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School integration is an important indicator of equality of opportunity and racial reconciliation in contemporary South Africa. Despite its prominence in public and political discourse, however, there is no systemic evidence on the levels and patterns of school segregation. Drawing on the literature on the post-apartheid political settlement and sociological theories of opportunity hoarding, we explain how the small White minority and, to a lesser extent, the new Black middle class monopolized access to South Africa's most prestigious schools following the abolition of de jure segregation in 1994. Using the 2021 Annual School Survey—an administrative dataset covering all South African schools—and the 2019 Trends in International Mathematics and Science Study school survey, we find very high levels of school segregation along racial as well as socioeconomic lines. White students almost exclusively attend former White schools, have little exposure to the low-income Black majority, and are vastly overrepresented in elite public and private schools. We argue that in South Africa and other contexts with under-resourced education systems, elite capture of the few high-performing schools serves to reproduce race and class privilege. [ABSTRACT FROM AUTHOR]

School segregation has been a topic of significant sociological research in the United States. Less attention has been devoted to understanding the relationship between school district inequalities and secession, a political tool that forms new boundaries after a formal withdrawal from an existing school district. This paper analyzes the school district secession attempts that have occurred since the year 2000 using national data and builds upon qualitative research and case studies focused on a single region or metropolitan area. Drawing on social closure theory, I explore the community characteristics associated with secession attempts. To do so, I create a measure of social imbalance that leverages the geographic variation between places attempting a secession and the school districts they are nested within. Results indicate that the percentage of residents with a college degree is among the strongest predictors of secession attempts, highlighting the salience of educational attainment at the population-level for selecting into the use of this political tool. Results also indicate that school districts successfully created through secession cleave onto racial and economic divides for both the residential and student populations, driven by secessions located in the South. School district secession processes elucidate the many pathways by which school segregation is produced and perpetuated, including micro-level school and neighborhood selection decisions, jurisdictional restructuring of district boundaries, and the national and state-level legal landscape. [ABSTRACT FROM AUTHOR]

This study used secondary data from the My Teaching Partner‐Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four‐ and five‐year‐olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers' use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. [ABSTRACT FROM AUTHOR]

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; Mage  = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3-12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults. [ABSTRACT FROM AUTHOR]

Influenced by the theoretical concepts of 'Relative deprivation' and 'Social cohesion', this study adds to the relatively limited literature of socio-structural approaches to the school–crime relationship. Multilevel analysis was conducted to explore the independent and interactive effects of three distinct features of the school setting—concentrated (dis)advantage, the proportion of students with poor future prospects and teacher-rated social cohesion—in relation to self-reported offending. Using information from three data sources on 4,608 students and 1,056 teachers from 77 lower secondary schools in Stockholm, the results showed that school concentrated (dis)advantage and school-level future prospects were directly related to offending. In addition, cross-level interactions indicate that the association between student performance and offending differs depending on school type. [ABSTRACT FROM AUTHOR]

This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The article offers an important, timely and original insight into the ways that these two charter marks are shaping and influencing practice in universities. We argue that in higher education policymaking, there has been a privileging of gender over race in terms of addressing inequalities in higher education. Whilst acknowledging the persistence of inequalities in both groups, the data from our projects highlight a significant risk that gender and race inequalities become conflated in current equalities work. We argue that as a consequence of a logic of efficiency that drives Higher Education Institutions (HEIs) to combine gender and race equalities work, and the privileging within this combination of gender, HEIs can publicly work towards equality and inclusion in general terms, without having to confront uncomfortable and deeply embedded practices that perpetuate White privilege in the academy. [ABSTRACT FROM AUTHOR]

This article explores the relationship between school choice, student mobility and school segregation in Barcelona. The case of Barcelona is particularly interesting because the school admissions policy combines a particular design of catchment area with a significant level of choice options. We work on students and school register datasets for the school year 2016–2017 to observe the association between the socioeconomic characteristics of the students and their residential and educational geographical distribution. The article tests whether recent reforms that have undermined the role of residential proximity in admissions policy have impacted on the school segregation of three groups of socially disadvantaged students (foreign students, students entitled to Free School Meals (FSM) and students who are Recipients of Social Allowances (RSA)). We explore different patterns of mobility between socially disadvantaged and non‐disadvantaged students and the impact of opting out from neighbourhood schools on school segregation. By using a counterfactual approach that compares real enrolment with simulated school enrolment in proximity schools, we provide evidence of a significant reduction of school segregation for all socially disadvantaged students, showing the negative effects of the current high number of school choice options. In addition, our analysis shows that school choice boosts remarkably the inequality between public and private subsidised schools. The final section of the article reflects on the implications of our findings for potential reforms in the current definition of catchment areas and the overall school choice policy in Barcelona. [ABSTRACT FROM AUTHOR]

The concerns over school segregation have gained salience in Finland in the last two decades, paralleling the discussions elsewhere in Europe. This article examines from the pupil perspective, how school segregation and school selection are 'lived' in a lower secondary school in the metropolitan area of Helsinki. Using the concept of borderwork, I examine the hierarchies produced by the divide between selective, mixed and non-selective school class groups in pupils' social relationships, and how these hierarchies intersect with social class and racialization. The article is based on interviews of altogether 46 pupils in the 7th and 8th grades (aged 13–15). I argue that school class groupings are a strong organizing principle in pupils' social relationships, and that pupils' borderwork narratives on selective and non-selective school class groups build on and help consolidate the social class-based and racialized differences between the groups. [ABSTRACT FROM AUTHOR]

The article argues how integration in schools and housing often seems to be positioned as a zero-sum game among whites versus people of color. Topics discussed include ways in which integration and gentrification both reduce the racial or ethnic homogeneity people currently experience in schools and neighborhoods; choice between excellence in education and integration; and need of educational integration has the potential to increase the academic achievements of all students.

