Environnements urbains, sociabilites et chances de reussite scolaire dans les classes populaires : les quartiers-nord de marseille
Institution:
Paris, EHESSDisciplines:
Directors:
Abstract EN:
The north side of marseilles is an archetype of these urban environments stigmatized by the common report : working class districts, densely populated by foreigners and where the feeling of insecurity increase every day. Within this context, children are seen in a despairingly pessimistic way : they are doomed to school failure and at more long-term to unemployment. The objective of this work is to go beyond this negative view and to analyse the children chances of school success in a broader outlook, through the multidimensional dynamic that make a child a pupil and determine a certain level of school ability. In other words, to put on perspective the children school results by means of an examination of the articulation between their socioeconomic characteristics and their glance over school, the parents attitudes towards school, the "family atmosphere" and the ways of sociabilities. It emerges from the study that the north side of marseilles is not subject to a special sociological law : social membership is a deciding factor; girls are more successful than boys; non-european children are not less successful when their living conditions are comparable; the unemployment of the father is a particularly unfavourable factor. Generally speaking, it appears that children, as parents, are motivated. However, positive attitudes towards school are not enough for ensure that pupils will succeed. They need to go with educative plans, pedagogical skills, only able to affect in a visible way the heaviest social determinisms. It appears also that the north side schools, even with an identical "social tonality" do not succeed in the same way. Consequently, in this globally unfavourable context, educational establishments have a significant capacity to act.
Abstract FR:
Les quartiers-nord de marseille constituent l'archetype meme de ces espaces urbains stigmatises par la rumeur : quartiers populaires, sur-representes en etrangers et ou le sentiment d'insecurite va croissant. Dans ce contexte, le regard pose sur le devenir des enfants est desesperement pessimiste : ils sont voues a l'echec scolaire et a plus long terme au chomage. L'objectif de la these est de depasser cette perception negative et d'analyser les chances de reussite scolaire des enfants dans une perspective plus generale, a travers la dynamique multidimensionnelle qui fait de l'enfant un eleve et determine un certain niveau de rendement scolaire. Autrement dit, de mettre en perspective les resultats scolaires des enfants au moyen d'un examen des articulations existant entre leurs caracteristiques socioeconomiques et leur rapport a l'ecole, le comportement des parents vis-a-vis de l'institution, le "climat familial" et les modes de sociabilites. Il ressort de l'etude que les quartiers-nord ne connaissent pas de loi sociologique exceptionnelle : l'appartenance sociale est determinante; les filles reussissent mieux; a conditions de vie comparables les enfants d'origine non europeenne n'obtiennent pas des resultats inferieurs; le chomage du pere constitue un facteur particulierement defavorable. De facon generale, il apparait que les enfants comme les parents se mobilisent. Pourtant, des attitudes positives a l'egard de l'ecole ne suffisent pas a assurer la reussite des eleves. Il faut aussi qu'elles se traduisent par la mise en oeuvre de dispositifs educatifs, de competences pedagogiques, seuls capables d'affecter de maniere visible les determinismes sociaux lourds. Il s'avere par ailleurs que les colleges des quartiers-nord, a "tonalite sociale" egale, ne reussissent pas de la meme maniere. Dans ce contexte globalement defavorable, les etablissements scolaires disposent donc d'une capacite d'action non negligeable.