6,198 results on '"SEGREGATION in education"'
Search Results
2. Comprendiendo la segregación escolar del alumnado económicamente desfavorecido y del alumnado con necesidades educativas especiales en el contexto local
- Author
-
Guiral, Claudia and Javier Murillo, F.
- Published
- 2024
- Full Text
- View/download PDF
3. Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education.
- Author
-
Calderón-Almendros, Ignacio, Moreno-Parra, Jesús J., and Vila-Merino, Eduardo S.
- Subjects
- *
SEGREGATION in education , *SOCIAL control , *INCLUSIVE education , *CHILDREN with disabilities , *COMMUNITY-based participatory research - Abstract
This article is the result of research carried out by a group of activists who advocate for the rights of children with disabilities. They are exploring new approaches to both school counselling and the fight against segregation in order to improve the situation of children in the Spanish education system. It focuses on how the psychoeducational report is a key tool for legitimising school segregation, and how deconstructing it is essential for building inclusive schools. The data analysed were collected from 100 people from all over Spain who took part in a Participatory Action Research project focused on emerging narratives on inclusive schooling. The aim of the project was to gather accounts of the experiences of pupils, families, and activist professionals who are engaged in a determined struggle to make schools inclusive. Participants were able to share their experiences, conduct their analysis through assemblies and cooperative groups, and use networking to transform existing policies, cultures, and practices. The information obtained indicates that the labels used by current psychoeducational reports are based on a clinical model and are focused on children's deficiencies. They provide limited knowledge about the individuals involved and exercise strong social and symbolic control over them and others. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Opportunity Hoarding and Elite Reproduction: School Segregation in Post-Apartheid South Africa.
- Author
-
Gruijters, Rob J, Elbers, Benjamin, and Reddy, Vijay
- Subjects
- *
SEGREGATION in education , *RACE relations in school management , *SCHOOL integration , *RACE relations - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
5. A Tale of Two Systems: Choice and Equity in the District of Columbia's Charter Schools.
- Author
-
Eisenlohr, Andrew, Kennedy, Kate, Bulkley, Katrina E., and Marsh, Julie A.
- Subjects
- *
EDUCATIONAL change , *SCHOOL choice , *SEQUENTIAL analysis , *CHARTER schools , *DATA distribution , *EDUCATIONAL equalization , *SEGREGATION in education - Abstract
Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households' efforts to remain separate. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
6. Unequal City and Inequitable Choice: The Neoliberal State's Development of School Choice and Marketization in the Publicly Funded Catholic School Board in Toronto, Canada.
- Author
-
Yoon, Ee-Seul
- Subjects
- *
SCHOOL choice , *EDUCATIONAL finance , *SCHOOL enrollment , *SOCIAL classes , *SCHOOL boards , *SEGREGATION in education - Abstract
This study examines the extent to which school choice in the Toronto Catholic District School Board impacts equity and segregation. This examination is important because full public funding for the Board should adhere to the goals of public education, namely, equity and inclusion of all students. A critical policy geography perspective is applied to illuminate the dynamics of school choice as a neoliberal reform in the context of a global city where residential polarization and occupational bifurcation along racialized social class lines have intensified. Guided by critical space analysis, this research uses student enrollment data (Grades 9–12), Canadian Census data, school website information, and secondary literature. The findings suggest that school choice increases spatial inequity by giving those who are already socially and racially advantaged easier access to prestigious academic programs of choice. School segregation according to students' economic backgrounds thereby increases. This study calls for implementing sociospatially conscious education policies that can undo rather than reinforce global city inequality. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
7. Understanding school segregation through micro-changes: evidence from upper secondary education in Stockholm.
- Author
-
Tapia, Eduardo
- Subjects
- *
SEGREGATION in education , *SECONDARY education , *SCHOOL choice , *SIMULATION methods & models - Abstract
Previous studies investigating how the school choice paradigm shapes school segregation have found that students' ethnic school preferences drive school segregation by leading students to rank and change current schools following ethnic homophily orientations. This study investigates an intermediate moment in which these preferences contribute to the exacerbation of school segregation: students changing schools after being allocated to following admission rules but before the start of the academic year. We refer to these changes as micro-changes. Using Swedish register data on 9th-grade students applying to upper secondary education in Stockholm schools, this study evaluates how micro-changes affect school segregation. Our findings reveal that micro-changes are not neutral and increase school segregation levels because (1) students tend to reject of schools with a low share of in-group members and low representation of 9th-grade classmates, and (2) micro-changers move into schools with a high share of in-group members and 9th-grade classmates. Furthermore, our simulation model shows that micro-changes impact on school segregation have a cumulative effect. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
8. Visualizing Silenced Histories of School Segregation: Visual Arts, Social Studies, and Drama-Integrated Lessons Using Three-Dimensional Printing.
- Author
-
Lim, Kyungeun and An, Sohyun
- Subjects
THREE-dimensional printing ,ART ,DRAMA ,EDUCATION of art teachers ,VISUALIZATION ,TABLEAUX (Art) ,PLAYWRITING ,SEGREGATION in education - Abstract
The article explores the integration of three-dimensional (3D) printing, visual arts, social studies and drama with historical inquiry into silenced stories of school segregation as a potential pedagogical approach in art teacher education. Topics discussed include educational value of employing tableaux, significance of 3D printing for design thinking and artistic learning, use of theatre scriptwriting to understand histories, and visualization techniques to forge personal connections.
- Published
- 2024
- Full Text
- View/download PDF
9. The Black Room.
- Author
-
Thompson, Lisa D. and Bazor, Barbara P.
- Subjects
SCHOOL children ,ELEMENTARY school principals ,AFRICAN American students ,RACE discrimination ,RACE ,SEGREGATION in education - Abstract
A simple parent request unveiled a startling revelation: The principal of Bridgforth Elementary School segregated students by race. Her attempt to establish a culturally responsive framework was met with an Office of Civil Rights (OCR) complaint of racial discrimination. This case will examine the principal's rationale for creating the framework, the parental complaint, the school community response, and two evidence-based options for increasing student outcomes for African American students and other ethnic minorities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
10. The Role of Noncontiguous Attendance Zones in Shaping School Populations: A Case Study of Tucson, Arizona and Fort Bend, Texas.
