Social Fragmentation and the Public-Private School Divide: The Case of High-Achieving High Schools in Mexico City

Autor/in	Azaola, Marta Cristina
Titel	Social Fragmentation and the Public-Private School Divide: The Case of High-Achieving High Schools in Mexico City
Quelle	In: Globalisation, Societies and Education, 19 (2021) 5, S.672-686 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Azaola, Marta Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1878011
Schlagwörter	Private Schools; Public Schools; Urban Schools; Middle Class; Social Stratification; Social Values; Socioeconomic Background; Reputation; High Achievement; Educational Quality; Barriers; Interaction; Social Distance; High School Students; Adolescents; Disadvantaged; Ethnic Diversity; Foreign Countries; Mexico (Mexico City) + Suchen Sie Ihr Suchwort? Private school; Privatschule; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mittelschicht; Soziale Zusammensetzung; Sozialer Wert; Sozioökonomische Lage; Quality of education; Bildungsqualität; Interaktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland
Abstract	This study explores views on social fragmentation amongst participants from public and private high-achieving high schools in Mexico City. Whilst issues relating to social fragmentation have recently received more attention in Mexico, there is a lack of research in relation to the existing divisions amongst both school types. The paper aims to expose, through a limited sample size, some of the implications the public-private school divide represents for achieving social cohesion. From a framework of social fragmentation and private schooling in Mexico and drawing on data from semi-structured interviews, the study's findings discuss the key characteristics of high-achieving high schools, participants' conflicted views of the devalued place of public education and the current barriers for wider social interaction amongst public and private high schools. Some points for further research are suggested in the last section. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01