Relevant bibliographies by topics / Discrimination in education – France

Academic literature on the topic 'Discrimination in education – France'

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Published: 10 March 2023

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Journal articles on the topic "Discrimination in education – France"

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Mikuláš, Josek, and Svobodová Jitka. "Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe." Journal of International Students 9, no. 1 (February 15, 2019): 1–18. http://dx.doi.org/10.32674/jis.v9i1.262.

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This paper examines a large dataset of questionnaire responses (n=5,321) of international students who have studied abroad (mainly via the Erasmus+ programme). Their acculturation experiences with campus discrimination (an acculturative stressor), academic support (a mediator of acculturation) and academic satisfaction (an outcome of acculturation) are analyzed and compared among five European countries (France, Germany, Italy, Spain, and Portugal). The measures of acculturation experiences are verified by Principal Component Analysis, which yields three components; Campus Discrimination, Academic Support, and Academic Satisfaction. The components are used as aggregate indexes for ranking the five major destination countries in Europe based on students’ experiences. A country-by-country comparison suggests that experiences from study abroad are most positive in Germany.
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Drăghicescu, Luminița Mihaela, Ioana Stăncescu, and Ana-Maria Suduc. "Teenagers` Perception about Discrimination." Logos Universality Mentality Education Novelty: Political Sciences & European Studies 6, no. 2 (2020): 17–31. http://dx.doi.org/10.18662/lumenpses/6.2/20.

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Adolescence is the age of impetuous transformations, but also the age of crises accompanied by anxiety, insecurity, depression. When discrimination - a phenomenon that has certainly affected the lives of each of us - is added to them, the "route" of teenagers to the crystallization of self-identity becomes even more difficult. Awareness of discrimination and taking on the mission to prevent/combat it, by cultivating values and attitudes such as respect for diversity, equity, tolerance, solidarity, cooperation become, in this way, objectives of the school, achievable in the context of social education. Going in this direction, the RAINBOW project aims to promote social inclusion and positive EU values through capitalizing of non-formal education and its specific methods into the school education. Within this project, a research was carried out with a target group consisted of 1487 students and 254 secondary school teachers from six European countries: Belgium, Bulgaria, France, Italy, Romania and Spain. From Romania, a group of 37 teachers and 267 students was part of this approach. The research method used was the survey based on questionnaire, and regarding the target group of teenagers students, the objectives included identifying their perception of discrimination, awareness of negative effects of social media, but also the importance of civic competences development. Referring to the need for a proper understanding of the phenomenon of discrimination, in this study we integrated some of the results of research conducted within the Rainbow Project, presenting some important data on teenagers' perceptions and experience on discrimination.
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Hauser, Jonathan. "Education, secularism, and illiberalism: Marginalisation of Muslims by the French state." French Cultural Studies 32, no. 2 (April 22, 2021): 149–62. http://dx.doi.org/10.1177/09571558211007444.

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Laïcité, France’s idiosyncratic principle of secularism, is a unique term that today engenders state forms of illiberalism, especially against marginalised communities in France. French Muslims experience instances of discrimination and ‘othering’ as the state endorses illiberal policies in the name of laïcité. These state acts of symbolic violence transgress political geographies and affect French Muslims’ perceptions of identification, citizenship, and belonging. Building on nine interviews with French Muslim higher education students, this article demonstrates ways in which illiberalism operates in the lives of French Muslim higher education students. It identifies the role of the French secular school in the making of gendered Islamophobia. This article serves as means for better understanding the lived experiences of French Muslims and recognising the socio-political changes that need to be made in France to protect and empower marginalised groups against state illiberalism.
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Zholudeva, Natal’ya R., and Sergey A. Vasyutin. "Employment Problems of Muslim Migrants in France (Exemplified by Paris). Part 2." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 1 (March 1, 2022): 27–35. http://dx.doi.org/10.37482/2687-1505-v152.

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In the second part of the article, the authors focus on the employment of Muslim migrants in France over the last 15 years. It is noted that modern France needs labour migrants, especially qualified technical personnel. However, when applying for a job, Muslim migrants face discrimination, language and cultural barriers, requirements to confirm their education and qualification documents, as well as other issues. Employment of these people often depends on their family and friends’ help. The article focuses on the analysis of the jobs taken by Muslim migrants and sectors they are employed in using the statistics for Paris. The research allowed us to specify the Muslim migrants’ employment level (slightly exceeding 50 %) and fields of work, as well as the most common occupation groups (workers and employees). The study demonstrates that the share of Muslim migrants in prestigious occupation groups is much smaller than that of other migrants and French people. Research and experiments conducted in 2006, 2009, 2015 and 2017 revealed that Muslim migrants face problems and restrictions when applying for jobs. Primarily, they are discriminated against due to their Islamic religion, nationality, poor French language skills, living in disadvantaged areas dominated by migrants from Muslim countries, and other reasons. The authors conclude that in France, migrants of Muslim origin are being discriminated against when trying to get employed (even though the majority of French people condemn any form of discrimination) and restricted in their access to senior positions, intellectual jobs and education.
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Felouzis, Georges, Barbara Fouquet-Chauprade, and Samuel Charmillot. "Les descendants d’immigrés à l’école en France : entre discontinuité culturelle et discrimination systémique." Revue française de pédagogie, no. 191 (June 30, 2015): 11–27. http://dx.doi.org/10.4000/rfp.4738.

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Möschel, Mathias. "Race judicata: The Ban on the Use of Ethnic and Racial Statistics in France." European Constitutional Law Review 5, no. 2 (June 2009): 197–217. http://dx.doi.org/10.1017/s1574019609001977.

