Journal articles: 'Classroom segregation'

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Ruoff, Gabriele, and Gerald Schneider. "Segregation in the Classroom." Rationality and Society 18, no. 1 (February 2006): 95–117. http://dx.doi.org/10.1177/1043463106060154.

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Lee, Ee Lin. "The Segregation of Foreigners in U.S. Mainstream Classrooms." Sustainability 11, no. 11 (June 5, 2019): 3157. http://dx.doi.org/10.3390/su11113157.

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(1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)—a nonnative English speaking group—in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States. (3) The use of speech codes theory and Hymes’s SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation.

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Estrada, Peggy, Haiwen Wang, and Timea Farkas. "Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn." American Educational Research Journal 57, no. 4 (November 27, 2019): 1791–836. http://dx.doi.org/10.3102/0002831219887137.

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Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.

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Lesnik, Julie J. "Modeling Genetic Complexity in the Classroom." American Biology Teacher 80, no. 2 (February 1, 2018): 140–42. http://dx.doi.org/10.1525/abt.2018.80.2.140.

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This classroom exercise aims to help students understand the three Ps of genetic complexity: polymorphic, polygenic, and pleiotropic. Using coin flips and dice rolls, students are able to generate the genotype and phenotype of a random individual. From there, students find a mate for this individual and determine the phenotype of their offspring. The randomness generated by the coin and dice mechanics illustrates the principles of independent assortment and segregation, variable gene expression, and environmental effects.

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Barkhi, Reza, and Stephen Kozlowski. "ERP in the Classroom: Three SAP Exercises Focused on Internal Controls." Journal of Emerging Technologies in Accounting 14, no. 1 (February 1, 2017): 77–83. http://dx.doi.org/10.2308/jeta-51701.

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ABSTRACT Three short exercises are presented that introduce certain functional aspects of Enterprise Resource Planning (ERP) software. The objective is to provide students with an introduction to the functionality that is incorporated in a typical ERP software solution that supports an evaluation of internal controls and segregation of duties as part of the Information Technology Audit (IT Audit) function. We have developed three hands-on step-by-step exercises using a widely implemented ERP system (i.e., SAP) and provide access to SAP on the cloud so that students can learn how to verify internal controls embedded in the system and identify control weaknesses such as a lack of segregation of duties.

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West, Kimberly C. "A Desegregation Tool That Backfired: Magnet Schools and Classroom Segregation." Yale Law Journal 103, no. 8 (June 1994): 2567. http://dx.doi.org/10.2307/797056.

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Kelly, Sean. "A Crisis of Authority in Predominantly Black Schools?" Teachers College Record: The Voice of Scholarship in Education 112, no. 5 (May 2010): 1247–74. http://dx.doi.org/10.1177/016146811011200501.

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Background/Context Black students are no less engaged or more disruptive than other students of similar achievement levels and socioeconomic status. However, because Black students are more likely to have disadvantaged family backgrounds and lower levels of achievement, segregation concentrates the risk factors for problem behavior in predominantly Black schools. As a result of the behavioral climate in predominantly Black schools, teachers may rely on instructional methods that facilitate an orderly classroom and minimize the negative effects of disruptions, possibly resulting in an instructional approach that is less engaging for students in those classrooms. I rely on Metz's typology of developmental versus incorporative instruction and research on classroom discourse to identify instruction that may negatively impact student engagement. Purpose/Objective/Research Question/Focus of Study First, how do reports of problem behavior from teachers and administrators in predominantly Black schools differ from those in integrated and non-Black schools? Second, how does the prevalence of developmental instruction vary across schools with different racial compositions? Research Design This study uses the 2003–2004 Schools and Staffing Survey data to analyze reports of problem behavior from teachers and administrators. Logistic regression models are used to provide estimates of the prevalence of behavioral problems, adjusting for academic performance and socioeconomic status of the student body. The Chicago School Study (CSS) and the Partnership for Literacy Study (Partnership) data are then used to investigate the prevalence of developmental instruction. The CSS data contain student and teacher reports of the incorporation of student ideas into instruction. In the Partnership data, time summary statistics of observational records of teachers’ instructional activities (e.g., lecture, discussion, seatwork) and question property statistics from a coding of classroom discourse are presented. Conclusions/Recommendations Consistent with prior research, teachers are much more likely to report incidences of problem behavior in predominantly Black schools. Consequently, the instructional environment in predominantly Black schools and classrooms is tailored somewhat to reduce classroom disruptions and maintain an orderly environment. Specifically, the result is less interactive discourse and more seatwork. However, the differences in teachers’ instructional approach are relatively modest; there is no “crisis” of authority. Further research is needed on the effects of segregation on social relations in schools and how classroom instruction is affected.

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McFarland, Daniel A., James Moody, David Diehl, Jeffrey A. Smith, and Reuben J. Thomas. "Network Ecology and Adolescent Social Structure." American Sociological Review 79, no. 6 (November 5, 2014): 1088–121. http://dx.doi.org/10.1177/0003122414554001.

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Adolescent societies—whether arising from weak, short-term classroom friendships or from close, long-term friendships—exhibit various levels of network clustering, segregation, and hierarchy. Some are rank-ordered caste systems and others are flat, cliquish worlds. Explaining the source of such structural variation remains a challenge, however, because global network features are generally treated as the agglomeration of micro-level tie-formation mechanisms, namely balance, homophily, and dominance. How do the same micro-mechanisms generate significant variation in global network structures? To answer this question we propose and test a network ecological theory that specifies the ways features of organizational environments moderate the expression of tie-formation processes, thereby generating variability in global network structures across settings. We develop this argument using longitudinal friendship data on schools (Add Health study) and classrooms (Classroom Engagement study), and by extending exponential random graph models to the study of multiple societies over time.

