Analysis of the trajectories of Science graduates: applying Bourdieu and Sen

Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies

“…The usefulness of this approach in empirical research has been demonstrated in many studies showing that the democratization of access to ICT resources does not solve the problems of the digital divide since the divide is caused by differences in a variety of factors (such as culture, education, literacy, opportunity) structured by social power and socially influenced dispositions to act (Angus et al, 2004; Diogo et al, 2018; Lemistre and Ménard, 2019).…”

“…In order to approach the question of how digital inequalities emerge from the socioeconomic position of the family in particular, we use the theoretical lens of the Sen-Bourdieu analytical framework first developed by Hart (2012) to aid understanding of social justice in relation to widening participation in higher education in England, but also used by other scholars as well (e.g. Bowman, 2010; Lemistre and Ménard, 2019; Pham, 2019). This is a novel perspective since most of the studies investigating the lack of disadvantaged families’ capability for using digital technologies to support their children’s learning tend to draw only on Pierre Bourdieu’s theory of cultural capital and habitus or to be mostly descriptive without a clearly defined theoretical framework (Angus et al, 2004; Hollingworth et al, 2011; Schofield-Clarket al, 2005).…”

“…Sen’s theory pays attention to the role of personal and environmental factors in the reproduction of inequalities which tend to get neglected in Bourdieu’s work. Conversely, the latter helps overcome one of the serious shortcomings of Sen’s approach, namely that freedom can be assessed independently of any issues related to power (Lemistre and Ménard, 2019). To put it differently, using Bourdieu’s categories of capital allows to utilize Sen’s approach to educational capabilities in relation to social reproduction and non-reproduction, and to respond to one of its main concerns which relates to ‘inequalities of access to resources and interpersonal variation in the use of these resources’ (Lemistre and Ménard, 2019: 957).…”

“…Conversely, the latter helps overcome one of the serious shortcomings of Sen’s approach, namely that freedom can be assessed independently of any issues related to power (Lemistre and Ménard, 2019). To put it differently, using Bourdieu’s categories of capital allows to utilize Sen’s approach to educational capabilities in relation to social reproduction and non-reproduction, and to respond to one of its main concerns which relates to ‘inequalities of access to resources and interpersonal variation in the use of these resources’ (Lemistre and Ménard, 2019: 957). This framework has been further enriched by using elements of an older, but very relevant to our analysis, Bernsteinian framework.…”

Introduction

“…car plébiscitant un modèle dit binaire : séparant filières professionnelles et générales, sélectives et non sélectives, avec une empreinte sociale forte dans chacune des filières.Toutefois, la diversification des formations invite plus que jamais à s'intéresser non plus seulement à la transition du secondaire au supérieur et au diplôme final, mais aussi à considérer l'ensemble des étapes vers ce diplôme final dans le secondaire et le supérieur, autrement dit à appréhender les trajectoires dans une perspective longitudinale(Haas et Hadjar, 2020 ;Lemistre et Ménard, 2019), comme le font P. Doray, B. Laplante et N. Prats dans ce dossier, à partir du cas québécois. DOSSIER Doray et al, montre une tendance croissante à l'entrée à l'université après la formation technique, pourtant conçue pour préparer une entrée directe sur le marché du travail.Il s'agit donc d'appréhender la diversité des parcours et des étapes qui les composent, ainsi que la façon dont ils sont socialement distribués et construits.…”