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Constitutionality of ethnic and racial statistics for research purposes – Principles of indivisibility and equality in Article 1 of the French Constitution – Visible minorities, discrimination and positive action measures – French republican conception of citizenship – Use of the word ‘race’ – Fear of misuse of ethnic and racial statistics – French alternative of territorial measures – Educational and fiscal advantages – Violation of the right to equal access to education – Ghettoisation – Problems in consideration of Directive 2000/43 (the Race Directive)
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Couppié, Thomas, Arnaud Dupray, and Stéphanie Moullet. "Education-based occupational segregation and the gender wage gap: evidence from France." International Journal of Manpower 35, no. 3 (May 27, 2014): 368–91. http://dx.doi.org/10.1108/ijm-09-2012-0143.

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Purpose – The purpose of this paper is to test whether the gender wage gap at the beginning of the working life in France varies with the gender composition of occupations (male-dominated, female-dominated or mixed) and its main determinant (educational pre-sorting or labour market sorting). Design/methodology/approach – The first stage of the methodology is to decompose segregation indexes at occupation level into the two components of determination noted above. The occupations are then divided into five groups on the basis of their gender composition and the weight of the educational segregation. Oaxaca-Blinder decompositions are then applied to each group. Findings – Among 54 strongly gendered occupations, the segregation in 26 stems mainly from educational pre-sorting. This context is favourable to reduction of the gender wage gap. However, a modest wage differential is not proof of convergence towards equity, as it may conceal the existence of a significant discrimination component, as in male occupations. Research limitations/implications – The results relate to a cohort of French youth. The earnings-equalizing impact of education-based occupational segregation should be tested in other national contexts. Social implications – Public authorities should put in place incentives to encourage women's participation in a greater range of education and training courses and to improve the matching between education and the skill content of jobs. Originality/value – The originality lies in the suggestion that a strong connection between education and skill requirements helps to narrow the occupational gender wage gap.
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Bannikov, K. V., N. K. Radina, O. A. Smirnova, and D. V. Shavarova. "Electronic petitions in France on the material of Change.org, a non-governmental e-petition platform." Digital Sociology 5, no. 3 (September 6, 2022): 45–56. http://dx.doi.org/10.26425/2658-347x-2022-5-3-45-56.

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The article presents the results of an empirical study on electronic petitions posted on the Change.org French-speaking segment, geographically linked to France. The relevance of the topic is due to the intervention of modern information and communication technologies in political reality and the need for scientific reflection of the consequences of digital changes in political processes. The authors of the article analyse the regional particularities of the online petition activity by the inhabitants of France on the material of 15 887 electronic petitions (January 2015 – October 2017), 570 of which are petitions with the status of “victory” (4 %). The authors note that the European territories of France form three main groups of online petition activity (with low, medium and high petition activity). Residents of France most often relate to social problems (social security, health care and education) in electronic petitions. In addition, Change.org is actively registering electronic petitions on issues related to crime and terrorism, discrimination, the environment, the economy and animal welfare. Electronic petitions about problems of culture, sports and problems of confessional relations are recorded relatively rarely. The greatest response from the recipients of the petition is caused by problems in the social sphere, education and health. The French society, through the prism of activity on the non-governmental Internet resource Change.org, appears as a modern society with post-industrial values, preoccupied with security issues, in an active and relatively productive dialogue with its political and business elite.
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Bazen, Stephen, and Khalid Maman Waziri. "The integration of young workers into the labour market in France." International Journal of Manpower 41, no. 1 (September 30, 2019): 17–36. http://dx.doi.org/10.1108/ijm-07-2018-0204.

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Purpose Using a representative survey of young persons having left full-time education in France in 1998 and interviewed in 2001 and 2005, the purpose of this paper is to examine the process of their integration into normal employment (a stable job with a standard employment contract) and the extent to which job matches are inefficient in the sense that the pay in a job is below an individual’s potential earnings. The latter are determined principally by diploma level and educational specialisation, although other forms of training and labour market experience are relevant. Design/methodology/approach A stochastic earnings frontier approach is used in order to examine workers’ ability to capture their full potential earnings in labour markets where there is inefficient job matching (due to the lack of information, discrimination, over-education or the process of integration). Findings The results suggest that young workers manage to obtain on average about 82 per cent of their potential earnings three years after leaving full-time education and earnings inefficiency had disappeared four years later. The results are robust to the treatment of selectivity arising from the exclusion of the unemployed in the estimation of the frontier. Originality/value The stochastic earnings frontier is a useful and appropriate tool for modelling the process of labour market integration of certain groups (young persons, migrants and the long-term unemployed) where over-education due to inefficient initial job matches occurs. Over time this situation tends to be rectified as job mobility leads to improved matching and less inefficiency.
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Zholudeva, Natal’ya R., and Sergey A. Vasyutin. "Employment Problems of Muslim Migrants in France (Exemplified by Paris). Part 1." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 6 (December 20, 2021): 5–13. http://dx.doi.org/10.37482/2687-1505-v137.

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The first part of the article briefly covers the history of immigration to France, social conflicts associated with migrants, and the results of French research on discrimination of immigrants in employment. In spite of the high unemployment rate, compared with other European Union countries, France remains one of the centres of migration and receives a significant number of migrants and refugees every year. The origins of immigration to France go back to the mid-19th century. Initially, it was mainly for political reasons, in order to find a job or receive an education. Between the First and the Second World Wars, France accepted both political (e.g. from Russia, Germany and Spain) and labour migrants (from Africa and Indo-China). After World War II, the French government actively invited labour migrants from the French colonies, primarily, from North Africa (Algeria, Tunisia and Morocco). When the Algerian War ended, the Harkis – Algerians who served in the French Army – found refuge in France. By the late 1960s, the Moroccan and Tunisian communities were formed. Up to the 1980s, labour migration was predominant. However, with time, the share of refugees and those who wanted to move to France with their families started to increase. This caused a growing social and political tension in French society resulting in conflicts (e.g. the 2005 riots in Paris). Moreover, the numerous terrorist attacks and the migration crisis of 2014–2016 had a particularly negative impact on the attitude towards migrants. All these issues have to a certain extent affected the employment of the Muslim population in France.
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Dissertations / Theses on the topic "Discrimination in education – France"

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ROMENS, ANNE-IRIS. "Coping with essentialism and stratifications: Migrant women with tertiary education in local labour markets of France and Italy." Doctoral thesis, Università di Padova, 2020. http://hdl.handle.net/10281/381391.