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Giersch, Jason, Martha Cecilia Bottia, Roslyn Arlin Mickelson, and Elizabeth Stearns. "Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement." education policy analysis archives 24 (March 14, 2016): 32. http://dx.doi.org/10.14507/epaa.24.2123.

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In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

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Clotfelter, Charles T., Helen F. Ladd, Calen R. Clifton, and Mavzuna R. Turaeva. "School Segregation at the Classroom Level in a Southern ‘New Destination’ State." Race and Social Problems 13, no. 2 (January 13, 2021): 131–60. http://dx.doi.org/10.1007/s12552-020-09309-w.

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Marturano, Edna Maria. "Social Interaction in a Multiage, Single-Grade Classroom." Psychological Reports 61, no. 2 (October 1987): 475–81. http://dx.doi.org/10.2466/pr0.1987.61.2.475.

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Social interaction in a typical multiage first grade Brazilian classroom was examined with the aim of determining the extent of age segregation and the nature of cross-age interaction in such a mixed-age setting. The 12 older and the 12 younger children in the classroom were videotaped during academic activities. Dyadic contacts were analysed with respect to sex and age group of initiator and receiver as well as for content of the interaction. Older children preferred to interact with agemates and were selected as peers more frequently than younger children. Girls were less age-segregated than boys, and young boys were the most isolated group in the classroom. Cross-age interactions showed different patterns among boys and girls. The need for further research is stressed to assess the effects of such a social structure on the school adjustment of the young boys.

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Yoder, Amarou. "Something Resembling Hope: Notes on strategies for teaching Canadian social justice literature." Notes from the Field 48, no. 2 (December 11, 2013): 435–41. http://dx.doi.org/10.7202/1020980ar.

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Members of a large, cross-Canada research project on using Canadian social justice literature in the classroom share strategies that teachers are using to teach some of these texts. Strategies range from multi-media projects to song adaptations. Texts and strategies suitable for different grade-levels are represented, and cover a range of subjects, from residential schools to Canada’s history of segregation.

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Willms, J. Douglas. "School Composition and Contextual Effects on Student Outcomes." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1008–37. http://dx.doi.org/10.1177/016146811011200408.

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Background Findings from several international studies have shown that there is a significant relationship between literacy skills and socioeconomic status (SES). Research has also shown that schools differ considerably in their student outcomes, even after taking account of students’ ability and family background. The context or learning environment of a school or classroom is an important determinant of the rate at which children learn. The literature has traditionally used school composition, particularly the mean SES of the school, as a proxy for context. Focus of Study This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. Population The study uses data from the 2006 PISA (Programme for International Student Assessment) for 57 countries. PISA assesses the knowledge and life skills of 15-year-old youth as they approach the end of their compulsory period of schooling. Research Design Secondary analyses of the data describe the socioeconomic gradient (the relationship between a student outcome and SES) and the school profile (the relationship between average school performance and school composition) using data for the United States as an example. The analyses demonstrate two important relationships between school composition and the socioeconomic gradient and distinguish between two types of segregation, referred to as horizontal and vertical segregation. The analyses discern the extent to which school composition and classroom and school context separately and jointly account for variation in student achievement. Findings The results show that school composition is correlated with several aspects of school and classroom context and that these factors are associated with students’ science literacy. Literacy performance is associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, and “vertically,” due mainly to mechanisms that select students into different types of schools. Conclusions An understanding of socioeconomic gradients and school profiles for a school system is critical to discerning whether reform efforts should be directed mainly at improving the performance of particular schools or at striving to alter policies and practices within all schools. Both horizontal and vertical segregation are associated with lower student outcomes; therefore, we require a better understanding of the mechanisms through which students are allocated to schools. When the correlation of school composition with a particular contextual variable is strong, it calls for policies aimed at increasing inclusion or differentially allocating school and classroom resources among schools serving students of differing status.

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Messinger, Daniel S., Emily B. Prince, Minzhang Zheng, Katherine Martin, Samantha G. Mitsven, Shengda Huang, Tanja Stölzel, et al. "Continuous measurement of dynamic classroom social interactions." International Journal of Behavioral Development 43, no. 3 (January 23, 2019): 263–70. http://dx.doi.org/10.1177/0165025418820708.

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Human observations can only capture a portion of ongoing classroom social activity, and are not ideal for understanding how children’s interactions are spatially structured. Here we demonstrate how social interaction can be investigated by modeling automated continuous measurements of children’s location and movement using a commercial system based on radio frequency identification. Continuous location data were obtained from 16 five-year-olds observed during three 1-h classroom free play observations. Illustrative coordinate mapping indicated that boys and girls tended to cluster in different physical locations in the classroom, but there was no suggestion of gender differences in children’s velocity (i.e., speed of movement). To detect social interaction, we present the radial distribution function, an index of when children were in social contact at greater than chance levels. Rank-order plots indicated that children were in social contact tens to hundreds of times more with some peers than others. We illustrate the use of social ties (higher than average levels of social contact) to visualize the classroom network. Analysis of the network suggests that transitivity is a potential lens through which to examine male, female, and mixed-sex cliques. The illustrative findings suggest the validity of the new measurement approach by re-examining well-established gender segregation findings from a new perspective.

