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

Author: Grafiati

Published: 10 March 2023

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1

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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6

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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7

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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8

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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11

Bowen, John R. "Religious Discrimination and Religious Governance Across Secular and Islamic Countries: France and Indonesia as Limiting Cases." American Behavioral Scientist 53, no. 12 (May 11, 2010): 1749–62. http://dx.doi.org/10.1177/0002764210368095.

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12

Obadić, Alka, and Lorena Pehar. "Employment, Capital and Seasonality in Selected Mediterranean Countries." Zagreb International Review of Economics and Business 19, s1 (December 1, 2016): 43–58. http://dx.doi.org/10.1515/zireb-2016-0012.

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Abstract The paper examines the influence of tourism industry on GDP, employment and capital investments in selected Mediterranean countries (Croatia, France, Greece, Italy and Spain). It points out important contribution which tourism has on economic activity and capital investment of selected economies and labour market. The analysis highlights the importance of tourism strength in generating employment. It synthesizes data on tourism employment and employment according to educational level. The results show that the quality of human capital is increasing but at the same time indicating gender discrimination in tourism labour market. Despite women being the majority of higher education degree holders in tourism, men hold upper-management and decision-making positions more often than women do. Lastly the paper indicates strong contribution of tourism sector in GDP and total employment in selected countries showing strong problem of seasonality.

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13

Shtefan, Liudmyla, Iryna Rudnieva, Natalya Kurnitska, and Natalya Lysenko. "CONCEPT OF TOLERANCE IN THE SYSTEM OF SOCIAL ADAPTATION OF MIGRANTS AS A COMPONENT OF NON-FORMAL EDUCATION (ILLUSTRATED IN THE MODEL OF CANADIAN PROVINCE OF QUEBEC AND FRANCE)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 158–68. http://dx.doi.org/10.17770/sie2018vol1.3231.

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The article deals with the notion of tolerance as one of the key values of modern democratic society, included in educational programs of universities, informal organizations, private foundations, religious communities promoting tolerance in the framework of non-formal education. The experience of Canada (classical approaches) and France (innovation) in the field of non-formal education is presented. Due to its flexibility, non-formal education plays a major role in the integration of migrants of different age, social and ethnic groups, determining the prospects for employment, social adaptation, personal development and participation in the state’s democratic life. The issue of socio-cultural adaptation of migrants is of great importance in the contemporary world due to such global undesirable processes as religious and ethnic conflicts, cases of racial discrimination. Migration is a natural process in the era of globalization, which, however, necessitates the adaptation of migrants to the host country’s cultural background. While European countries, recently experiencing an influx of migrants, are urgently searching for mechanisms for adapting the previous socio-cultural experience of migrants to the lifestyle, behavioral norms of the host country, Canadian province of Quebec has been efficiently using the tools of formal and non-formal education for over fifty years to build a more humane and tolerant attitude of citizens to each other, to eliminate conflicts and social aggression

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Karnaki, Pania, Konstantinos Katsas, Dimitrios V. Diamantis, Elena Riza, Maya Simona Rosen, Maria Antoniadou, Alejandro Gil-Salmerón, Igor Grabovac, and Athena Linou. "Dental Health, Caries Perception and Sense of Discrimination among Migrants and Refugees in Europe: Results from the Mig-HealthCare Project." Applied Sciences 12, no. 18 (September 16, 2022): 9294. http://dx.doi.org/10.3390/app12189294.

