| Abstrakt: |
Through a questioning of the link between the 2018 high school reform and the ORE law, we show that the guidance support systems are available differently in secondary schools, depending on the priorities displayed by the management teams. These devices essentially activate organizational levers, the commitment of teachers being constrained by multiple difficulties. They are understood differently by high school students, depending on their capacity - socially constructed - to give meaning to their studies and to project themselves into the future. Our results, which are based on the analysis of 34 interviews, 369 questionnaires and 13 group debates, show a difficulty in reducing the inequalities of orientation towards higher education. Through the careful consideration of the links between the high school reform and the ORE Act (2018), we show how the measures set up by the high schools for counseling their students on the path to higher education vary from one place to another in accordance with the top priorities set by every board of education. These measures activate especially some organizational levers, the commitment of teachers being hampered by many difficulties. The way the high school students do understand them differ as well according to their capability (socially constructed) to envision both their future and their studies. Our findings, based on 34 interviews, 369 questionnaires and 13 debates, underline how difficult it is to reduce the inequalities in the field of guidance on the way to higher education. [ABSTRACT FROM AUTHOR] |