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Pijl, Sip Jan, Per Frostad, and Per-Egil Mjaavatn. "Segregation in the classroom: What does it take to be accepted as a friend?" Social Psychology of Education 14, no. 1 (July 30, 2010): 41–55. http://dx.doi.org/10.1007/s11218-010-9135-x.

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McKeown, Shelley, Maurice Stringer, and Ed Cairns. "Classroom segregation: where do students sit and how is this related to group relations?" British Educational Research Journal 42, no. 1 (August 3, 2015): 40–55. http://dx.doi.org/10.1002/berj.3200.

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Kadiri, Fadoua. "Morocco’s Inclusive Education Program through the Lens of Ethnography." International Journal of Linguistics, Literature and Translation 5, no. 6 (June 16, 2022): 100–110. http://dx.doi.org/10.32996/ijllt.2022.5.6.12.

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This ethnographic research study explores the changes undergone by an integration classroom designed to receive kids with disabilities following the implementation of Morocco’s 2019 inclusive education program. This longitudinal study spans two academic years (Jan-Feb, 2021 & Jan-Feb, 2022), given that classes were suspended during the academic year 2019-2020 due to the coronavirus pandemic. This paper uses qualitative tools to examine how the newly-devised inclusive education program affected a Moroccan integration classroom. It relies on participant observations, field notes, and informal questioning in addition to analysis of official documents. The research takes place in a Rabat-based integration classroom housed by the Allal Ben Abdellah public elementary school, a pilot establishment with years of expertise in dealing with kids with disabilities. The research shows that there is still a big confusion between the concepts of integration and inclusion as used in the Moroccan context. Inclusive education is still facing the challenges of lack of training for educators, scarcity of resources and equipment, and the rarity of school aids. However, there are some changes that occurred with the advent of the inclusive education program, like the change in the classroom’s demographics and the decrease of segregation of kids with disabilities, which helped many improve especially mild and moderate cases. In addition, the staff is proactive, self-taught, and has a positive attitude, a humane approach, and on-the-job expertise, a fact that helps with the implementation of the inclusive education program.

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McCardle, Todd. "Race Tracks: Career Aspirations and Feelings of Isolation in the Mainstream Classroom." Education and Urban Society 52, no. 2 (May 5, 2019): 284–311. http://dx.doi.org/10.1177/0013124519846277.

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Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions.

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O’Drobinak, David M., and Charles B. Woods. "COMPELLING CLASSROOM DEMONSTRATIONS THAT LINK VISUAL SYSTEM ANATOMY, PHYSIOLOGY, AND BEHAVIOUR." Advances in Physiology Education 26, no. 3 (September 2002): 204–9. http://dx.doi.org/10.1152/advan.00044.2001.

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One of our approaches to teaching a course in anatomy and physiology is to stress the fundamental, systems-level concepts. One successful strategy we use is to continually highlight the relationships among anatomy, physiology, and behavior. In this article, we describe a set of classroom demonstrations that stress these links while fostering critical thinking. These demonstrations, on the topic of sensory system structure and function, rely on two perceptual consequences of neural adaptation in the visual system: afterimages and aftereffects. Viewing specific visual stimuli under binocular or monocular conditions with interocular transfer permits several concepts to be observed and discussed, including neural adaptation, anatomical and functional segregation of visual system pathways, and the relationship among visual system structure, function, and perception. This article discusses how to produce and present the required visual stimuli, suggests a set of questions to stimulate critical thinking, and presents student evaluation of this activity.

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Antón Hurtado, Fina, Fulgencio Sánchez Vera, Javier Eloy Martínez Guirao, and Anastasia Tellez Infantes. "Social Sustainability and School Segregation in the Region of Murcia (Spain)." Sustainability 14, no. 3 (January 29, 2022): 1580. http://dx.doi.org/10.3390/su14031580.

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In this article we show an anthropological analysis of the processes of distribution and segregation of students in the Autonomous Community of the Region of Murcia (Spain). This region has experienced an intense migratory flow in the last three decades from Africa, America and Europe. In a short time, the region has become a heterogeneous society, affecting social cohesion. The objective of the research was to analyze the degree and causes of school segregation by sex, socioeconomic reasons and origin of the students. In order to know the degree of segregation, we have carried out a quantitative analysis of the enrollment data from last five years through the databases of the Regional Center for Statistics of the Region of Murcia, and of the Ministry of Education and Professional Training, EDUCAbase. To understand the causes underlying this distribution, an ethnographic fieldwork was carried out visiting nine educational centers (four public, three subsidized and two private) that present a high segregation of students. Members of the management team of the centers, teachers and parents were interviewed, compiling their interpretations about the social reality of the center and the environment, as well as their point of view on education and the inclusion of diversity in the classroom. The information obtained sufficiently clarifies the reality and the causes of the distribution between the public and private network of immigrant students, and even makes visible important differences between the different groups according to their origin.

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Valentino, Rachel. "Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States." American Educational Research Journal 55, no. 1 (September 20, 2017): 79–116. http://dx.doi.org/10.3102/0002831217732000.

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Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large “quality gaps” in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, I find much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling if a goal of public pre-K is to minimize inequality.

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Naraian, Srikala. "Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom." Urban Education 54, no. 10 (May 16, 2016): 1581–607. http://dx.doi.org/10.1177/0042085916648742.

