Schooling in France: From Organizational to Informal Inequality.
This article presents a broad historical perspective on inequality in French primary and secondary public schooling (from age 6 to 18), with emphasis on policy debates and institutional consequences of public policy. During the Third and Fourth Republics (1870-1959), schooling was provided in three...
| Publicado en: | Annals of the American Academy of Political & Social Science Vol. 673; no. 1; pp. 235 - 251 |
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| Formato: | Artículo |
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Sage Publications Inc.
Sep2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=125269973&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 125269973 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00027162 AAA jtl: Annals of the American Academy of Political & Social Science issn: 00027162 maglogo: Y pubinfo: dt: Sep2017 vid: 673 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 125269973 10.1177/0002716217724751 ppf: 235 ppct: 16 formats: tig: atl: Schooling in France: From Organizational to Informal Inequality. aug: au: CHAPOULIE, JEAN-MICHEL affil: Emeritus professor of sociology at the Université of Panthéon-Sorbonne su: France Educational equalization Education Secondary education sug: subj: Educational equalization Education Secondary education France Educational Support Services Administration of Education Programs All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools keyword: class and ethnic differences educational inequality politics of schooling Republic school systems tracking systems class and ethnic differences educational inequality politics of schooling Republic school systems tracking systems ab: This article presents a broad historical perspective on inequality in French primary and secondary public schooling (from age 6 to 18), with emphasis on policy debates and institutional consequences of public policy. During the Third and Fourth Republics (1870-1959), schooling was provided in three gender-segregated tracks for different social classes. Under the Fifth Republic (since 1960), educational tracks after age 16 have been coeducational and ostensibly indifferent to social class origin, focusing instead on previous academic achievement and students' prospects for higher education or for jobs. Recent changes have seen a massive expansion in schooling, and have sought but failed to produce greater social class equality. I argue that recent attempts to mitigate inequality have failed because success in school depends on the cultural and educational background of students' parents and also because upper-middle-class parents use various means--economic means and ability to capitalize on social connections--to enable their children to go to the best schools. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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