Skip to main content
Login | Suomeksi | På svenska | In English

School segregation and declining educational outcomes : An analysis of urban and school segregation and the possibility of neighbourhood effects in upper comprehensive schools in Helsinki

Show simple item record 2020-08-21T09:10:47Z 2020-08-21T09:10:47Z 2020-08-21
dc.title School segregation and declining educational outcomes : An analysis of urban and school segregation and the possibility of neighbourhood effects in upper comprehensive schools in Helsinki en
ethesis.discipline none und
ethesis.department none und
ethesis.faculty Matemaattis-luonnontieteellinen tiedekunta fi
ethesis.faculty Faculty of Science en
ethesis.faculty Matematisk-naturvetenskapliga fakulteten sv
ethesis.faculty.URI Helsingin yliopisto fi University of Helsinki en Helsingfors universitet sv
dct.creator Suomalainen, Aino
dct.issued 2020
dct.language.ISO639-2 eng
dct.abstract This Master’s thesis studies the mechanisms connected to negative changes in educational outcomes in upper comprehensive schools in Helsinki. What are the factors associated with negative changes in educational outcomes of individual students during the transition from 7th to 9th grade? There is an increased socioeconomic and ethnic segregation in Helsinki Metropolitan Area, and the differences between schools’ levels of success have also been growing throughout the 21st century. There is little research on combining schools and city development in Finland. The aim is to examine is there an association between decreasing individual educational outcomes and socio-spatial or school segregation, and to look at what is the role of individual factors and social context in decreased educational outcomes. Studying pupils and schools is a good way to capture local processes of differentiation and neighbourhood effect, because children and youth are especially prone to neighbourhood and school effects due to their ongoing process of socialization, localized lives in their neighbourhood and shared institutions, such as school. This study is conducted quantitatively, and the main method in this study is hierarchical linear regression. The data is from Metropolitan Longitudinal Finland research, which studies the success and wellbeing of pupils in upper comprehensive schools in the Helsinki Metropolitan area. The study was conducted during the Fall of 2011 and the Spring of 2014 tracking the same cohort when the pupils were in their 7th and 9th grades. The results suggest that there are no differences found between schools, but some of the qualities describing neighborhoods indicate that some neighbourhood effect might be found. There are indications that pupils with decreased educational outcomes are more likely to study in schools that are located in low income areas than higher income areas. Also, for pupils with decreased educational outcomes, attending a school that is located in Northern or Southeastern Great districts is more likely than attending a school in Eastern Great district. Based on the results, pupils with negative change in educational outcomes are more likely to spend time with friends of own area than with school friends. Boys have a bigger risk for a negative change in educational outcomes than girls, and the change of school is connected to decreased educational outcomes. Mother’s education and immigration background was not found to have connection with decreased educational outcomes. Decreased educational outcomes have a connection with a low parents’ pedagogical ethos, but no connection with peers’ pedagogical ethos was found. The results are significant from the perspective of urban and educational politics and planning. The indications that the educational outcomes in upper comprehensive schools in Helsinki are differentiated in neighborhood level for example between Great districts, and in individual level between genders, challenge the goals of equal educational opportunities. Also, urban planning should be targeted to prevent socio-spatial differentiation of neighborhoods, in order to combat differentiation in schools’ composition of pupils. In future research, the starting level of educational success could be studied more closely- does decrease in educational outcomes implicate different educational paths for pupils that start with high starting level than pupils that have lower starting level in the beginning? This study provided information that there are no differences between schools found currently, but the processes of differentiation are not stable, so the processes should be observed continuously. en
dct.subject segregation
dct.subject school choice
dct.subject school differentiation
dct.subject neighbourhood effect
dct.subject peer effect
dct.subject pedagogical ethos
dct.subject educational outcomes
dct.language en
ethesis.isPublicationLicenseAccepted true
ethesis.language English en
ethesis.language englanti fi
ethesis.language engelska sv
ethesis.thesistype pro gradu -tutkielmat fi
ethesis.thesistype master's thesis en
ethesis.thesistype pro gradu-avhandlingar sv
dct.identifier.ethesis E-thesisID:413ba6d6-c439-434c-8d84-f4006c0f09f6
dct.identifier.urn URN:NBN:fi:hulib-202008213809
dc.type.dcmitype Text
ethesis.facultystudyline USP Peoples fi
ethesis.facultystudyline USP Peoples en
ethesis.facultystudyline USP Peoples sv
ethesis.mastersdegreeprogram Kaupunkitutkimuksen ja suunnittelun maisteriohjelma fi
ethesis.mastersdegreeprogram Master's Programme in Urban Studies and Planning en
ethesis.mastersdegreeprogram Magisterprogrammet i urbana studier och planering sv

Files in this item

Files Size Format View
Suomalainen_Aino_2020.pdf 1.622Mb PDF

This item appears in the following Collection(s)

Show simple item record