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Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally promote explicit instructional processes. This article describes the literacy instruction of two teachers who drew on both explicit pedagogy and constructivist approaches to student learning. They reconciled these oppositional frameworks through their focus on “real” reading outcomes for their students. I argue that the teachers’ deeper commitments rendered their eclectic approach a form of inclusive pedagogy.

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Knight, David S. "Accounting for Teacher Labor Markets and Student Segregation in Analyses of Teacher Quality Gaps." Educational Researcher 49, no. 6 (May 26, 2020): 454–58. http://dx.doi.org/10.3102/0013189x20925805.

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Studies show that historically underserved students are disproportionately assigned to less qualified and effective teachers, leading to a “teacher quality gap.” Past analyses decompose this gap to determine whether inequitable access is driven by teacher and student sorting across and within schools. These sorting mechanisms have divergent policy implications related to school finance, student desegregation, teacher recruitment, and classroom assignment. I argue that analyses of the teacher quality gap that consider how teachers and students are sorted across labor markets offer additional policy guidance. Using statewide data from Texas, I show that teacher quality gaps are driven by sorting across school districts within the same labor market, but this finding differs depending on how “teacher quality” is defined.

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Santiago, Maribel, and Jasmin Patrón-Vargas. "THE FLUIDITY OF HISTORICAL ANALYSIS: STUDENTS’ INTERPRETATIONS OF MENDEZ V. WESTMINSTER." Association of Mexican American Educators Journal 13, no. 1 (April 16, 2019): 1. http://dx.doi.org/10.24974/amae.13.1.422.

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Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on Mendez v. Westminster was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students’ lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students’ lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students’ intersectional identities in shaping their historical analysis.

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Scharenberg, Katja. "The Interplay of Social and Ethnic Classroom Composition, Tracking, and Gender on Students’ School Satisfaction." Journal of Cognitive Education and Psychology 15, no. 2 (2016): 320–46. http://dx.doi.org/10.1891/1945-8959.15.2.320.

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This article examines the effects of social and ethnic classroom composition and tracking on students’ school satisfaction as an indicator of well-being and socioemotional outcomes in school. Analyses were based on a longitudinal school achievement study in Hamburg (Germany) with a sample of 5,941 students in 331 classes in secondary school. Multilevel analyses showed that, in classes with a more favorable social composition and a higher percentage of immigrants, students achieved higher levels of school satisfaction at the end of Grade 8. Regarding the developments of school satisfaction in Grades 7 and 8, the findings were similar but also indicated a stronger “confoundation” of compositional and tracking effects. It is concluded that because of segregation in secondary school, differential school environments do not only affect achievement but also emerge regarding socioemotional outcomes. Cross-level interaction analyses revealed gender-specific effects: Girls were found to be more susceptible to classroom composition and stronger benefit from attending academic tracks.

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Dolata, Roman. "Nierówności edukacyjne i szkolne segregacje czyli szkoła publiczna wobec wyzwań spójności społecznej w lokalnym systemie edukacji." Kwartalnik Pedagogiczny, no. 66/1 (August 31, 2021): 19–53. http://dx.doi.org/10.31338/2657-6007.kp.2021-1.2.

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Challenges that schools face in relation to social cohesion include the need to minimise the impact of students’ social background on their educational career and ensuring that the public school is a place of contact between children from different social groups and class. Research supporting local policy in this area should therefore monitor the social status-based determinants of students’ educational careers and other processes of intentional as well as spontaneous between school and between classroom segregation. The following facts were found in the local educational system analysed. The measures of SES dimensions of students’ family are significantly related to their school achievement. In Ostrołęka, this connection was found to be considerably stronger than the national average. However, which is certainly an optimistic result, the financial resources of the students’ families, with other SES dimensions controlled, did not affect school achievement. Parents’ educational aspirations for their children, on the other hand, are related to all aspects of socio-economic status. In this case, also the financial capacity of the students’ families is significantly related to the level of these aspirations. Including students’ school grades along with the SES dimensions in the analysis of the determinants of educational aspirations shows that they determine aspirations to the same degree as family status does. Sadly, there is no evidence that pre-school education helps low SES students catch up with their peers with high SES families. This means that the key to effectively support the development of children from educationally at-risk backgrounds is in the quality of preschool education and not just its universality. Schools in Ostrołęka differ in their social composition in terms of the parents’ education status and the financial capacity of their families, but the scale of these differences is not considerable. On the other hand, between classroom within school differentiation due to parents’ social status is in some schools much stronger than inter-school differences, which poses a serious problem.

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van Vemde, Lian, Lisette Hornstra, and Jochem Thijs. "Classroom Predictors of National Belonging: The Role of Interethnic Contact and Teachers’ and Classmates’ Diversity Norms." Journal of Youth and Adolescence 50, no. 8 (April 7, 2021): 1709–25. http://dx.doi.org/10.1007/s10964-021-01430-2.

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AbstractSchools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (Mage = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students’ national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships.

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Rogers, Theresa, Cynthia Tyson, and Elizabeth Marshall. "Living Dialogues in One Neighborhood: Moving toward Understanding across Discourses and Practices of Literacy and Schooling." Journal of Literacy Research 32, no. 1 (March 2000): 1–24. http://dx.doi.org/10.1080/10862960009548062.

