This book provides a new study of ethnic segregation across English state schools in the period from 2011 to 2017. It examines whether patterns of school-level segregation decreased or increased over the period, how those patterns compare with patterns of residential segregation, whether particular types of schools are associated with greater ethnic separations, and whether socio-economic differences add to the geographies of ethnic segregation.

We find that high levels of ethnic segregation do exist between the majority White British and some other ethnic groups such as the Bangladeshi and Pakistani, more so at the primary than secondary level of schooling, and increased also for the more affluent of the White British. However, there is no compelling evidence that ethnic segregation is increasing – instead, the general trend is towards desegregation and greater ethnic diversity within local authority areas and their schools. Nor is there persuasive evidence that ethnic segregation is exacerbated greatly (at least, not directly) by the present system of school choice because school intakes appear comparable to the characteristics of their surrounding neighbourhoods in their ethnic composition.

Chapter 1 examines the recurring discourse over the last 20 years about segregation in the UK (more especially England), showing how it frames policy debates and media representations about segregation, social integration and community cohesion. Some of it promotes the idea that segregation is worsening, when it is not, and implies that segregation is ‘voluntary’, side-lining social and economic causes.

A more recent perspective is one of ‘white avoidance’ whereby the White British are said to avoid the places, including schools, containing greater percentages of non-White British groups. Such language suggests reactionary behaviour – the White British are said to avoid particular places – when, instead, they could be attracted to particular places, having the greater financial means to reside in them. Importantly, and as Chapter 2 explores, there are demographic factors to consider: the White British of school age have declined in number over recent years, a cyclical trend that can be linked back to the post-Second World War ‘baby boom’. Meanwhile, other ethnic groups – generally younger – have grown in number.