Institutional Discourses on Ethnic Segregation: An International Comparative Analysis

In the context of a growing increase in global mobility and an unequal distribution of migrant students in schools, we analyze how schools face the challenge of school segregation by foreign origin.

Through a comparative analysis of three case studies located in the USA, Chile and Spain, using mixed-methods methodology that combines geographical tools for mapping segregation and discourse analysis of interviews with educational leaders, we first identify those schools with High Level of Concentration of foreign students, as well as delve into the reasons and challenges involved in their schooling.

The results point to an unequal distribution of the foreign school population in the three cases analyzed, with significant differences among them in terms of school-type or migrants origin. Also, educational leaders discourses suggest notable differences in the conception of school segregation and the reasons for the school concentration of the foreign population in these educational establishments (and not in others).