- Author
-
Asson, Sarah, Buck, Ruth Krebs, Bodenschatz, Hope, Frankenberg, Erica, and Fowler, Christopher S.
- Subjects
SCHOOL districts ,SCHOOL attendance ,SCHOOL enrollment ,DIVERSITY in education ,PRIVATE schools ,SEGREGATION in education - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
11. Drawn Into Policy: A Systematic Review of School Rezoning Rationales, Processes, and Outcomes.
- Author
-
Castro, Andrene, Siegel-Hawley, Genevieve, Bridges, Kimberly, and Williams, Shenita E.
- Subjects
- *
SCHOOL attendance , *SCHOOL integration , *RACE-conscious policy , *SCHOOL boards , *ACTION theory (Psychology) , *SEGREGATION in education - Abstract
School rezoning is the process of drawing and redrawing school attendance boundaries (SABs). However, studies explicitly focused on changing SABs through rezoning or other mechanisms are spread across multiple bodies of literature. Rezoning is also a politically contentious issue governed by local school boards, tying it to conceptual work on the politics of education. This systematic literature review on school rezoning brings together fragmented but related bodies of work to develop a comprehensive understanding of the rationales for school rezoning, the strategies and processes underlying it, and its associated outcomes. Grounded in a contested legal landscape, findings indicate that rezoning involves overlapping and interacting policy issues as well as multiple stakeholders that complicate the theory of action. Limitations in prevailing student assignment plans influence the degree to which rezoning can disrupt racial and socioeconomic segregation in schools. This review highlights the need to reconceptualize rezoning as a transformative tool, rather than one that replicates (or worsens) systems of educational inequity. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
12. Intersecting Inequalities: Racial/Ethnic and Socioeconomic Differences in Math Achievement and School Contexts in California.
- Author
-
Owens, Ann and Tom, Thalia
- Subjects
- *
HISPANIC American students , *RACE , *RACIAL inequality , *ASIANS , *ETHNIC differences , *SEGREGATION in education - Abstract
Past research extensively documents inequalities in educational opportunity and achievement by students' race/ethnicity or socioeconomic status (SES). Less scholarship focuses on how race/ethnicity and SES interact and jointly contribute to educational inequalities. We advance this burgeoning line of scholarship by charting math achievement trajectories and school socioeconomic composition by both student race/ethnicity and SES in California from 2014–15 through 2017–18. Linked administrative data allow us to operationalize student SES more richly than point-in-time free meal eligibility, a measure commonly used in education research. We find evidence of considerable racial/ethnic disparities in math achievement and school socioeconomic composition among same-SES students. White and Asian students score substantially higher on math achievement tests and attend higher-SES schools than same-SES Hispanic and Black students. Achievement and contextual inequalities are related: differential exposure to school SES by student race/ethnicity is associated with racial/ethnic achievement disparities within SES groups. Our findings show that SES does not translate into the same contextual or achievement advantages for students of all racial/ethnic groups, demonstrating the importance of jointly considering student race/ethnicity and SES in future research and policy development. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
13. Linearity, delay, and lost language learning opportunities. Newly arrived adolescent students' experiences with school segregation in Norway.
- Author
-
Kjelaas, Irmelin
- Subjects
- *
LANGUAGE & languages , *SEGREGATION in education , *SOCIOCULTURAL factors , *SOCIAL factors , *ADOLESCENCE - Abstract
This study investigates school segregation for newly arrived adolescent students (aged 16–22) in Norway. Based on an interview study in two Norwegian adult education establishments and drawing on a sociocultural framework, the article highlights the students' experiences with and perceptions of school segregation. More specifically, it analyzes which notions of second language learning come to the fore when the students reflect upon their school situation. The main finding is that the students are critical of the segregated system because it makes it hard to get to know Norwegian-speaking peers and thus, to learn Norwegian. They resist the linear model of language learning intrinsic to school segregation and feel that their language learning and their integration are being delayed as a result of the segregated system. As such, they perceive second language learning as dependent on social participation in second language communities, in line with sociocultural approaches. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
14. The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans' Transition to a Centralized School Lottery.
- Author
-
Lincove, Jane Arnold and Valant, Jon
- Subjects
EDUCATIONAL change ,SCHOOL choice ,STUDENT mobility ,SEGREGATION in education ,STUDENT attrition - Abstract
Unified enrollment (UE) systems were designed to improve efficiency, equity, and transparency in school choice processes, but research has focused on efficiency gains. This study examines whether moving from decentralized enrollment processes to UE mitigates or exacerbates racial segregation that often occurs in choice systems. Specifically, we examine a subset of charter schools in New Orleans that had enrolled disproportionately high numbers of White students prior to entering UE. We find that UE entry was associated with increased enrollment of non-White students in these schools without offsetting declines in White enrollment, facilitated by schools also increasing total enrollment after entering UE. We find no meaningful impacts of UE on school accountability measures, student or teacher mobility, or student discipline. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
