Social Sustainability and School Segregation in the Region of Murcia (Spain)
Abstract
:1. Introduction
2. Materials and Methods
3. Results and Discussion
3.1. Sex Segregation
3.2. Socio-Economic and Origin Segregation
3.3. Analysis of the Conformation of the Ghetto Centers According to the Actors (Teachers, Management Teams, Fathers and Mothers)
- Expansion and strengthening of the private and subsidized private centers network in view of the reduction in size and investment in the public network.
“My son has been in this [subsidized] center since kindergarten and if the government does not subsidize high school, he will enroll in the public one, because I cannot pay the cost of private high school”.(Mother with a son enrolled in the fourth year of ESO)
“Until now, when the students of this [subsidized] center finished their compulsory secondary education, they enrolled in high school in ours [public], because till now the high school was not subsidized, but with this law they will stay in it, and we will lose teachers and resources”.(Principal of the public center)
“For several years we have asked the administration to increase the number of places in our vocational training cycle, and we have also asked for others VET courses that we know are in demand. Now, with this law, instead of expanding the public offer, they will give it to the private sector”.(Vocational teacher from a public center)
- 2.
- Schooling process
“This center is far from my home and I have to drive to take my two children to school every day, but it is a much better center than others that are closer to me. For me it is worth the effort, I do it for the education of my children, because here there is a better educational level and families are more involved in the education of their children”(Mother with two children enrolled in a subsidized center far from her home)
“We were lucky because my children were accepted at the neighborhood school, and when they were younger their mother walked them to school, now they go by themselves. […] If they gave us another center it would have been a big problem, because we only have one car at home and I need it to go to work”.(Immigrant father with three children schooled in a ghetto center)
- 3.
- Economic factor
“We live next to the subsidized school, but I cannot afford the cost of the uniform, books and the tuition. So, I take my children to the center [name of the public center] where they do not ask for anything, there is even a free book bank”.(Mother of Maghreb origin)
“I have two children and at the beginning of the year we have expenses of more than 1200 euros, including books, uniform and materials”.(Spanish mother with children in a subsidized center)
- 4.
- Transport
“My son goes to this [public] school because it is the only one with school transportation”.(Immigrant mother who lives in the countryside)
“School transport picks up students from the countryside of the municipality, most of them immigrants, however the center [name of the public center] does not have a school transport service, so all these children come to our center”.(Principal of a public school)
“We live in a neighborhood three kilometers from the town and there is school transportation to the school [name of a public school], but we like this school [subsidized school] better, because there is less emigration and the level is better. […] My husband takes the children to school in the morning before going to his work and I pick them up in the afternoon. It’s an effort, but it’s worth it”.(Mother with two children in a subsidized school)
- 5.
- Low investment in educational services and supply.
“My wife and I work all day, so we bring the child to this [subsidized] center because it is the only one in town with a school canteen and it also has activities in the afternoon”(Spanish father)
- 6.
- Centers beliefs and values
“I enrolled my son in this center [subsidized Catholic], not because I am Catholic but because there are no immigrants”(Student’s father)
“Where will the Muslim students go? to our [public] center, because the subsidized center is Catholic. They have no other alternatives”.(Teacher at a public school)
- Municipal management
“Despite the fact that the legal framework does not grant excessive powers to city councils, the reality of the municipalities studied shows us that by way of joint responsibility and, on occasions, going beyond what the legal framework itself makes possible, it is possible plan for equity and apply measures aimed at balanced schooling”.[81] (p. 235)
“The city council is not doing anything to remedy the concentration of foreigners in the center, it could improve services or seek transportation to take them to other centers, and the schooling commission is not worried either. We [the ghetto center] really see the problem, not the families. There is no social demand. In general, most of the families are satisfied. Here Moroccans are the majority, and they feel welcome, so why would they ask to be in another center?”(Principal of the public center)
- 2.
- The reception policy of the centers
“When foreign students go to enroll in [name of subsidized center], they send them to us. This cannot be done, but they do. And we receive them and help them, in fact we have learned some Moroccan dialect to help them”.(Head of Studies of a public school)
“My son can only be seen in the public school, the subsidiary does not have a specialist for these children”.(Mother of a child with special educational needs)
- 3.
- Family expectations
“There are English students in my daughter’s class. That is fine for them to improve their English learning which is essential today”.(Mother of a son in a private center)
“I wanted my son to come to this center, because there are no immigrants, and the level is much higher than the public”.(Mother with a son in a subsidized center)
- 4.
