| 000 | 01439cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250112052638.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aAndré, Géraldine _eauthor |
| 700 | 1 | 0 |
_a Alarcon-Henriquez, Alejandra _eauthor |
| 700 | 1 | 0 |
_a Groenez, Steven _eauthor |
| 245 | 0 | 0 | _aGuidance counselling and stereotypes. Case study on class assessment committee meetings in French-speaking Belgium |
| 260 | _c2020. | ||
| 500 | _a31 | ||
| 520 | _aThis article studies the influence of pupils’ migratory and social background on teacher judgments, particularly in terms of academic guidance. The paper first contextualises the academic guidance processes in secondary schools in French-speaking Belgium and reviews the literature on these processes. Secondly, it presents the findings of an experimental study on “vignette technique”. introduced to ascertain to what extent pupils’ migratory and social origins, including their interactions, influence teachers’ decision-making. Finally, the article highlights the challenges of these findings for providing diversity training to teachers. | ||
| 690 | _aFrench Community of Belgium | ||
| 690 | _asocial inequality | ||
| 690 | _aguidance | ||
| 690 | _asecondary education | ||
| 786 | 0 | _nRecherche & formation | o 89 | 3 | 2020-02-11 | p. 31-44 | 0988-1824 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-recherche-et-formation-2018-3-page-31?lang=en |
| 999 |
_c207274 _d207274 |
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