French Middle School as a Separator: Social Class, School Career, and Vocational Training (notice n° 229967)
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| fixed length control field | 01911cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112062222.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Palheta, Ugo |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | French Middle School as a Separator: Social Class, School Career, and Vocational Training |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2012.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 48 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | By leaning on longitudinal data produced by the depp, we would first like to reconstruct the school trajectories of pupils who entered junior high school in 1995. The main aim of this article, however, is not only to show that junior high school can only be called “unique” if the social sorting that takes place at this level of the school system is minimized, but also that vocational training is an essential element of this system. Indeed, it has the specific function of offering a “path to salvation” to working-class kids who are the most difficult in school socialization and/or have the most problems in learning, and who because of these two reasons are excluded from general and long-term studies. Junior high school thus appears to be an institution that operates school and social sorting, and this through three procedures that produce cumulative effects: placement in atypical classes, repeating, and counseling at the end of junior high school. In addition, we lean on field studies led in vocational secondary schools to show how pupils retrospectively give meaning to their school paths, so as to improve the explanation of working-class kids’ school trajectories. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | repeating |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | vocational training |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | junior high school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school trajectories |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | counseling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school democratization |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | working class |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Sociologie | 2 | 4 | 2012-03-01 | p. 363-386 | 2108-8845 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-sociologie-2011-4-page-363?lang=en">https://shs.cairn.info/journal-sociologie-2011-4-page-363?lang=en</a> |
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