L'influence de l'origine sociale sur les performances scolaires : par où passe-t-elle ?

Meuret, Denis; Morlaix, Sophie

doi:10.3917/rfs.471.0049

Cited by 27 publications

(12 citation statements)

References 14 publications

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“…The resulting classification is composed of three categories: low, which includes primary or no formal education; middle composed by secondary education; finally, high with university educational credentials. We prioritzed the mother's educational level over that of fathers following Bourdieu (1979), a common trend in social stratification research (Meuret and Morlaix, 2006;Li et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Inequality beyond networking: personal networks and mobilization of contacts by young job seekers in Barcelona

Barranco¹,

Vacchiano²

2019

RES

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How young job seekers mobilize their contacts in the labour market? We look at mobilization of personal networks of young adults in Barcelona. We consider the strength of ties and status homophily as mecha- nisms of personal networks as for the consolidation of social capital. Our qualitative analysis of 18 in- terviews with job seekers explores their personal networks and labour market trajectories. We applied Social Network Analysis (SNA). Our analysis of social capital indicates the existence of a relation between the cultural and economic capitals of job seekers and the compositional features of their networks. Re- sults show how networks are similarly heterogeneous in terms of strength of ties, and mostly homophilous in educational levels. But these similarities in terms of social capital come with sharp inequalities in the patterns of mobilized contacts and their success in finding a job. These differences can be explained by the type and volume of capitals of job seekers. Those with better positions in the social structure and sta- ble trajectories seem to mobilize fewer contacts more efficiently, getting better outcomes.

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Section: Discussionmentioning

confidence: 99%

Inequality beyond networking: personal networks and mobilization of contacts by young job seekers in Barcelona

Barranco¹,

Vacchiano²

2019

RES

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“…Nous considérons, dans cette recherche, comme nous l'avions fait précédemment (Meuret et Morlaix, 2006), que l'effet de l'origine sociale peut s'exercer à la fois par des facteurs externes à l'école et par des facteurs internes. Comme nous le rappelions alors, les premiers travaux empiriques sur ce thème ont conçu comme purement externe l'action de l'origine sociale.…”

Section: Par Où L'accroissement De L'effet Du Statut Professionnel (Hunclassified

L'accroissement de l'effet de l'origine sociale sur la performance scolaire : par où est-il passé ?

Meuret¹,

Morlaix²

2017

Revue Française De Sociologie

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L'ampleur considérable des inégalités sociales de performances scolaires interroge fortement l'équité de l'école. Nous cherchons, dans ce travail, à mettre en lumière les facteurs de l'accroissement récent de ces inégalités par le biais d'indicateurs disponibles dans les données des enquêtes PISA (2003 et 2012). Nous étudions d'abord l'évolution des différentes composantes de l'indicateur multicritère par lequel l'OCDE mesure le plus souvent le milieu social. Ensuite, nous modélisons, par une analyse en pistes causales, la décomposition de l'effet du statut professionnel des parents sur les performances afin de saisir par quoi il transite. Sont mobilisés des facteurs externes et des facteurs internes à l'école. Notre analyse souligne la responsabilité de l'école dans l'accroissement des inégalités scolaires dans le sens où l'école convertit, davantage qu'auparavant, des inégalités sociales qui, elles, ont peu évolué, en inégalités d'apprentissage. En témoignent, entre autres, le rôle de la ségrégation entre établissements ou encore de facteurs culturels, en particulier l'importance de la possession de livres au domicile familial.

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“…In other research, Meuret and Morlaix (2006) investigated ways in which social class influenced scholastic performance. Using Programme for International Student Assessment (PISA; see www.pisa.oecd.org/pages/0,2966,en_32252351_322 36159_1_1_1_1_1,00.htmlTAZOU) data, this study presents an international comparison of the way social background influences reading comprehension performance, while considering a variety of variables, internal and external to the school system.…”

Section: International Research Correspondent Jacques Fijalkowmentioning

confidence: 99%

International Reports on Literacy Research

Malloy¹,

Mallozzi²

2007

Reading Research Quarterly

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Melina Porto reports on a new implementation of a teacher-education program currently underway in the province of Buenos Aires, Argentina, under the leadership of teacher-researcher Silvana Barboni from the National University of La Plata. The In Service Teacher Education (INSET) program directs the Dirección de Capacitación de la Provincia de Buenos Aires and provides free teacher-education opportunities for all teachers in the province of Buenos Aires. The program, which was implemented in May 2005, is part of a larger change in the curriculum and in school practices. According to Porto, the educational policies of the province of Buenos Aires are being revisited to meet the educational needs of learners in the 21st century. Changes in the formulation of educational aims, the definitions of student profiles when leaving school, and curricular innovations that respond to the development of new social identities and, therefore, new social needs are driving changes in teaching practices. The assumption behind these changes is that schools should provide a common cultural basis to allow for a conscious and critical participation in society; that is, schools should develop a new type of literacy that empowers students for active citizenship so that "education for all is citizenship for all."The mission of the INSET program is to provide language teachers in Argentina with the right and the responsibility to develop the knowledge and skills required to instruct and prepare learners for the demands of the 21st century with regard to language learning. Therefore, professional development is seen as an integral part of current efforts to transform and revitalize education in the province of Buenos Aires. Well-prepared language teachers are essential to successfully develop literacy in a foreign language, and such preparation entails permanent teacher development that is free, of high quality, and provided by the state.The program has been designed using the person-centered paradigm of teacher learning (Roberts, 1998). Its purpose is to work with teachers' personal theories, beliefs, values, understandings, and assumptions about the language-teaching profession. With that purpose in mind, 25 teacher-educators were selected to participate in the program-one for each educational region in the province. Their role was to serve as agents of change within each region, with the aim of responding both to local needs and to national demands, thus establishing a balance between a centralized and decentralized policy of teacher education.The courses developed thus far aim to encourage and develop literacy teaching skills and strategies through oral communication practices. These teacher-education courses are developed as workshops and focus on the following distinct issues: the underlying assumptions of English foreign language teaching (EFLT),

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L'influence de l'origine sociale sur les performances scolaires : par où passe-t-elle ?

Cited by 27 publications

References 14 publications

Inequality beyond networking: personal networks and mobilization of contacts by young job seekers in Barcelona

Inequality beyond networking: personal networks and mobilization of contacts by young job seekers in Barcelona

L'accroissement de l'effet de l'origine sociale sur la performance scolaire : par où est-il passé ?

International Reports on Literacy Research

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