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Drawing on a critical discourse perspective, we examine the “living dialogues,” or the complex interplay between discourses, in one neighborhood to recontextualize the often polarized debates about literacy instruction within education. Focusing on three children, their families, teachers, and classrooms, we argue that the creation of more inclusive school literacy practices requires a consideration of how discourses function within and across homes, communities, and schools. Thus we focus less on the merits or limits of one instructional method than on how living dialogues reflect particular and situated beliefs about language and literacy practices. Within this theoretical frame, classrooms arise as contextualized spaces where the living dialogues of unique discourse communities intersect, and where the relational discourses that shape and reflect classroom practices have the potential to open up or close down instructional spaces for children. A critical discourse perspective re-situates debates around literacy instruction and allows us to engage in complex ways with the dilemmas and possibilities of school-based literacy practices. Perhaps the most insidious and least understood form of segregation is that of the word. For if the word has the potency to revive and make us free, it has also the power to bind, imprison, and destroy. - Ralph Ellison

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Bender-Szymanski, Dorothea. "Assimilation, segregation, or integration? A teaching project examining approaches to religious and ideological diversity in the classroom." Intercultural Education 23, no. 4 (August 2012): 325–40. http://dx.doi.org/10.1080/14675986.2012.724587.

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Uysal, Huseyin. "Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners." TESOL Quarterly 56, no. 4 (November 12, 2022): 1471–85. http://dx.doi.org/10.1002/tesq.3187.

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Pitchaimuthu, Arivudainambi, Eshwari Ananth, Jayashree S. Bhat, and Somashekara Haralakatta Shivananjappa. "Comparison of temporal fine structure sensitivity and concurrent vowel perception between children with and without reading disability." F1000Research 9 (December 15, 2021): 1271. http://dx.doi.org/10.12688/f1000research.21544.2.

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Background: Children with reading disabilities (RD) exhibit difficulty in perceiving speech in background noise due to poor auditory stream segregation. There is a dearth of literature on measures of temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities to assess auditory stream segregation in children with reading disabilities. Hence the present study compared temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities between children with and without reading deficits. Method: The present research consisted of a total number of 30 participants, 15 children with reading disabilities (RD) and fifteen typically developing (TD) children within the age range of 7-14 years and were designated as Group 1 and Group 2 respectively. Both groups were matched for age, grade, and classroom curricular instructions. The groups were evaluated for TFS and concurrent vowel perception abilities and the performance was compared using independent ‘t’ test and repeated measure ANOVA respectively. Results: Results revealed that the children with RD performed significantly (p < 0.001) poorer than TD children on both TFS and concurrent vowel identification task. On concurrent vowel identification tasks, there was no significant interaction found between reading ability and F0 difference suggesting that the trend was similar in both the groups. Conclusion: The study concludes that the children with RD show poor temporal fine structure sensitivity and concurrent vowel identification scores compared to age and grade matched TD children owing to poor auditory stream segregation in children with RD.

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Pitchaimuthu, Arivudainambi, Eshwari Ananth, Jayashree S. Bhat, and Somashekara Haralakatta Shivananjappa. "Comparison of temporal fine structure sensitivity and concurrent vowel perception between children with and without reading disability." F1000Research 9 (October 23, 2020): 1271. http://dx.doi.org/10.12688/f1000research.21544.1.

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Background: Children with reading deficits (RD) exhibit difficulty in perceiving speech in background noise due to poor auditory stream segregation. There is a dearth of literature on measures of temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities to assess auditory stream segregation in children with reading deficits. Hence the present study compared temporal fine structure sensitivity (TFS) and concurrent vowel perception abilities between children with and without reading deficits. Method: The present research consisted of a total number of 30 participants, 15 children with reading deficits (RD) and fifteen typically developing (TD) children within the age range of 7-14 years and were designated as Group 1 and Group 2 respectively. Both groups were matched for age, grade, and classroom curricular instructions. The groups were evaluated for TFS and concurrent vowel perception abilities and the performance was compared using independent ‘t’ test and repeated measure ANOVA respectively. Results: Results revealed that the children with RD performed significantly (p < 0.001) poorer than TD children on both TFS and concurrent vowel identification task. On concurrent vowel identification tasks, there was no significant interaction found between reading ability and F0 difference suggesting that the trend was similar in both the groups. Conclusion: The study concludes that the children with RD show poor temporal fine structure sensitivity and concurrent vowel identification scores compared to age and grade matched TD children owing to poor auditory stream segregation in children with RD.

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Espinoza, Oscar, Luis González, María Ormazábal, Luis Sandoval, and Dante Castillo. "Formación y desempeño profesional de profesores en el nivel escolar: Percepciones de los empleadores." education policy analysis archives 28 (September 28, 2020): 142. http://dx.doi.org/10.14507/epaa.28.4924.

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The article analyzes the perception of employers on the performance of graduates of teaching programs, coming from Chilean universities that show different level of selectivity. A qualitative design is used, with in-depth interviews conducted in 2017 and 2018. It is concluded that the work performance of teachers is mediated by the degree of selectivity of the training institutions. Perspectives persist in employers that confirm social segregation, both in university education and in teaching work. The optimal teaching performance in high poverty contexts would be related to the adaptation to the educational context, the capacity for social integration, collaborative work and classroom management, among other attributes.

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Simsek, Müge, Frank van Tubergen, and Fenella Fleischmann. "Religion and Intergroup Boundaries: Positive and Negative Ties Among Youth in Ethnically and Religiously Diverse School Classes in Western Europe." Review of Religious Research 64, no. 1 (November 5, 2021): 1–33. http://dx.doi.org/10.1007/s13644-021-00473-y.

