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Systemic Social Segregation

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Systemic Social Segregation. / Ingram, Nicola.

Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. ed. / Nicola Ingram. London : Palgrave Macmillan, 2018. p. 99-134 (Palgrave Studies in Gender and Education).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Ingram, N 2018, Systemic Social Segregation. in N Ingram (ed.), Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. Palgrave Studies in Gender and Education, Palgrave Macmillan, London, pp. 99-134. https://doi.org/10.1057/978-1-137-40159-5_5

APA

Ingram, N. (2018). Systemic Social Segregation. In N. Ingram (Ed.), Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling (pp. 99-134). (Palgrave Studies in Gender and Education). London: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40159-5_5

Vancouver

Ingram N. Systemic Social Segregation. In Ingram N, editor, Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. London: Palgrave Macmillan. 2018. p. 99-134. (Palgrave Studies in Gender and Education). https://doi.org/10.1057/978-1-137-40159-5_5

Author

Ingram, Nicola. / Systemic Social Segregation. Working-Class Boys and Educational Success: Teenage Identities, Masculinities and Urban Schooling. editor / Nicola Ingram. London : Palgrave Macmillan, 2018. pp. 99-134 (Palgrave Studies in Gender and Education).

Bibtex

@inbook{cec72b354ed14ba5b7a4a2a7341f2f98,
title = "Systemic Social Segregation",
abstract = "This chapter provides an overview of the divided education system in Northern Ireland (which retains the selective grammar school system), before introducing the two schools at the heart of the research. It highlights the divisiveness of academic selection by presenting data on achievement at grammar and secondary schools, and compares this with wider UK data from comprehensive schools, showing that in Northern Ireland, there is a higher percentage of low-achieving young people than in the rest of the UK. The chapter will consider in detail the differences in the two schools in the study by drawing on ethnographic data, including observations, notes from discussions with teachers and pupils as well as interview data and colourful ‘school reflections’ narrated by the boys.",
author = "Nicola Ingram",
year = "2018",
month = "9",
day = "1",
doi = "10.1057/978-1-137-40159-5_5",
language = "English",
isbn = "9781137401588",
series = "Palgrave Studies in Gender and Education",
publisher = "Palgrave Macmillan",
pages = "99--134",
editor = "Nicola Ingram",
booktitle = "Working-Class Boys and Educational Success",

}

RIS

TY - CHAP

T1 - Systemic Social Segregation

AU - Ingram, Nicola

PY - 2018/9/1

Y1 - 2018/9/1

N2 - This chapter provides an overview of the divided education system in Northern Ireland (which retains the selective grammar school system), before introducing the two schools at the heart of the research. It highlights the divisiveness of academic selection by presenting data on achievement at grammar and secondary schools, and compares this with wider UK data from comprehensive schools, showing that in Northern Ireland, there is a higher percentage of low-achieving young people than in the rest of the UK. The chapter will consider in detail the differences in the two schools in the study by drawing on ethnographic data, including observations, notes from discussions with teachers and pupils as well as interview data and colourful ‘school reflections’ narrated by the boys.

AB - This chapter provides an overview of the divided education system in Northern Ireland (which retains the selective grammar school system), before introducing the two schools at the heart of the research. It highlights the divisiveness of academic selection by presenting data on achievement at grammar and secondary schools, and compares this with wider UK data from comprehensive schools, showing that in Northern Ireland, there is a higher percentage of low-achieving young people than in the rest of the UK. The chapter will consider in detail the differences in the two schools in the study by drawing on ethnographic data, including observations, notes from discussions with teachers and pupils as well as interview data and colourful ‘school reflections’ narrated by the boys.

U2 - 10.1057/978-1-137-40159-5_5

DO - 10.1057/978-1-137-40159-5_5

M3 - Chapter

SN - 9781137401588

T3 - Palgrave Studies in Gender and Education

SP - 99

EP - 134

BT - Working-Class Boys and Educational Success

A2 - Ingram, Nicola

PB - Palgrave Macmillan

CY - London

ER -