Separate and unequal: hukou, school segregation, and educational inequality in urban China

2022 ◽  
pp. 1-25
Author(s):  
Duoduo Xu ◽  
Xiaogang Wu
Keyword(s):  
Educational Inequality ◽  
Urban China ◽  
School Segregation ◽  
Separate And Unequal

scholarly journals School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?

2019 ◽  
Vol 18 (2) ◽  
pp. 157-179 ◽  
Author(s):  
Gabriel Gutiérrez ◽  
John Jerrim ◽  
Rodrigo Torres
Keyword(s):  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
School Segregation ◽  
Structural Factors ◽  
School Students ◽  
International Student Assessment ◽  
Poor Students ◽  
The Poor ◽  
The Rich

AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.

scholarly journals School Segregation and Disparities in Urban, Suburban, and Rural Areas

2017 ◽  
Vol 674 (1) ◽  
pp. 199-216 ◽  
Author(s):  
John R. Logan ◽  
Julia Burdick-Will
Keyword(s):  
Native Americans ◽  
Rural Areas ◽  
Test Performance ◽  
Urban Areas ◽  
Hispanic Students ◽  
Educational Inequality ◽  
Ethnic Disparities ◽  
School Segregation ◽  
Rural America ◽  
Racial Ethnic

Much of the literature on racial and ethnic educational inequality focuses on the contrast between black and Hispanic students in urban areas and white suburban students. This study extends the research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged relative to suburban schools, in terms of poverty and test performance. Native Americans are most affected by rural school disadvantage. While they are a small share of students nationally, Native Americans are prominent and highly disadvantaged in rural areas, particularly in certain parts of the country. These figures suggest a strong case for including rural schools in the continuing conversations about how to deal with unfairness in public education.

Segregate, Discriminate, Signal: A Model for Understanding Policy Drivers of Educational Inequality

2021 ◽  
pp. 089590482110290
Author(s):  
Etai Mizrav
Keyword(s):  
United States ◽  
Education Policy ◽  
School System ◽  
Educational Inequality ◽  
Research Synthesis ◽  
The United States ◽  
School Systems ◽  
Board Of Education ◽  
School Segregation ◽  
The U.S

Decades after the Brown v. Board of Education ruling banned mandatory race-based separation of students to different schools, school segregation, and inequality in the United States are rapidly increasing. In this research synthesis, I propose a model for explaining how segregation and inequality are formed in urban and suburban school systems and exacerbated even in the absence of formal segregation policy. The model describes segregation as a component in a triangle of discriminatory education policy processes: segregation, discrimination, and signaling. Connecting these three seemingly distinct policy practices could provide a better explanation for the growing inequality in the U.S. school system.

scholarly journals Returns to Education in Rural and Urban China: An Empirical Study

2018 ◽  
Vol 3 (4) ◽  
pp. 18
Author(s):  
Feng Wang ◽  
Hao Wu
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Returns To Education ◽  
Educational Inequality ◽  
National Level ◽  
Urban China ◽  
Data Set ◽  
Rural And Urban ◽  
Significant Difference ◽  
Rate Of Returns

This paper focuses on the returns to education in China, and it aims to determine the returns rate difference between those in the rural and urban areas. Mincer’s model has been used as the base for the returns rate calculation. OLS has been chosen as the estimator for the regression analysis. The data set selected for analyzing was CHIP 2013, which is one of the latest national level education and income surveys conducted in China. The empirical analysis results showed that the rate of returns to education for the general samples was 13.9%. This, therefore, was higher than the rate (around 10%) in 2000-2010 in China. Meanwhile, the significant difference between rural (3.7%) and urban (25.6%) areas has been detected. The gender equality testing showed that in rural areas, the rate of returns to education for females (9.1%) was much higher than males (2.5%). The results provided an overview of the current situation regarding the educational investment in China. It also pointed out the income and educational inequality between rural-urban and male-female.

School Segregation: Managed Integration or Free Choice?

1992 ◽  
Vol 10 (1) ◽  
pp. 91-103 ◽  
Author(s):  
W A V Clark ◽  
F M Dieleman ◽  
L de Klerk
Keyword(s):  
Free Choice ◽  
Educational Inequality ◽  
School Attendance ◽  
Strong Tendency ◽  
Immigrant Parents ◽  
Policy Intervention ◽  
School Segregation ◽  
Attendance Patterns ◽  
Specific Analysis ◽  
Dutch Cities

As the proportion of immigrant minorities has increased in Dutch cities there has been a corresponding increase in the levels of minority versus Dutch pupil segregation in the schools. At the same time the levels of segregation in residential neighborhoods has remained stable. A specific analysis of school attendance patterns in Amsterdam shows that the reason for the increasing segregation in schools is that there is a strong tendency to choose schools of the same ethnicity. The choices both by Dutch and by immigrant parents are serving to increase levels of separation but until there is evidence of educational inequality as a result we argue policy intervention should proceed with caution. The current government approach is to provide supplementary funding to ‘minority schools’ rather than to assign children to schools.

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