Classroom social segregation

Date and country of first publication

2011
united kingdom

Definition

{NoteAI} Classroom social segregation refers to the separation of students based on factors such as race, ethnicity, gender, socioeconomic status, or ability within a classroom or school setting. This segregation can occur in multiple ways, including seating arrangements, social groupings, or academic tracking.

One common form of classroom social segregation is racial or ethnic segregation, where students from different racial or ethnic backgrounds are isolated from one another. This can create an unequal learning environment, hinder cross-cultural understanding, and perpetuate stereotypes and biases.

Gender segregation can also occur in classrooms, where boys and girls are separated or treated differently. This may result in differences in educational opportunities or unequal treatment of students based on their gender.

Socioeconomic segregation refers to the separation of students based on their socioeconomic status. This can occur when schools or classrooms have a disproportionate number of students from low-income or high-income backgrounds. Socioeconomic segregation can lead to unequal access to resources and educational opportunities for students from lower-income backgrounds.

Ability-based tracking is another form of social segregation, where students are placed in different academic tracks or classes based on their perceived abilities or achievements. This can result in the segregation of students with disabilities or lower academic performance from their peers, leading to unequal educational opportunities.

Classroom social segregation can have negative consequences for students. It can contribute to a lack of diversity and inclusion, limit social interactions and friendships across different social groups, and perpetuate inequality and stereotypes. Addressing and reducing classroom social segregation requires creating inclusive and equitable learning environments that value diversity and promote equal opportunities for all students.

Further reading

Janmaat J.G. (2011) "Ability grouping, segregation and civic competences among adolescents", International Sociology, 26(4), pp. 455-482. . DOI: [htttp://doi.org/10.1177/0268580910393044 10.1177/0268580910393044]