The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-08e

Bibliographic reference :
Van Zanten, A. (1996). Fabrication et effets de la ségrégation scolaire. InDans S. Paugam (ÉEd.), L'exclusion: l'état des savoirs (pp. 281-291). Paris : La Découverte.

Abstract :

In her book L’exclusion : l’état des savoirs (1996) (exclusion: the status of knowledge), Van Zanten includes a chapter entitled Fabrication et effets de la ségrégation scolaire (creation and effects of educational segregation). The author analyses the share of responsibility of schools regarding educational segregation and its consequences, specifically on academic achievement.

The Role of Schools in Creating Educational Segregation
Based on findings showing that the more there are children from working class or immigrant families within a school, the fewer there are children from well-to-do families and vice versa, Van Zanten attempts to confirm whether schools contribute to this segregation. In order to conduct this analysis, the author focuses on two approaches. The first approach is related to the role that schools play in creating educational segregation. She demonstrates that certain actions do tend to point towards segregation. Schools lend themselves to recruiting students from wealthier backgrounds outside of their territories (residential strategies). They meet parental requirements regarding choice of educational institution (choice strategy) or exclude students who do not belong to their environments. Furthermore, certain educational policies such as ability grouping and priority education zone have stigmatized these educational institutions, discouraged families from wealthier backgrounds and reinforced segregation.

Educational Segregation Effects
The second approach pertains to the effects of this segregation, in particular on the academic achievement of students. Van Zanten notes that there is indeed a significant interaction between the academic “value” of streams and options offered by various institutions and the academic and social “value” of their public. Working class students wind up more often in institutions offering few appealing streams and options. Their academic results are lower given lower academic requirements and the ripple effects of their peers. Elements of the traditional working class culture and juvenile popular culture is integrated at the expense of the vision of academic achievement and standards in effect at these institutions. In conclusion, lower-class students, whether educated or not in their own environments, experience some sort of segregation. If they remain in their environments, they become excluded from the requirements of expected academic standards, and if they attend a well-to-do college, they move away from their environments.

Van Zanten indicates that despite this educational segregation, schools remain at the core of the integration process. They may play a positive role through co-operative effort among policies, teachers and families.

Key Words :
Immigrant, Ethnicity, Educational segregation, Exclusion, PEZ, Underprivileged Environments, Working Class, Educational Institutions, Educational Stream, Educational Policy, School Environment

Monitored Countries :
France