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Migrant women with tertiary education are significantly concerned with over-education, de-skilling and underemployment, as they primarily work in jobs that are not in line with their studies. The dissertation argues that analysing essentialism is crucial to understanding the stratifications of the labour market and comprehending why migrant women continue to be confined in jobs with low social recognition, despite their degrees. The thesis puts into light that representations based on coloniality, global inequalities and also on conservative and eroticised models of femininity, affect the selection process and finally limit the access that these women have to employment. To explore the influence of essentialism in the assessment of skills, the thesis uses the concept of embodiness. It stresses that recruiters tend to value skills, according to who embodies them, and depending on how candidates are perceived in terms of class, gender, and racialisation. Assessment of skills appears to involve a high level of scrutiny over female candidates' body and habitus, leading to class selectivity and eroticisation of migrant women. Moreover, the dissertation explores how migrant women with tertiary education are coping, resisting, and eventually challenging essentialism and stratifications. It analyses how they react to their position in the local labour markets, whether they feel downgraded or they have accessed satisfying jobs. In addition, motherhood emerged from fieldwork as a crucial factor that influences migrant women's trajectories. As a result, the dissertation analyses how the interplay of migration, welfare, care, and gender orders conditions access to employment, leading to frequent de-skilling The local labour markets that were selected in which to conduct fieldwork are those of Veneto, in Italy and Alsace, in France. These two contexts are characterised by different models of care, and of addressing migrants' otherness. The social phenomenon is studied from a variety of perspectives. The dissertation crosses the gazes of migrant women with tertiary education, born in Sub-Saharan African and European non-EU countries, with those of recruiters and social workers. Overall, 52 narrative interviews were conducted and analysed using thematic analysis and biographical policy evaluation. In addition, the dissertation is one of the first studies that uses statistical data to highlight the differential access that migrants with tertiary education have to employment in Italy and France, according to their country of birth and gender. By studying the challenges faced by migrant women with tertiary education, the dissertation highlights how access to resources and employment is gendered, classed, and racialised and how essentialist processes influence it. It argues that understanding the mechanisms that contribute to reproducing stratifications enables us to design paths towards more equal access to employment and resources.
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Vollet-Gless, Marianne. "L'egalite des chances entre hommes et femmes en education utopies et realites. Les programmes de diversification de l'orientation des jeunes filles en france." Université Marc Bloch (Strasbourg) (1971-2008), 1997. http://www.theses.fr/1997STR20043.

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La scolarisation en france est mixte depuis 20 ans, mixite des acces et mixite des possibilites d'orientation scolaire et professionnelle. Cependant des inegalites de repartition selon le sexe perdurent dans l'enseignement secondaire et superieur. Une politique gouvernementale de diversification de l'orientation des filles propose depuis 1984 des innovations pedagogiques s'inspirant des programmes d'europeens d'egalite des chances entre femmes et hommes en education pour reduire ces inegalites. Cette recherche, presentee en trois parties, en fait une analyse socio-historique a partir des textees officiels et de realisations experimentales dans deux academies. La partie i expose l'evolution des donnees chiffrees sur 10 ans, les motifs explicites de la mission gouvernementale et les moyens aministratifs, organisationnels et pedagogiques proposes. La partie ii analyse les conditions de mise en oeuvre dans deux academies de l'est de la france, et plus particulierement les resistances rencotrees par des filles et des femmes engagees dans des formations et des emplois du secteur de la mecanique. La partie iii expose les aspects sociologiques, educatifs et psychologiques qui determinent l'elaboration des aspirations scolaires et professionnelles selon l'appartenance de genre. Le processus de socialisation rencontre dans un environnement educatif ouvert a l'egalite des chances entre filles et garcons des opportunites nouvelles dans l'elaboration des projets d'avenir et du projet de soi qui doivent beaucoup aux savoirs issus de l'experience feministe et des experiences d'orientationn diversifiante. Les theories integratives de l'orientation et du genre posent a l'education a l'orientation un autre cadre de reflexion sur les conditions d'une culture a l'egalite
For 20 years, education has been coeducationnal in france, giving equal opportunities of access to scholar and career choices. Nevertheless inequalities in distribution of the sexes subsist in secondary schools and higher education. A governemental policy aiming at the widening girls'career opportunities inforced since 1984 some educational innovations, which were drawn from european equal opportunities programs. This research, presented in 3 parts, gives a socio-historical analysis of this policy. The research is based on official texts and on experimental projects in 2 local education authorities. The first part gives an outline of the evolution, in figures over 10 years, the explicit aims of the governemental mission as well as its administrative, organizational and pedagogical means. The second part gives an analysis of the conditions of implementation in 2 local authorities in the east of france and. In particular, the resistance met by young girls and women engaged in training and careers in the field of mechanics. The third part exposes the sociological, educational and psychological aspects by which professional and scholar aspirations are devised according to gender. The socialisation process is met by new opportunities for the determination of projects for the future and projects for the self in an educational environment which welcomes equal opportunities. These projects hav drawn a lot from the knowledge of feminist experimentations as well as from diversified vocational couselling experiences. The integrative theories of orientation and gender give career and educational couselling an ather frame trough which cultural equality practices can be reconsidered
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Romens, Anne-Iris. "Coping with essentialism and stratifications: Migrant women with tertiary education in local labour markets of France and Italy." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3423197.

