Classroom segregation

Date and country of first publication

1983
australia

Definition

{NoteAI} Classroom segregation refers to the practice of separating students based on their race, ethnicity, or socioeconomic status in educational settings. This practice can lead to unequal educational opportunities and reinforce social divisions within schools.

Historically, classroom segregation has been used to perpetuate inequality and discrimination. For example, during the era of segregation in the United States, African American students were often kept separate from white students in schools, leading to unequal resources and opportunities for learning.

In modern times, classroom segregation can still occur in more subtle ways, such as tracking students into different levels of classes based on perceived academic ability or segregating students by language proficiency.

Efforts to reduce classroom segregation and promote diversity in schools have been made through policies such as desegregation plans, inclusive curriculum development, and anti-discrimination initiatives. These efforts aim to create more equitable learning environments and foster understanding and acceptance among students from diverse backgrounds.

Further reading

Print M. (1983) "Curriculum Materials for Able Children", Gifted Education International, 1(2), pp. 103-106. SAGE Publications Ltd. DOI: [htttp://doi.org/10.1177/026142948300100213 10.1177/026142948300100213]

Clotfelter C.T.; Ladd H.F.; Vigdor J.L. (2009) "Classroom level segregation and resegregation in North Carolina", School Resegregation: Must the South Turn Back?, 70-86. University of North Carolina Press. DOI: [htttp://doi.org/ ]

Mickelson R.A. (2015) "The Cumulative Disadvantages of First and Second Generation Segregation for Middle School Achievement", American Educational Research Journal, 52(4), pp. 657-692. SAGE Publications Inc.. DOI: [htttp://doi.org/10.3102/0002831215587933 10.3102/0002831215587933]

McKeown S.; Stringer M.; Cairns E. (2016) "Classroom segregation: Where do students sit and how is this related to group relations?", British Educational Research Journal, 42(1), pp. 40-55. Blackwell Publishing Ltd. DOI: [htttp://doi.org/10.1002/berj.3200 10.1002/berj.3200]

Cruze A.; Cota M.; López F. (2019) "A decade after institutionalization: educators’ perspectives of structured English immersion", Language Policy, 18(3), pp. 431-453. Springer Netherlands. DOI: [htttp://doi.org/10.1007/s10993-018-9495-1 10.1007/s10993-018-9495-1]

Kogachi K.; Graham S. (2020) "Numerical Minority Status in Middle School and Racial/Ethnic Segregation in Academic Classes", Child Development, 91(6), pp. 2083-2102. Blackwell Publishing Inc.. DOI: [htttp://doi.org/10.1111/cdev.13408 10.1111/cdev.13408]

Estrada P.; Wang H.; Farkas T. (2020) "Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn", American Educational Research Journal, 57(4), pp. 1791-1836. SAGE Publications Inc.. DOI: [htttp://doi.org/10.3102/0002831219887137 10.3102/0002831219887137]

Clotfelter C.T.; Ladd H.F.; Clifton C.R.; Turaeva M.R. (2021) "School Segregation at the Classroom Level in a Southern ‘New Destination’ State", Race and Social Problems, 13(2), pp. 131-160. Springer. DOI: [htttp://doi.org/10.1007/s12552-020-09309-w 10.1007/s12552-020-09309-w]

Boileau L.L.A.; Bless H.; Gebauer J.E. (2022) "The ‘mixed bag’ of segregation On positive and negative associations with migrants’ acculturation", European Journal of Social Psychology, 52(3), pp. 457-471. John Wiley and Sons Ltd. DOI: [htttp://doi.org/10.1002/ejsp.2830 10.1002/ejsp.2830]