The relationship between residential segregation, school segregation and family context
Date
2024-07-08
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Abstract
Püsiv segregatsioon ja selle negatiivsed mõjud on reaalsus linnades üle maailma. Praegused uuringud näitavad, et segregatsioon ühes eluvaldkonnas, näiteks asumis, võib põhjustada segregatsiooni teistes eluvaldkondades, näiteks koolides ja töökohtades. Segregatsiooni võib edasi anda, kuna lapsepõlve asjaolud mõjutavad tulemusi hilisemas elus. Segregatsiooni kordamise erinevates eluvaldkondades ja põlvkondadest üles võib ette kujutada kui „ruumilise eraldatuse nõiaringi“. Kuid protsess võib tähendada ka seda, et lõimumine ühes eluvaldkonnas võib põhjustada lõimumise teistes – „lõimumine hooratas“.
See doktoritöö uurib seost elukoha segregatsiooni, kooli segregatsiooni ja perekonteksti vahel ning seda, kuidas need seotud „lõimumise hoorattaga“. Mina keskendun kahele aspektile: seosele koolikoosseisu ja täiskasvanu asumi koosseisu vahel ning koolikoosseisu ja kõrghariduse omandamise seosele Tallinna venekeelse vähemuse seos.
Käesoleva doktoritöö tulemustest selgub, et nendel peamiselt venekeelses asumis üles kasvanud vene noortel, kes asusid õppima eesti õppekeelega koolis, on suurem tõenäosus kõrghariduse omandamiseks ja täiskasvanuna eestikeelses asumis elamiseks. Ning vastupidi, nendel peamiselt venekeelses asumis üles kasvanud vene noortel, kes asusid õppima vene õppekeelega koolis, on väiksem tõenäosus kõrghariduse omandamiseks ja täiskasvanuna eestikeelses asumis elamiseks. Perekonna sotsiaalmajanduslik staatus, asumi kontekst lapsepõlves ja enamusühiskonda lõimumisetase näivad ka olevat kõrghariduse omandamisega ja täiskasvanuna eestikeelses asumis elamisega. Need tulemused, et segregatsiooni vähendamine koolides võib aidata kaasa lõimumisele. Ainult koolides toimuvad muutused ei pruugi samas olla piisavad. Ruumilise eraldatust vähendamine nõuab terviklikku lähenemist, mis arvestab nii vanemate elukohtade kui ka koolide valikuid, samuti suuremaid kulutusi. kui elukohaerinevused on kasvanud väga suureks, on lõimumise korraldamine koolides keerulisem ning ainult koolikeele muutmine ei anna efekti.
Persistent segregation and its negative impacts are a reality in cities worldwide. Current research suggests that segregation in one area of life, such as neighbourhoods, can result in segregation in other areas, such as schools and workplaces. Segregation can be passed on from one generation to the next as childhood circumstances affect outcomes later in life. The replication of segregation in different life areas and across generations can be thought of as a “vicious circle of segregation”. However, the process could also mean that desegregation in one life area could trigger desegregation in others – a “virtuous circle of desegregation”. This thesis investigates the relationship between residential segregation, school segregation and family context and how they relate to a “virtuous circle of desegregation”. I focus on two aspects: the connection between school composition and the composition of the neighbourhood lived in as an adult and the connection between school composition and achieving a university degree among the Russian-speaking minority in Tallinn. For both studies, school composition appeared to have a significant link. Minority members who attended majority schools were more likely to move into majority neighbourhoods in adulthood and obtain a degree. Family socioeconomic status, childhood neighbourhood context and the level of integration into majority society also seem to be connected. This suggests that desegregating schools could help desegregate neighbourhoods and other life areas and increase the number of minority population members with university degrees. More minority population members with degrees will likely improve their job opportunities, reduce income inequality and increase social mobility.
Persistent segregation and its negative impacts are a reality in cities worldwide. Current research suggests that segregation in one area of life, such as neighbourhoods, can result in segregation in other areas, such as schools and workplaces. Segregation can be passed on from one generation to the next as childhood circumstances affect outcomes later in life. The replication of segregation in different life areas and across generations can be thought of as a “vicious circle of segregation”. However, the process could also mean that desegregation in one life area could trigger desegregation in others – a “virtuous circle of desegregation”. This thesis investigates the relationship between residential segregation, school segregation and family context and how they relate to a “virtuous circle of desegregation”. I focus on two aspects: the connection between school composition and the composition of the neighbourhood lived in as an adult and the connection between school composition and achieving a university degree among the Russian-speaking minority in Tallinn. For both studies, school composition appeared to have a significant link. Minority members who attended majority schools were more likely to move into majority neighbourhoods in adulthood and obtain a degree. Family socioeconomic status, childhood neighbourhood context and the level of integration into majority society also seem to be connected. This suggests that desegregating schools could help desegregate neighbourhoods and other life areas and increase the number of minority population members with university degrees. More minority population members with degrees will likely improve their job opportunities, reduce income inequality and increase social mobility.
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