Francês: Pesquisa sobre discriminação escolar na França

Abstract

There is no consensus on educational discrimination in the scientific field where there are strong distortions between quantitative approaches and between quantitative and qualitative approaches. These result in part from too weak a conceptualization of the notion of educational discrimination, distinguishing it from inequalities. The article seeks to support this conceptualization through a close connection between the findings of the sociology of education and the contributions of education law, which is too often neglected. School discrimination thus covers five dimensions: attacks on the moral integrity and dignity of the student, restrictions on access to certain school resources, discriminatory school organizations, system of sanctions, educational trajectories hampered by discriminatory biases. This conceptualization encounters an empirical reality within the framework of the qualitative survey of descendants of North African immigrants who constitute the central population of the survey.