- Cultural affinity
“The children are very well cared for in this center. And he has his cousins and friends who live in the neighborhood”.(Mother of Moroccan origin)
4. Conclusions
- The provision of financing to centers that practice gender segregation, to subsidized private centers that charge fees and to religious centers with exclusive ideologies.
- The lack of investment in public centers, which do not have basic school canteen services and extracurricular activities, which forces families to look for private centers that meet these needs.
- The design of an algorithm for the evaluation of candidates based on a single district that makes it easier for families with greater economic and cultural capital to take their children to centers far from their residence, but not for other families.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Center ID | Type of Center | Types of Educations | Educational and Service Offer | Diversity of Students | Number of Interviews |
---|---|---|---|---|---|
1 | Public | Infant, Primary | No extra service. School timetable: 9 a.m.–15 p.m. | Predominantly Spaniards | 4 female teachers, 1 head of studies, 1 principal, 1 secretary, 3 members of the association of parents, 6 mothers, 3 fathers Total: 19 |
2 | Public | Infant, Primary | Classroom of Speech Therapy and Therapeutic Pedagogy. Physiotherapy. Transport. Bank of books. School timetable: 9 a.m.–15 p.m. | Almost all the students are of foreign origin, especially Moroccan and Ecuadorian. | 3 male teachers, 6 female teachers, 1 head of studies, 1 secretary, 1 principal, 7 mothers, 5 fathers Total: 24 |
3 | Public | Infant, Primary | Classroom of Speech Therapy and Therapeutic Pedagogy. Transport. Bank of books. School timetable: 9 a.m.–15 p.m. | Multicultural school with high proportions of students of foreign origin (Europeans, Moroccans and Ecuadorians), there are hardly any Spaniards. | 8 female teachers, 1 head of studies, 6 mothers Total: 15 |
5 | Public | Compulsory secondary education, Baccalaureate, VET | Transport. School timetable: 9 a.m.–15 p.m. | It is a multicultural high school. More than half of the students are of foreign origin | 7 male teachers, 6 female teachers, 8 mothers Total: 21 |
4 | Subsidized | Infant, Primary, Compulsory secondary education, Baccalaureate, VET | Bilingual. Canteen. Transport. Extracurricular activities. School timetable: 9 a.m.–18 p.m. | There are no socioeconomically disadvantaged immigrants. They are fundamentally of Spanish origin, and hardly foreigners. | 5 female teachers, 5 mothers, 1 principal Total: 11 |
9 | Subsidized | Infant, Primary, Compulsory secondary education, Baccalaureate | Bilingual Canteen. Extracurricular activities. School timetable: 9 a.m.–17 p.m. | It is a religious center. Spaniards predominate. There are no socioeconomically disadvantaged immigrants, and none are of Moroccan origin. | 5 male teachers, 6 female teachers, 5 mothers Total: 16 |
7 | Subsidized | Infant, Primary, Compulsory secondary education, Baccalaureate | Bilingual. Canteen. Extracurricular activities. School timetable: 7:45 a.m.–17 p.m. | There are no socioeconomically disadvantaged immigrants. They are fundamentally of Spanish origin, and none are of Moroccan origin | 4 male teachers, 6 female teachers, 7 mothers Total: 17 |