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Dental and oral health are considered among the main health issues for migrants and refugees, as access to dental health care services is often expensive and difficult. The study investigates dental and oral health determinants among migrants and refugees in 10 European countries (Austria, Bulgaria, Cyprus, France, Germany, Greece, Italy, Malta, Spain, and Sweden), examining how mental health, legal status, discrimination issues and dental services’ use frequency affect dental health. Methods: A cross sectional study using a purpose-made questionnaire was carried out to assess health status and access, with a dedicated section to measure self-perceived dental health, prevalence of caries, last visit to dentist and anticipated access to dental health services. Multivariable logistic regression models were performed to investigate the impact of quality of life, discrimination, immigration status, and other demographic factors on dental health. Results: About half of the sample suffered from poor dental condition and 22% had never visited a dentist. Migrants with higher educational levels had higher odds of having good dental health (OR = 1.08; 95%CI (1.03, 1.12)) and brushing their teeth daily (OR = 1.1; 95%CI (1.04, 1.17)). Higher general and mental health scores were indicative of better dental condition (general health: OR = 1.02; 95%CI (1.01, 1.03); mental health: OR = 1.01; 95%CI (1.004, 1.02)) and higher probability of daily teeth brushing (general health: OR = 1.02; 95%CI (1.01, 1.03); mental health: OR = 1.02; 95%CI (1.01, 1.03)). The possession of any kind of legal immigration permission and not having any children showed similar results. Age and discrimination were correlated with decreased likelihood for good dental conditions. Gender was correlated with daily teeth brushing, as female migrants had higher odds of brushing their teeth daily. Conclusions: Many migrants report poor dental health. Nonetheless, migrants with higher education levels, legal immigration status, better general and mental health, no children, lower sense of discrimination, younger age, and regular dental visits were positively correlated to good dental health (perceived as no dental caries).

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Rang, Adalbert. "Over de betekenis van het element ‘algemeen’ in het concept van de algemene vorming." Pedagogiek 41, no. 1 (January 1, 2021): 87–100. http://dx.doi.org/10.5117/peda2021.1.007.rang.

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Abstract The meaning of ‘general’ in the concept of general education The author aims at a conceptual-analytical approach. Up to now conceptualization and, above all, the realization of general education remained based on fundamental inconsistencies. Its ‘generality’ was accomplished neither individually nor institutionally. Class- and genderspecific discriminations formed a constitutive part of most concepts and of the educational practice as such. The author then discusses some essential characteristics of a presently relevant concept of general education. He concentrates on the comprehensive, ‘synthesizing’ powers of general education and asks whether the socializing and ‘homogenizing’ (Bourdieu) effects of a truly ‘general’ education can also be regarded as a contribution to autonomizing individuation. The considerations are primarily based on Humboldt and the recent recommendations of the Collège de France (1985).

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Henderson, Alice, and Anna Jarosz. "Desperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks." Research in Language 12, no. 3 (September 30, 2014): 261–78. http://dx.doi.org/10.2478/rela-2014-0015.

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This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with the potential to alleviate a lack of extensive pedagogical training. The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.

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Sabatier, Colette, and John W. Berry. "The role of family acculturation, parental style, and perceived discrimination in the adaptation of second-generation immigrant youth in France and Canada." European Journal of Developmental Psychology 5, no. 2 (March 2008): 159–85. http://dx.doi.org/10.1080/17405620701608739.

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Syabana, Rosidin Ali. "Analyse des discours des presses régionales sur les attentats à Paris et à Nice." Digital Press Social Sciences and Humanities 3 (2019): 00038. http://dx.doi.org/10.29037/digitalpress.43311.

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<p class="Abstract">After the era of colonization, France began to receive immigrants from <span style="font-size: 1rem;">some African and Middle-East countries. They immigrated in France </span><span style="font-size: 1rem;">for several reasons such as work, education, quality of life, etc. As they </span><span style="font-size: 1rem;">are minority, they suffer from discrimination as experienced also Jews, </span><span style="font-size: 1rem;">Black people, Gay, and other minority communities. This tension </span><span style="font-size: 1rem;">attributed to the Muslim has increased after the Iraqi revolution, the </span><span style="font-size: 1rem;">case of Salman Rushdie, and the 9/11 phenomenon in the United </span><span style="font-size: 1rem;">States. These events show that the phenomenon of Islamophobia is </span><span style="font-size: 1rem;">changing French society. The most shocking tragedy happened in </span><span style="font-size: 1rem;">2015 and 2016 when terrorists slaughtered more than 200 people in </span><span style="font-size: 1rem;">Paris and Nice. We assume that the media should give calm to society </span><span style="font-size: 1rem;">compared to the tragedy. But in truth it also diffuses the discourse </span><span style="font-size: 1rem;">speech of Islamophobia by using negative words, as jihadists, </span><span style="font-size: 1rem;">attributed to Muslim. Using the framing discourse analysis of Robert </span><span style="font-size: 1rem;">M. Entman, our research speaks of discourse of three French media reporting the terrorist attack in Paris </span><span style="font-size: 1rem;">and Nice. We assume that the majority of French Media uses negative words to diminish the image of</span><span style="font-size: 1rem;">radical Islam who will grow up in the Middle-East countries. In addition, they show that Islamism in </span><span style="font-size: 1rem;">France is not the same with that of the terrorist</span></p>

