Abstract:

Studies everywhere in Europe show that nowadays, girls have better results at every level of the education system. But paradoxically the options and paths chosen by girls have less social value than those chosen by boys. In Belgium, at secondary level, girls represent only 30 per cent of the students in the maths option. And as far as the vocational paths are concerned, decisions of orientation are ruled by the same gender logic: the most professionally promising paths are generally ‘male’ paths whereas most of the very ‘female’ paths lead to a more difficult professional integration. Furthermore, ‘male’ vocational paths can be more promising than some ‘female’ academic options.

For at least a decade this paradox has been studied in sociology mainly to analyse the socio cultural reasons of sexually segregated orientations. The aim of this oral presentation is to give another perspective on the scholastic orientational mechanisms unfavourable to girls, from school’s internal dynamics. The pedagogical philosophy of the school as well as its traditional organizational culture are part, with other elements, of a ‘school identity’ that marks its specific place in the educational market. Now, the defence of this identity may produce some ‘school effects’ on girls and boys’ scholastic decisions. Among others, some effects are linked to the values of the school’s pedagogical project. Those values might induce behavioural standards to scholar actors and students that are more or less connected with sexual stereotypes. Another kind of effect is related to pedagogical relationships (teacher-student). Depending on if the pedagogical relationships are based either on the traditional conception of “student” or on the conception of a “citizen” student, professional ambitions and future plans may vary for them.

This oral presentation will be based on the results of a one year (conducted from October 2008 to October 2009) qualitative research about gender inequality at school, commanded by the Direction de l’Egalité des Chances de la Communauté française (Belgium). The methodology combines about 20 interviews with the actors concerned (teachers, students and parents) and observations throughout the year into 3 contrasting schools in the French community of Belgium. In addition to this, 2 focus groups were conducted with about 20 girls who have followed an untypical scholastic trajectory.

Keywords:

school identity, scholastic orientation, girls.