School social segregation

2010
spain

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.

Further reading

Janmaat J.G. (2020) "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. DOI: 10.1080/02671522.2020.1789716

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), pp. 151-183. University of Chicago Press. DOI: 10.1086/684490

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), pp. 467-485. Routledge. DOI: 10.1080/02680939.2013.846414

Alegre M.A.; Ferrer G. (2010) "School regimes and education equity: Some insights based on PISA 2006", British Educational Research Journal, 36(3), pp. 433-461. . DOI: 10.1080/01411920902989193