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Holliday, Adrian. "Standards of English and politics of inclusion." Language Teaching 41, no. 1 (January 2008): 119–30. http://dx.doi.org/10.1017/s0261444807004776.

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Standards of English for English language teacher education need to consider political as well as linguistic factors. Any definition of such standards on the basis of speakerhood would immediately fall into the trap of native-speakerist discrimination, which is intensified by unspoken associations with ‘ethnicity’. Who can be recognized as ‘native speaker’ or ‘near-native speaker’ is not simply a matter of language. Any definition of English standards must therefore acknowledge an alternative established belief that all users of English can claim ownership of the language. This factor is, however, complicated by the recent suggestions that there can be a non-aligned, international English lingua franca, themselves being perceived as Centre-driven. Standards must therefore be convincingly de-Centred, and must allow those who consider themselves Periphery to take Centre-stage. They must be cosmopolitan, non-centred, professional, earned, prestigious and cultured.

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Logeman, Charlotte, Yeoungjee Cho, Benedicte Sautenet, Gopala K. Rangan, Talia Gutman, Jonathan Craig, Albert Ong, et al. "‘A sword of Damocles’: patient and caregiver beliefs, attitudes and perspectives on presymptomatic testing for autosomal dominant polycystic kidney disease: a focus group study." BMJ Open 10, no. 10 (October 2020): e038005. http://dx.doi.org/10.1136/bmjopen-2020-038005.

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Background and objectivesPresymptomatic testing is available for early diagnosis of hereditary autosomal dominant polycystic kidney disease (ADPKD). However, the complex ethical and psychosocial implications can make decision-making challenging and require an understanding of patients’ values, goals and priorities. This study aims to describe patient and caregiver beliefs and expectations regarding presymptomatic testing for ADPKD.Design, setting and participants154 participants (120 patients and 34 caregivers) aged 18 years and over from eight centres in Australia, France and Korea participated in 17 focus groups. Transcripts were analysed thematically.ResultsWe identified five themes: avoiding financial disadvantage (insecurity in the inability to obtain life insurance, limited work opportunities, financial burden); futility in uncertainty (erratic and diverse manifestations of disease limiting utility, taking preventive actions in vain, daunted by perplexity of results, unaware of risk of inheriting ADPKD); lacking autonomy and support in decisions (overwhelmed by ambiguous information, medicalising family planning, family pressures); seizing control of well-being (gaining confidence in early detection, allowing preparation for the future, reassurance in family resilience); and anticipating impact on quality of life (reassured by lack of symptoms, judging value of life with ADPKD).ConclusionsFor patients with ADPKD, presymptomatic testing provides an opportunity to take ownership of their health through family planning and preventive measures. However, these decisions can be wrought with tensions and uncertainty about prognostic implications, and the psychosocial and financial burden of testing. Healthcare professionals should focus on genetic counselling, mental health and providing education to patients’ families to support informed decision-making. Policymakers should consider the cost burden and risk of discrimination when informing government policies. Finally, patients are recommended to focus on self-care from an early age.

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Katib, Atif Abdulhamid. "Research ethics challenges during the COVID-19 pandemic: what should and what should not be done." Journal of Ideas in Health 3, Special1 (September 19, 2020): 185–87. http://dx.doi.org/10.47108/jidhealth.vol3.issspecial1.49.

