Local ses segregation

Date and country of first publication

2014
United Kingdom

Definition

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Local racial segregation, also known as residential segregation, refers to the separation of different racial or ethnic groups within a specific geographic area. This can be characterized by distinct neighborhoods or areas predominantly inhabited by people of the same race or ethnicity.

Historically, local racial segregation in the United States was largely enforced through discriminatory practices such as redlining, restrictive housing covenants, and racial zoning. These practices systematically limited the housing options for marginalized communities, primarily African Americans, and perpetuated racially segregated neighborhoods.

Although some legal barriers to racial segregation have been eliminated over time, local racial segregation continues to persist due to various factors such as socioeconomic disparities, racial bias, and the legacy of past discriminatory practices. Economic disparities often result in neighborhoods with lower-income residents being predominantly occupied by minority populations.

Local racial segregation can have detrimental effects on communities. It can contribute to unequal access to quality education, healthcare, and other public resources, as well as reinforce social and economic inequalities. Studies have shown that segregated neighborhoods experience higher levels of crime, unemployment, and limited economic opportunities.

Efforts to address local racial segregation include fair housing laws, affirmative action policies, and programs promoting diversity and inclusion. These initiatives aim to create more balanced and integrated neighborhoods, fostering social and economic equality. However, achieving true integration and overcoming the effects of historical racial segregation remains a complex and ongoing challenge.

Further reading

Gorard S. (2014) "The link between Academies in England, pupil outcomes and local patterns of socio economic segregation between schools", Research Papers in Education, 29(3), pp. 268-284. Routledge. DOI: [htttp://doi.org/10.1080/02671522.2014.885726 10.1080/02671522.2014.885726]