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http://hdl.handle.net/10609/104226
Title: Procesos de segregación y polarización escolar: la incidencia de las políticas de zonificación escolar
Other Titles: School segregation and school polarization processes: the influence of school zonification policies
Author: Alegre Canosa, Miquel Àngel
Benito Pérez, Ricard
González Balletbó, Isaac  
Others: Universitat Oberta de Catalunya (UOC)
Universitat Autònoma de Barcelona
Keywords: school segregation
school polarization
educational equity
school zonification
education policy
Issue Date: 2008
Publisher: Profesorado. Revista de Currículum y Formación del Profesorado
Citation: Alegre, M.A., Benito, R. & Gonzàlez, I. (2008). Procesos de segregación y polarización escolar: la incidencia de las políticas de zonificación escolar. Profesorado. Revista de Currículum y Formación del Profesorado, 12(2), 1-26.
Also see: https://digibug.ugr.es/handle/10481/17389
Abstract: This paper assesses the influence of different policies of school zonification (i.e. local policies that sort students into different schools on the basis of the delimitation of areas of proximity) on school social segregation and school polarization dynamics. Using the school segregation index and the school polarization level we analyze how different groups of pupils (basing on family educational capital and country of birth) are distributed among primary public funding schools -public and private schools- in a sample of ten municipalities of Catalonia. Our results suggest that certain zonification models - such as the model that assigns a single catchment area per single school- tend to reproduce -or increase- the patterns of residential segregation into the school network social configuration. Others, however, establish certain objective conditions to access to school that favour a reduction in school segregation and polarization. This occurs when more than one public school and more than one private dependent school are assigned the same catchment area. These results have clear implications for the policy debate concerning educational equality and equity.
Language: Spanish
URI: http://hdl.handle.net/10609/104226
ISSN: 1138-414XMIAR
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