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Les scolarités des enfants d'immigrés de la sixième au baccalauréat : différenciation et polarisation des parcours

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  • Yaël Brinbaum
  • Annick Kieffer

Abstract

Inequalities in education according to immigrant and social origin are analysed by examining attainment at the start and end of lower secondary school (college), the track choices made at upper secondary school (lycée), and qualifications obtained among a panel of students who entered year 6 in 1995 in France. The inequalities affecting immigrants? children are forged in primary school, but get no worse afterwards. Examining both absolute and relative data, the educational difficulties of these young people are confirmed, more so for boys than for girls. However, the difference between these students and their French-origin counterparts from the same socio-occupational background is quite small. Leaving school unqualified is the result of failing examinations in the case of students of North African origin, while those of Portuguese origin leave school to enter the labour market. Although over half of the student cohort obtains the baccalauréat, this is often a low-status technology or vocational baccalauréat. The gender gap in achievement is higher among students of immigrant background. We thus observe a differentiation in educational trajectory by origin and a gender polarization.

Suggested Citation

  • Yaël Brinbaum & Annick Kieffer, 2009. "Les scolarités des enfants d'immigrés de la sixième au baccalauréat : différenciation et polarisation des parcours," Population (french edition), Institut National d'Études Démographiques (INED), vol. 64(3), pages 561-610.
    • Handle: RePEc:cai:popine:popu_903_0561
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    Cited by:

    1. Domingues Dos Santos, Manon & Taugourdeau, Emmanuelle, 2021. "Social network, unemployment and sector trap," Mathematical Social Sciences, Elsevier, vol. 112(C), pages 61-71.
    2. Éric Maurin & Nicolás Navarrete H, 2023. "Behind the veil: the effect of banning the Islamic veil in schools," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 38(113), pages 63-98.
    3. Yannick L’Horty & Emmanuel Duguet & Pascale Petit, 2012. "Une évaluation expérimentale d'un micro-programme social," Revue française d'économie, Presses de Sciences-Po, vol. 0(1), pages 107-127.
    4. Arnaud Lacheret, 2021. "Femmes, musulmanes, cadres... une intégration à française," Post-Print halshs-03364947, HAL.
    5. Yaël Brinbaum & Jean-Luc Primon, 2013. "Parcours scolaires des descendants d'immigrés et sentiments d'injustice et de discrimination," Économie et Statistique, Programme National Persée, vol. 464(1), pages 215-243.
    6. Pierre Courtioux & Tristan-Pierre Maury, 2021. "Social Diversity: A Review of Twelve Years of Targeting Priority Education Policies," Economie et Statistique / Economics and Statistics, Institut National de la Statistique et des Etudes Economiques (INSEE), issue 528-529, pages 9-28.

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