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Migrant women with tertiary education are significantly concerned with over-education, de-skilling and underemployment, as they primarily work in jobs that are not in line with their studies. The dissertation argues that analysing essentialism is crucial to understanding the stratifications of the labour market and comprehending why migrant women continue to be confined in jobs with low social recognition, despite their degrees. The thesis puts into light that representations based on coloniality, global inequalities and also on conservative and eroticised models of femininity, affect the selection process and finally limit the access that these women have to employment. To explore the influence of essentialism in the assessment of skills, the thesis uses the concept of embodiness. It stresses that recruiters tend to value skills, according to who embodies them, and depending on how candidates are perceived in terms of class, gender, and racialisation. Assessment of skills appears to involve a high level of scrutiny over female candidates' body and habitus, leading to class selectivity and eroticisation of migrant women. Moreover, the dissertation explores how migrant women with tertiary education are coping, resisting, and eventually challenging essentialism and stratifications. It analyses how they react to their position in the local labour markets, whether they feel downgraded or they have accessed satisfying jobs. In addition, motherhood emerged from fieldwork as a crucial factor that influences migrant women's trajectories. As a result, the dissertation analyses how the interplay of migration, welfare, care, and gender orders conditions access to employment, leading to frequent de-skilling The local labour markets that were selected in which to conduct fieldwork are those of Veneto, in Italy and Alsace, in France. These two contexts are characterised by different models of care, and of addressing migrants' otherness. The social phenomenon is studied from a variety of perspectives. The dissertation crosses the gazes of migrant women with tertiary education, born in Sub-Saharan African and European non-EU countries, with those of recruiters and social workers. Overall, 52 narrative interviews were conducted and analysed using thematic analysis and biographical policy evaluation. In addition, the dissertation is one of the first studies that uses statistical data to highlight the differential access that migrants with tertiary education have to employment in Italy and France, according to their country of birth and gender. By studying the challenges faced by migrant women with tertiary education, the dissertation highlights how access to resources and employment is gendered, classed, and racialised and how essentialist processes influence it. It argues that understanding the mechanisms that contribute to reproducing stratifications enables us to design paths towards more equal access to employment and resources.
Le donne migranti con istruzione superiore sono significativamente colpite dalla sovra-istruzione, dalla de-qualificazione e dalla sottoccupazione, in quanto lavorano principalmente in posti di lavoro che non sono in linea con i loro percorsi di studio. La tesi sostiene che analizzare l'essenzialismo è cruciale per comprendere le stratificazioni del mercato del lavoro e capire perché le donne migranti continuano ad essere confinate in posti di lavoro con scarso riconoscimento sociale, nonostante la loro laurea. La tesi mette in luce come le rappresentazioni basate sulla colonialità, le disuguaglianze globali e anche su modelli di femminilità conservatori ed erotizzati, influenzano il processo di selezione e infine limitano l'accesso che queste donne hanno al lavoro. Per esplorare l'influenza dell'essenzialismo nella valutazione delle competenze, la tesi utilizza il concetto di incorporazione (embodiness). Sottolinea che i selezionatori tendono a valutare le competenze, in base a chi le incorpora e in base a come i candidati vengono percepiti in termini di classe, genere e razzializzazione. La valutazione delle competenze sembra comportare un alto livello di scrutinio sul corpo e sull'habitus delle candidate donne, portando a una selettività basata sulla classe e l'erotizzazione delle donne migranti. Inoltre, la tesi esamina come le donne migranti con istruzione superiore affrontano, resistono e alla fine sfidando l’essenzialismo e le stratificazioni. Analizza il modo in cui reagiscono alla loro posizione nei mercati del lavoro locali, sia che si sentano declassati o che abbiano avuto accesso a lavori soddisfacenti. Inoltre, la maternità è emersa dal lavoro sul campo come un fattore cruciale che influenza le traiettorie delle donne migranti. Di conseguenza, la tesi analizza il modo in cui l'interazione tra migrazione, welfare, cura e ordini di genere condiziona l'accesso all'occupazione, portando a frequenti declassamenti. I mercati del lavoro locali che sono stati selezionati per svolgere attività sul campo sono quelli del Veneto, in Italia e dell’Alsazia, in Francia. Questi due contesti sono caratterizzati da diversi modelli di cura e di rapportarsi all'alterità dei migranti. Il fenomeno sociale è studiato da una varietà di prospettive. La tesi incrocia gli sguardi delle donne migranti con istruzione superiore, nate in paesi dell'Africa subsahariana ed dall’Europa non-UE, con quelle di selezionatori e lavoratori sociali. Complessivamente, sono state condotte e analizzate 52 interviste narrative utilizzando l'analisi tematica e la valutazione biografica di politiche. Inoltre, la tesi è uno dei primi studi che utilizza i dati statistici per evidenziare l’accesso differenziato che i migranti con istruzione superiore hanno al lavoro in Italia e Francia, in base al loro paese di nascita e al loro genere. Studiando le sfide affrontate dalle donne migranti con istruzione terziaria, la tesi evidenzia come l'accesso alle risorse e all'occupazione sia influenzata dal genere, dalla classe e dalla razzializzazione e come siano influenzati dall’essenzialismo. Sostiene che la comprensione dei meccanismi che contribuiscono a riprodurre le stratificazioni ci consente di progettare percorsi verso un accesso più equo all'occupazione e alle risorse.
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Quintero, Oscar. "Racisme et discrimination à l'université : lectures croisées des sociétés française et colombienne à partir de l'expérience vécue des étudiants noirs à Paris et Bogota." Phd thesis, Université Rennes 2, 2013. http://tel.archives-ouvertes.fr/tel-00807356.

