Blog entry by Jacques ABRAHAM, Ph.D

Anyone in the world

article aims to establish, on the basis of
a mixed explanatory sequential estimate, how actors of the
educational system (teachers and school managers) use
academic and social mechanisms to distance strong
students from the weak by means of categorizing or
distributing them unevenly and differently in the school
space. On the theoretical level, while relying on Bourdieu's
structuralist constructivism, cultural discontinuity theory
and systemic discrimination as a framework for analysis,
this study combines three approaches to the sociology of
education (functionalist, conflictualist and the approach of
rational choices) as epistemological base, to try to
understand the dynamics of school segregation and the
mechanisms, by which it reflects the social relations of
inequality. From a methodological point of view, it begins
an empirical research conducted in the Western
Department, starting; on the one hand, from a survey
conducted by questionnaire with 303 actors (100 teachers,
95 parents, 13 managers of institutions and 95 students),
and four group interviews with five teacher groups, four
individual interviews with principals. Using quantitative
and qualitative methods in an explanatory mixed sequential
quote process, quantitative data analysis is followed by
qualitative analysis to consolidate and explain the
quantitative results.
Keywords School Segreg