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Abstract Background In the past decades, Western European countries have become increasingly religiously diverse; furthermore, a growing share of their population is now youth with a migration background. Little is known about the role religion plays in social ties among children of native and immigrant origins. Purpose This study examines religious group boundaries among youth in secondary schools in England, Germany, the Netherlands, and Sweden. To this end, it describes to what extent youth’s positive and negative ties in the classroom are segregated along religious lines. Furthermore, it analyzes the role of structural opportunities and religious in-group preferences in the formation of religious boundaries in the social networks of youth. Methods The data come from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), which contains more than 18,000 adolescents (aged 14–15) in England, Germany, the Netherlands, and Sweden. First, we describe overall religious segregation in the social ties of youth by using the full survey data. Second, we test our hypotheses by analyzing the complete social networks of 5236 students in 247 classes. Results The analysis reveals that friendships are more likely between classmates with similar religious affiliations than classmates with different religious affiliations. In particular, in terms of friendships, there is clear segregation between non-religious and Christian youth on the one hand and Muslim youth on the other. This segregation is partly driven by structural forces that constrain intergroup meeting opportunities. However, group segregation goes beyond the patterns expected from opportunities alone. The results show strong preferences for intrareligious friendships and a tendency to avoid ties between Muslim and non-Muslim youth. Conclusion and Implications There are religious boundaries in the social relationships of youth in ethnically and religiously diverse school classes in Western Europe. In particular, social boundaries between Muslim and non-Muslim youth are the strongest. Creating opportunities for positive intergroup contact, such as the promotion of religiously diverse schools, apparently is not sufficient to avoid religious boundaries among youth. To reduce segregation along religious lines, interventions would also need to address the factors that shape youth’s preferences for intrareligious friendships.

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Johnson, Lawrence. "Reflections on Teaching The Wire: Developing a Radical Pedagogy." Radical Teacher 112 (October 23, 2018): 6–15. http://dx.doi.org/10.5195/rt.2018.343.

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This essay applies the concept of the white racial frame (Feagin 2010) in a critical reflection of the authors use of the popular HBO series The Wire. By positioning the authors subjectivity and experiences teaching the series as a pedagogical tool, the author argues that issues of race, gender, and agency are problematic for classroom use. Despite its popularity in academia students are generally ill-prepared to understand a long history of housing policy and residential segregation to their understanding of The Wire. By default, the white spatial imaginary undermines the critical nature of the show because it only depicts the ghetto where the critical task is to explain the structures that created the modern American ghetto.

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Kershner, Ruth. "Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?" International Journal of Educational Psychology 5, no. 2 (June 24, 2016): 112. http://dx.doi.org/10.17583/ijep.2016.2109.

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

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Ross, Heidi, and Yajing Chen. "Engaging Chinese international undergraduate students in the American university." Learning and Teaching 8, no. 3 (December 1, 2015): 13–36. http://dx.doi.org/10.3167/latiss.2015.080302.

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Vincent Tinto's theory of academic and social integration provides a framework for investigating perceived problems associated with Chinese international students' engagement at a public research-intensive university in the U.S. Midwest ('Midwest' University). These 'problems' – classroom silence, segregation and instrumentalism – are often understood in cultural terms, and we describe sociocultural values that might influence such behaviour. We also contend that culture, on its own, cannot wholly explain the complexity of student behaviours on college campuses. In a case study of Midwest University's Business School, we show how institutional policies do much to shape Chinese students' engagement. We conclude that popular perceptions of Chinese student engagement are simplistic. Chinese students are not indifferent engagers; rather, their interaction with campus life needs to be understood as embedded within complex cultural and institutional contexts.

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IMHOFF, GARY. "The Position of U.S. English on Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 48–61. http://dx.doi.org/10.1177/0002716290508001005.

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U.S. English is a nonprofit organization that promotes English as the common language of the United States. This position has been attacked by bilingual advocates as racist and antiminority. The author examines U.S. English's position toward bilingual education as an educational technique, an educational theory, a social theory, and a political movement. U.S. English has no objection to the use of non-English-speaking students' native languages in classrooms as an educational technique. Research evidence, however, supports neither claims that bilingual education is superior to alternative methods nor the educational theory behind bilingual education. Therefore, U.S. English advocates broadening federal funding for educational programs designed for limited-English-proficient children to include the full range of such programs rather than limiting funding to bilingual programs. Bilingual education is rooted in a social theory of cultural pluralism and a belief in the institutional racism of American schools. U.S. English advocates an emphasis on the commonalities between Americans rather than on the divisions between ethnic and cultural subgroups. It advocates English-language training leading to rapid classroom integration rather than to long-term language-based segregation within schools. Politically, advocacy of bilingual education comes primarily from Hispanic organizations whose continued power depends upon maintaining strong ethnic solidarity and separatism and from defining Hispanic Americans as a minority rather than an immigrant group.

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Suharjo, Suharjo, Silfia Hanani, and Jasmienti Jasmienti. "Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi." Jurnal Pendidikan Agama Islam 17, no. 2 (December 31, 2020): 217–28. http://dx.doi.org/10.14421/jpai.2020.172-08.

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The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

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Kotok, Stephen, and David DeMatthews. "Challenging School Segregation in the Twenty-first Century: How Districts can Leverage Dual Language Education to Increase School and Classroom Diversity." Clearing House: A Journal of Educational Strategies, Issues and Ideas 91, no. 1 (July 11, 2017): 1–6. http://dx.doi.org/10.1080/00098655.2017.1336405.

