Socioeconomic Segregation in Secondary Schools

Shure, DA; Jerrim, John; Gutiérrez, Gabriel; Torres, Ramon da Silva

doi:10.4324/9781315440521-7

Cited by 2 publications

(2 citation statements)

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“…High schools take pupils aged 11-18, whereas sixth-form colleges only educate pupils in their final years (16-18/19). The schools available to a child are strongly restricted by their location, and schools are thus often socioeconomically and socially segregated (Jerrim et al 2017;The Challenge et al 2017). These differences are reflected in school performance ratings (Scottish Government 2019; UK Government 2019).…”

Section: Schools and Participantsmentioning

confidence: 99%

“It’s going to be hard you know…” Teachers’ perceived role in widening access to medicine

Alexander

Nicholson

Cleland

2020

Adv in Health Sci Educ

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Medical schools worldwide undertake widening access (WA) initiatives (e.g. pipeline, outreach and academic enrichment programmes) to support pupils from high schools which do not traditionally send high numbers of applicants to medicine. UK literature indicates that pupils in these schools feel that their teachers are ill-equipped, cautious or even discouraging towards their aspiration and/or application to medicine. This study aimed to explore teachers' perspectives and practices to include their voice in discussions and consider how medical schools might best engage with them to facilitate WA. Interviews were conducted with high school teachers in three UK regions, working in schools targeted by WA initiatives. Data were analysed thematically using template analysis, using a largely data-driven approach. Findings showed that although medicine was largely seen as a prestigious and worthwhile career, teachers held reservations about advocating this above other choices. Teachers saw it as their role to encourage pupils to educate themselves about medicine, but to ultimately allow pupils to make their own decisions. Their attitudes were influenced by material constraints in their schools, and the perception of daunting, long and emotionally difficult admissions requirements, with low chances of success. Medical schools may wish to work with teachers to understand their hesitations and help them develop the mindset required to advocate a challenging and unfamiliar career, emphasising that this encouragement can further the shared goal of empowering and preparing pupils to feel capable of choosing medicine. Reciprocally, medical schools should ensure pupils have fair opportunities for access, should they choose to apply.

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Section: Schools and Participantsmentioning

confidence: 99%

“It’s going to be hard you know…” Teachers’ perceived role in widening access to medicine

Alexander

Nicholson

Cleland

2020

Adv in Health Sci Educ

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“…En los últimos años se le está dando relevancia y así puede comprobarse en las investigaciones realizadas en diferentes países de todo el mundo como pueden ser las comparaciones realizadas en América Latina (Murillo, 2016;Vázquez, 2016) o estudios en concretos Argentina (Tavernelli et al, 2021), Bélgica (Demeuse y Friant, 2011), Chile de conocer la visión de la comunidad escolar de los centros educativos situados en contextos socioeconómicamente desafiantes para poder trabajar contra esta lacra social, pues un sistema educativo verdaderamente justo no debe permitir la segregación escolar. (Elacqua, 2012;Valenzuela et al, 2014), Estados Unidos (Frankenber et al, 2011Marcotte y Dalane, 2019), Inglaterra (Gorard y Siddiqui, 2016;Jerrim et al, 2017), Países Bajos (Sykes y Kuyper, 2013), Portugal (Abrantes et al, 2016Firmono et al, 2020), Rusia (Ivaniushina et al, 2019) o Suecia (Östh et al, 2013(Östh et al, , Riedel et al, 2010Söderström y Uusitalo, 2016) En España también se han realizado estudios, como en Aragón (Mancebón-et al, 2014), Barcelona (Bonal, 2018), Granada (Lubián Graña, 2021, Madrid (Murillo y Martínez-Garrido 2018), Málaga y Sevilla (Gómez Espino, 2019) o Murcia (Antón Hurtado et al, 2022). Destaca el estudio de Murillo y Martínez-Garrido (2018) en el que se señala que España, al ser comparado con otros países europeos, es uno de los que tiene mayor segregación por nivel socioeconómico y que estos datos se acerca a los datos de los países del este de Europa y se aleja de los estados próximos.…”

Section: Introductionunclassified

Homogeneidad y segregación escolar en escuelas situadas en contextos socioeconómicamente desafiantes. Visión de la comunidad educativa

Moreno-Medina

2024

IJNE

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Esta investigación tiene como objetivo conocer la percepción de los y las docentes de escuelas situadas en contextos desafiantes sobre la homogeneidad y segregación de sus escuelas. Para alcanzar este objetivo se realizan tres estudios de casos en escuelas situadas en contextos socioeconómicamente desafiantes. Los participantes fueron la comunidad educativa y los instrumentos principales utilizados fueron la entrevista semiestructurada y el análisis de los documentos claves. Los resultados señalan que la comunidad escolar percibe que sus escuelas son tratadas y convertidas en centros guetos, que existe una clara falta de compromiso por parte de la Administración ahora trabajar contra la segregación escolar y, en especial, en aquellas situadas en contextos socioeconómicamente desafiantes y la dificultad por parte de otras instituciones socioeducativas del barrio para trabajar contra este problema en soledad. Así, se evidencia la necesidad de conocer la visión de la comunidad escolar de los centros educativos situados en contextos socioeconómicamente desafiantes para poder trabajar contra esta lacra social, pues un sistema educativo verdaderamente justo no debe permitir la segregación escolar.

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Socioeconomic Segregation in Secondary Schools

Cited by 2 publications

References 0 publications

“It’s going to be hard you know…” Teachers’ perceived role in widening access to medicine

“It’s going to be hard you know…” Teachers’ perceived role in widening access to medicine

Homogeneidad y segregación escolar en escuelas situadas en contextos socioeconómicamente desafiantes. Visión de la comunidad educativa

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