| 000 | 01465cam a2200169 4500500 | ||
|---|---|---|---|
| 005 | 20250121065121.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBuisson-Fenet, Hélène _eauthor |
| 700 | 1 | 0 |
_a Landrier, Séverine _eauthor |
| 245 | 0 | 0 | _aPositive Discrimination and Disclosure of Its Relationship to Knowledge |
| 260 | _c2008. | ||
| 500 | _a92 | ||
| 520 | _aThe academic success of immigrant children is often considered paradoxical, because it characterizes a phenomenon that is different from normal observation: the minority going up the social ladder contrasts sharply with the academic failure of most working-class students. The emphasis educational sociologists place on explaining the paradox reads like an effort to return to more normal observations. The Spé-IEP preparatory class, which provides us with rich biographical material, reveals the possible connection between a model of educational morality for working-class families and the self-created identity that previous academic successes may have brought about (confidence in one’s capacities and a feeling of recognition). It becomes therefore relevant to abandon the weight of family heritage in academic paths and consider the assumption of ongoing socialization (Darmon 2006). | ||
| 786 | 0 | _nEducation et sociétés | o 21 | 1 | 2008-04-28 | p. 67-80 | 1373-847X | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-education-et-societes-2008-1-page-67?lang=en&redirect-ssocas=7080 |
| 999 |
_c477360 _d477360 |
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