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L'étude sociologique des inégalités sociales dans l'enseignement supérieur a été principalement développée à partir de catégories classiques comme celle de " classe sociale ". L'étude de l'enseignement supérieur à partir d'une approche " ethno-raciale " est toujours inédite, en France comme en Colombie. Le propos de cette thèse est d'étudier les discriminations raciales et le racisme dans l'enseignement supérieur, ainsi que leur influence sur la (re)production des inégalités sociales et éducatives qui affectent les minorités racialisées dans les deux pays. Il s'agit d'une enquête sociologique qualitative, avec une approche comparative entre deux sociétés différentes, en France et en Colombie, à partir de l'étude du vécu d'étudiant.e.s noirs, hommes et femmes, à Paris et à Bogota. La thèse cherche à identifier les processus de discrimination systémique auxquels doivent faire face les étudiant.e.s noir.e.s, comment le racisme quotidien se manifeste dans les universités françaises et colombiennes, comment les expériences de discrimination raciale sont vécues et appropriées par les étudiant.e.s interviewé.e.s, et comment elles influent sur leurs trajectoires éducatives et sociales. Enfin, les différences ou similitudes identifiables entre la France et la Colombie constituent un autreenjeu majeur de la thèse
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Thomauske, Nathalie saskia. "Des constructions de "speechlessness" : une étude comparative Allemagne-France sur les rapports sociaux langagiers de pouvoir dans le domaine de l'éducation de la petite enfance." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD050/document.

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L'Allemagne et la France se trouvent en matière d’immigration face à des défis semblables. Les deux pays sont des États-nations dans lesquels la société majoritaire est convaincue que le peuple doit être unifié à travers une langue commune. Cette conception d'État est pourtant fortement contestée par des personnes plurilingues (of Color). L’objectif de la thèse est d’analyser comment la discrimination des enfants plurilingues est construite et légitimée au quotidien dans le domaine de l'éducation de la petite enfance.À cette fin, des entretiens collectifs avec des enseignant-e-s et des parents ont été menés et ont été analysés suivant une approche constructiviste de la « grounded theory ». Les résultats montrent, entre autres, que les enseignant-e-s ne savent pas comment se comporter avec des enfants qui ne parlent pas la langue cible ou se sentent incertain-e-s face à ces enfants. La plupart d’entre elles / eux réagissent face à cette situation en exigeant des enfants de s’adapter et d'apprendre la langue cible par leurs propres moyens à travers une submersion dans cette langue. Les langues «Autres» des enfants et de leurs parents sont relégués au contexte privé et leurs locutrices / locuteurs sont réduit-e-s au silence dans le cadre de l’école maternelle. De cette façon le capital symbolique des enfants parlant une langue « Autre » est exclu de l’institution préscolaire, ce qui contribue à une restriction de leur participation égalitaire aux processus de l'éducation. D'autres enseignant-e-s critiquent ces politiques linguistiques de facto et décrivent en revanche comment ils contribuent à aider les enfants à s’exprimer dans leur(s) langue(s) préférée(s)
Germany and France face similar challenges concerning questions of immigration. Both countries are nation states, in which the majoritarian society is convinced that the people should be unified through speaking a common language. This conception of the nation-state is nevertheless strongly opposed by plurilingual people (of Color). The aim of the thesis is to analyze how a discrimination of plurilingual children is constructed and legitimized in daily life in the domain of early childhood education.To this end, focus group discussions with practitioners and parents have been conducted and analyzed following a constructionist “grounded theory” approach. Findings show, among others, that practitioners do not know or are insecure of how to deal with children who do not speak the target language. Some of them react by expecting children to adapt and to learn the language on their own through "language submersion". The “Other” languages of the children and their parents are relegated to the private context and their speakers are silenced in the ECEC setting. Other practitioners criticize these de facto language policies and describe how they contribute to support children in expressing themselves in their favorite language(s)
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Siakam, Victorine-Jolie. "Le droit des femmes au travail : étude comparée des droits camerounais et français." Thesis, Lille 2, 2015. http://www.theses.fr/2015LIL20014.

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La faculté de travailler et les droits qui se rattachent à l’exercice d’une activité professionnelle par les femmes résultent d’une longue évolution juridique en France comme au Cameroun et en dépit de la reconnaissance du droit au travail, diverses entraves subsistent et génèrent des discriminations. Les discriminations sont tantôt de fait, et trouvent alors leur fondement dans des mentalités rétrogrades, tantôt de droit et se traduisent par des insuffisances juridiques. Les outils juridiques de promotion des droits des femmes au travail et de la lutte contre toute forme de discrimination professionnelle ne sont pas totalement identiques en France et au Cameroun. Mais, les acquis d’un pays pourraient parfaitement être transposés dans l’autre pays
The ability to work and the rights that go with women exercising a professional activity are the result of lengthy legal developments both in France and Cameroon. Despite recognition of this right to work, various constraints persist and give rise to discrimination. Discrimination is sometimes de facto, in which case it is based in retrograde attitudes, and sometimes it is legal, in which case it is manifested in legal shortcomings. The legal tools used to promote women’s rights at work and to fight against all forms of professional discrimination are not completely identical in France and Cameroon. Nevertheless, the gains of one country can be perfectly transposed onto the other
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Lanier, Valérie. "L'accueil des enfants (d') immigrés dans les écoles françaises : éducation entre culture familiale et culture du pays d'arrivée." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00696486.

