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Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area

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Listed:
  • Marco Oberti

    (Sciences Po, France)

  • Yannick Savina

    (Sciences Po, France)

Abstract

In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.

Suggested Citation

  • Marco Oberti & Yannick Savina, 2019. "Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area," Urban Studies, Urban Studies Journal Limited, vol. 56(15), pages 3117-3142, November.
    • Handle: RePEc:sae:urbstu:v:56:y:2019:i:15:p:3117-3142
    DOI: 10.1177/0042098018811733
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    References listed on IDEAS

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    1. Fack, Gabrielle & Grenet, Julien, 2010. "When do better schools raise housing prices? Evidence from Paris public and private schools," Journal of Public Economics, Elsevier, vol. 94(1-2), pages 59-77, February.
    2. Tim Butler & Chris Hamnett & Mark J. Ramsden, 2013. "Gentrification, Education and Exclusionary Displacement in E ast L ondon," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 37(2), pages 556-575, March.
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    1. repec:spo:wpmain:info:hdl:2441/42b5qghoam9ciavp5c1ajog86n is not listed on IDEAS
    2. Willem Boterman & Sako Musterd & Carolina Pacchi & Costanzo Ranci, 2019. "School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes," Urban Studies, Urban Studies Journal Limited, vol. 56(15), pages 3055-3073, November.
    3. Gijs Custers & Marjolijn Das & Godfried Engbersen, 2023. "Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy," Urban Studies, Urban Studies Journal Limited, vol. 60(14), pages 2852-2873, November.
    4. Yannis Psycharis & Anastasia Panori, 2023. "Small-Scale Socio-Economic Conditions And Residential Segregation: Evidence From The Municipalities Across The Metropolitan Region Of Attica," Romanian Journal of Regional Science, Romanian Regional Science Association, vol. 17(1), pages 38-65, June.
    5. Tiit Tammaru & David Knapp & Siiri Silm & Maarten van Ham & Frank Witlox, 2021. "Spatial Underpinnings of Social Inequalities: A Vicious Circles of Segregation Approach," Social Inclusion, Cogitatio Press, vol. 9(2), pages 65-76.
    6. Nagui Bechichi & Julien Grenet & Georgia Thebault, 2021. "Ségrégation à l’entrée des études supérieures en France et en région parisienne : quels effets du passage à Parcoursup ?," Working Papers hal-03501119, HAL.
    7. Béatrice Boutchenik & Pauline Givord & Olivier Monso, 2020. "How do restrictive zoning and parental choices impact social diversity in schools?," Working Papers hal-03455914, HAL.
    8. Leïla Frouillou, 2022. "La dimension spatiale des inégalités scolaires," Post-Print halshs-03801851, HAL.
    9. Jaap Nieuwenhuis & Jiayi Xu, 2021. "Residential Segregation and Unequal Access to Schools," Social Inclusion, Cogitatio Press, vol. 9(2), pages 142-153.
    10. Venla Bernelius & Heidi Huilla & Isabel Ramos Lobato, 2021. "‘Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation," Social Inclusion, Cogitatio Press, vol. 9(2), pages 154-165.
    11. Kaihuai Liao & Peiyi Lv & Shixiang Wei & Tianlan Fu, 2022. "A Scientometric Review of Residential Segregation Research: A CiteSpace-Based Visualization," Sustainability, MDPI, vol. 15(1), pages 1-21, December.
    12. Willem R Boterman, 2019. "The role of geography in school segregation in the free parental choice context of Dutch cities," Urban Studies, Urban Studies Journal Limited, vol. 56(15), pages 3074-3094, November.
    13. repec:hal:spmain:info:hdl:2441/42b5qghoam9ciavp5c1ajog86n is not listed on IDEAS

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