The influence of social class stereotype on school guidance among middle school’s pupils.
Résumé
Research has shown that students ' socioeconomic status (SES) plays a role in terms of both, achievement and experiences. However, few studies have investigated how SES influences students' pathway within the vocational system. Our study aims to replicate Channouf, Mangard, Baudry & Perney (2005) by showing that students' SES plays a role into teachers and counselors' school guidance between academic and vocational curriculum. We also sought go one step further by showing that a similar influence may exist into vocational curriculum, between two programs which differ from their selectivity. Seven hundred and ten participants had completed an online survey in which fictitious school records described either a low or high-SES tenth-grader pupil. Our result shown that high-SES pupil was more oriented toward the selective program of vocational curriculum than the low-SES pupil. This study highlight that differentiated recommendations may exist into the vocational curriculum, based on pupils’ SES and contribute to maintain the SES hierarchy.