Why are English secondary schools socially segregated?

COLDRON, J., CRIPPS, C. and SHIPTON, L. (2010). Why are English secondary schools socially segregated? Journal of education policy, 25 (1), 19-35.

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Link to published version:: https://doi.org/10.1080/02680930903314285
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    Abstract

    This paper seeks an explanation for the persistent social phenomenon of segregated schooling in England whereby children from families with broadly the same characteristics of wealth, education and social networks are more likely to be educated together and therefore separate from children from more socially distant groups. The paper outlines the historical legacy and the current level of segregation in English schools. It considers explanations that focus on the effect of marketisation of education and finds these explanations limited. A deeper explanation in terms of the practices of more affluent and more highly educated parents is found to be more adequate but in need of amendment in its characterisation of collective action. The complementary practices of poorer parents with less education are highlighted. The way in which these class mechanisms operate in England at the present time is illustrated by considering the different ways in which segregation is generated in selective, faith and community schools. Keywords: social segregation; schooling; secondary schools; parents; England

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/02680930903314285
    Page Range: 19-35
    Depositing User: John Coldron
    Date Deposited: 08 Sep 2010 16:03
    Last Modified: 18 Mar 2021 10:15
    URI: http://shura.shu.ac.uk/id/eprint/2398

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