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      Schooling, Citizen-Making, and Anti-Immigrant Prejudice in France


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          Are schools an effective institution to build citizenship and to transmit values associated with a given citizenship regime? A survey of 300 middle and high school pupils showed that for pupils, the representation of the French citizenship model is structured in two dimensions, ‘republican citizenship’ (or colorblind equality) and ‘new laïcité’ (or secularism), replicating previous research among adults. Moreover, the results support the schools’ effectiveness in the transmission of republican values by showing that in the mainstream track, older high school pupils endorse more strongly than younger school pupils both the principle of republican citizenship and new laïcité. The fact that this is not the case for pupils in a professional track suggests that these results are not simply a question of age but of schooling. Finally, support is found for a theoretical model suggesting that these two principles of the French citizenship model mediate the effect of schooling on prejudice. The implications of these results for current theories of intergroup relations are discussed.

          Translated abstract

          L’école est-elle une institution efficace pour former les citoyens et transmettre les valeurs portées par un modèle d’intégration? Une étude auprès de 300 collégiens et lycéens montre que, pour les élèves, la représentation du modèle d’intégration français se structure en deux dimensions, « la citoyenneté républicaine » (ou le « colorblind ») et la « nouvelle laïcité », répliquant ainsi les recherches menées précédemment auprès d’adultes. De plus, les résultats confirment le rôle de l’école dans la transmission des valeurs républicaines en montrant que, au sein du cursus général, les lycéens adhèrent plus fortement aux principes de citoyenneté républicaine et de nouvelle laïcité que les collégiens. Le fait que ce ne soit pas le cas chez les élèves en lycée professionnel suggère que ces résultats ne sont pas simplement dus à l’âge, mais à la scolarisation. Enfin, les résultats appuient un modèle théorique suggérant que ces deux principes du modèle d’intégration français médiatisent l’effet de l’éducation sur les préjugés. Les implications de ces résultats pour les théories des relations intergroupes actuelles sont discutées.

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          Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models.

          Hypotheses involving mediation are common in the behavioral sciences. Mediation exists when a predictor affects a dependent variable indirectly through at least one intervening variable, or mediator. Methods to assess mediation involving multiple simultaneous mediators have received little attention in the methodological literature despite a clear need. We provide an overview of simple and multiple mediation and explore three approaches that can be used to investigate indirect processes, as well as methods for contrasting two or more mediators within a single model. We present an illustrative example, assessing and contrasting potential mediators of the relationship between the helpfulness of socialization agents and job satisfaction. We also provide SAS and SPSS macros, as well as Mplus and LISREL syntax, to facilitate the use of these methods in applications.
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              Sex differences in value priorities: cross-cultural and multimethod studies.

              The authors assess sex differences in the importance of 10 basic values as guiding principles. Findings from 127 samples in 70 countries (N = 77,528) reveal that men attribute consistently more importance than women do to power, stimulation, hedonism, achievement, and self-direction values; the reverse is true for benevolence and universalism values and less consistently for security values. The sexes do not differ on tradition and conformity values. Sex differences are small (median d = .15; maximum d = .32 [power]) and typically explain less variance than age and much less than culture. Culture moderates all sex differences and sample type and measurement instrument have minor influences. The authors discuss compatibility of findings with evolutionary psychology and sex role theory and propose an agenda for future research. Copyright 2006 APA, all rights reserved.

                Author and article information

                J Soc Polit Psych
                Journal of Social and Political Psychology
                J. Soc. Polit. Psych.
                26 October 2015
                : 3
                : 2
                : 20-42
                [a ]Laboratoire de Psychologie Sociale et Cognitive (CNRS-UMR 6024), Université Clermont Auvergne, Clermont-Ferrand, France
                [2]Anglia Ruskin University, Cambridge, United Kingdom
                Author notes
                [* ]Laboratoire de Psychologie Sociale et Cognitive (CNRS-UMR 6024), Université Clermont Auvergne, 34 avenue Carnot, 63037 Clermont-Ferrand Cedex 1, France. Elodie.Roebroeck@ 123456univ-bpclermont.fr
                Copyright @ 2015

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                : 20 May 2014
                : 20 March 2015
                Special Thematic Section on "The Social Psychology of Citizenship, Participation and Social Exclusion"

                schooling,education,éducation,égalité,republican citizenship,laïcité,equality,prejugés,école,color-blindness,prejudice,citoyenneté républicaine


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