This article examines the structural conditions that shape ethnic boundary making in the school setting. While previous work has focused on the ethnic composition of student bodies, this study places schools in their institutional and local contexts. The authors argue that the formation of identities and networks varies across local areas depending on the extent of ethnic stratification across schools. Empirically, the authors turn to the case of Germany, where the role of schools as producers of categorical inequalities is particularly obvious. The analysis links large-scale survey data on adolescents’ identification and networks with administrative geocoded information on local stratification across secondary schools. The authors find that minority students in schools with identical ethnic compositions show different inclinations to identify as a majority group member and to form friendships with majority peers, depending on the local extent of ethnic stratification across schools. To place these findings in a cross-national perspective, the authors identify scope conditions of these mechanisms of boundary making and discuss their presence in other countries and school systems. The results support recent theories of immigrant incorporation and offer a more contextualized understanding of ethnic boundary making in schools.

中文翻译：

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不仅仅是分拣机：分层学校系统中的种族边界制定

本文考察了在学校环境中形成族群边界的结构条件。虽然之前的工作侧重于学生群体的种族构成，但本研究将学校置于其机构和当地环境中。作者认为，身份和网络的形成因地方而异，这取决于学校间种族分层的程度。根据经验，作者转向德国的案例，在德国，学校作为绝对不平等的生产者的作用尤为明显。该分析将关于青少年身份和网络的大规模调查数据与有关中学地方分层的行政地理编码信息联系起来。作者发现，在种族构成相同的学校中，少数民族学生表现出不同的倾向，即认同为多数群体成员并与多数同龄人建立友谊，这取决于学校种族分层的当地程度。为了将这些发现置于跨国视角，作者确定了这些边界制定机制的范围条件，并讨论了它们在其他国家和学校系统中的存在。结果支持了最近的移民融入理论，并提供了对学校中种族边界制定的更具体的理解。作者确定了这些边界制定机制的范围条件，并讨论了它们在其他国家和学校系统中的存在。结果支持了最近的移民融入理论，并提供了对学校中种族边界制定的更具体的理解。作者确定了这些边界制定机制的范围条件，并讨论了它们在其他国家和学校系统中的存在。结果支持了最近的移民融入理论，并提供了对学校中种族边界制定的更具体的理解。