Pays : France
Langue(s) : français
Auteur(s) : HENRI-PANABIÉRE Gaëlle
Date de soutenance : 2007
Thèse délivrée par : Université Lumière-Lyon 2
Section(s) CNU : section 70 : Sciences de l'éducation
Sous la direction de : Bernard LAHIRE
Jury de thèse : Christian Baudelot (Professeur émérite – Ecole normale supérieure), Yves Grafmeyer (Professeur à l'Université Lumière Lyon II), Bernard Lahire (Professeur à l'ENS Lettres et Sciences humaines), Catherine Marry (Directrice de recherche au CNRS), Jean-Pierre Terrail (Professeur émérite – Université de Versailles Saint-Quentin-en-Yvelines).
Notre recherche interroge les composantes du capital culturel et les conditions de sa transmission et se focalise sur le cas de collégiens en difficultés scolaires dont les parents sont fortement diplômés. Elle repose sur une enquête par questionnaire conduite dans quatre collèges de l'agglomération lyonnaise en mars 1999 (677 familles constituent notre population globale d'enquête) et sur des entretiens menés auprès de 36 familles.
Our research discusses the components of the cultural capital and the conditions of its transmission. It focuses particularly on the case of “collégiens” facing school difficulties where parents are highly qualified. This study is based both on a questionnaire completed by 677 families from 4 collèges located in the urban area of Lyon in March 1999 as well as interviews with 36 families. The analysis of the relationship between variables related to the school situation of the children and their family's background allows us to specify what “produces capital” in the school “market” from the point of view of their parents? university diplomas and family reading practices. As well, we are able to consider what can interfere in the cultural transmission, by focusing on the low professional income of their parents diplomas; on the children's inscription in a lineage with low qualifications; and a parental difficult school experience. This empirical research enabled the re-localization of the “collègiens” in their singular family configurations. The enounced characteristics are embodied by adults with dispositions more or less similar to those required at school (ascetic and planning dispositions; school illusio; inclination to self-control; written culture). This dispositions are on the base of the socialization of the children. Once the components of the cultural heritage are presented, the conditions of its transmission will be reconstituted (synchronization of the family timetable; ways of domestic regulation; relationships of identification between parents and children) as well as what disturbs them (work-related demands, divorce, etc.).
mot(s) clé(s) : parents et familles, réussite et résultats d'apprentissage
Collégiens en difficultés scolaires issus de parents fortement diplômés. Analyse des composantes du capital culturel et des conditions de sa transmission
Auteur(s) : HENRI-PANABIÉRE Gaëlle
Date de soutenance : 2007
Thèse délivrée par : Université Lumière-Lyon 2
Section(s) CNU : section 70 : Sciences de l'éducation
Sous la direction de : Bernard LAHIRE
Jury de thèse : Christian Baudelot (Professeur émérite – Ecole normale supérieure), Yves Grafmeyer (Professeur à l'Université Lumière Lyon II), Bernard Lahire (Professeur à l'ENS Lettres et Sciences humaines), Catherine Marry (Directrice de recherche au CNRS), Jean-Pierre Terrail (Professeur émérite – Université de Versailles Saint-Quentin-en-Yvelines).
Notre recherche interroge les composantes du capital culturel et les conditions de sa transmission et se focalise sur le cas de collégiens en difficultés scolaires dont les parents sont fortement diplômés. Elle repose sur une enquête par questionnaire conduite dans quatre collèges de l'agglomération lyonnaise en mars 1999 (677 familles constituent notre population globale d'enquête) et sur des entretiens menés auprès de 36 familles.
Our research discusses the components of the cultural capital and the conditions of its transmission. It focuses particularly on the case of “collégiens” facing school difficulties where parents are highly qualified. This study is based both on a questionnaire completed by 677 families from 4 collèges located in the urban area of Lyon in March 1999 as well as interviews with 36 families. The analysis of the relationship between variables related to the school situation of the children and their family's background allows us to specify what “produces capital” in the school “market” from the point of view of their parents? university diplomas and family reading practices. As well, we are able to consider what can interfere in the cultural transmission, by focusing on the low professional income of their parents diplomas; on the children's inscription in a lineage with low qualifications; and a parental difficult school experience. This empirical research enabled the re-localization of the “collègiens” in their singular family configurations. The enounced characteristics are embodied by adults with dispositions more or less similar to those required at school (ascetic and planning dispositions; school illusio; inclination to self-control; written culture). This dispositions are on the base of the socialization of the children. Once the components of the cultural heritage are presented, the conditions of its transmission will be reconstituted (synchronization of the family timetable; ways of domestic regulation; relationships of identification between parents and children) as well as what disturbs them (work-related demands, divorce, etc.).
mot(s) clé(s) : parents et familles, réussite et résultats d'apprentissage