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Les enfants (d') immigrés sont porteurs d'une langue et d'une culture familiales différentes de celles de la société d'arrivée et de son école. Or, la langue et la culture familiales jouent un rôle important dans le développement harmonieux de l'enfant et son " intégration " à la société d'arrivée. L'école qui doit permettre à l'enfant d'une part de se construire en tant qu'individu et d'autre part de trouver sa place dans la société où il vit, véhicule une culture différente, considérée comme légitime. Que fait-elle des langues et cultures familiales des enfants (d') immigrés? Jusque dans les années 1970, rien de particulier n'était prévu pour les enfants (d') immigrés scolarisés. Ils devaient se fondre dans la masse des élèves. Avec la mise en place d'une politique de regroupement familial, l'institution scolaire a commencé à prendre en compte ces enfants. Deux dispositifs ont été institués : des structures d'accueil pour les enfants non francophones et des enseignements de langue et culture d'origine. Cependant, si ces dispositifs constituent un premier pas dans la prise en compte des enfants (d') immigrés dans les écoles, elles restent dans une logique simultanément assimilationniste et différencialiste. Au delà de la conception de ces dispositifs, les observations effectuées dans les classes d'accueil et les cours de langue et culture d'origine de Côte d'Or ainsi que les entretiens et les enquêtes réalisées auprès des enseignants de ce département ont montré différents problèmes matériels, techniques et humains dans leur fonctionnement. Par ailleurs, la période de scolarisation joue un rôle important dans la construction des enfants et ce que l'on y enseigne marque pour longtemps. Ainsi, la place donnée aux cultures extra-occidentales ainsi que l'image de l'autre véhiculée au cours de celle-ci, en particulier par les manuels scolaires, d'une part constituent le miroir de la manière de voir l'autre plus généralement dans la société d'arrivée, et d'autre part emportera des conséquences sur le long terme, sur la société de demain. L'occidentalo-centrisme qui caractérise l'enseignement de l'histoire et de la littérature entraîne une dévalorisation/stigmatisation de l'Autre, de ses langues et de ses cultures qui est transmise aux élèves.
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Eberhard, Mireille. "L'idée républicaine de la discrimination raciste en France." Paris 7, 2006. http://www.theses.fr/2006PA070043.

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Cette thèse aborde le rôle de l'idée républicaine dans l'appréhension et le traitement de la discrimination raciste en France. L'analyse s'appuie sur un dispositif public et une campagne associative de lutte contre la discrimination. Elle interroge l'appropriation de cette thématique par le acteurs investis en leur sein, et met en évidence la manière dont le cadre républicain influence la posture qu'ils adoptent vis-à-vis de l'objet à traiter, la compréhension qu'ils en ont, et le type d'actions qu'ils mènent dans le but de le proscrire. À travers leurs discours et leurs pratiques, elle s'intéresse à la manière dont ils distinguent, confondent ou articulent le racisme et la discrimination. À partir du témoignage de victimes et du traitement que reçoit leur plainte au sein de structures d'accueil, il s'agit également de questionner la convocation du référentiel républicain dans les stratégies de dénonciation, de réparation, mais aussi de dénégation de la discrimination raciste
This thesis is about the role of the republican idea in the approach to racial discrimination in France and the measures in order to deal with it. The analysis relies on a state policy and an associative campaign designed to fight against discrimination. It investigates the appropriation of this theme by the actors concerned within these structures, and emphasizes the way the republican framework influences the position they adopt towards the object to be treated, their understanding of it, and the kind of measures they take in order to ban it. Through their discourses and their practices, it takes an interest in the way they distinguish, confound or articulate racism and discrimination. From the testimony of victims and the way their complaint is dealt with in reception facilities, it is necessary to call into question the appeal to the republican repository in the strategies of denunciation, of reparation, but also of denial of racial discrimination
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David, Franck. "La notion de discrimination positive en droit public français." Poitiers, 2001. http://www.theses.fr/2001POIT3005.

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La notion de discrimination positive présente en droit public français une double difficulté. La première difficulté tient à la définition même de la notion. Ainsi, la notion française de discrimination positive n'est pas nécessairement la traduction de la notion américaine d'"affirmation action". La deuxième difficulté tient dans l'introuvable fondement écrit susceptible de conférer à la notion une parfaite légitimité. Il n'empêche qu'en dépit de ces difficultés, il semble bien que la notion existe bel et bien en droit français et qu'ele tend à s'affirmer dans des domaines aussi divers que l'éducation, l'aménagement et la gestion du territoire national, la représentation politique, sans autre limite d'ailleurs à son extension que les mobiles constitutionnellement prohibés ssur lesquels la notion ne saurait se fonder. La notion s'entend de toutes mesures qui, rompant avec le principe traditionnel d'égalité formelle - l'égalité devant la norme -, offrent une alternative radicale et ambitieuse au principe d'égalité réelle - l'égalité dans la norme -, pour composer le troisième volet du tryptique égalitaire, - l'égalité par la norme -. Or, une telle conception de l'égalité n'est peut-être pas aussi éloignée qu'il y paraît de la conception formelle de l'égalité. L'égalité par la norme, dépassant l'égalitarisme approximatif de l'égalité dans la norme, se propose d'établir en effet durablement une égalité en droits qui soit n'a jamais existé dans les faits, soit a été accidentellement rompue, et de permettre au principe de l'égalité devant la norme, dominant en théorie en droit français, d'acquérir une force qu'elle n'avait pas même à l'origine dans l'esprit des révolutionnaires français de 1789, après que les discriminations positives aient eu pour résultat d'accorder les faits avec le droit.
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Maman, Waziri Khalid. "A stochastic earnings frontier approach to investigating labour market failures." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0164/document.