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This article is directed primarily at how clinical trials can be ethically conducted in the midst of the current global COVID-19 pandemic. We explain why ethical issues are more complicated than they once were. Furthermore, we discuss the relevant parties` roles in protecting participants` rights and in keeping basic research ethics of justice, respect, equity, and beneficence strongly implemented on the ground. References Moorthy V, Restrepo H, Preziosi MP, Swaminathan S. Data sharing for novel coronavirus (COVID-19). Bull World Health Organ. 2020; 98: 150. http://dx.doi.org/10.2471/BLT.20.251561 Angus DC. Optimizing the trade-off between learning and doing in a pandemic. Epub ahead of print, 2020. https://doi.org/10.1001/jama.2020.4984)JAMA Park YR, Koo H, Yoon YK, Park S, Lim Y-S, Baek S, et al. Expedited Safety Reporting to Sponsors Through the Implementation of an Alert System for Clinical Trial Management at an Academic Medical Center: Retrospective Design Study. JMIR Med Inform. 2020;8(2): e14379. https://doi.org/2196/14379. Bae J, Lee J, Jang Y, Lee Y. Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning. BMC Med Educ. 2019;19(1):197. https://doi.org/10.1186/s12909-019-1633-8. Cox EM, Edmund AV, Kratz E, Lockwood SH, Shankar A. Regulatory Affairs 101: Introduction to Expedited Regulatory Pathways. Clin Transl Sci. 2020;13(3):451‐ https://doi.org/10.1111/cts.12745. Epub 2020 Feb 6. Rivenbark JG, Ichou M. Discrimination in healthcare as a barrier to care: experiences of socially disadvantaged populations in France from a nationally representative survey. BMC Public Health. 2020;20(1):31. https://doi.org/1186/s12889-019-8124-z Arsenijevic J, Tummers L, Bosma N. Adherence to Electronic Health Tools Among Vulnerable Groups: Systematic Literature Review and Meta-Analysis. J Med Internet Res. 2020;22(2): e11613. https://doi.org/2196/11613 Plotkin S, Robinson JM, Cunningham G, Iqbal R, Larsen S. The complexity and cost of vaccine manufacturing: An overview. Vaccine. 2017;35(33):4064–71. https://doi.org/1016/j.vaccine.2017.06.003. Deming D. Do extraordinary claims require extraordinary evidence? Philosophia (Ramat Gan). 2016;44(4):1319‐ https://doi.org/10.3389/fpsyg.2011.00117

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Köll, L. "L’enseignement de la géographie." Cahiers de géographie du Québec 2, no. 3 (April 12, 2005): 111–33. http://dx.doi.org/10.7202/020066ar.

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The author, formerly a teacher of geography, is now the Superior of a Seminary near Nancy, France. This address was delivered before a group of Superiors and Principals of secondary schools during a congress held at Nantes, in July 1956. He demonstrates vigorously that good geography teaching is impossible without a qualified teacher who bas mastered his subject. The first difficulty comes from the fact that the field of geography is so vast : it includes all countries the world over. Good qualifications are also desirable because geography, even if it is a separate discipline, is situated at a cross-road where many other sciences converge : geology, hydrology, history, economics, sociology, etc. The education of the geography teacher must enable him to use the conclusions of all other sciences as far as they help to understand the environmental and regional point of view which distinguishes geography. It is important that the geography teacher be aware of the psychological foundations of his teaching, for geography can develop specific intellectual habits, for instance, a sense of reality, a training in the art of observation, strictness in the art of description, and a discriminating sense of comparison between the various aspects of problems. Finally, the author maintains that a good teacher must know the documentary basis of his work and must have the essential references in hand. Of course, he should have at his disposal the necessary audio-visual equipment (maps, models, films slides, radio, television, etc.) kept in a special room.

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23

Boxill, Bernard. "Discrimination and Reverse Discrimination." Teaching Philosophy 8, no. 4 (1985): 349–51. http://dx.doi.org/10.5840/teachphil19858487.

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24

Cox, Donald, and John Vincent Nye. "Male-Female Wage Discrimination in Nineteenth-Century France." Journal of Economic History 49, no. 4 (December 1989): 903–20. http://dx.doi.org/10.1017/s0022050700009499.

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Traditional male-female wage discrimination measures rely on residuals from earnings functions that standardize for observable characteristics. But many productivity determinants are unobservable, and existing proxies for them are often difficult to interpret. Instead of using the earnings-function approach, we estimate production functions, using data from the 1839–45 and 1860–65 French industry censuses for textiles. While most of our findings cast doubt on the idea of discrimination against women in pay, they do not rule out some other forms of discrimination, such as occupational segregation.

