Second generation segregation

Date and country of first publication

1985
Australia

Definition

Second generation segregation refers to the ongoing segregation of a particular racial or ethnic group's children, even though the initial generation may have had more opportunities for integration. This term is often used to describe the persistence of racial and ethnic segregation in schools, housing, and other social institutions for the children of immigrants or minority groups, despite efforts to promote integration. The concept highlights the failure of society to provide equal opportunities and access to resources for these second-generation individuals, leading to their continued isolation and limited upward mobility.

Related segregation forms

Second generation segregation is frequently discussed in the literature with the following segregation forms:

racial segregation, school segregation, school racial segregation, classroom racial segregation, de facto 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:

• First year of publication

• Louvain clusters

• Betweenness centrality

• Disciplines in which segregation forms first emerged (Scopus database).

Notes

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 ©.

Second generation segregation appears in the following literature

BURNLEY I.H. (1985). A comparative analysis of first and second generation immigrants: residential and occupational mobility in Metropolitan Sydney. Australian Geographical Studies, 23(2), 269-290. https://doi.org/10.1111/j.1467-8470.1985.tb00497.x

Mickelson R.A. (2001). Subverting Swann: First and second generation segregation in the Charlotte Mecklenburg Schools. American Educational Research Journal, 38(2), 215-252. American Educational Research Association.https://doi.org/10.3102/00028312038002215

Lucas S.R., Berends M. (2007). Race and track location in U.S. public schools. Research in Social Stratification and Mobility, 25(3), 169-187. JAI Press.https://doi.org/10.1016/j.rssm.2006.12.002

O'Connor C., Mueller J., L'Heureux Lewis R., Rivas-Drake D., Rosenberg S. (2011). "Being" black and strategizing for excellence in a racially stratified academic hierarchy. American Educational Research Journal, 48(6), 1232-1257. SAGE Publications Inc..https://doi.org/10.3102/0002831211410303

Brooks J.W., Arnold N.W., Brooks M.C. (2013). Educational leadership and racism: A narrative inquiry into second generation segregation. Teachers College Record, 115(11), -. Teachers College, Columbia University.https://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), 657-692. SAGE Publications Inc..https://doi.org/10.3102/0002831215587933

Giersch J., Bottia M.C., Mickelson R.A., Stearns E. (2016). Exposure to school and classroom racial segregation in charlotte mecklenburg high schools and students’ college achievement. Education Policy Analysis Archives, 24(), 1-28. Arizona State University.https://doi.org/10.14507/epaa.v24.2123

Benson T., Bryant A., Gezer T. (202). Segregation within integrated schools: Racially disproportionate student teacher assignments in middle school; [Segregação dentro das escolas integradas: Atribuições de alunos professores racialmente desproporcionais no ensino médio]; [Segregación dentro de las escuelas integradas: Asignaciones de alumnos y maestros racialmente desproporcionadas en la escuela secundaria]. Education Policy Analysis Archives, 28(), 1-24. Arizona State University.https://doi.org/10.14507/epaa.28.5503