6 | Private | Infant, Primary, Compulsory secondary education, Baccalaureate | British education system. Bilingual. Canteen. Transport. Extracurricular activities. School timetable: 9 a.m.–16:30 p.m. | There are no socioeconomically disadvantaged immigrants. They are fundamentally of Spanish origin, and none are of Moroccan origin | 7 mothers, 5 female teachers, 2 male teachers Total: 14 |
8 | Private | Infant, Primary, Compulsory secondary education, Baccalaureate | British education system. Bilingual. Canteen. Extracurricular activities. School timetable: 9:15 a.m.–16:30 p.m. | There are no socioeconomically disadvantaged immigrants. They are fundamentally of Spanish origin, and none are of Moroccan origin | 5 mothers, 2 female teachers, 2 male teachers Total: 14 |
Type of Center | Total | Public | Private |
---|---|---|---|
Infant—1st cycle | 7637 | 3909 | 3728 |
Infant—2nd cycle | 47,595 | 32,593 | 15,002 |
Primary Ed. | 107,614 | 74,856 | 32,758 |
Special Education | 1752 | 1188 | 564 |
Compulsary secundary Ed. | 75,298 | 51,785 | 23,513 |
Baccalaureate | 24,479 | 20,281 | 4198 |
Distance Baccalaureate | 1474 | 1474 | 0 |
Basic Vocational Training Cycles | 4458 | 3639 | 819 |
Vocational Training Cycles Middle Grade | 11,047 | 8021 | 3026 |
Vocational Training Cycles Middle Grade distance | 2295 | 790 | 1505 |
Higher Degree Vocational Training Cycles | 13,267 | 9785 | 3482 |
Distance Higher Degree Vocational Training Cycles | 2112 | 1039 | 1073 |
Other training programs | 626 | 261 | 365 |
TOTAL | 299,654 | 209,621 | 90,033 |
Total | Public | Private | |
---|---|---|---|
Infant | 8492 | 7454 | 1038 |
Primary | 18,861 | 16,975 | 1886 |
Special Ed. | 244 | 168 | 76 |
Compulsary secundary Ed. | 9162 | 7854 | 1308 |
Baccalaureate (1) | 2006 | 1856 | 150 |
Basic Vocational Training Cycles | 871 | 752 | 119 |
Vocational Training Cycles—Middle Degree (1) | 1345 | 982 | 363 |
Vocational Training Cycles—Higher Degree (1) | 1259 | 996 | 263 |
Other Training Programs | 147 | 35 | 112 |
Artistic Teaching | 122 | 121 | 1 |
Language Teaching | 507 | 507 | 0 |
Sport Teaching | 1 | 0 | 1 |
TOTAL | 43,017 | 37,700 | 5317 |
Total | European Union (27) | Rest of Europe | Africa | North America | Central America | South America | Asia | Oceania | |
---|---|---|---|---|---|---|---|---|---|
Public | 37,700 | 3011 | 1614 | 24,282 | 82 | 979 | 6471 | 1.255 | 6 |
87.64% | 81.22% | 72.80% | 93.29% | 70.09% | 83.32% | 79.55% | 76.99% | 75.00% | |
Private | 5317 | 696 | 603 | 1746 | 35 | 196 | 1664 | 375 | 2 |
12.36% | 18.78% | 27.20% | 6.71% | 29.91% | 16.68% | 20.45% | 23.01% | 25% | |
Total | 43,017 | 3707 | 2217 | 26,028 | 117 | 1175 | 8135 | 1630 | 8 |
Total | Public | Private | Private Subsidized | Private Paid | ||||||
---|---|---|---|---|---|---|---|---|---|---|
N | % | N | % | N | % | N | % | N | % | |
Morocco | 18,824 | 52.6% | 17,651 | 93.8% | 1173 | 6.2% | 1125 | 6% | 48 | 0.3% |
Ecuador | 4632 | 12.9% | 3702 | 79.9% | 930 | 20.1% | 877 | 18.9% | 53 | 1.1% |
Bolivia | 1880 | 5.3% | 1584 | 84.3% | 296 | 15.7% | 276 | 14.7% | 20 | 1.1% |
Romania | 1443 | 4.0% | 1328 | 92.0% | 115 | 8% | 103 | 7.1% | 12 | 0.8% |
Ukraine | 972 | 2.7% | 848 | 87.2% | 124 | 12.8% | 115 | 11.8% | 9 | 0.9% |
