Extract
[...] Production of inequality linked to segregation in high schools. One learns less. Weaker skills in segregated high schools due to adaptation of the teaching team to difficulties (less intense teaching, less sustained pace, modest objectives.) - For orientation: No inequality in orientation, even an orientation at the end of third grade statistically very favorable to allochthonous students have chances of passing to second grade. P.61 Explanation, minority overrepresented in CC. Orientation in second grade based on CC notes. Arrival in second grade with low level. [...]
[...] Launch a derogation procedure or c. Choose private schooling. Objective: understand the intentions and motivations of families in these three options. General representations of families: School as a necessary condition for social success, means of upward mobility for the working class and maintenance for the middle class. - Amongst ourselves valued Point of view of families: 1. Responsabilization of bad parents. The cause of the problems comes from the parents who are demissionary, necessity of a minimum of socialization to be provided by the parents so that the students are adapted to the school environment. [...]
[...] Context of vulnerability of junior high school students: age of adolescence: fragile autonomy and discernment, influence of the peer group, search for emancipation from the adult group. Strategy of favored environments, the in-between; for modest families, search for security. In the face of a refusal of derogation 1. Sentiment of confinement ('trapped in a neighborhood' p. 128) 2. Injustice of the school map you look at the map, in distance, X is closer') 3. Resentment, frustration, racism: 'the rabble' are often 'all these Arabs' p. 129. Perception of the derogation as means of crossing social boundaries' p. 129. [...]
[...] Usage of the academic file containing the following variables: first name, age, sex, profession of the head of the family, number of children in the sibling group, nationality, establishment, level of education (sixth, fifth, fourth, third, SEGPA), class (sixth A of college chosen options, establishment attended the previous year, same for class. e. Theoretical justification for the construction of the 'first name' indicator. First name refers to a physical appearance subject to discrimination. Typology of first names: indigenous first names, first names from the Maghreb, first names from sub-Saharan Africa, Turkish first names, students likely to experience discrimination and segregation. Differentiated usage of indigenous first name and allochthonous first names. P.25 Limits of the indicator: a. [...]
[...] Proposed measurement tool: Examination of first names as an ethnic marker. 6. Announcement of the plan: Chapter The French School Ghetto: An Invisible Problem? 1. Reminder of the societal context marked by debates on ethnic and cultural issues, such as the veil, etc. B.Stasi commission), Process of ethnicization of social relationships. Use of ethnic categories. For example: "The noisy neighbors become 'the Arabs of the third floor'". p.18" Implication of these societal contexts in the School. 2. Measuring ethnic segregation in high school : a. [...]
