“Social Diversity” Program, Segregation and Urban Inequalities: The Case of Sciences Po in Île-de-France
Oberti, Marco
“Social Diversity” Program, Segregation and Urban Inequalities: The Case of Sciences Po in Île-de-France - 2013.
88
The Sciences Po program for “social diversity” – the so?called “Convention Éducation Prioritaire” (CEP) – is based on territorial dimensions: it focuses on pupils attending high schools located in depressed areas. More than its capability to “diversify” recruitment from all social backgrounds, its impact has been essentially measured for students of the working?class and hence rarely in terms of the high school and residence of origin. This paper shows that, in spite of the increase in the number of high schools pupils are coming from, recruitment, especially outside of the CEP program, remains highly concentrated in few high schools located in a limited number of “arrondissements” and wealthy municipalities in the suburbs. Because of the high concentration of high schools concerned by the CEP in Seine?Saint?Denis, there is an unequal spatial recruitment of pupils with working?class background. Finally, the lower middle classes seem not to take advantage of this program, especially in the more selective urban and school spaces. All these elements suggest a differentiated social process of Sciences Po admission by space.
“Social Diversity” Program, Segregation and Urban Inequalities: The Case of Sciences Po in Île-de-France - 2013.
88
The Sciences Po program for “social diversity” – the so?called “Convention Éducation Prioritaire” (CEP) – is based on territorial dimensions: it focuses on pupils attending high schools located in depressed areas. More than its capability to “diversify” recruitment from all social backgrounds, its impact has been essentially measured for students of the working?class and hence rarely in terms of the high school and residence of origin. This paper shows that, in spite of the increase in the number of high schools pupils are coming from, recruitment, especially outside of the CEP program, remains highly concentrated in few high schools located in a limited number of “arrondissements” and wealthy municipalities in the suburbs. Because of the high concentration of high schools concerned by the CEP in Seine?Saint?Denis, there is an unequal spatial recruitment of pupils with working?class background. Finally, the lower middle classes seem not to take advantage of this program, especially in the more selective urban and school spaces. All these elements suggest a differentiated social process of Sciences Po admission by space.
Réseaux sociaux