November 16 2024
The School Ghetto
Ending Separatism. By François Dubet
Diversity
Book
School Inequalities and Territories
In this book, the authors highlight the growing inequalities in the French educational system, where hard work and merit now play only a marginal role, and social diversity in schools has become increasingly rare. As of the 2021 school year:
- 10% of middle schools host 60% of children from working-class or inactive families.
- Regarding the Social Position Index (SPI)*, the 10% most disadvantaged schools have an average SPI below 81, compared to 124 for the 10% most advantaged schools.
In the 1950s and earlier, the French education system was highly selective and openly accepted social inequalities. It was designed to train an elite and offered limited access to higher education for children from modest backgrounds. Many students left school at age 12, with the primary school certificate marking the end of their education and the beginning of their working lives.
Everything changed in the 1960s, when the goal of broadening access to education became a national priority, making diplomas essential for professional integration. This shift led to increasing reliance on the school zoning system, turning it into a strategic tool for families and resulting in more frequent avoidance strategies, contributing to what the authors term the “school ghetto.”
Ending Separatism: Promising Experiments
The authors review local initiatives launched since 2015 to restore social diversity in schools. These experiments, implemented in 82 territories, include a variety of approaches:
- School mergers
- Closure of certain schools
- Changes to school zoning
- Strengthening the range of educational offerings
- Urban renewal projects
Rather than imposing a one-size-fits-all national solution, these localized approaches are tailored to meet specific challenges identified through fieldwork and local consultations. This pragmatic strategy addresses real issues, builds trust, and secures the engagement of all stakeholders (policymakers, education authorities, families, teachers, and students) for effective implementation.
Impact on the 56 Schools Studied
- The exposure rate of disadvantaged students to more advantaged peers increased from 31% to 34%.
- The avoidance rate remained stable at 15%.
- No decline in performance for the best students and an improvement in performance for the weakest.
- Enhanced student well-being, including better perceptions of the school climate, teaching staff, security, and group work.
- Greater adherence to values of solidarity among advantaged students.
- Significant increases in friendships across social classes, a key factor in building self-confidence. This openness positively influenced career choices and reduced self-censorship in a system where children from working-class backgrounds are still 10 times less likely to earn a master’s degree than children from professional families.
Selected Quotes
“It is impossible to learn to live together, work together, communicate, and understand one another without first being educated together.”
“In the age of social media, cognitive bubbles, and mimetic effects, the need for diversity has never been more pressing.”
“We must bring this debate to the forefront and embrace it, declaring that no part of our youth can be excluded from success. Let us tirelessly remind ourselves that the Republic is not about where we come from individually, but where we go collectively.
“The Republic is not about where we come from individually, but where we go collectively.”
For the Altitudes Foundation
This book provides inspiration for the Foundation Altitudes for several reasons:
A Clear Diagnosis. The book offers a compelling analysis of how declining social diversity in schools exacerbates educational inequalities. At the same time, it underscores the transformative power of diversity: fostering students’ confidence in their ability to shape their future, broadening horizons, and enhancing long-term social mobility. Highlighting initiatives that demonstrate the academic and personal benefits of diversity is important to addressing these disparities.
Concrete Solutions. Beyond identifying the problem, the book presents actionable solutions. By addressing local realities, tackling specific barriers, and co-creating tailored approaches, it shows that even deeply rooted issues can be addressed. This pragmatic, ground-up methodology closely aligns with the Foundation’s mission. Advocating for these proven local solutions can influence public policy and drive systemic change.
A Call for Long-Term Commitment. Meaningful change takes time, persistence, and deep collaboration among stakeholders. Immediate results are rare, but adopting a long-term perspective ensures sustainable transformation. This reinforces the need to support associations focused on enduring projects rooted in local needs and insights from the “users” — students, families, and educators.
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What is the Social Position Index (SPI)?
The SPI is a metric used by the French Ministry of Education to evaluate the average socio-economic status of students in a school or class. It measures social diversity in schools based on criteria such as:
The SPI is a metric used by the French Ministry of Education to evaluate the average socio-economic status of students in a school or class. It measures social diversity in schools based on criteria such as:
- Parents’ professions and socio-professional categories
- Parents’ education levels
- The family’s economic situation
This index helps identify schools with high concentrations of disadvantaged students, guiding policies to address educational inequalities.
On the same topics
Fondation Altitudes is under the aegis
of Fondation Caritas France
of Fondation Caritas France