Jordi Bayona-i-Carrasco , Centre d’Estudis Demogràfics (CED), UAB
Andreu Domingo, Universitat Autònoma de Barcelona
Interest in analysing school segregation of students of immigrant origin derives from the fact that this is a key mechanism for understanding reproduction of inequalities and the chances of these students for social mobility. It also enables us to complement the traditional view of segregation which draws on residence-based analysis. In Barcelona, the progressive incorporation into schools of descendants of immigrants has, in recent years, notably raised the number of pupils of immigrant origins, thus diversifying and transforming the composition of the student body and changing the distribution of students in schools and their patterns of segregation. The main contribution of this study, is its use of a typology which, following works by Rumbaut (2004) classifies students in accordance with place of birth, year of arrival, and place of birth of parents. Moreover, participation of the dual school system (public and private) in segregation is quantified. Linking microdata from the Department of Education and the Population Register has enabled this new approach to school segregation, which goes beyond the classical approach based on nationality. Two indicators are used when calculating segregation: the segregation index and Hutchens’ square root index, which makes it possible to break down the indicator and determine the influence of the dual school system in segregation. The results support the idea that analysis according to immigration status offers an important element of interpretation when trying to ascertain the real scope of the dynamics of segregation.
Presented in Session 77. Immigrants' Structural Integration II: Education