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25

Benny, Richard. "Age discrimination in education: Developments in discrimination law." Education and the Law 12, no. 4 (December 2000): 269–78. http://dx.doi.org/10.1080/713667585.

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26

Weidmann Koop, Marie-Christine. "DISCRIMINATION POSITIVE EN FRANCE: L'EXPÉRIENCE DE L'ÉDUCATION PRIORITAIRE." Contemporary French Civilization 29, no. 1 (January 2005): 85–104. http://dx.doi.org/10.3828/cfc.2005.5.

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27

Huez, Dominique. "Discrimination et médecine du travail en France (Commentaire)." Sciences sociales et santé 15, no. 3 (1997): 97–101. http://dx.doi.org/10.3406/sosan.1997.1404.

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28

Ning, Nan. "Sex Discrimination in Education." Chinese Education 25, no. 1 (April 1992): 44–47. http://dx.doi.org/10.2753/ced1061-1932250144.

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29

Loubert, Linda. "Discrimination in Education Financing." Review of Black Political Economy 32, no. 3-4 (December 2004): 17–27. http://dx.doi.org/10.1007/s12114-005-1002-1.

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30

Hernández, Tanya Katerí. "Racial Discrimination." Brill Research Perspectives in Comparative Discrimination Law 3, no. 1 (January 15, 2019): 1–69. http://dx.doi.org/10.1163/24522031-12340005.

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Abstract This fifth volume in the Brill Research Perspectives in Comparative Discrimination Law surveys the field of comparative race discrimination law for the purpose of providing an introduction to the nature of comparing systems of discrimination and the transnational search for effective equality laws and policies. This volume includes the perspectives of racialized subjects (subalterns) in the examination of the reach of the laws on the ground. It engages a variety of legal and social science resources in order to compare systems across a number of contexts (such as the United States, Canada, France, South Africa, Brazil, Colombia, Peru, Hong Kong, Japan, Korea, Israel, India, and others). The goal is to analyze the strengths and weaknesses of various kinds of anti-discrimination legal devices to aid in the study of law reform efforts across the globe centered on racial equality.

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31

Jaen, Victoria. "Chicano Discrimination." Equity & Excellence in Education 24, no. 4 (September 1988): 21–22. http://dx.doi.org/10.1080/0020486870240408.

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32

Li (李永), Yong. "Institutional Discrimination and Workplace Racism." Journal of Chinese Overseas 16, no. 2 (November 11, 2020): 267–301. http://dx.doi.org/10.1163/17932548-12341426.

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Abstract For the past ten years, foreign students have provided the largest contingent of skilled migrants in France. Yet both the career paths of these graduates and their subjective experiences have remained largely unexamined. This paper focuses on the difficulties of Chinese graduates in France initially during their period of job seeking and then in their working lives. The paper has a two-fold objective. Firstly, it highlights the discriminatory nature of French immigration policy, one which maintains non-EU foreign graduates in a precarious legal position during the transition from study to work. Their precarious situation generates discrimination in the workplace from employers. Secondly, it shows that in the contemporary business world Chinese employees are subjected to subtle forms of racism, forms that are embedded in the routine functioning of companies. These experiences of discrimination and racism have a strong impact on these Chinese employees’ career paths and their access to rights.

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33

Valfort, Marie-Anne. "La religion, facteur de discrimination à l’embauche en France ?" Revue économique 68, no. 5 (2017): 895. http://dx.doi.org/10.3917/reco.pr3.0101.

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34

Body-Gendrot, Sophie. "Police marginality, racial logics and discrimination in thebanlieuesof France." Ethnic and Racial Studies 33, no. 4 (April 2010): 656–74. http://dx.doi.org/10.1080/01419870903348646.

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35

Bonnal, Liliane, Rachid Boumahdi, and Pascal Favard. "Nonexpected discrimination: the case of social housing in France." Applied Economics Letters 19, no. 18 (December 2012): 1909–16. http://dx.doi.org/10.1080/13504851.2012.676727.