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Galindo, Claudia L. "Taking an Equity Lens: Reconceptualizing Research on Latinx Students’ Schooling Experiences and Educational Outcomes." ANNALS of the American Academy of Political and Social Science 696, no. 1 (July 2021): 106–27. http://dx.doi.org/10.1177/00027162211043770.

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Previous research has expanded our understanding of Latinx students’ schooling and outcomes in many ways, but current knowledge fails to appreciate nuances associated with the constantly evolving Latinx population. In many cases, schools are ill prepared to serve these students. I offer recommendations for developing a robust knowledge base on the education of Latinx students and the roles that schools play in perpetuating or ameliorating inequities. Specifically, I discuss strength-based perspectives and the expansive diversity of the population as concepts that are essential to framing research and interventions that aim to improve education for the Latinx student population. I review the empirical evidence on achievement outputs and key features of the school opportunity gap—segregation, discrimination, family-school partnerships, classroom teaching and learning, and instruction language use. Finally, I propose implications for developing equity-oriented reforms to support the continuous improvement of Latinx students’ education.

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Arevalo, Jorge A. "Gendering Sustainability in Management Education: Research and Pedagogy as Space for Critical Engagement." Journal of Management Education 44, no. 6 (September 11, 2020): 852–86. http://dx.doi.org/10.1177/1052562920946796.

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Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity working environments. Integrating SiME and Feminist Organization literatures, I develop a multidimensional framework for conceptualizing gender studies in the classroom. This theoretical framework offers faculty and students an evolving pathway to analyze gender and SiME with perspectives in feminist organization studies. I conclude by reflecting on integration strategies for creating space in research and pedagogy for the critical engagement of gender debates in our programs.

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Capo, Ivan, Bojana Andrejic-Visnjic, Dejan Miljkovic, Milan Popovic, Jelena Ilic-Sabo, Jelena Amidzic, Aleksandra Fejsa-Levakov, Matilda Djolai, and Dusan Lalosevic. "Virtual microscopy in histology and pathology education at the Faculty of Medicine, University of Novi Sad." Medical review 70, no. 11-12 (2017): 371–76. http://dx.doi.org/10.2298/mpns1712371c.

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Both histology and pathology as a scientific fields and as an educational subjects have always relied on technology. In the 19th century a major breakthrough happened in certain areas related to histotechnology, so histology and pathology were rapidly developing. Technological revolution has lead to modernization of histology and pathology teaching, resulting in virtual microscopy. Advantage of virtual microscopy is an improved way of teaching and better cost-effectiveness. As a method of histology and pathology teaching, it was implemented at the Faculty of Medicine of the University of Novi Sad in 2016, in a specially equipped classroom at the Institute of Histology and Embryology. Virtual Local Area Network segregation is enabled in this classroom, which allows network traffic from different groups of users to be securely segregated, creating an independent environment for each student?s computer. Students can simultaneously view audio-visual contents on their monitors, on projector screen and on 6 large 55-inch screens. Preexisting microscope glass slides with most representative tissue or organ sections and optimal staining quality were selected and scanned with NanoZoomer S210 Digital slide scanner - Hamamatsu that can rapidly scan glass slides and convert them to digital data. For viewing digital slides we use NDP.view2 program. It allows moving, rotating, zooming and focusing of digital slides via the mouse or keyboard. Program enables morphometric measurements, colorful special pointers, annotations on slides and ?bird?s-eye-view?.

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Leszczensky, Lars, and Sebastian Pink. "Ethnic segregation of friendship networks in school: Testing a rational-choice argument of differences in ethnic homophily between classroom- and grade-level networks." Social Networks 42 (July 2015): 18–26. http://dx.doi.org/10.1016/j.socnet.2015.02.002.

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Michello, Janet. "Inequities in Public Education Sustainability Threatened." HETS Online Journal 2, no. 2 (March 15, 2012): 33–49. http://dx.doi.org/10.55420/2693.9193.v2.n2.102.

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The societal goal of the institution of education is to transmit knowledge, to teach all students skills and values that will enable them to live fulfilling lives, participate in the labor force, and contribute to the functioning of society. Currently, however, the institution of education in the United States is in crisis. This article addresses the status of public education and raises questions about its capacity to meet the educational and social requirements of future generations for all its members. Since every society’s future is tied to its educational system, it is essential that we respond critically to the segregation and discrimination that still exist in American society and especially in our public schools. We need to seriously consider what the consequences will be if we continue to inadequately educate minority children when, in the not too distant future, the minority population will be the majority. Changes in educational outcomes are still possible but it will take considerable effort from many different segments of society to make a significant impact. One technique with far-reaching potential and addressed in this article is to bring lessons from the field into the college classroom.

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Neumann, Eszter. "Problem students, problem classes: Polarization, differentiation and language about disruptive student behaviour in Hungarian primary schools." Intersections 8, no. 1 (April 9, 2022): 72–89. http://dx.doi.org/10.17356/ieejsp.v8i1.776.

