Extract
[...] Thus, in the work of Broccolichi et al. (2007); Broccolichi et Trancart (2010), et Trancart (2012), a comparative analysis of departments French was conducted. In the departments the the most urbanized, and the most segregated (Île-de-France, extreme South-East Mediterranean), the school results of students, in national evaluations of entry into sixth grade and in terms of grades obtained at the Brevet exam, are poor compared to the average level of social precariousness3, and the social inequalities of school results are stronger. [...]
[...] This accumulation can lead to a suboptimal result, due to the fact that the product of individual actions differs from what each of them actually wanted. In a reference research conducted in game theory, Schelling (1971; 1978) shows that even if individual behaviors do not aim for complete segregation, the combination of individual preferences can lead to totally segregated neighborhoods due to cumulative mechanisms. In the modeling proposed by Schelling, families (for example, with a particular ethnic origin) move because they do not want to be surrounded by too many different neighbors (they want at least a third of their neighbors to be of the same ethnicity as they are); this leads to other families who find themselves, in turn, strongly minority in their neighborhood, until complete segregation is achieved. [...]
[...] Even when they consider a social mix objective, this preference itself is not independent of their own social background. Finally, the resources (capital) allowing families to educate their child in the establishment of their choice are also unevenly distributed according to social and ethnic backgrounds, which also contributes to reinforcing segregation between establishments. - Contribution of the school offer to the different publics welcomed Sociologists have also highlighted how the school offer contributes, in certain situations, to prolonging and sedimenting social differences among the publics welcomed in educational establishments. [...]
[...] The sociological analysis in terms of capital, inspired by the Bourdieusian tradition, is enriched here by taking into account the spatial dimension. Finally, if the analysis of educational choices in terms of 'school market' can be associated with economists first, this analytical framework is also shared by geographers and sociologists, who regularly refer to the logic of the market. The relevance of the concept of 'school market' does not require that the educational good have a price, as such; the school market is characterized first by the meeting of the educational demand of families and the school offer of establishments (Felouzis et al., 2013). [...]
[...] A Sociology of Matching, Presses de Sciences Po. Grenet, J., Souidi, Y. (2021). Strengthening Social Mix at the College: An Evaluation of Multi-College Sectors in Paris, Report of the Institute of Public Policies, 31. Hoxby, C. et Weingarth, G. (2005).Taking Race Out of the Equation: School Reassignment and The Structure of Peer Effects, miméo. Lévy, J., Koseki, S., Sartoretti, I. (2021). Des spaces of school inequality. Éducation & formations 39-66. [...]
