Quelques déterminants familiaux de la trajectoire scolaire et sociale

Pourtois, Hervé; Desmet, Mattias

doi:10.3406/rfp.1991.1343

Cited by 15 publications

(4 citation statements)

References 3 publications

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“…Research has already shown the importance of family support for schooling and social trajectories (see, for example, Pourtois and Desmet, 1991; Parent and Paquin, 1994). Part of the interviewees emphasized the supportive role played by family members in their search for an apprenticeship, whether in preparing their application, learning how to manage interactions in the recruitment process or finding the motivation to finally enter an apprenticeship once they found a position:…”

Section: Resultsmentioning

confidence: 99%

Finding an apprenticeship: hidden curriculum and social consequences

Goastellec

Ruiz

2015

Front. Psychol.

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In Switzerland, the majority of students are oriented toward professional training after compulsory schooling. At this stage, one of the biggest challenges for them is to find an apprenticeship position. Matching supply and demand is a complex process that not only excludes some students from having direct access to professional training but also forces them to make early choices regarding their future sector of employment. So, how does one find an apprenticeship? And what do the students’ descriptions of their search for apprenticeships reveal about the institutional determinants of social inequalities at play in the system? Based on 29 interviews conducted in 2014 with 23 apprentices and 6 recruiters in the Canton of Vaud, this article interrogates how the dimensions of educational and social trajectories combine to affect access to apprenticeships and are accentuated by recruiters using a “hidden curriculum” during the recruitment process. A hidden curriculum consists of knowledge and skills not taught by the educational institution but which appear decisive in obtaining an apprenticeship. By analyzing the contrasting experiences of students in their search for an apprenticeship, we identify four types of trajectories that explain different types of school-to-apprenticeship transitions. We show how these determinants are reinforced by the “hidden curriculum” of recruitment based on the soft skills of feeling, autonomy, anticipation, and reflexivity that are assessed in the context of recruitment interactions. The discussion section debates how the criteria that appear to be used to identify the “right apprentice” tend to (re)produce inequalities between students. This not only depends on their academic results but also on their social and cultural skills, their ability to anticipate their choices and, more widely, their ability to be a subject in their recruitment search. “The Subject is neither the individual, nor the self, but the work through which an individual transforms into an actor, meaning an agent able to transform his/her situation instead of reproducing it.” (Touraine, 1992, p. 476).

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Section: Resultsmentioning

confidence: 99%

Finding an apprenticeship: hidden curriculum and social consequences

Goastellec

Ruiz

2015

Front. Psychol.

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“…Research has already shown the importance of family support for schooling and social trajectories (see, for example, Pourtois and Desmet, 1991;Parent and Paquin, 1994). Part of the interviewees emphasized the supportive role played by family members in their search for an apprenticeship, whether in preparing their application, learning how to manage interactions in the recruitment process or finding the motivation to finally enter an apprenticeship once they found a position: "I have had help from my sisters who are older and know how to do it, so they helped me with the CV and the motivation letter.…”

Section: Family Supportmentioning

confidence: 99%

Institutional Determinants of Social Inequality

Autin¹,

Butera²

2016

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial

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“…Dans le même sens, Pourtois et Desmets (1989) affirment que l'étude des représentations qu'entretiennent les parents à l'égard de l'éducation, constitue un angle d'appréhension novateur pour l'élucidation de la problématique complexe de la relation parents-enseignants. Ils précisent que les représentations sociales interviennent indirectement car ces systèmes symboliques dé-terminent l'attitude du sujet à l'égard de l'objet: celle-ci va influer sur les conduites et vice versa (Pourtois et Desmets, 1991). De son côté, Bouchard (1991), s'inspirant aussi des propos de Fishben et Ajzen (1975) concernant les liens entre les valeurs et la probabilité de les faire siennes par un comportement donné, suggère d'«aller en amont des réactions et des stratégies des divers agents éducatifs, c'est-à-dire au niveau des représentations pour mieux comprendre la source des difficultés ou facilités des uns et des autres à coopérer et à assumer un rôle de partenaire» à l'école.…”

Section: éTude Des Représentations Sociales Pour Appréhender Les Phénunclassified

Les représentations de l apprentissage système symbolique médiateur de l interaction parents-enseignants

Minier¹

1995

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Quelques déterminants familiaux de la trajectoire scolaire et sociale

Cited by 15 publications

References 3 publications

Finding an apprenticeship: hidden curriculum and social consequences

Finding an apprenticeship: hidden curriculum and social consequences

Institutional Determinants of Social Inequality

Les représentations de l apprentissage système symbolique médiateur de l interaction parents-enseignants

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