an article by Deborah Wilson (University of Bristol, UK) and Gary Bridge (Cardiff University, UK) published in Urban Studies Volume 56 Issue 15 (November 2019)
Abstract
Urban research has increasingly acknowledged the significance of the social and spatial composition of schools in the broader socio-spatial dynamics of cities overall. With increasingly marketised education systems, parental choice of school is a key mechanism affecting wider urban processes such as gentrification.
Most research into school choice in cities concentrates on the dynamics of choice (how and what parents say they choose).
Fewer studies deal with the relationship between choice and the subsequent allocation of pupils to schools.
This paper reports the findings of an international systematic review of the connections between parental choice and pupil allocation in school choice systems across the globe.
We find that school choice is associated with higher levels of segregation of pupils from different socioeconomic and ethnic backgrounds between schools. This finding is consistent across all types of choice mechanism, in different countries and cities, and across choice systems that have been in place for different lengths of time.
The reasons behind the observed relationship are, however, highly localised and contextual, including particularities of the choice mechanism, social composition of neighbourhoods and mix of school types in a city.
Increases in between-school segregation may lead to schools being more homogeneous in their social composition, with broader implications for social cohesion and educational inequalities in cities.
Relating the findings to the broader urban school literatures, we suggest that scales and geographies of allocation are critical in understanding the dilemmas and dynamics of choice, the resultant inequalities, and any proposed interventions or solutions to reduce these inequalities.
Showing posts with label school_choice. Show all posts
Showing posts with label school_choice. Show all posts
Friday, 15 November 2019
Friday, 12 July 2013
The determinants of student mobility in Europe: the quality dimension
an article by Linda Van Bouwel and Reinhilde Veugelers (KU Leuven, Belgium) published in European Journal of Higher Education Volume 3 Issue 2 (June 2013)
Abstract
The Bologna Process in Europe aims to increase student mobility, with the purpose of increasing average university quality through fiercer competition for students in a larger, more unified market. However, this beneficial effect of increased student mobility will only occur if student mobility is guided by quality considerations.
We examine whether the quality of a country’s higher education system helps explain macro-flows of foreign tertiary students in Europe. Using various measures for the quality of a country’s higher education system in an extended gravity model, we find that quality has a positive and significant effect on the size and direction of flows of students exchanged between 31 European countries.
At the graduate level, however, the driving force for student mobility appears to be the lack of educational opportunities in the home country.
Abstract
The Bologna Process in Europe aims to increase student mobility, with the purpose of increasing average university quality through fiercer competition for students in a larger, more unified market. However, this beneficial effect of increased student mobility will only occur if student mobility is guided by quality considerations.
We examine whether the quality of a country’s higher education system helps explain macro-flows of foreign tertiary students in Europe. Using various measures for the quality of a country’s higher education system in an extended gravity model, we find that quality has a positive and significant effect on the size and direction of flows of students exchanged between 31 European countries.
At the graduate level, however, the driving force for student mobility appears to be the lack of educational opportunities in the home country.
Tuesday, 4 June 2013
Social mix, schooling and intersectionality: identity and risk for Black middle class families
an article by Stephen J. Ball, Nicola Rollock, Carol Vincent and David Gillborn (Institute of Education, University of London, UK) published in Research Papers in Education Volume 28 Issue 3 (2013)
Abstract
This paper addresses some particular aspects of the complex intersections between race and social class. It is based upon data collected as part of a two-year Economic and Social Research Council (ESRC) funded project exploring the ‘Educational strategies of the Black Middle Classes’ (BMC). (‘The Educational Strategies of the Black middle classes’, ESRC RES-062-23-1880) [see http://www.ioe.ac.uk/research/32261.html].
The project as a whole focuses on the educational perspectives, strategies and experiences of Black Caribbean-heritage middle class families in England.
Little research attention has been given to the growing BMC, despite the massive interest in the educational decision-making of White middle class families.
The assumption perpetuated in media coverage of issues like educational achievement is that Black children are working class.
Here we consider the role of ethnic and social class mix – within school choice and within children’s friendship groups as these are inflected by the concerns about racism and educational achievement articulated by BMC parents.
The paper indicates different degrees of importance given to social mix in relation to school choice and in the making and monitoring of friendships among the families in the sample and some of the issues of strategy, risk and identity that are embedded in their thinking about and planning for social mix. Some gender differences are also signalled and their intersection with race and class is discussed.
Abstract
This paper addresses some particular aspects of the complex intersections between race and social class. It is based upon data collected as part of a two-year Economic and Social Research Council (ESRC) funded project exploring the ‘Educational strategies of the Black Middle Classes’ (BMC). (‘The Educational Strategies of the Black middle classes’, ESRC RES-062-23-1880) [see http://www.ioe.ac.uk/research/32261.html].
The project as a whole focuses on the educational perspectives, strategies and experiences of Black Caribbean-heritage middle class families in England.
Little research attention has been given to the growing BMC, despite the massive interest in the educational decision-making of White middle class families.
The assumption perpetuated in media coverage of issues like educational achievement is that Black children are working class.
Here we consider the role of ethnic and social class mix – within school choice and within children’s friendship groups as these are inflected by the concerns about racism and educational achievement articulated by BMC parents.
The paper indicates different degrees of importance given to social mix in relation to school choice and in the making and monitoring of friendships among the families in the sample and some of the issues of strategy, risk and identity that are embedded in their thinking about and planning for social mix. Some gender differences are also signalled and their intersection with race and class is discussed.
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