NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ890459
Record Type: Journal
Publication Date: 2010-May
Pages: 30
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0195-6744
Symbolic Boundaries and School Structure in New York and London Schools
Warikoo, Natasha Kumar
American Journal of Education, v116 n3 p423-452 May 2010
This article shows that an ethnically diverse student population leads to blurred ethnic and racial boundaries in high schools. Still, students in New York distinguish themselves much more along ethnic and racial lines than do London students. The evidence presented suggests that, in addition to national-level differences, traditional British school structure, which provides continuity of peers through the form class as well as time for socializing, leads to less emphasis on ethnic and racial boundaries than in the anomic structure of traditional urban American public high schools. It follows that, to promote ethnic and racial integration among teens, schools should not only serve integrated student bodies but also should maintain structures that present opportunities for students to bridge racial and ethnic boundaries. The study employs ethnographic data from schools in New York and London and 120 in-depth interviews.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United Kingdom (London)