Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Duru‐Bellat, Marie; Kieffer, Annick

doi:10.1080/02680930050030464

Cited by 29 publications

(16 citation statements)

References 22 publications

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“…This expansion of education has resulted in some democratisation, especially concerning the highest level of education reached (Duru-Bellat and Kieffer 2000), even if it has been achieved due to the development of diversified kinds of baccalauréat and tracks in the tertiary level itself. Today, in France, one pupil out of five leaves school with a degree at least equal to 'bac + 3' (that is, three years after obtaining the bac), 40% with at least a 'bac + 2' (the corresponding figure being about 15% in the early 1980s).…”

Section: More Education More Social Justice?mentioning

confidence: 97%

“…Even if the job market offers fewer opportunities, the degrees remain a valuable positional good and consequently degree distribution remains stamped by social inequalities, resulting from the up-to-date rational strategies of the best-informed families. A number of studies (see for example Duru-Bellat and Kieffer 2000) have shown that while some levels of education are now achieved by everybody (and so 'democratised'), inequalities have shifted further on.…”

Section: Longer Education Fewer Unequal Outcomes?mentioning

confidence: 98%

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Recent trends in social reproduction in France: should the political promises of education be revisited?

Duru‐Bellat

2008

Journal of Education Policy

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Relying upon recent research, this article puts into perspective the evolution of inequalities concerning both education and life chances in France since the 1960s. While a dramatic expansion of education has taken place, what consequences can one observe as far as social mobility and more broadly social reproduction are concerned? In fact, French society does not appear more fair and an interpretation of this mismatch is proposed. First, the main sociological classical theories (Bourdieu, Boudon, and so on) are called up: do they help in understanding the underlying processes, and what questions remain? The persistent inequalities in attainment and the importance of structural external factors are among the most problematic issues. Finally, following this analysis and going back specifically to France, some political questions are sketched out, a central issue being the place that should be given to educational policies to achieve a fairer society

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Section: More Education More Social Justice?mentioning

confidence: 97%

Section: Longer Education Fewer Unequal Outcomes?mentioning

confidence: 98%

Recent trends in social reproduction in France: should the political promises of education be revisited?

Duru‐Bellat

2008

Journal of Education Policy

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“…Links between social class and stratified systems of schooling, and in particular the over-representation of working class children in non-academic or vocational tracks and settings, have been well-documented over a long period (Baudelot & Establet, 1971;Bourdieu & Passeron, 1977;Mare, 1981;Duru-Bellat & Kieffer, 2000;Teese, 2000). McGaw (2004) has specified early stratification as a major cause of social reproduction and overall levels of low educational attainment.…”

Section: The Holy Grail Of the Left-comprehensive Schoolsmentioning

confidence: 97%

Reform and reaction: creating new education and training structures in Italy

Polesel

2006

Comparative Education

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Despite concerns regarding Italy's high levels of early school-leaving, regional differences in educational outcomes and persistent inequalities, efforts to reform the country's complex system of senior secondary schooling have been repeatedly frustrated. Regarded by the left as contributing to the reproduction of social inequalities, Italy's dual-track system of academic and vocational secondary schools has been the focus of many reform efforts, for the most part unsuccessful. Recent proposals for reform, initiated by the recently deposed right-wing Government coalition, reflected a very different approach to change, reinforcing the division between the academic and the vocational in Italy's schools and largely devolving responsibility for vocational education and training to the regions. This article examines the proposals and concludes that, like past initiatives, they were largely ideologically driven, focusing on the structures of schooling rather than teaching and learning. The article points to the need for the current Government to base change on a strong theoretical foundation and on focused research into the outcomes of schooling for different student groups.

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“…More recent studies concluded that the statistical association between social origin and destination has declined steadily since the end of World War II in France, though (Vallet, 2001). In that domain, the main characteristic of France, compared with many similar countries, is that school expansion has been relatively belated, with a dramatic increase in the number of secondary school graduates between 1985 and 1995, which has had a rather small and unclear impact on the reduction of inequalities in educational opportunities (Duru-Bellat & Kieffer, 2000;Duru-Bellat, 2008).…”

Section: Introductionmentioning

confidence: 96%

Social mobility and musical tastes: A reappraisal of the social meaning of taste eclecticism

Coulangeon

2015

Poetics

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Inequalities in educational opportunities in France: educational expansion, democratization or shifting barriers?

Cited by 29 publications

References 22 publications

Recent trends in social reproduction in France: should the political promises of education be revisited?

Recent trends in social reproduction in France: should the political promises of education be revisited?

Reform and reaction: creating new education and training structures in Italy

Social mobility and musical tastes: A reappraisal of the social meaning of taste eclecticism

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