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Education Governance as a Macrosocial Influence on School Segregation

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Handbuch Educational Governance Theorien

Part of the book series: Educational Governance ((EDUGOV,volume 43))

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Zusammenfassung

This chapter considers the impact that educational governance has on school segregation between social groups such as racial or ethnic groups. It takes a Weberian sociological perspective, claiming that segregation across schools arises from processes of social closure and status competition between groups. Educational governance plays an important macro-level role in shaping these processes. It does so in three ways: determining the actors or organizational levels that make decisions relevant to segregation; establishing organizational boundaries that can facilitate the separation or exclusion of groups; and creating incentives or disincentives for segregation by determining how differentiated schools can be in quality or cultural orientation. Ultimately, governance has important implications for how pervasive segregation is across school systems and how persistent it is over time, but how any particular system of governance affects segregation is highly dependent on social context.

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Author information

Authors and Affiliations

  1. Tucson, U.S.A.

    Jeremy E. Fiel

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  1. Jeremy E. Fiel
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Correspondence to Jeremy E. Fiel .

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Editors and Affiliations

  1. Johannes Kepler Universität Linz, Linz, Austria

    Roman Langer

  2. Justus-Liebig-Universität Gießen, Gießen, Germany

    Thomas Brüsemeister

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Fiel, J.E. (2019). Education Governance as a Macrosocial Influence on School Segregation. In: Langer, R., Brüsemeister, T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-22237-6_33

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  • DOI: https://doi.org/10.1007/978-3-658-22237-6_33

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  • Online ISBN: 978-3-658-22237-6

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