Residential segregation and school segregation of foreign students in Barcelona

Bonal, Xavier; Zancajo, Adrián; Scandurra, Rosario

doi:10.1177/0042098019863662

Cited by 43 publications

(36 citation statements)

References 32 publications

(35 reference statements)

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“…The integration role of publicly funded schools is thus undermined. The case of Barcelona presented by Bonal et al (2019, in this special issue) shows how the specificities of the admissions policy, which combines catchment area restrictions with a high level of school choice, result in complex mechanisms of contextually bounded school segregation within local education markets. This regulatory setting may therefore alter the expected effects of residential segregation on school segregation among city neighbourhoods.…”

Section: Introducing the Articlesmentioning

confidence: 99%

School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes

et al. 2019

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Social and social-spatial inequality are on the rise in the Global North. This has resulted in increasing segmentation between population groups with different social and ethnic backgrounds, and in differentiated access to cultural and material assets. With these changes, the relation between segregation in the educational sphere and segregation in the residential sphere has become crucial for understanding social reproduction and intergenerational social mobility. However, knowledge about this relation is still limited. We argue that the institutional and spatial contexts are key dimensions to consider if we want to expand this knowledge. The institutional context regards the extent of public funding, the degree to which parental choice and/or geographical proximity drive school selection, the role and status of private schools and the religious and pedagogical pluralism of the educational system. The spatial context refers to the geographies of education: the ethnic and social composition of school populations and their reputations; the underlying levels and trends of residential segregation; and the spatial distribution of schools in urban space. In this introduction to the special issue we will address these interrelated dimensions, with reference to theoretical and empirical contributions from the existing body of literature; and with reference to the contributions in this special issue. School segregation emerges from the studies included in this special issue as a relevant issue, differently framed according to the institutional and spatial contexts. A comparative typology will be proposed to illustrate how school segregation is peculiarly shaped in different national and local contexts.

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Section: Introducing the Articlesmentioning

confidence: 99%

School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes

et al. 2019

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“…En Europa la preocupación original procedió de la concentración de estudiantes de origen extranjero en determinados centros educativos, es la llamada segregación escolar por origen nacional (Bonal, Zancajo y Scandurra, 2019;Karsten, 2010;Murillo, Martínez-Garrido y Belavi, 2017;Nordin, 2013). Aunque con un desarrollo más tardío, existe una especial preocupación por la segregación escolar en función del nivel socioeconómico de las familias.…”

Section: Revisión De La Literaturaunclassified

¿Segregación Escolar por Nivel Socioeconómico o por Nivel de Estudios de los Padres?

Torrecilla¹,

Oliver²

2020

REICE

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Con esta investigación se pretende determinar si es más adecuado considerar la segregación escolar por nivel socioeconómico de las familias o por nivel de estudios de los padres, en términos de cuál alcanza valores más altos y cuál tiene una mayor relación con el rendimiento estudiantil. Para ello, se realiza una explotación especial de la base de datos de la prueba de evaluación colombiana SABER 2016, de carácter censal. Se analizan 646.413 estudiantes de 5º grado escolarizados en 14.630 escuelas de Colombia. En primer lugar, se estima el Índice de Segregación de Gorard y el Índice de Raíz Cuadrada de Hutchens para nueve grupos según el nivel de estudios de los padres y otros, con tamaño equivalente, según la segregación por nivel socioeconómico. En segundo término, se estiman modelos multinivel de dos niveles (escuela y estudiantes). Los resultados muestran, por un lado, que para todos los grupos minoritarios y en ambos índices, la segregación escolar por nivel socioeconómico es mayor que segregación por estudios de los padres. Y, por otro, que, aunque ambas consideraciones de segregación afectan al rendimiento, la segregación por nivel socioeconómico muestra una relación mayor. De esta forma se concluye que, tal y como se venía haciendo, es correcto estimar la segregación por nivel socioeconómico, más que por nivel de estudios de los padres.

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“…Likewise, the use of symbols, values or cultural codes of the middle and upper classes act as a mechanism of self-exclusion for those groups from a different social background who do not identify with these codes (Zancajo 2019). In some contexts, the choice of religious schools by some social groups is guided by the desire to avoid socioeconomic integration rather than by educational preferences (Harel Ben Shahar and Berger 2018; Meure 2004).…”

Section: Mechanism 2: Boosting Social Closurementioning

confidence: 99%