15. A data-driven agent-based model of primary school segregation in Amsterdam.
- Author
-
Dignum, Eric, Boterman, Willem, Flache, Andreas, and Lees, Mike
- Subjects
- *
SEGREGATION in education , *RESIDENTIAL segregation , *PRIMARY schools , *DISCRETE choice models , *SCHOOL choice , *SCHOOL children - Abstract
Theoretical agent-based models of residential and school choice have shown that substantial segregation can emerge as an (unintended) consequence of interactions between individual households and feedback mechanisms, despite households being relatively tolerant. However, for school choice, existing models have mostly been highly stylized, leaving open whether they are relevant for understanding school segregation in concrete empirical settings. To bridge this gap, this study develops an empirically calibrated agent-based model focusing on primary school choice in Amsterdam. Consistent with existing models, results show that substantial school segregation emerges when schools are chosen based on a trade-off between composition and distance, and also when households are relatively tolerant. Additionally, findings of (hypothetical) policy simulations suggest that it is important to understand which preferences for school composition and distance households have and how these interact. We find that the effects of policies aiming to reduce school segregation through geographical restricting mechanisms are highly dependent on those interacting preferences. Also, we assessed the contribution of residential segregation to school segregation. Our findings may have implications for methodologies aiming to estimate school choice preferences, such as discrete choice models, as these methodologies do not explicitly control for implications of these interactions and feedback mechanisms, which might lead to incorrect inference. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
16. Moving Toward Integration or Segregation? Racial Change in Suburban Public Schools.
- Author
-
Mordechay, Kfir and Terbeck, Fabian J
- Subjects
- *
SUBURBS , *SEGREGATION in education , *SEGREGATION , *PUBLIC schools , *RACE , *METROPOLITAN areas - Abstract
Suburbs across the US are experiencing demographic shifts with consequences for suburban schools. While scholars have expressed concern about rising segregation among suburban public schools, we extend this work by examining changes in racial/ethnic school segregation across a typology of suburban municipalities in the Chicago-Naperville-Elgin metropolitan area between 2007 and 2018. Our findings are mixed- contingent on the measure of segregation employed. We find that Black-white and Hispanic-white segregation in mature suburbs is rising, but is at least in part driven by shifting demographics. The results suggest intra-suburban variation in segregation, highlighting the connection between race and neighborhood change. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
17. Cultivating School Integration through Community Partnerships and Specialty Programs.
- Author
-
Palencia, Virginia and Siegel-Hawley, Genevieve
- Subjects
- *
SCHOOL integration , *SUBURBS , *ACCULTURATION , *SCHOOL administrators , *SEGREGATION in education , *METROPOLITAN areas , *CITIES & towns , *EDUCATIONAL leadership - Abstract
More than sixty years after Brown v. Board of Education, racial and economic segregation in American schools is deepening. At the same time, dynamic racial and economic change in cities and suburbs offers new opportunities for intentional school integration. School leaders are an integral part of those opportunities. We draw on the integration theory of choice to explore how leadership can nurture the policies and practices that contribute to diverse, inclusive school communities in four U.S. metropolitan area schools. We purposefully selected the sites with an eye toward variation in grades served (pre-K, elementary, middle and high), locale (e.g., urban, suburban or regional) and commitment to intentionally fostering integration. Based on 22 interviews with a range of school leaders connected to the sites, including principals, directors, assistant principals and superintendents, we find that leaders who implement specialized programming and demonstrate agility with financial and human resources can help support school integration in the face of systemic segregation. We close with recommendations for policy and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
18. Pupils' right to inclusion in an urban Finnish lower secondary school: a Bernsteinian analysis of pupils' social relations.
- Author
-
Luoma, Tiina and Peltola, Marja
- Subjects
- *
SECONDARY schools , *SEGREGATION in education , *ETHNOLOGY , *DEMOCRACY , *SOCIAL classes - Abstract
Finnish schools are famous for their egalitarian principles, but they face challenges related to pupils' equal opportunities and, more broadly, democratic schooling. In this article, we examine the lived consequences of a growing challenge, school segregation, using Basil Bernstein's concepts of inclusion and classification. Our analysis is based on ethnographic data produced in a lower secondary school located in a relatively disadvantaged residential area in the metropolitan area of Helsinki, Finland. First, we explore how the classification of pupils from different social class and ethnic backgrounds is present in the school. Second, we analyse how the strength of this classification affects pupils' right to inclusion. We conclude that weak boundaries between pupils, and thus weak classification, construct an inclusive school community. However, the different categories—social class, ethnicity or other—intersect, and the strength of their classification varies, which in turn affects pupils' peer relations and feelings of belonging. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
19. Building Better Citizens Begins in the Classroom: For civics to matter again, students must actively engage with their own constitutional rights.
- Author
-
DRIVER, JUSTIN
- Subjects
CIVIL rights ,BLACK students ,CIVICS ,SEGREGATION in education ,TEACHERS ,JUDGES ,BROTHERS - Abstract
This article explores the decline of civic education in the United States and the polarization surrounding the topic. It suggests a student-centered approach to civic education that focuses on historic struggles for constitutional rights and encourages critical evaluation of these rights in today's society. The article emphasizes the importance of connecting constitutional concepts to students' daily lives and highlights Supreme Court cases involving students' rights as engaging topics for civic education. It argues that teaching students about their constitutional rights, particularly the First Amendment right to free speech, can foster respect for free expression and democratic values. The article also proposes the formation of a presidential commission on civic education to initiate widespread reform, emphasizing the need for bipartisan collaboration and the involvement of high-profile individuals from both parties. [Extracted from the article]
- Published
- 2024
20. Teaching Desegregation: African American Community Education and The Pittsburgh Courier, 1954–1956.
- Author
-
Akines, S. L.