China | 894 | 2.5% | 627 | 70.1% | 267 | 29.9% | 210 | 23.5% | 57 | 6.4% |
Bulgaria | 746 | 2.1% | 694 | 93.0% | 52 | 7.0% | 51 | 6.8% | 1 | 0.1% |
United Kingdom | 651 | 1.8% | 412 | 63.3% | 239 | 36.7% | 134 | 20.6% | 105 | 16.1% |
Colombia | 580 | 1.6% | 456 | 78.6% | 124 | 21.4% | 104 | 17.9% | 20 | 3.4% |
Algeria | 410 | 1.1% | 374 | 91.2% | 36 | 8.8% | 36 | 8.8% | 0 | 0% |
Paraguay | 298 | 0.8% | 263 | 88.3% | 35 | 11.7% | 34 | 11.4% | 1 | 0.3% |
Nigeria | 284 | 0.8% | 200 | 70.4% | 84 | 29.6% | 75 | 26.4% | 9 | 3.2% |
Argentina | 279 | 0.8% | 236 | 84.6% | 43 | 15.4% | 30 | 10.8% | 13 | 4.7% |
France | 261 | 0.7% | 111 | 42.5% | 150 | 57.5% | 17 | 6.5% | 133 | 51% |
Brazil | 235 | 0.7% | 191 | 81.3% | 44 | 18.7% | 38 | 16.2% | 6 | 2.6% |
India | 233 | 0.7% | 212 | 91% | 21 | 9% | 21 | 9% | 0 | 0% |
Russia | 220 | 0.6% | 146 | 66.4% | 74 | 33.6% | 31 | 14.1% | 43 | 19.5% |
Portugal | 212 | 0.6% | 196 | 92.5% | 16 | 7.5% | 16 | 7.5% | 0 | 0% |
Senegal | 164 | 0.5% | 141 | 86% | 23 | 14% | 21 | 12.8% | 2 | 1.2% |
Italy | 155 | 0.4% | 113 | 72.9% | 42 | 27.1% | 26 | 16.8% | 16 | 10.3% |
Poland | 148 | 0.4% | 129 | 87.2% | 19 | 12.8% | 16 | 10.8% | 3 | 2.0% |
Venezuela | 140 | 0.4% | 120 | 85.7% | 20 | 14.3% | 19 | 13.6% | 1 | 0.7% |
Lituania | 134 | 0.4% | 121 | 90,3% | 13 | 9.7% | 10 | 7.5% | 3 | 2.2% |
Nicaragua | 130 | 0.4% | 115 | 88.5% | 15 | 11.5% | 15 | 11.5% | 0 | 0% |
Dominican Republic | 123 | 0.3% | 107 | 87% | 16 | 13% | 15 | 12.2% | 1 | 0.8% |
Honduras | 109 | 0.3% | 102 | 93.6% | 7 | 6.4% | 7 | 6.4% | 0 | 0% |
Rest (less than 100 students) | 1618 | 4.5% | 1334 | 82.4% | 284 | 17.6% | 188 | 11.6% | 96 | 5.9% |
Total | 35,775 | 100% | 31,513 | 88.1% | 4262 | 11.9% | 3610 | 10.1% | 652 | 1.8% |
Municipality | Total of Students | Foreign Students | Percentage |
---|---|---|---|
Torre-Pacheco | 8476 | 2527 | 29.8% |
Fuente Álamo | 3353 | 920 | 27.4% |
Beniel | 2058 | 559 | 27.2% |
San Javier | 5958 | 1526 | 25.6% |
Mazarrón | 4824 | 1227 | 25.4% |
Alcázares (Los) | 3511 | 834 | 23.8% |
San Pedro del Pinatar | 4975 | 1166 | 23.4% |
Alhama de Murcia | 4281 | 892 | 20.8% |
Totana | 6102 | 1238 | 20.3% |
Lorca | 18,068 | 3094 | 17.1% |
Fortuna | 1784 | 302 | 16.9% |
Santomera | 3665 | 579 | 15.8% |
Puerto Lumbreras | 2701 | 424 | 15.7% |
Blanca | 1019 | 154 | 15.1% |
Lorquí | 1064 | 141 | 13.3% |
Pliego | 667 | 83 | 12.4% |
Mula | 3149 | 387 | 12.3% |
Unión (La) | 4106 | 502 | 12.2% |
Rest, less than 12% | 210,903 | 18,399 | 8.7% |
Total of CARM | 290,679 | 34,954 | 12% |
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Antón Hurtado, F.; Sánchez Vera, F.; Martínez Guirao, J.E.; Tellez Infantes, A. Social Sustainability and School Segregation in the Region of Murcia (Spain). Sustainability 2022, 14, 1580. https://doi.org/10.3390/su14031580
Antón Hurtado F, Sánchez Vera F, Martínez Guirao JE, Tellez Infantes A. Social Sustainability and School Segregation in the Region of Murcia (Spain). Sustainability. 2022; 14(3):1580. https://doi.org/10.3390/su14031580
Chicago/Turabian StyleAntón Hurtado, Fina, Fulgencio Sánchez Vera, Javier Eloy Martínez Guirao, and Anastasia Tellez Infantes. 2022. "Social Sustainability and School Segregation in the Region of Murcia (Spain)" Sustainability 14, no. 3: 1580. https://doi.org/10.3390/su14031580