School segregation: institutional rules, spatial constraints and households’ agency

Abstract

School segregation' indicates the concentration of a minority into a school that significantly exceeds the presence of the same population living in the surrounding territory. A segregated school is generally synonymous of low level of attainment and social marginalization. This phenomenon can be addressed as an urban issue or an educational problem, studied through spatial measures or qualitative interviews, interpreted as an institutional or a spatial effect. Many disciplines and approaches have in fact addressed the topic. This article, through a critical literature review, identifies the main drivers of segregation in the institutional context, the residential distribution of the population and the households' choice. Taking into account evidence from the literature, especially from Northern Europe and United States, the author then disentangles the three drivers highlighting similarities and differences that can be found in diverse cities. Segregation in schools in fact seems eligible to acquire various shapes and features especially according to urban contexts, educational system and middle classes behaviors. The article will then highlight flaws in the current literature and suggest further research lines in order to achieve a more comprehensive understanding of the phenomenon.

Schools’ priority rules and ethnic school segregation

“…Empirical evidence has shown that far from achieving their goals, school choice reforms have exacerbated educational inequality in several respects (Cordini 2019). In the Swedish context, for example, studies indicate that ethnic school segregation increased after the reform was implemented (Böhlmark, Holmlund, and Lindahl 2015;National Agency for Education 2012).…”