- Subjects
EDUCATION of African Americans ,PUBLIC schools ,SEGREGATION in education - Abstract
Scholars have examined the political influence of the Pittsburgh Courier and its contributions to labor relations, community building, and the social uplift of African Americans. Few, however, have investigated how the weekly newspaper used its pages to educate the Black community about how to interact with the public schooling system in the years immediately following the 1954 Brown v. Board of Education Supreme Court decision. This article examines three educational columns that appeared in the Courier between the autumn of 1954 and 1956. It argues that the editors of the paper created these columns in an effort to shift the Black community away from an educational strategy of racial solidarity and racial consciousness and toward what this author calls a "colorblind universalism" approach to education. After the Brown v. Board of Education II ruling in 1955, the hope of school desegregation somewhat faded, and the Courier editors eventually discontinued the educational columns. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
21. Exploring Public Montessori Education: Equity and Achievement in South Carolina.
- Author
-
Fleming, David J. and Culclasure, Brooke
- Subjects
ACHIEVEMENT ,MONTESSORI method of education ,PUBLIC education ,SEGREGATION in education ,ACADEMIC programs ,STUDENT participation ,STUDENT engagement - Abstract
This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
22. Los Centros Privados Concertados como Factor de Segregación Escolar por Nivel Socioeconómico en España.
- Author
-
Murillo, F. Javier and Guiral, Claudia
- Subjects
RESIDENTIAL segregation ,POOR communities ,PRIVATE schools ,SECONDARY schools ,PUBLIC schools ,SEGREGATION in education - Abstract
Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
23. Open Campuses for the Elite and Restricted Campuses for Others: Class Segregation in Public Higher Education During the COVID-19 Shutdown.
- Author
-
Fincher, Mark E.
- Subjects
COVID-19 pandemic ,SEGREGATION in education ,SOCIOECONOMIC status ,STATE universities & colleges ,COMMUNITY colleges - Abstract
Segregation is often seen in terms of race. However, it can also be based on socioeconomic status. Public colleges and universities in the U.S. had highly divergent responses to the COVID-19 pandemic. Despite operating under similar health and legal considerations, campuses at most elite institutions were treated as essential functions while the neighboring campuses of less elite institutions were often treated as non-essential functions. This was problematic during the pandemic, but the discrimination appears to be continuing after the emergency has passed. The policy of continued reduction of the role of the college campus is an attractive option for less exclusive institutions. While a campus is most valuable for the more marginalized students, it is their campuses that closed and remain limited. The community college campus is the foundation of higher education for many students. The purpose of this article was to explore the value of the campus experience. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
24. "STEM in Genere": An Impact Evaluation.
- Author
-
Giovanni, Abbiati, Chiara, Leggerini, and Mariasole, Bannò
- Subjects
- *
SEGREGATION in education , *GENDER stereotypes , *RANDOMIZED controlled trials , *CLASSROOM environment , *GENDER role - Abstract
Research on labour market disparities between men and women has long since identified horizontal segregation in the educational system as one of the main factors driving the gender pay gap. One of the factors identified in the literature believed to be at the heart of horizontal gender segregation is the lack of representation and visibility of women in STEM fields. In this paper, we investigate the effectiveness of a program named "STEM in Genere", developed within the Gender Equality Plan 2022-2024 of the University of Brescia (Italy), which is aimed at contrasting the underrepresentation and the stereotypical representation of women in science among primary and lower secondary school students. Students of participant classes will meet an educator for a total of 2 hours, in which counter-stereotypical thinking of women in science will be stimulated via learning games. Teachers of participant classes will follow in parallel a dedicated workshop about nonstereotypical science teaching. The effects of the program on students' gender stereotypes in science and study/job aspirations will be evaluated via a randomised controlled trial (RCT) conducted in primary and secondary schools of the Brescia province, an affluent province located in the northern part of Italy. In particular, we will randomise classes within participating schools to have a good balance between the statistical power of the experiment and potential contamination threats. The contribution of this evaluation is threefold. First, we will collect first-hand data on students' views and aspirations in a country - Italy - in which the population traditionally holds quite conservative views about gender roles. Second, we will provide robust, experimental evidence on the effectiveness of the program "STEM in Genere", which is potentially scalable nationwide. Lastly, we will contribute to the methodological debate about question framing in survey methodology, by randomly varying the formulation of the questions in the surveys. Policy implications for educational and learning environments will be discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2024
25. Local language proficiency, school segregation and school adaptation of migrant children in urban China.
- Author
-
He, Guangye and Ge, Ting
- Subjects
- *
CHILDREN of immigrants , *SEGREGATION in education , *LANGUAGE ability , *INTERPERSONAL relations , *LANGUAGE acquisition , *SCHOOL children - Abstract
AbstractUsing the two-wave China Education Panel Survey, this study investigates the effect of local language proficiency on migrant children’s school adaptation, and the moderating role of school segregation in contemporary urban China. Our analysis delineates three pivotal aspects of school adaptation: learning adaptability, interpersonal relationships, and psychosocial maladjustment. Utilizing two-level mixed-effects models, we uncover that the influence of local language proficiency on school adaptation exhibits variability across different segregation levels in both low and high migrant concentration counties. The effects are acting as a double-edged sword. In counties with low migrant concentration, high language proficiency can enhance migrant children’s learning adaptability, self-efficacy, yet it could also bolster their depression levels. In counties with high migrant concentration, high language proficiency improves interpersonal relationships, however, it also increases their school change desire particularly in highly segregated schools. These findings highlight the intricate relationship between language proficiency and the contextual factors affecting migrant children’s school adaptation. It suggests the importance of designing educational interventions that not only enhance language acquisition but also address the broader emotional and social challenges faced by migrant children. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
26. Schools and the Rise of Mass Incarceration in a Post-Brown World.
- Author
-
Kautz, Matthew B.
- Subjects
- *
MASS incarceration , *EDUCATION policy , *SCHOOL boards , *SOCIAL control , *SOCIAL skills , *SEGREGATION in education , *HUNGER strikes - Abstract
In this article Matthew B. Kautz theorizes schools as unique carceral institutions with the capacities to criminalize, surveil, discipline, and punish and demonstrates how they have mobilized these unique abilities to establish social control. By tracing the development of school disciplinary policy and practice following Brown v. Board of Education, the essay illuminates how policy makers produced politically salable narratives of criminality to rationalize the expansion of jails and prisons during a period of major economic restructuring. Engaging with this history, Kautz provides a different lens for considering contemporary education policy. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
27. Racialized Closures and the Shuttering of Black Schools: Evidence from National Data.
- Author
-
Greene-Bell, Danielle Marie and Pearman II, Francis A.