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36

Altet, Marguerite. "France." European Journal of Teacher Education 16, no. 1 (January 1993): 21–33. http://dx.doi.org/10.1080/0261976930160104.

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37

Walker, Sylvia, Herbert Grossman, and Charles C. Thomas. "Ending Discrimination in Special Education." Journal of Negro Education 66, no. 2 (1997): 193. http://dx.doi.org/10.2307/2967230.

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38

Evans, Susan, and Kimberly Mayfield. "Ending Discrimination in Special Education." American Journal on Mental Retardation 105, no. 6 (2000): 512. http://dx.doi.org/10.1352/0895-8017(2000)105<0512:b>2.0.co;2.

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39

Lang, Kevin, and Michael Manove. "Education and Labor Market Discrimination." American Economic Review 101, no. 4 (June 1, 2011): 1467–96. http://dx.doi.org/10.1257/aer.101.4.1467.

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Using a model of statistical discrimination and educational sorting, we explain why blacks get more education than whites of similar cognitive ability, and we explore how the Armed Forces Qualification Test (AFQT), wages, and education are related. The model suggests that one should control for both AFQT and education when comparing the earnings of blacks and whites, in which case a substantial black-white wage differential emerges. We reject the hypothesis that differences in school quality between blacks and whites explain the wage and education differentials. Our findings support the view that some of the black-white wage differential reflects the operation of the labor market. (JEL I21, J15, J24, J31, J71)

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40

Helms, L. B., and C. M. Helms. "Medical education and disability discrimination." Academic Medicine 69, no. 7 (July 1994): 535–43. http://dx.doi.org/10.1097/00001888-199407000-00003.

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41

Pritchard, Lisa. "How education can disable discrimination." Medical Education 40, no. 5 (May 2006): 401–2. http://dx.doi.org/10.1111/j.1365-2929.2006.02440.x.

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42

Marks, C. "Dental education: Screening or discrimination?" British Dental Journal 221, no. 8 (October 2016): 437. http://dx.doi.org/10.1038/sj.bdj.2016.749.

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43

Salazar, Oliver, and Yean Uk Rho. "Combating Discrimination in Medical Education." JAMA Internal Medicine 180, no. 7 (July 1, 2020): 1029. http://dx.doi.org/10.1001/jamainternmed.2020.1593.

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Youmans, Quentin R. "Combating Discrimination in Medical Education." JAMA Internal Medicine 180, no. 7 (July 1, 2020): 1030. http://dx.doi.org/10.1001/jamainternmed.2020.1596.

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45

Rebourcet, Séverine. "Refreshing or Abolishing Colorblindness in France?" Ethnic Studies Review 43, no. 3 (2020): 39–50. http://dx.doi.org/10.1525/esr.2020.43.3.39.

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A commentary on the Black Lives Matter movement’s influence on France’s own debate over the idea of colorblindness within its universalist national project and the way in which the concept obscures the reality of racial discrimination, police violence, and the marginalization of ethnic communities in France.

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46

SARRAZIN, Roger. "Medical Education in France." Journal of UOEH 8, no. 2 (1986): 151–58. http://dx.doi.org/10.7888/juoeh.8.151.

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47

Uratani, Kumiko, Kaoru Akabane, Akiko Momoki, and Hiroyasu Ogata. "Pharmaceutical Education in France." Iryo Yakugaku (Japanese Journal of Pharmaceutical Health Care and Sciences) 32, no. 12 (2006): 1177–94. http://dx.doi.org/10.5649/jjphcs.32.1177.

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48

Nish, Cameron, and Roger Magnuson. "Education in New France." American Historical Review 98, no. 3 (June 1993): 980. http://dx.doi.org/10.2307/2167751.

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49

MacLeod, D. Peter, and Roger Magnuson. "Education in New France." History of Education Quarterly 35, no. 2 (1995): 202. http://dx.doi.org/10.2307/369642.

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50

Bourdon, Olivier, Catherine Ekeland, and Françoise Brion. "Pharmacy Education in France." American Journal of Pharmaceutical Education 72, no. 6 (September 2008): 132. http://dx.doi.org/10.5688/aj7206132.

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