Training pathways through the mobility prism
Mobility is an important (lifelong) issue for training and employment. This Formation Emploi issue highlights the existence of a double social and spatial distance. Sometimes, being mobile creates training or employment opportunities. This mobility, whether desired or not, is based on the existence of resources and their solicitation. Mobility depends on geographical position (rural or urban), professional or social status, and also on gender, sibling status, family bonds or friendships.
Pupil mobility and school hierarchy. The Paris Schools District during the French Third Republic
During the French Third Republic, the Paris Schools District includes nine départements. Pupil mobility across it can reveal the rank of various institutions, especially that of lycées, state secondary schools. The hierarchy between institutions is linked to the geographic availability of the training offer and to families’ expectations. The study of school mobilities allows us to understand how primary, secondary and private schools compete or complement each other. Inside the secondary, it also allows to study how boys’ and girls’ lycées and collèges compete or complement each other. Despite their privileged position in the school hierarchy, they are themselves in competition with each other.
Moving forward : The family factory of socio-spatial mobility
For the fraction of the rural popular classes that is stable, the dual social and spatial distance of higher education leads to the reproduction of inequalities from one generation to the next. The purpose of this article is to understand the mechanisms that permit these distances to be breached, based on an exemplary case study clearly revealing the social dynamics identified among four families in the West of France, through a qualitative survey, using an intergenerational and genealogical analysis. The family mission of social mobility through education, made possible by the democratization of public education, is transmitted over three generations and is accomplished by one of the descendants. Through the case study of Margot, this article examines the objective and subjective conditions of her achievement.
The ‘enchanted’ framing of students’ choices in higher education fairs
Anne-Claudine Oller, Jessica Pothet, Agnès van Zanten
This article analyzes how higher education fairs frame students’ higher education choices using data from an ethnographic study of 19 fairs in the Ile-de-France region in France. The article focuses on fairs as a market response to the public problem of students’ successful transition from secondary to higher education and on the interweaving of the perspectives of the private organizers of these fairs and the private higher education institutions that use them for their promotion. It examines the discourses and devices deployed to present bright futures to students and their reception by youngsters and their parents according to their social position.
Socio-spatial strategies of candidates for preparatory classes for the Grandes Écoles
Christophe Michaut, Xavière Lanéelle, Yves Dutercq
This article proposes to explore applications for preparatory science classes by focusing on the type of school preferred by students according to their territory of origin and their social characteristics. Based on the use of an original database (APB’Stat) and interviews with students, multivariate analyzes show that students in higher categories mainly target establishments with more receipts for competitive examinations from très grandes écoles, thanks to the spatial mobility that their resources allow ; whereas pupils, at the same school level, with reduced financial resources choose proximity.
Mobility between public and private schools in relation with inequalities and school territories in Marseille : What is “zapping” hiding ?
Gwenaëlle Audren, Virginie Baby-Collin
This article questions students’ mobility between public and private school systems in the city of Marseille. The term “zapping” is used to describe these mobility practices. Based on a new database - the follow-up of a cohort of students who entered 6th grade in 2009, until 2014 - it analyzes both the direction of mobility (from the public to the private sector or vice versa) and their social and spatial patterns, in relation to social origin, school results, orientation, changes in school cycles, and territories (in terms of location and type of schools). The heterogeneity of school “zapping” in secondary education reveals forms of reproduction of socio-territorial inequalities, referring less to chosen practices than to constraints that are both social and dependent on a specific school offer, thereby discussing the notion of school “zapping”.
Read the full article (fr.) : https://www.cairn.info/revue-formation-emploi-2021-3.htm