- Subjects
- *
SCHOOL closings , *ANTI-Black racism , *RACIAL inequality , *ACHIEVEMENT , *SEGREGATION in education , *SURVIVAL analysis (Biometry) - Abstract
In this article Danielle Marie Greene-Bell and Francis A. Pearman II examine racial disparities in school closures across the United States, with a particular interest in majority Black schools. Using survival analysis and longitudinal data, they find that majority Black schools are far more likely to close than non-majority Black schools and that these elevated closure rates are not fully accounted for by observable differences like achievement levels, enrollment patterns, and the socioeconomic status of their surrounding communities. Using the theoretical frame of BlackQuantCrit, they argue that this pattern of findings is consistent with the theory that school closures demonstrate historical and contemporary forms of anti-Blackness that affect US schools and the geography of opportunity more broadly. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
28. Book Review: Ginsberg, Alice E., Transgressing Teacher Education: Strategies for Equity, Opportunity, and Social Justice in Urban Teacher Preparation and Practice.
- Author
-
Shi, Jialin
- Subjects
- *
SEGREGATION in education , *TEACHER education , *EDUCATIONAL equalization , *SOCIAL justice , *TEACHER educators , *AMERICANIZATION , *ASSIMILATION of immigrants , *INSTITUTIONAL racism - Abstract
Alice E. Ginsberg's book, "Transgressing Teacher Education: Strategies for Equity, Opportunity, and Social Justice in Urban Teacher Preparation and Practice," sheds light on the discrimination and inequality that still exist in American primary schools, particularly against students of color. Ginsberg explores the origins of this discrimination and suggests specific initiatives to achieve educational equity. She emphasizes the need for culturally relevant curriculum, encouraging teachers to frame their teaching in a way that recognizes and values students' cultural backgrounds. Ginsberg also addresses issues of discipline policies that disproportionately affect students of color and calls for a more democratic and equal school environment. [Extracted from the article]
- Published
- 2024
- Full Text
- View/download PDF
29. The Fate of "Shared Interests among People of Color": Asian American Intellectuals and Access to Education in the Post-Bakke Era.
- Author
-
Cheung-Miaw, Calvin
- Subjects
- *
ANTI-Asian racism , *MULTIRACIALITY , *PSYCHOLOGY of Asian Americans , *AFFIRMATIVE action programs , *EDUCATION policy , *UNIVERSITY & college admission , *SEGREGATION in education - Abstract
This article examines the perception of Asian Americans as having distinct group interests, diverging from other communities of color, both by conservatives and Asian American intellectuals dedicated to multiracial solidarity. It focuses on two pivotal moments: the 1980s campaign at UC Berkeley against changes in admissions criteria and a 1994 legal challenge to San Francisco's desegregation policies, which influenced Asian Americanists' views on education. These scholars argued that anti-Asian discrimination in education needed acknowledgment within broader racial justice frameworks, yet their focus on a unified Asian American interest sometimes overshadowed the varied disadvantages faced by different subgroups within the community, complicating efforts to form robust multiracial alliances.
- Published
- 2024
- Full Text
- View/download PDF
30. Drivers of school choice: Primary school selection in a free choice context.
- Author
-
Parma, Andrea, Agasisti, Tommaso, and Ranci, Costanzo
- Subjects
- *
PRIMARY schools , *PRIMARY education , *SCHOOL choice , *SEGREGATION in education , *SOCIOECONOMIC status - Abstract
In Italy, parents are free to choose the primary school for their children without restrictions imposed by catchment areas. This freedom of choice, inspired by quasi‐market mechanisms, aims to foster competition between schools and raise educational standards. Analysing the case of Milan using regression models and administrative data for the 2015–16 school year, we study the factors associated with the probability that parents choose a school different from the one closest to where they live. We focus on both push factors (the characteristics of local schools) and pull factors (the features of chosen schools). The findings indicate that parents select schools which have a lower proportion of immigrant pupils and higher socio‐economic status of the student body. On the other hand, school performance in standardised tests is not statistically associated with parents' decisions to opt out of local schools, nor does it emerge as a feature of the schools most likely to attract non‐local students after accounting for the socio‐economic composition of school intake. The resulting picture shows that affluent Italian parents implement avoidance strategies to avoid schools attended by a high proportion of immigrant or lower‐class students—with the potential of fostering segregation and concentrations of disadvantaged groups. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
31. Are the school choices of indigenous students affected by discrimination? Evidence from Chile.
- Author
-
Hofflinger, Alvaro, Villalobos, Cristóbal, Cárdenas, Loreto, and Treviño, Ernesto
- Subjects
- *
INDIGENOUS children , *SCHOOL choice , *SEGREGATION in education , *ACADEMIC achievement - Abstract
A common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
32. Do Moral Values Moderate the Relationship Between Immigrant-School Concentration and Violent Offending? A Cross-Level Interaction Analysis of Self-Reported Violence in Sweden.
- Author
-
Vasiljevic, Zoran, Pauwels, Lieven, Nilsson, Eva-Lotta, Shannon, David, and Svensson, Robert
- Subjects
- *
VALUES (Ethics) , *VIOLENCE , *CRIME prevention , *DOMESTIC violence , *SEGREGATION in education , *EDUCATIONAL surveys , *INTIMATE partner violence - Abstract
The study examines whether school-level immigrant concentration is related to students' involvement in violence, and whether students' moral values moderate the relationship between immigrant concentration and violence. The study is based on six nationally representative school surveys conducted by the Swedish National Council for Crime Prevention between 1999 and 2011, with a combined sample of 38,711 adolescents. We have combined different surveys to create one large pooled data set to evaluate segregation effects at the school level. Multilevel linear probability models are used to examine cross-level interaction effects. This study shows that contextual effects impact students differently, and that the relationship between immigrant concentration and violence is considerably stronger for adolescents with weak personal moral values. The paper provides empirical support for the differential vulnerability hypothesis. Policy and practice would benefit from a focus on the further development of programs and interventions that target personal moral values, not least in schools. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
