journal, 36(3), 433-461. https://doi.org/10.1080/01411920902989193
Perry L.B., Southwell L. (2014). Access to academic curriculum in Australian secondary schools: A case study of a highly marketised education system. Journal of Education Policy, 29(4), 467-485. Routledge.https://doi.org/10.1080/02680939.2013.846414
Ferrer-Esteban G. (2016). Trade off between effectiveness and equity? An analysis of social sorting between classrooms and between schools; [Un compromis entre efficacité et équité ? Une analyse du tri social entre salles de classe et entre écoles]; [Compensación entre eficacia e igualdad Un análisis de la clasificación social entre aulas y entre escuelas]. Comparative Education Review, 60(1), 151-183. University of Chicago Press.https://doi.org/10.1086/684490
Janmaat J.G. (202). School social segregation and social inequalities in political engagement among 16 to 20 year olds in fourteen countries. Research Papers in Education, 1-22. Routledge.https://doi.org/10.1080/02671522.2020.1789716