Metropolitan school segregation

Date and country of first publication

2000
United States

Definition

Metropolitan school segregation refers to the systemic separation of students based on race, ethnicity, or socio-economic status within metropolitan areas. This type of segregation occurs in urban areas where there are large populations and a significant diversity of students attending public schools.

Metropolitan school segregation can take several forms, including:

1. Racial or ethnic segregation: This occurs when schools in metropolitan areas have a predominantly homogeneous student population, where students from different racial or ethnic backgrounds attend separate schools. This separation can be a result of historical or ongoing discriminatory practices or socioeconomic factors.

2. Socio-economic segregation: This refers to the separation of students based on their socio-economic status within metropolitan areas. Higher-income families often have the resources to live in neighborhoods with better-funded schools, while lower-income families may be relegated to schools with fewer resources.

The consequences of metropolitan school segregation are profound and impact the educational opportunities and outcomes of students. Schools with a high degree of segregation often suffer from unequal funding, fewer resources, and less experienced teachers. This perpetuates educational inequities, leading to lower academic achievement, higher dropout rates, and limited access to college and career opportunities for marginalized students.

Efforts to address metropolitan school segregation have included various policies and initiatives such as busing, magnet schools, school choice, and affirmative action. However, the effectiveness and impact of these measures have varied, and school segregation remains a significant challenge in many metropolitan areas. Efforts need to be continued to promote diversity, equity, and inclusion in education and ensure that all students have equal access to quality schools and resources, regardless of their race, ethnicity, or socio-economic background.

Related segregation forms

Metropolitan school segregation is frequently discussed in the literature with the following segregation forms:

school segregation, multischool racial segregation, metropolitan 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 ©.

Metropolitan school segregation appears in the following literature

Reardon S.F., Yun J.T., Eitle T.M. (2). The changing structure of school segregation: Measurement and evidence of multiracial metropolitan area school segregation, 1989 1995. Demography, 37(3), 351-364. Duke University Press.https://doi.org/10.2307/2648047

Stroub K.J., Richards M.P. (2017). Suburbanizing segregation? Changes in racial/ethnic diversity and the geographic distribution of metropolitan school segregation, 2002 2012. Teachers College Record, 119(7), 1-40. Teachers College, Columbia University.https://doi.org/

Warkentien S. (2019). Stable or changing? Racial/Ethnic compositions in American public schools, 2000 to 2015. Teachers College Record, 121(9), -. Teachers College, Columbia University.https://doi.org/