NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ882824
Record Type: Journal
Publication Date: 2010-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0268-0939
Why Are English Secondary Schools Socially Segregated?
Coldron, John; Cripps, Caroline; Shipton, Lucy
Journal of Education Policy, v25 n1 p19-35 Jan 2010
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. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)