Featured graphic. Parental 'choice' and sociospatial segregation in a UK city: access to the best state-funded secondary schools for Black Somali pupils
Featured graphic. Parental 'choice' and sociospatial segregation in a UK city: access to the best state-funded secondary schools for Black Somali pupils
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DOI：
10.1068/a140609g
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发表时间：
2015
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影响因子：
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通讯作者：
Easton S
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文献类型：
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作者：
Easton S
随着20世纪80年代新自由主义的兴起（Harvey，2005），英国的教育政策一直围绕着消费者（父母）选择的争论，但没有明确承认，“选择”在社会上（Kaufmann et al，2004;雷伊，2012）在空间上（Burgess et al，2011）并不是均匀分布在整个社会中的。在对谢菲尔德市（英国约克郡）的学校通勤情况进行分析时，很明显，黑人中学生（11-16岁）从家到学校的路程比该市所有其他族裔群体都要远得多。在所有族裔群体中，英国白色中学生上学的平均距离最短-平均为2.5公里;非洲裔加勒比人后裔的儿童上学的平均距离不到4公里;非洲黑人：其他类别的学生上学的平均距离为4.27公里;索马里黑人后裔的学生上学的平均距离为4.35公里-在所有族裔群体中最远。然而，虽然非裔加勒比黑人和非洲裔其他学生上学距离较远至少部分是因为基督教学校上学率较高（离家较远），但索马里裔黑人学生的情况并非如此。在2007/2008至2010/2011四个学年期间，没有索马里学生在谢菲尔德的任何一所国家资助的天主教高中上学。这可能至少部分是因为该社区的主要宗教是伊斯兰教，这可能排除了参加基督教信仰学校的选择。自愿资助的宗教学校也制定了自己的选择标准，这可能会限制来自更贫困背景的儿童因教育上的劣势而进入这类学校。图1显示了作者为英国谢菲尔德创建的定制地理人口聚类分析的dasymetric版本，该分析来自2011年人口普查日期（在Vickers，2006年之后），此外还有房价和城市形态数据，覆盖了2011年GCSE成绩最高的中学的65%集水区（1）。地图显示，有学龄儿童的索马里家庭主要集中在该市北部和市中心附近的贫困地区。这部分是由于他们的难民历史，理应由理事会重新安置在社会住房。深灰色的圈是高中的集水区，使用谢菲尔德的平均GCSE结果测量，加上2个低于全英格兰平均GCSE结果5%的组平均值。标准性能表统计（关键阶段4/GCSE结果）被用来衡量学校的表现，因为这可能是一些家长在为孩子选择学校时提供的唯一信息（加维，2014）。这些集水区是根据2010/11年入学的65%的学生从学校到学校的路线距离从学生的家庭位置产生的。该地图显示，大多数GCSE成绩高于平均水平的高中，以及与此平均值相关的高成就学生同龄人群体，都聚集在城市西部最富裕的社区。进入这些高水平的公立学校的机会受到居住地区的限制。西部表现较好的学校是谢菲尔德最受欢迎的学校，因此经常超额认购（谢菲尔德市理事会，2012年）。在谢菲尔德的所有中学中，天主教高中的GCSE成绩最好，它有一个非常大的集水区，覆盖了城市的大部分地区，包括上面确定的索马里居住区。
Following the rise of the neoliberalism in the 1980s (Harvey, 2005), education policy in England has been based around the polemic of consumer (parental) choice, but without explicit acknowledgement that,‘choice’is not evenly distributed throughout society either socially (Kaufmann et al, 2004; Reay, 2012) spatially (Burgess et al, 2011). During an analysis of school commuting for the city of Sheffield (in Yorkshire, UK), it became evident that Black secondary pupils (aged 11–16) were travelling significantly further from home to school than all other ethnic groups in the city. While White British secondary pupils travelled the shortest mean distance of all ethnic groups to school—an average of 2.5 km; children of Afro-Caribbean descent travelled just under 4 km; pupils in the Black African: Other category travelled an average of 4.27 km; and pupils of Black Somali heritage travelled 4.35 km on average—the furthest of any ethnic group. However, while the longer distances travelled by Black Afro-Caribbean and African: Other pupils were at least partly explained by higher rates of attendance at Christian faith schools (which were further away from home), this was not the case for Black pupils of Somali descent. No Somali pupils attended either of the state-funded Catholic high schools in Sheffield during the four school years from 2007/08 to 2010/11. This is likely to be at least in part because the predominant religion of this community is Islam, which may exclude the option of attending a Christian faith school. Voluntary-aided faith schools also set their own selection criteria which may limit access to this type of school for children from more deprived backgrounds through educational disadvantage. Figure 1 shows a dasymetric version of a bespoke geodemographic cluster analysis created for Sheffield, UK by the author from 2011 census date (after Vickers, 2006) in addition to house-price, and urban form data overlaid by 65% catchment areas (1) for the secondary schools in 2011 with the highest GCSE results. The map shows that Somali families with school-age children are concentrated mainly in the poorer parts of the city to the North and near the city centre. This is partly as a result of their refugee history which behoved being rehoused in social housing by the council. The dark grey loops are the catchment areas for the high schools with the highest performance as measured using mean GCSE results in Sheffield, plus 2 with a group mean of less than 5% below the average GCSE results for all England. Standard performance table statistics (Key Stage 4/GCSE results) were used to gauge school performance as this may be the only information some parents have available when selecting schools for their children (Garvey, 2014). These catchments were generated from pupil’s home location based on route distances from to school for 65% of the pupil intake in 2010/11. The map shows that most high schools with above-average GCSE results, and the high-achieving pupil peer-group associated with this mean, are clustered in the wealthiest neighbourhoods to the west of the city. Access to these high-performing state-schools is limited by area of residence. The higher-performing schools to the west are some of the most popular schools in Sheffield and as such are regularly oversubscribed (Sheffield City Council, 2012). The Catholic high school with the best overall GCSE results of any secondary school in Sheffield has a very large catchment area which covers most of the city, including the Somali areas of residence identified above.