Educational policies that plausibly contribute to understanding the differences in segregation, justice and inclusion observed at the end of primary in were selected following the method for comparing similar educational systems. Mathematic test scores from 6th grade primary students were used (SERCE). The findings indicate that in Chile there is a greater sociocultural segregation between schools than in Uruguay. But in Uruguay there are less differences in educational performance between schools, than in Chile. Injustices related to girls are observed most frequently in Chile, while in Uruguay the injustices observed are related to socio-economic status. In both countries, the sociocultural context of schools is an important factor of injustice. Differences in educational policies, in governance, curriculum and teacher evaluation, could help us to explain differences presented in the results. [ABSTRACT FROM AUTHOR]

* Students benefit from having teachers who reflect their own background and the full racial/ethnic diversity of the U.S. population. * Nationally, only 18% of special educators were teachers of color, while almost half of students with disabilities are students of color; however, there is marked variation in teacher and student racial/ethnic diversity across states. * Using the Teacher-Student Parity Index (TSPI), a standardized metric for comparing representation across states with different demographics, we calculated the extent to which teacher and student racial/ethnic diversity is aligned in all 50 U.S. states. * We found that teachers of color are underrepresented in all but one state. * We provide specific recommendations for cultivating a racially/ethnically diverse special education teacher workforce, including how states, districts, and schools can use the TSPI to assess changes in parity over time. [ABSTRACT FROM AUTHOR]

The article explores how changes in the systemic fragmentation in education through multicultural education can brings improvment in the U.S. education model. Topics discussed include ways in which systemic fragmentation brings in harm to the education; effect of dismissal of students' backgrounds by the educational system on communities of color; and the effect of the country's political climate, as of September 2018, creating challenges for educators.

This article presents the «Rarámuri Culture and School Integration Proposal» (PICRE), a didactic planning tool that seeks to incorporate cultural elements of an indigenous group into the Mexican official curriculum, specifically in the Elementary Curriculum, in order to promote intercultural education. The purpose of the study, in which the didactic planning tool is based on, was to identify, working together researchers with community teachers, the Rarámuri essential cultural elements and then determine how to incorporate them into teaching practices. To achieve this purpose we conducted a research and the systematization of documents about the Rarámuri culture, we defined working categories and conducted workshops with teachers and community members, as well as visits to the Bawinocachi School. [ABSTRACT FROM AUTHOR]

This article examines the distribution of students from various socioeconomic backgrounds across secondary schools in Hong Kong. Using data from the Program for International Student Assessment over the past decade, we computed axionomical indices of social segregation for 15-year-old students. The degree of social segregation in Hong Kong is compared with three other Chinese societies: Macau, Taiwan, and Shanghai. We found that social segregation steadily increased during 2000-2012. Hong Kong has the highest level of social segregation in schools among the four regions. The degree of segregation remains relatively stable among the top and bottom student socioeconomic status (SES) groups while substantially spread out among middle SES groups. Two factors were found to drive social segregation: gentrification of elite private schools, and the creation of semi-private schools for the upper middle class. Our findings suggest increasingly dividing education experiences among Hong Kong's youth. [ABSTRACT FROM AUTHOR]

The article presents a study which examines the ways to best engage transracially adopted Asian/American students on the college campus. Research methodology which generates a theory based on a qualitative experiences of transracial adoptees Asian/American college students is offered. Results of the study which determine the role of student affairs professionals, university administrators, and staff on college campuses in supporting transracially adopted college students.

The author discusses the history of school desegregation in San Jose, California, a process of racial desegregation in American public and private schools. Topics discussed include impact of desegregation in the District's high schools, violation of the Equal Protection Clause of the Fourteenth Amendment by maintaining a segregated school system, and decision the .S. District Court for the Northern District of California in case 'Diaz v. San Jose Unified School District' on the issue.

Recently, the Italian schools were deeply affected by the "social tracking" phenomenon, intended as the process of segregating students into socio-economic classes. Typically, this phenomenon occurs within the lower secondary school. In such a perspective, the study reported in the paper is innovative, since addressed to investigate the actual presence of the social tracking phenomenon as an event starting from the primary school. For this purpose, we considered data provided by Invalsi (Istituto Nazionale per la Valutazione del Sistema di Istruzione e Formazione) with regard to students of the fifth grade of primary schools in the Lombardy region (Italy). The study was carried out following two different approaches. First, a preliminary descriptive analysis of the segregation phenomenon was carried out by computing the Gini coefficient of the the socio-economic status average at class level. Second, due to the usual hierarchical structure of educational data, multilevel models were considered with the aim of partitioning the pupils' socio-economic status variability within the student, class and school level. In this way, school and class social segregation indicators were obtained. Subsequently, a conditional multilevel model including school and class social segregation indicators as explanatory variables was built. Results underline that even though in general social tracking is not an actual threat for the Lombardy primary schools, a remarkable socio-economic heterogeneity among classes appears especially in some provinces of the Lombardy region. [ABSTRACT FROM AUTHOR]

The article examines several reasons behind the need for private and public U.S. universities and colleges to consider race as a factor in their admission policies. These reasons include the need to use race-conscious policies when race-neutral policies of a university result in sufficient diversity, the need for diversity throughout a college campus, and the need for relative equal status among college students.