33. Exploring Educational Inclusion and School Segregation: New Perspectives from the Case Study of Romania.
- Author
-
COSTACHE, Luminiţa, CRAI, Eugen, and IVAN, Claudiu
- Subjects
SCHOOL integration ,EDUCATION policy ,INCLUSIVE education ,GOVERNMENT policy ,ACADEMIC freedom ,SEGREGATION in education - Abstract
The article discusses the relationship between school segregation and the inclusive education related goals, analysing auspices that could lead to the success of educational policies aimed at desegregating schools. It goes in depth with nuances necessary for understanding the school segregation phenomenon and mechanisms for monitoring school segregation as a public policy project stemming from the case of Romania. While previous studies on school segregation have focused on inter-school segregation (the distribution of students from various categories among diff erent schools), we argue that it is equally important to consider the intra-school segregation side (i.e. segregation within the same school learning spaces). Relevant social context elements which are paramount for the success of desegregation policies are also discussed, such as the level of public support granted for such an educational policy, the impact of the „marketization” of educational services (degree of freedom in choosing educational services or the privatization thereof, etc.), awareness of the positive eff ects of school desegregation both from moral and economic perspective, and the necessity of ongoing monitoring of the phenomenon to prevent school resegregation. The benefits of school desegregation are analysed from the perspective of different stakeholders, including parents of vulnerable students involved in schooling as well as parents of better-off students, placed at the top of the socioeconomic hierarchy. The conclusion we draw is that providing educational services in a desegregated manner is beneficial not only to society as a whole but also to each category of stakeholders considered separately. The article also suggests new future guidelines for researching and documenting school segregation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
34. Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison.
- Author
-
Brinkmann, Maximilian, Huth-Stöckle, Nora, Schunck, Reinhard, and Teltemann, Janna
- Subjects
SOCIAL background ,SEGREGATION in education ,INTERNATIONAL schools ,CLASSROOM environment ,ACHIEVEMENT - Abstract
Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
35. Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach.
- Author
-
Acevedo, Sara M., Brown, Lydia X.Z., and Cowing, Jess L.
- Subjects
- *
SPECIAL education , *SEGREGATION in education , *ABLEISM , *DISCRIMINATION against people with disabilities - Abstract
In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and the depiction of disabled Black, Indigenous, and People of Color (BIPOC) as disposable others. Second, we employ a joint biopolitical and settler colonial analysis to re-examine US special education drawing on our experiences as disabled, critical disability studies scholars—two of whom are negatively racialized and two of whom are queer. Finally, we draw upon the principles of Disability Justice and Access-Centered Pedagogy to formulate recommendations for an alternative to segregated education for all students, centering the experiences of those disproportionately impacted by systemic oppression. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
36. My School District Isn't Segregated: Experimental Evidence on the Effect of Information on Parental Preferences Regarding School Segregation.
- Author
-
Thompson, Marissa E. and Trejo, Sam
- Subjects
- *
SCHOOL districts , *SEGREGATION in education , *PARENT attitudes , *EDUCATIONAL equalization , *SCHOOL children , *PUBLIC schools - Abstract
U.S. public schools are increasingly segregated by income, resulting in substantial educational inequality among U.S. schoolchildren. We conducted a nationally representative survey to explore the relationship between parental beliefs about and preferences regarding school segregation. Using experimental manipulation, we tested if learning about levels of school segregation in their local school district affects a parent's attitudes and preferences regarding school segregation. In doing so, our study helps elucidate whether disagreement with respect to segregation-reducing policies stems from differences in parental beliefs about the extent of segregation in their district or from differences in parental preferences given existing levels of segregation. We found that parents hold largely inaccurate beliefs about local segregation levels and underestimate, on average, the economic segregation in their district. However, information treatments that correct inaccurate beliefs do little to influence support for policies to reduce segregation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
37. A Quiet Revolution: Putting Parental Choice to Work for Social Justice.
- Author
-
Glenn, Charles L.
- Subjects
- *
SOCIAL justice , *PUBLIC schools , *SEGREGATION in education , *CHARTER schools , *STUDENTS - Abstract
AI offer first-hand account of a key stage in the development of parental choice in American public schooling, when Massachusetts state officials, concerned not to repeat the trauma and disruption resulting from mandatory reassignment of students to achieve desegregation in Boston, persuaded and helped more than a dozen other cities to adopt plans based upon guided parental choice. By 1993 over 200,000 students (25% of the state's public school enrollment) were attending schools in communities relying on parental choice to address the isolation of minority students; most of these had abandoned residence-based assignments altogether. This account describes the means by which this was achieved. This essay does not discuss charter schools, vouchers, tuition tax credits, faith-based schools or educational savings accounts; those came in the future. It is reasonable to believe, however, that the widespread and successful adoption of parental choice of local public schools in Massachusetts helped to prepare the way for such further developments nationwide. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
38. Navigating Educational and Urban Landscapes: Middle-Class School Choice Strategies in Local Education Markets.
- Author
-
Bonal, Xavier, González, Sheila, Montes, Alejandro, and Pagès, Marcel
- Subjects
- *
SCHOOL choice , *MIDDLE class , *EDUCATION , *SEGREGATION in education - Abstract
The middle-classes use school choice as a strategy of class reproduction and comparative advantage. In this article, we show how middle-class parental school choice strategies are spatially dependent and how schooling preferences and final choices are bounded by the social and educational characteristics of the local education market of their neighborhood of residence in the city of Barcelona. Our findings reveal interesting differences relating to the search process and final decisions, which are dependent on parental preferences and risk perception in the different local education markets. Reflections on some policy implications of the analysis are considered in the conclusions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
