Understanding and fighting inequity in education: breaking the cycle between socioeconomic disadvantage, low confidence, and resignation.

Description du projet

Faire tomber les barrières: l’équité dans les écoles

L’équité fait référence au fait d’offrir à chacun les ressources dont il a besoin pour parvenir à des objectifs communs. Dans l’éducation, il s’agit d’un sujet de préoccupation étant donné que le lien entre les résultats scolaires et les circonstances personnelles est toujours étroit. Le projet EMANCIPATE, financé par l’UE, entend apporter un éclairage sur les raisons inhérentes à l’inégalité sociale dans le domaine de l’éducation. Pour ce faire, il examinera les perceptions et les croyances résultant des stéréotypes sociaux, et répondra à des questions importantes, comme de savoir si le statut socio-économique crée un manque de confiance, une absence d’espoir et de la résignation. EMANCIPATE ciblera non seulement les enseignants mais aussi les parents, qui jouent un rôle décisif dans l’état d’esprit des étudiants et les résultats scolaires.

Objectif

Equity in education is a central and long-standing concern of countries around the world. Despite significant amounts of public resources invested over several decades towards disadvantaged children, the relationship between education outcomes and personal circumstances remains persistently strong in most countries. The objectives of my project EMANCIPATE is to make progress in our understanding of why there is such persistent social inequity in education.
I will explore a new channel: perceptions and beliefs resulting from social stereotypes and leading to low confidence, lack of hope, and discouragement. I argue that how students perceive their capacity and the likelihood that they will succeed is an important driver of their motivation and effort, which might be just as important for academic performance as external factors such as class size or teacher salaries. Self-perceptions and anticipations may thus be one way social disadvantage perpetuates itself. The key questions that I will address are whether socioeconomic status creates low confidence, lack of hope, and resignation, whether this affects downstream educational attainment, labour market outcomes, and individual welfare, and how this negative feedback loop can be broken.
EMANCIPATE will advance this research in three steps. First, I will use international assessment tools on nationally representative samples of adolescents to test the accuracy of their self-perceptions and anticipations, and the existence and scope of the resignation mindset. Second, I will use two interventions aimed at reducing the resignation mindset to examine its long-term impacts on educational attainment, labour market outcomes, and individual welfare. Third, I will develop and test two interventions targeting the main actors of the education system: the teachers and the parents, to foster students’ self-confidence, hope, and motivation, and ultimately reduce the achievement gap between disadvantaged and advantaged students.