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:: 10.1080/02680930903314285

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: Centre for Education and Inclusion Research
Identification Number: 10.1080/02680930903314285
Depositing User: John Coldron
Date Deposited: 08 Sep 2010 17:03
Last Modified: 29 Jul 2013 12:39
URI: http://shura.shu.ac.uk/id/eprint/2398

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