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Cette thèse de doctorat examine les principales défaillances du marché du travail qui entraînent que les travailleurs n’arrivent pas à obtenir la pleine rémunération potentielle qui corresponde à leur capital humain. Il y a « inefficacité salariale » lorsque le salaire obtenu est inférieur au maximum atteignable. Dans un tel cas, les salariés reçoivent un salaire injuste par rapport au capital humain disposé. Cela décourage à investir dans son capital humain ce qui aura tendance à réduire la productivité totale, à affaiblir la compétitivité et à nuire à la croissance économique du pays. La contribution que nous apportons à travers ce travail est de trois ordres. Dans un premier temps, nous proposons un nouveau regard par rapport à l’intégration des jeunes sur le marché du travail. Plutôt que d’examiner si les individus obtiennent un contrat de travail stable ou non, nous adoptons une approche qui s’intéresse à la qualité de l’appariement « emploi – compétences » de jeunes entrant fraîchement dans la vie active. Nos travaux fournissent des résultats empiriques qui mettent en évidence les différentes théories de recherche d’emploi. Dans un second temps, en raison du considérable défi que représente l'identification et l'évaluation des pratiques discriminatoires sur le marché du travail, nous proposons une approche innovatrice et efficace pour examiner le phénomène du plafond de verre (barrière invisible à l’accès des postes de décision mieux rémunérés). Dans la dernière partie de cette thèse, nous proposons un modèle économétrique théorique qui améliore la correction du problème de biais de sélection pour les modèles de frontière stochastique
This doctoral thesis addresses issues related to employees’ imperfect information on the labour market and discrimination, generally all direct consequences of labour underpayment or “earnings inefficiency”. Workers are in a situation of earnings inefficiency when they do not receive the full potential remuneration corresponding to their human capital endowment: unfair pay for greater stock of human capital. This situation is problematic from a policy-makers point of view as it could weaken work incentives, discourage investments in human capital, and harm economic growth and competitiveness. It could also widen inequality within the society and contribute to the increase in relative poverty.The contribution we make through this work is threefold. First, we examine the integration of young people into the labour market from a new angle. Instead of examining whether individuals obtain stable employment or not, we use an approach that focuses on the quality of the job matching for young people entering the workforce and lacking labour market information. This first chapter provides empirical evidence on job search theories. In a second chapter, because of the considerable challenge of identifying and assessing discriminatory practices in the labour market, we propose an innovative and effective approach to examine the phenomenon of the glass ceiling (an invisible barrier to management positions associated with higher earnings). Finally, the last part of this doctoral thesis is devoted to improving the econometric approach we use. We propose a theoretical econometric model that improves correction for sample selection bias with stochastic frontier models
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Books on the topic "Discrimination in education – France"

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Rousseau's daughters: Domesticity, education, and autonomy in modern France. Durham, N.H: University of New Hampshire Press, 2008.

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Goldring, Maurice. Voie royale, voie républicaine: Formation des élites en France et en Grande-Bretagne. Paris: Syllepse, 2000.

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Goldring, Maurice. Voie royale, voie républicaine: Formation des élites en France et en Grande-Bretagne. Paris: Syllepse, 2000.

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Les enseignants et le genre: Les inégalités hommes-femmes dans l'enseignement du second degré en France et en Angleterre. Paris: Presses Universitaires de France, 2011.

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1932-, Blanpain R., Numhauser-Henning Ann 1951-, and Burri Susanne, eds. Women in academia and equality law: Aiming high--falling short? : Denmark, France, Germany, Hungary, Italy, The Netherlands, Sweden, United Kingdom. The Hague, The Netherlands: Kluwer Law International, 2006.

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Hanna, Rema. Measuring discrimination in education. Cambridge, MA: National Bureau of Economic Research, 2009.

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1969-, Hallock Kevin F., ed. Education, training, and discrimination. Cheltenham, UK: Edward Elgar, 1997.

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Lang, Kevin. Education and labor-market discrimination. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Lang, Kevin. Education and labor-market discrimination. Cambridge, MA: National Bureau of Economic Research, 2006.

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Ending discrimination in special education. Springfield, Ill: C.C. Thomas, 1998.

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Book chapters on the topic "Discrimination in education – France"

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Regnault, Elisabeth. "Inclusive Education and Discrimination in France: The Case of Turkish and Arabic Teaching." In Globalisation, Comparative Education and Policy Research, 83–100. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92774-5_5.

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Monnin, Éric. "France." In Olympic Education, 161–76. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-17.

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Legrand, Andre. "France." In Special Education, 151–60. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_13.

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Brinbaum, Yaël. "Access to Employment of the Second Generations in France: Unequal Role of Family and Personal Networks by Origins and Gender." In IMISCOE Research Series, 83–120. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_5.

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AbstractUsing data from the Trajectories and Origins survey (TeO), this chapter investigates the role of networks in access to employment of descendants of immigrants in France. I compare the recruitment channels and the type of networks used by various origin groups and the majority population. And I analyse the determinants of obtaining a job through family ties or personal networks, disentangling the effects of origin from other individual characteristics, and the nature of the job obtained. I show that the use of networks – and the kind of networks - to get jobs varies by origin groups and by gender. Within-group differences exist also according to education, family background and place of residence, as well as by sector of employment. Controlling for similar characteristics, family ties play help descendants of migrants from Turkey to get a job, and to a lesser extent, descendants from Portugal. This helps explain ethnic segregation and the quality of the jobs of these groups. Descendants of migrants from Sub-Saharan Africa and from North Africa were less likely to obtain less their job through networks. This is especially true for women, who compensate by using more formal methods. These groups would need stronger networks or intermediaries to provide trusted information to employers and reduce discrimination and racism. This chapter thus contributes to a better understanding of the inequalities faced by various origin groups in the French labour market.
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Elford, Gideon. "Discrimination and Education." In The Routledge Handbook of the Ethics of Discrimination, 312–23. New York : Routledge, 2017. | Series: Routledge handbooks in applied ethics: Routledge, 2017. http://dx.doi.org/10.4324/9781315681634-31.

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Cornell, Josephine, and Shose Kessi. "Discrimination in Education." In The Routledge International Handbook of Discrimination, Prejudice and Stereotyping, 167–83. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429274558-12.

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Bhukya, Bhangya. "Invisible discrimination." In Social Inclusion and Education in India, 134–47. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge India, 2020. http://dx.doi.org/10.4324/9780429281846-8.

