What can be done about school inequalities?

The democratization of schooling since the end of the 19th century and the beginning of the 20th century has led to a large number of people attending school. School, once mainly for the children of the rich, is now accessible to all. However, when it comes to analyzing students' results, it seems that not everyone emerges from schooling in the same way.

According to the latest international reports, France produces the greatest inequalities between learners. Researchers at the CNRS (Centre National de la Recherche Scientifique) have studied the reasons for these inequalities, as this report shows.

The most notable aspect is the presence of prejudice. Children tend to believe that their peers, who talk a lot and interrupt, are more intelligent than they are. Gender stereotypes also have an impact on assessments. For example, the idea that girls are less good at maths and science than boys.

One researcher wanted to verify this. She presented the same exercise as a geometry task for one group and as a drawing exercise for another. The girls did less well when it was associated with mathematics, and they outdid themselves when it was presented from a visual arts angle. In fact, the results were the opposite for boys.

Finally, the whole notion of meritocracy relies, among other things, on the support of parents. The more they believe in this principle, the less likely they are to support the implementation of equalizing pedagogies, whereas they will readily support those that maintain educational inequalities.

Nevertheless, there are ways of reducing these major discrepancies. By experimenting with teaching cognitive strategies and explaining the thought process to younger children, they can develop techniques that will help them later on. What's more, teachers could then note strengths and weaknesses and pass them on to schoolteachers so they know what to work on. The use of various technologies in education also makes it easier to personalize teaching, and gives those with difficulties the opportunity to make mistakes in private and lessen the shame of making them in public.

The question of social mixing seems essential to help reduce inequalities. The few experiments carried out in France have often been poorly received, yet the results show that mixing different levels of pupils does not cause the marks of those who excel to fall. It doesn't necessarily raise the grades of the weakest, but by mixing with others, they develop relationships with higher social classes, new friendships, greater trust and cooperation between students. All essential elements for success. However, these ideas still need to win over the French, who are reluctant to embrace such changes.

Running time: 24 minutes