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While the effects of social and ethnic segregation in schools have been thoroughly studied, much less attention has been paid to the internal, more subtle forms of classification, selection, and exclusion at work in Hungarian primary schools. This paper focuses on the characteristic features of the language about classroom disruption and norm-breaking behaviour in socially mixed primary schools and how internal grouping structures frame this language and teachers’ perceptions of disruptive student behaviour. In the empirical analysis, two key notions by which teachers conceptualize norm-breaking behaviour emerged: the ‘problem student’ and the ‘problem class’. While the notion of the ‘problem student’ dominated the behaviour-related narratives of both schools, the notion of the ‘problem class’ was more prevalent and influential in one school, and specifically in those cohorts who attended a rigid, selective internal grouping structure. The in-depth analysis explores the discursive construction of the ‘problem class’ and the ways in which students identified as ‘problematic’ narrated their engagement in an anti-school student culture in the latter school. The findings suggest that inflexible internal grouping structures facilitated pathologizing language about ‘problem classes’ and these two factors together contributed to the polarization of student attitudes and to the development of an anti-school culture, and ultimately played a powerful role in the naturalization of classed educational trajectories.

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Tamay Felipa, Wilfredo, Jesús More López, José Yovera Saldarriaga, Ronald Rodríguez Espinoza, Diómedes Sánchez Moreno, Juan Ipanaqué Roña, Dante Cruz Nieto, and Héctor Castro Bartolomé. "Environmental Education and its relationship with Solid Waste in the High School Miguel Grau from the Paramonga district [Educación Ambiental y su relación con los Residuos Sólidos en la I.E. Miguel Grau del distrito de Paramonga]." Journal of Energy & Environmental Sciences 5, no. 1 (February 7, 2021): 1–9. http://dx.doi.org/10.32829/eesj.v5i1.44.

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This research seeks relationship between Environmental Education and solid waste in the High School Miguel Grau from the Paramonga district, Barranca province. It is worth mentioning that a schedule was developed with the participation of the principal, students, teachers, administrative staff and APAFA. The general objective is to determine how environmental education influences students. During the development of the investigation, a sample of 30 students was taken and questions were asked about recycling, segregation, final disposal and care of the environment. It is a basic cross-sectional type and a descriptive-correlational design was used. The data obtained were processed with descriptive and inferential statistics. Determining the answers to the questions that the majority throws the garbage in the classroom with 40%, throws it in the yard with 36.7%, there is no bin presence 96.6%, does not use a bin 96.6%, does not recycle the garbage 96.6%; in solid waste classification, the majority classify solid, liquid and gaseous 76.67%, organic and inorganic 76.7%, dangerous and non-dangerous with 83.3%, domiciliary with 50%; After learning about environmental care, the results were obtained from the cylinders to be taken to the landfill with 83.3% and organic waste with 50%; in environmental awareness, the majority throws in the cylinders with 66.7% and the presence of cans with 96.7%. What is interpreted that the student becomes aware in the care of the environment and recycles.

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Tamay Felipa, Wilfredo, Jesús More López, José Yovera Saldarriaga, Ronald Rodriguez Espinoza, Diómedes Sánchez Moreno, Juan Ipanaqué Roña, Dante Cruz Nieto, and Héctor Castro Bartolomé. "Environmental Education and its relationship with Solid Waste in the High School Miguel Grau from the Paramonga district [Educación Ambiental y su relación con los Residuos Sólidos en la I.E. Miguel Grau del distrito de Paramonga]." Journal of Energy & Environmental Sciences 5, no. 1 (February 7, 2021): 1. http://dx.doi.org/10.32829/eesj.v5i1.212.

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This research seeks relationship between Environmental Education and solid waste in the High School Miguel Grau from the Paramonga district, Barranca province. It is worth mentioning that a schedule was developed with the participation of the principal, students, teachers, administrative staff and APAFA. The general objective is to determine how environmental education influences students. During the development of the investigation, a sample of 30 students was taken and questions were asked about recycling, segregation, final disposal and care of the environment. It is a basic cross-sectional type and a descriptive-correlational design was used. The data obtained were processed with descriptive and inferential statistics. Determining the answers to the questions that the majority throws the garbage in the classroom with 40%, throws it in the yard with 36.7%, there is no bin presence 96.6%, does not use a bin 96.6%, does not recycle the garbage 96.6%; in solid waste classification, the majority classify solid, liquid and gaseous 76.67%, organic and inorganic 76.7%, dangerous and non-dangerous with 83.3%, domiciliary with 50%; After learning about environmental care, the results were obtained from the cylinders to be taken to the landfill with 83.3% and organic waste with 50%; in environmental awareness, the majority throws in the cylinders with 66.7% and the presence of cans with 96.7%. What is interpreted that the student becomes aware in the care of the environment and recycles.

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Izquierdo, Segismundo S., Luis R. Izquierdo, and Dunia López-Pintado. "Mixing and diffusion in a two-type population." Royal Society Open Science 5, no. 2 (February 2018): 172102. http://dx.doi.org/10.1098/rsos.172102.

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The outbreak of epidemics, the rise of religious radicalization or the motivational influence of fellow students in classrooms are some of the issues that can be described as diffusion processes in heterogeneous groups. Understanding the role that interaction patterns between groups (e.g. homophily or segregation) play in the diffusion of certain traits or behaviours is a major challenge for contemporary societies. Here, we study the impact on diffusion processes of mixing (or, alternatively, segregating) two groups that present different sensitivities or propensities to contagion. We find non-monotonic effects of mixing and inefficient segregation levels, i.e. situations where a change in the mixing level can benefit both groups, e.g. where an increase in the mixing level can reduce the expected contagion levels in both groups. These findings can have fundamental consequences for the design of inclusion policies.

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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

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Journal articles on the topic 'Classroom segregation'

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