Abstract
Segregation in schools and educational inequality can be caused by various issues: stratification of the school system, gender, ethnicity and social status related with personal resources like social networks, time, money, information, cultural preferences and their influence in decision making and school choice. But segregation in schools is deeply connected with neighbourhoods and the place of residence as well. Segregation practices and school choice decisions especially by middle class parents are linked to neighbourhood effects, the housing market, or spatial and socio-spatial opportunities.
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Notes
- 1.
‘Middle class’ in this article refers first of all to the parents’ level of education. These include families with at least one parent holding a higher education entrance qualification (Abitur) or a university degree. Additionally, the parents’ occupational prestige as well as the net equivalent income was used to classify them as middle class.
- 2.
Like Blokland et al. (2016, p. 7) I prefer to speak of ‘marginalisation’ or ‘marginalised neighbourhoods’ instead of ‘disadvantage’ or ‘disadvantaged neighbourhoods’ because ‘disadvantage’ has a too static connotation and a too strong relation with assets and not resources as a whole.
- 3.
The study is part of the joint research project ‘Choice—school choice and socio-cultural matching’ at Humboldt University Berlin and the University of Münster led by Sabine Gruehn and Thomas Koinzer that focusses on school choice, school quality and school types within the German primary school system with special reference to private schools.
- 4.
Mean = 8076 inhabitants per planning area.
- 5.
Child poverty is defined by the proportion of children aged under 15 who live in families living on social or unemployment benefits, and fits very well to our researched group: parents of children who were enrolled at school in summer 2015. The analysis was implemented with other indicators as well, and got nearly the same dissemination and results with only very small, negligible differences.
- 6.
- 7.
In detail: one-way analysis of variance (ANOVA), Post Hoc analysis, Turkey’s honest significant difference test (HSD).
- 8.
The information about the schools was taken from their homepages. Due to anonymization the sources cannot be mentioned.
- 9.
Net equivalent income is an OECD-index to describe the financial situation of a family depending on the number of members of the household. Every household member receives a different weighting due to his or her age (0.3–1.0). Total household income is then divided by the sum of the weightings to yield a representative income.
- 10.
Waldorf or Rudolf Steiner Schools are progressive educational schools with an anthroposophical, holistic approach.
- 11.
All direct quotes of parents are translated from German into English.
- 12.
Due to reasons of anonymization the names of the neighbourhoods were rephrased.
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Mayer, T. (2017). School Choice and the Urban Neighbourhood: Segregation Processes in the German Primary Sector with Special Reference to Private Schools. In: Koinzer, T., Nikolai, R., Waldow, F. (eds) Private Schools and School Choice in Compulsory Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-17104-9_10
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