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Revue française de sociologie
Ophrys

I.S.B.N.2708011006
160 pages

p. 3 à 35
doi: en cours

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Volume 46 2005/5


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Ethnic Segregation and its Effects in Middle School in France

Georges Felouzis
Résumé de l'article
This article examines de facto ethnic segregation in middle school [collège] in France on the basis of an analysis of the distribution of more than 144,000 pupils among the 333 middle schools of the Bordeaux educational area. An indicator is constructed that defines the ethnicity variable using the criterion of pupil first name and allows for distinguishing between “native” and “non-native” pupils. Pupil distribution among the area’s middle schools by this variable is then observed, bringing to light considerable dispersion, and evidence that a small proportion of area schools educate a high proportion of non-native pupils. Lastly, the article examines the effects of the observed ethnic segregation on scholastic performance and post-middle school path.
Plan de l'article
• Ethnic segregation : an “illegitimate” research focus ?
• From pupils’ cultural origin to ethnic segregation in middle school
— Nationality, cultural origin, ethnicity
— What is meant by “school segregation”?
— How and on what empirical basis can school segregation be measured ?
— Determining immigrant origin from pupil’s first name
— From first name origin to bearer’s origin
— Advantage of the cultural origin indicator over the nationality variable
— A number of pupil characteristics by cultural origin
• Ethnic and social distribution of middle school pupils in the Bordeaux educational area
• Effects of segregation on scholastic acquisition and post-middle school path
— Effects of segregation on scholastic acquisition
— Effects of segregation on choice of pupil path at end of middle school
— Interpreting these results
• RÉFÉRENCES


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