39. School segregation and social processes that shape early and middle childhood development.
- Author
-
Blatt, Lorraine R., Delale-O'Connor, Lori A., Binning, Kevin R., and Votruba-Drzal, Elizabeth
- Subjects
- *
SEGREGATION in education , *SOCIAL processes , *CHILD development , *INSTITUTIONAL racism , *PREJUDICES , *ETHNIC-racial socialization - Abstract
De facto school segregation, stemming from structural racism, has myriad consequences for children's development. Extant research documents the implications of segregated schools for children's academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes–including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact–are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
40. Geographies of Exclusion: Rebuilding Collective Responsibility in a Fragmented School System.
- Author
-
Hulme, Moira, Adamson, Carrie, and Griffiths, Dominic
- Subjects
- *
STUDENT mobility , *SCHOOL responsibility , *REGIONAL disparities , *SCHOOL administrators , *GEOGRAPHY , *SEGREGATION in education , *EDUCATIONAL equalization - Abstract
The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the "middle tier" in mediating inter-local tensions. Further research is needed on "hidden" pupil moves and diverse forms of within-school segregation-reintegration. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. The Effect of Occupational Feminization on the Returns to Education.
- Author
-
Gabriel, Paul E. and Schmitz, Susanne
- Subjects
OCCUPATIONAL segregation ,GENDER differences (Sociology) ,SEGREGATION in education ,LABOR market ,FEMALES - Abstract
This study explores whether workers in female-dominated occupations have lower returns to schooling than workers in integrated or male-dominated occupations. Our analysis of 2023 CPS earnings data for yearround full-time workers indicates that the earnings benefits to additional schooling decline as the female density of occupations increases. This finding is consistent with the occupational feminization literature. However, we also find that females have higher returns to schooling than males in integrated and maledominated occupational categories. Overall, women have achieved the highest labor market success in terms of returns to schooling in male-dominant occupations. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
42. An Empirical Analysis of Racial Segregation in Higher Education.
- Author
-
Hinrichs, Peter
- Subjects
HISTORICALLY Black colleges & universities ,SEGREGATION in education ,BLACK students ,HIGHER education ,COLLEGE majors - Abstract
This paper documents how segregation between Black students and White students across U.S. colleges has evolved since the 1960s, explores potential channels through which changes occur, and studies segregation across majors within colleges. The main findings are: (1) Black–White dissimilarity fell sharply in the late 1960s and early 1970s and has fallen more gradually since then. White students' exposure to Black students rose almost continuously from 1968 through 2011 before declining somewhat in recent years. Meanwhile, Black students' exposure to White students increased sharply in the late 1960s and early 1970s and has fluctuated since. (2) There has been regional convergence, although colleges in the South remain more segregated than those in any other region when measured by dissimilarity or by Black students' exposure to White students. (3) A major channel for the decline in segregation is the declining share of Black students attending historically Black colleges and universities. Differences in which U.S. state students attend college play only a small role in creating segregation, and there is moderate evidence that segregation is related to college selectivity stratification by race. (4) Although there is segregation within universities, most segregation across major × university cells occurs across universities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
43. PROTESTING NEAR JUDGES' HOMES: AN EXPLORATION OF JUDICIAL INDEPENDENCE AND FREE SPEECH IN LIGHT OF 18 U.S.C. § 1507.
- Author
-
Fasciale, Steven M.
- Subjects
JUDICIAL independence ,FREEDOM of speech ,PUBLIC demonstrations ,SEGREGATION in education ,JUDGES - Published
- 2024
- Full Text
- View/download PDF
44. Minorities moving out from minority-rich neighbourhoods: does school ethnic context matter in inter-generational residential desegregation?
- Author
-
Kalm, Kadi, Knapp, David Leonard, Kährik, Anneli, Leetmaa, Kadri, and Tammaru, Tiit
- Subjects
SEGREGATION in education ,MINORITIES ,NEIGHBORHOODS ,EDUCATIONAL planning ,POPULATION differentiation - Abstract
This paper aims to develop a fuller understanding of the relationship between the ethnic composition of childhood residential neighbourhoods, schools, and residential neighbourhoods later in life in producing and reproducing segregation. We apply a longitudinal research design on linked individual-level data from Estonia. Estonia is an interesting case because of the Soviet era population distribution policies and its ubiquitous state-funded educational system where minority parents can choose in which school—Russian-language or Estonian-language—their children study. We find that minority parents mostly opt for minority-dense schools and, if they do so, their children who grew up in minority-dense neighbourhoods also end up living in minority-dense neighbourhoods as adults. An inter-generational vicious circle of segregation forms. However, minority children who live in minority-dense neighbourhoods but study in majority-dense schools are more likely to end up living in majority-dense neighbourhoods later in life. Hence, intervening in school choice has the potential to contribute to inter-generational residential desegregation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
45. Education on segregation and processing of goat manure into organic fertilizer as an effort to realize a waste-free crop-livestock integration system in Kesiut Village Kerambitan district Tabanan Regency.
- Author
-
Ananda, Komang Dean, Partama, I. GD Yudha, and Kumara, Dewa Gede Agung Gana
- Subjects
- *
ORGANIC fertilizers , *SEGREGATION in education , *FARM manure , *ANIMAL waste , *LIQUID fertilizers , *MANURES , *COMPOSTING - Abstract
The Balifarm Goat Farm, located in Kesiut Village, is a potential village that deserves to be managed and developed. Apart from being a cattle business, it also has the potential to be developed into a tourist destination. However, Balifarm Goat Farm has not managed goat manure effectively. Urine waste and solid waste are simply left to pile up under the cages and are sometimes simply sold at low prices to nearby farmers. Manure production on this farm from each adult goat is an average of 1.4 kg/day, so that the total solid waste produced from the entire goat population is estimated at 200 kg/day, while for urine the average is 2.5 liters/goat/day, so that the total urine produced from the entire population is about 300 liters/day. The large volume of livestock manure produced and the lack of knowledge about the utilization and processing of livestock waste have the potential to cause disease in cattle and environmental pollution around the location of the farm. Urine waste and solid goat manure can basically be processed into liquid organic fertilizer, bio urine and compost, which is rich in nutrients and has higher economic value compared to sales without processing. The methods used are planning and observation methods, counseling and training methods, and questionnaire methods. Respondents in this activity consisted of 10 people who were members of the Balifarms. The results obtained were an increase in members' understanding regarding the sorting and processing of goat manure, namely urine into liquid organic fertilizer and solid manure into compost with an average level of knowledge before being given education was 44% and after being given education was 84%. The percentage increase for the average level of public knowledge is 98%. This percentage shows that the absorption capacity of the Balifarms members for the education provided is very high. The segregation of goat manure will facilitate the process so that it is more effective and has good quality because the raw materials are not mixed with other materials. The results of Liquid Organic Fertilizer and Compost Fertilizer can be applied to agricultural land which is also located in the Balifarms area, and thus can realize a waste-free crop-cattle system that will lead to a sustainable agricultural system. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. What Is Art Doing?: Uncovering Felt Knowledge for Art Education.
