ABSTRACT ‘School segregation’ indicates the concentration of a minority into a school that significantly exceeds the presence of the same population living in the surrounding territory. A segregated school is generally synonymous of low level of attainment and social marginalization. This phenomenon can be addressed as an urban issue or an educational problem, studied through spatial measures or qualitative interviews, interpreted as an institutional or a spatial effect. Many disciplines and approaches have in fact addressed the topic. This article, through a critical literature review, identifies the main drivers of segregation in the institutional context, the residential distribution of the population and the households’ choice. Taking into account evidence from the literature, especially from Northern Europe and United States, the author then disentangles the three drivers highlighting similarities and differences that can be found in diverse cities. Segregation in schools in fact seems eligible to acquire various shapes and features especially according to urban contexts, educational system and middle classes behaviors. The article will then highlight flaws in the current literature and suggest further research lines in order to achieve a more comprehensive understanding of the phenomenon.

中文翻译：

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学校隔离：制度规则、空间限制和家庭代理

摘要 “学校隔离”表明少数族裔集中到一所学校中，这大大超过了居住在周边地区的相同人口的存在。隔离学校通常是低学历和社会边缘化的同义词。这种现象可以作为一个城市问题或一个教育问题来解决，通过空间测量或定性访谈进行研究，解释为制度或空间效应。许多学科和方法实际上已经解决了这个话题。本文通过批判性文献回顾，确定了制度背景下种族隔离的主要驱动因素、人口的居住分布和家庭的选择。考虑到文献中的证据，特别是来自北欧和美国的证据，然后，作者分解了三个驱动因素，突出了在不同城市中可以找到的异同。事实上，学校中的隔离似乎有资格获得各种形式和特征，尤其是根据城市环境、教育体系和中产阶级行为。然后，文章将突出当前文献中的缺陷，并提出进一步的研究方向，以便更全面地了解这一现象。