Dynamiques scolaires et recompositions socio-territoriales : quels impacts sur la ségrégation à Marseille ?

Changing socio-spatial patterns in Marseilles are redefining the scales of segregation and entailing diverging trends in the city?s school districts. A wide range of interviews and the analysis of data from the city?s ?pupil database? have allowed us to evaluate the role of ?contexts? in the academic parenting strategies, as well as to underline the role of various actors (institutions and parents) in increasing inequalities in the school system. In the Integrated Development Zone (IDC) of the socially diverse and northern neighborhood of ?les Hauts de Sainte-Marthe?, the refusal to assign one?s children to schools near one?s residence has resulted in a declining contact between new inhabitants and the neighborhood. In the IDC of Château Gombert, a relatively homogenous neighborhood in the 13th district, this school districting policy along with elitist academic segregation has led to social withdrawal in both school and residential environments. In the Euroméditerranée zone, institutions are in fact reproducing inequalities in a two-tier school system. The combined effects of the different actors involved clearly contribute to the strengthening of socio-spatial segregation and to the diversification of its forms in the city.