• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Urban Studies >Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area
【24h】

Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area

机译：巴黎的城市和学校隔离：背景对学校成绩的影响的复杂性：巴黎大都市地区的中学案例

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In French cities, because of a rigid school catchment area policy based on students' place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students' social background. If one looks at the number of top tier marks ('mention bien et tres bien') obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school's status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.
机译：在法国城市中，由于严格的学校集水区政策基于学生的居住地，因此社会-住宅隔离与学校隔离之间存在很强的相关性。但是后者不仅仅是前者的简单机械反映。许多过程（选择私立学校或选择特殊的且往往是选择性的稀有课程，可以避免去当地的公立中学；残疾；兄弟姐妹；个人便利）加剧了这种相关性。本文使用教育部的数据，根据中学的社会经济构成（使用对应分析和等级集聚分类），对中学进行了分类，并研究了巴黎大都市地区中学的空间分布不均。我们使用经典指标来衡量学校隔离度，并显示学校隔离度高于社会居住隔离度，特别是对于中上阶层背景的学生和工人阶级背景的学生。与测试成绩相比，隔离的空间分析揭示了地点之间的强烈不平等。主要根据学生的社会背景的影响来分析学校隔离对学校成功的影响。如果人们看一看2006年至2012年巴黎大都会地区最终中学考试中获得的最高分（“ mention bien et tres bien”）的数量，就有可能看到男孩和女孩对性别的敏感程度不同。这些上下文效应。基于逻辑回归，对个人特征（社会经济背景和性别）与背景变量（学校的地位[私立/公共]，位置，社会经济构成）之间的相互作用进行分析，可以得出更为复杂的图景。这就提出了方法论和政治上的问题，表明需要交叉方法。这样的发现不仅对研究种族隔离和学校不平等现象的社会科学家提出了挑战，而且对想要加强混合教育的政策制定者也构成了挑战。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号