Causes of educational segregation in Sweden – school choice or residential segregation

Hansen, Kajsa Yang; Gustafsson, Jan‐Eric

doi:10.1080/13803611.2016.1178589

Cited by 96 publications

(72 citation statements)

References 25 publications

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“…It is known from previous investigations that Gothenburg is a segregated city in terms of housing, schools and socio-economic standard (Gustafsson 2006;Yang Hansen and Gustafsson 2012). The highly different proportion of students with non-Scandinavian names between schools was recognized also in the present investigation.…”

Section: Discussionmentioning

confidence: 52%

“…The move from a centralized system occurred 10 years before data sampling. Recently, it has been argued that there has been an increase in the variation in school achievements because of free school choice and increased residential segregation between 1990(Yang Hansen and Gustafsson 2012. School segregation within larger cities is already a well-known phenomenon.…”

Section: A Decentralized School System With Increased Segregationmentioning

confidence: 99%

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Students’ Individual Choices of Peers to Work with During Lessons May Counteract Segregation

Sabel

2014

Soc Indic Res

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The aim was to test whether or not students from differently segregated schools within a city could compensate for this variation through their choices of classmates to work with. Data for 1,697 students from 78 classes in year 6 of compulsory school, with an average of 20 % immigrants, was collected covering both segregated and non-segregated areas with respect to housing and schools. Each student was asked which three peers he/she preferred working with in the classroom and ranked these names in order 1-3. The coherence of the networks formed using bilateral choices was analysed by use of eigenvector centrality (SSI). A higher SSI of a network indicated a high coherence of individuals within the network and therefore considered more isolated (or segregated) than networks with lower SSI. The names of the students were categorized as Scandinavian or nonScandinavian. Networks were formed consisting of Scandinavians, non-Scandinavians and a mixture. In classrooms with non-Scandinavians, mixed networks were quite common. There was no difference of weighted SSI between the three types of networks within the same school class. Furthermore the coherence of the total number of networks formed by Scandinavians, non-Scandinavians and mixed networks was equal. Segregation between the different student networks could neither be demonstrated at a class level, nor between the three types of networks irrespective of class. Segregation within schools was thus at least partly neutralized by peer effects seen in students voluntary choices. Outside networks overrepresentation of lonely non-Scandinavian girls and of absent Scandinavian boys was found.

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Section: Discussionmentioning

confidence: 52%

Section: A Decentralized School System With Increased Segregationmentioning

confidence: 99%

Students’ Individual Choices of Peers to Work with During Lessons May Counteract Segregation

Sabel

2014

Soc Indic Res

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“…This programme was successful, in large part, because students were empowered to choose their own projects and eventually being in complete control of their project and learned a variety of ICT production skills such as blogging, and the shooting and editing of video (Kelly and Kamp, 2014[316]). Through entrance and exit interviews, students expressed that they had become active citizens (Heggart, 2017[317]; Rogers, 2016 [318]). Critical citizenship pedagogy could be applied consistently across schools in Sweden.…”

Section: Examples From Australia For Citizenship Educationmentioning

confidence: 99%

Strength through diversity’s Spotlight Report for Sweden

2019

OECD Education Working Papers

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OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…This is seen to increase educational democracy by enabling students and families to choose instead of being assigned, and to promote social and ethnic integration by shattering the social enclosures of the poorest students in the highpoverty, low-achieving schools claimed to have been caused by the attendance zone policy (Bunar, 2010). However, one of the main arguments against these policies (see Bunar, 2010;Yang Hansen & Gustafsson, 2016) challenges the notions of integration and democracy by stating that free school choice, which lies at the heart of the marketization of education, is mainly being used by the socially strongest families, thus fuelling social segregation as it widens the social and ethnic differences between schools (e.g. Ball, 2003;Reay et al, 2008;Rinne, 2014;Söderström & Uusitalo, 2010;van Zanten, 2007).…”

Section: Introductionmentioning

confidence: 99%

Parental school satisfaction in the context of segregation of basic education in urban Finland

Tikkanen

2019

Nordic Journal of Studies in Educational Policy

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This article examines the implications of the school choice policy, which has contributed to the segregation of basic education in urban Finland, by analysing the connection between the socio-economic status (SES) of schools' student populations and parents' satisfaction with their children's schools. The 318 participants were parents of lower secondary school students attending socio-economically affluent, average, and disadvantaged schools in three Finnish cities. Multiple indicators multiple causes modelling, with school SES and parental education as covariates, was used to test the hypothesis that a school's higher SES is connected to higher levels of parental school satisfaction with different aspects of the school's functioning. The hypothesis was partially verified as the results showed that a higher SES of a school implied more parental satisfaction with home-school cooperation and school culture. The findings suggest that the social segregation of basic education in urban Finland has implications beyond the differentiation of students' academic achievements and provide empirical evidence on the workings of one of the segregation mechanisms. ARTICLE HISTORY

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Causes of educational segregation in Sweden – school choice or residential segregation

Cited by 96 publications

References 25 publications

Students’ Individual Choices of Peers to Work with During Lessons May Counteract Segregation

Students’ Individual Choices of Peers to Work with During Lessons May Counteract Segregation

Strength through diversity’s Spotlight Report for Sweden

Parental school satisfaction in the context of segregation of basic education in urban Finland

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