- Author
-
Bae-Dimitriadis, Michelle
- Subjects
DIVERSITY in education ,ART education ,SEGREGATION in education - Abstract
An introduction is presented in which the editor discusses articles within the issue on topics including diversity, equity and inclusion in the art classroom, art practice as an example of autobiographical felt knowledge generated by disability experiences, and the use of integrative curriculum to highlight silenced stories of school segregation.
- Published
- 2024
- Full Text
- View/download PDF
47. Milliken v. Bradley: 50 years later, teachers across the country reflect on the historic case
- Subjects
United States. Supreme Court ,Segregation in education ,Teachers ,Textile industry ,News, opinion and commentary ,Milliken v. Bradley 418 U.S. 717 (1974) - Abstract
Most of Alisha Washington-Hutton’s history students are familiar with Brown v. Board of Education, the landmark U.S. Supreme Court ruling in 1954 that ended state-sanctioned racial segregation in schools. But [...]
- Published
- 2024
48. Lessons from Wisconsin: The Slow, Stealthy, and Strategic Threat of School Vouchers.
- Author
-
Peterson, Bob
- Subjects
EDUCATIONAL vouchers ,SCHOLARSHIPS ,HOMOPHOBIA ,RELIGIOUS education ,EDUCATION savings accounts ,COMING out (Sexual orientation) ,SEGREGATION in education ,SEX discrimination - Abstract
The article discusses the growth and impact of school voucher programs in Wisconsin. These programs, also known as "school choice," use public tax dollars to pay for tuition at private, often religious, schools. Over the years, the restrictions on these programs have been gradually eliminated, allowing more private schools to receive public funding. The article highlights the potential negative consequences of voucher programs, including discrimination against LGBTQ+ students and the undermining of public education. It also explores the historical connection between voucher programs and white supremacy. The author argues for the improvement of public schools rather than the expansion of voucher programs. [Extracted from the article]
- Published
- 2024
49. STUDENTS FOR FAIR ADMISSIONS v. HARVARD: HOW THE UNITED STATES SUPREME COURT REINFORCED BARRIERS TO EQUAL PROTECTION WHILE LEAVING OPEN THE POSSIBILITY OF BREAKING DOWN THOSE BARRIERS.
- Author
-
ZISK, NANCY L.
- Subjects
- *
SEGREGATION in education , *APPELLATE courts , *CONSTITUTIONAL courts , *AFFIRMATIVE action programs in education , *CULTURAL pluralism , *SEGREGATION of African Americans , *ATTORNEY-client privilege , *STATE courts - Abstract
The article discusses the recent Supreme Court decision in Students for Fair Admissions v. Harvard College, which invalidated race-conscious admissions programs used by Harvard College and the University of North Carolina. The author argues that the decision reinforces systemic racism and perpetuates barriers to equal protection. However, the Court's invitation for applicants to discuss their race suggests that colleges may continue to consider race in admissions to achieve student body diversity. The article also explores the history of structural racism and its impact on access to healthcare, employment, and education. The text discusses the historical discrimination and unequal treatment faced by African Americans in the United States. It highlights how the Constitution initially considered African Americans as property and denied them citizenship and education. Government-sanctioned discriminatory practices continued even after the abolition of slavery, with segregation and systemic discrimination persisting for decades. The text also mentions the racial disparities that still exist today in areas such as health, wealth, education, and access to college. It argues that considering race in admissions decisions is necessary to address the legacy of unequal treatment and promote equal opportunity. The text discusses the Supreme Court cases of Bakke, Grutter, and Fisher II, which all dealt with the constitutionality of race-conscious admissions programs in universities. In Bakke, the Court invalidated a program that set aside seats for African American students, while in Grutter and Fisher II, the Court upheld the use of race as one factor among many in admissions decisions. The Court recognized that diversity in student bodies promotes cross-racial understanding and [Extracted from the article]
- Published
- 2024
50. Struggling to counter school segregation- a typology of local initiatives in Sweden.
- Author
-
Trumberg, Anders, Arneback, Emma, Bergh, Andreas, and Jämte, Jan
- Subjects
- *
SEGREGATION in education , *SCHOOL choice , *SOCIAL cohesion , *EDUCATIONAL equalization , *EDUCATION policy - Abstract
Swedish compulsory schools are committed to work for equality and social cohesion. Increasing school segregation, however, challenges this commitment. Based on survey data from Swedish municipalities, this article maps and analyses local initiatives that counteract school segregation. We identify three main types of initiatives—reinforcement, dispersal, and merging—and the exogenous (school external) and endogenous (school internal) drivers involved in each of them. The analysis reveals several gaps between the national level, the municipal level and local schools that hamper local efforts to counter school segregation. This article contributes to increased knowledge on how local initiatives of counteracting segregation are constrained by national policies about school choice and independent versus municipal schools, but also how local initiatives tend to focus on organizational dynamics rather than on social and pedagogical processes. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.