La meritocrazia a scuola, attraverso la scuola. Il caso italiano in prospettiva comparata

Elise Tenret (1)

1 IRISSO - Institut de Recherche Interdisciplinaire en Sciences Sociales

Using the 2008 ISSP “Social Inequality” dataset, this paper aims at analyzing (1) the way in which in Italy, comparatively to other countries, individuals perceive the role of formal education in the allocation of social positions (positive belief in education based meritocracy) (2) the belief in the legitimacy of the “education based meritocracy” model (normative belief) and (3) the factors explaining both the positive and normative believes in meritocracy, at the collective level and at the individual level. The analysis shows the importance of distinguishing between positive and normative beliefs in meritocracy, as well as the link between both dimensions, at the contextual level and at the individual level. Perceptions of social structure prove in fact to be less influenced by reality itself than by individual values. Concerning the Italian case, the strong – positive and normative – belief in education-based meritocracy cannot be explained through an objectively better situation of graduates on the labor market. Still, the educa- 167 tional level itself has a positive influence of the normative belief in meritocracy, as in most countries, which could confirm the socialization hypothesis (Baer and Lambert, 1982).

Mots clés: Education; Méritocratie; Sociologie

Domaines: Sciences de l'Homme et Société

Elise Tenret. La meritocrazia a scuola, attraverso la scuola. Il caso italiano in prospettiva comparata. Quaderni di Sociologia, 2014, 58 (64). ⟨hal-01517805⟩