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Hörner, Wolfgang, and Guillaume Many. "France." In The Education Systems of Europe, 269–92. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_17.

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Viriot-Barrial, Dominique. "Discrimination Et Matiere Penale En France." In Ius Comparatum - Global Studies in Comparative Law, 215–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90068-1_12.

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Bouganim, Ami, and Daniel Roseman. "France: Jewish Education in France." In International Handbooks of Religion and Education, 1203–18. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_66.

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Conference papers on the topic "Discrimination in education – France"

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"Non-discrimination in Education: Definitions, Principles and Legal Framework." In Nov. 12-14, 2019 Paris (France). Higher Education And Innovation Group, 2019. http://dx.doi.org/10.17758/heaig6.h1119443.

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Schallemberger, Rafaelly Andressa. "Brazilian Women: A Struggle to be Heard." In 13th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/wlec.2022.002.

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Abstract Outsiders may wonder what Brazilian women’s lives are like here and who the women activists influencing human rights, female empowerment, and social change are. As in other countries, during the past few decades Brazilian women have revolted against patriarchy by raising their voices and creating social impact. This qualitative study, using secondary research, identifies Marielle Franco, Zilda Arns, Maria da Penha, Marta Vieira da Silva, and Dilma Rousseff as five empowered Brazilian women. Most came from humble origins - families that were examples of charity and struggled for rights, but all obtained degrees either in higher education or in their specialization. However, their origins did not determine social action. The driving force was their suffering from discrimination, specifically because they were women and, furthermore, because they occupied places that were previously reserved for white men. Almost all were persecuted, while others also suffered discrimination because of their skin color and ethnicity. Even so, being wives and mothers, all were excellent professionals, searching for success and achieving progress in their dedicated areas by creating social changes, especially in human rights for children and women. Those who are still alive continue the battle against the entrenched patriarchy in a predominantly macho society as they continue their strife for more progress. Finally, those committed to building an evolved, modern, inclusive, and respectful Brazilian society perceive the macho practices that prevail as inadequate and detrimental to women. As more and more women carry on in the fight for human rights, society will evolve. Keywords: Brazilian women, human rights, discrimination, women’s rights
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Balkowski, Chantal, Vasile Mioc, Cristiana Dumitrache, and Nedelia A. Popescu. "Astronomy Education in France." In EXPLORING THE SOLAR SYSTEM AND THE UNIVERSE. AIP, 2008. http://dx.doi.org/10.1063/1.2993711.

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Dufaza, Christian, and Michel Robert. "Microelectronics CAD education in France." In Asia Pacific Symposium on Microelectronics and MEMS, edited by Fred Payne and M. Parameswaran. SPIE, 1999. http://dx.doi.org/10.1117/12.364512.

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Chavel, Pierre H., and Claude Froehly. "Optics education and training in France." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57845.

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Inagaki, Shinichi, Ryota Sakamoto, Yoshihiko Nomura, Masataka Kamei, Yosuke Sakakura, and Motomu Shimaoka. "An SVM-based discrimination method of tracheal-intubation skill between experts and novices." In 2018 12th France-Japan and 10th Europe-Asia Congress on Mechatronics. IEEE, 2018. http://dx.doi.org/10.1109/mecatronics.2018.8495836.

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Matushevskaya, Galina V., and Faina L. Ratner. "Young Teachers’ Adaptation to Professional Activity in France." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.21.

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"Electronic Musical Instruments in the General Music Education System." In June 20-21, 2018 Paris (France). Universal Researchers, 2018. http://dx.doi.org/10.17758/uruae2.ae06184023.

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Demongeot, Jacques, M. Fleute, T. Herve, and Stephane Lavallee. "Education and research in medical optronics in France." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388709.

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"Integration of Information, Linguistic and Artistic Milieux of Education in the System of General Education with the Use of Music Computer Technologies." In Sept. 4-5, 2019 Bordeaux (France). Universal Researchers, 2019. http://dx.doi.org/10.17758/uruae6.uh09194007.

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Reports on the topic "Discrimination in education – France"

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Hanna, Rema, and Leigh Linden. Measuring Discrimination in Education. Cambridge, MA: National Bureau of Economic Research, June 2009. http://dx.doi.org/10.3386/w15057.

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Lang, Kevin, and Michael Manove. Education and Labor-Market Discrimination. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12257.

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Lavy, Victor, Edith Sand, and Moses Shayo. The Surprisingly Small Effects of Religion-Based Discrimination in Education. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24922.

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Robinson, Kimberly. Protecting Education as a Civil Right: Remedying Racial Discrimination and Ensuring a High-Quality Education. Learning Policy Institute, December 2021. http://dx.doi.org/10.54300/407.455.

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Epple, Dennis, Richard Romano, Sinan Sarpça, Holger Sieg, and Melanie Zaber. Market Power and Price Discrimination in the U.S. Market for Higher Education. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23360.

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Andrews, Rodney, and Kevin Stange. Price Regulation, Price Discrimination, and Equality of Opportunity in Higher Education: Evidence from Texas. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22901.

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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.
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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Al-Qaddo, Syria Mahmoud Ahmad. Shabak Women in the Nineveh Plain: The Impact of Intersectional Discrimination on their Daily Lives. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/creid.2022.008.

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This CREID Policy Briefing provides recommendations to address the discrimination and marginalisation faced by the Shabak community in the Nineveh Plains in Iraq. Shabak women in Iraq live within a tribal, religious and patriarchal society. Priority is given to men in terms of education, employment, public life, personal freedom and inheritance. This means that, while all Shabak people have suffered from years of conflict and marginalisation as a religious minority group, women and girls face particular forms of intersectional discrimination. Today more Shabak women go to school and university, and participate in political processes, but these developments have not been consistent or comprehensive for all Shabak women.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.
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