2 research outputs found
Validity, Reliability, and Factor Structure of the Secondary Traumatic Stress Scale-French Version
Les descendants dâimmigrĂ©s Ă lâĂ©cole
Les dĂ©bats sur les origines des inĂ©galitĂ©s scolaires entre les Ă©lĂšves descendants dâimmigrĂ©s et les « natifs » restent vifs. Pour certains, les politiques de dĂ©mocratisation de lâenseignement secondaire, telles quâelles se sont dĂ©veloppĂ©es dans les pays europĂ©ens dĂšs le milieu du XXe siĂšcle, ont suffi Ă Ă©liminer la spĂ©cificitĂ© des destins scolaires des descendants dâimmigrĂ©s. Dans cette perspective, les inĂ©galitĂ©s rĂ©siduelles ne seraient que la rĂ©sultante des conditions sociales dâexistence de ces Ă©lĂšves, souvent plus dĂ©favorisĂ©s au plan Ă©conomique et culturel. Pour dâautres, ces interprĂ©tations en termes de discontinuitĂ© culturelle ne suffisent plus Ă rendre compte de la rĂ©alitĂ© dĂšs lors que, selon les indicateurs choisis et les donnĂ©es mobilisĂ©es, le handicap des descendants dâimmigrĂ©s persiste Ă milieu social Ă©gal. Lâorigine des inĂ©galitĂ©s serait alors Ă rechercher du cĂŽtĂ© du systĂšme Ă©ducatif lui-mĂȘme, de la nature de lâoffre de formation adressĂ©e aux diffĂ©rents types dâĂ©lĂšves, de la sĂ©grĂ©gation entre Ă©tablissements scolaires. Ces discriminations systĂ©miques relĂšveraient alors plus des politiques scolaires elles-mĂȘmes que de la distance culturelle et sociale entre familles et Ă©cole. Ce dossier est une mise en perspective de ce dĂ©bat au travers de quatre contributions basĂ©es sur des donnĂ©es comparatives nationales et internationales. Elles proposent des analyses originales des destins scolaires des Ă©lĂšves issus de lâimmigration pour identifier les origines sociales et scolaires des inĂ©galitĂ©s de rĂ©ussite. The debate about the roots of educational inequality between immigrant and native students is still going strong. Some believe that the secondary education democratisation policies that have been implemented in European countries since the mid-20th century have done enough to remove the specific features of immigrant studentsâ academic futures. From this point of view, any remaining inequality is merely due to these studentsâ living conditions as they often come from economically and culturally disadvantaged backgrounds. Others believe that this view, in terms of cultural discontinuity, is no longer appropriate given the reality as, based on selected indicators and data, educational inequality towards immigrants remains high, even when social background is controlled. The roots of inequality go back to the education system itself, to the curriculum available for different types of students and to segregation between schools. This systemic discrimination is therefore linked to school policies rather than to social and cultural distance between families and school. The four articles in this issue shall shed light on this debate using national and international comparative data. Immigrant studentsâ academic paths are analysed to identify the social and educational roots of achievement inequality