Getting out of social fatalism

More than one in two young people (54%) regret their choice of career, according to a recently published OpinionWay study. Only a quarter will find a way to change it. The consequences will be felt heavily not only on the quality and duration of their studies, on their entry into professional life, but also, too often, on the lives of these young people in general and for a long time to come. These figures are more than confirmed by the report of the Defender of Rights, specifically devoted to the career guidance of young people , which has just been made public.

He delves into the depths of the problem and its mechanisms. He notes that France is one of the countries where the "family socio-economic" background has the most influence. Social inequalities are present from birth and become entrenched from middle school onwards, when the first pre-career guidance is made. Students and their families internalize the fact that school is unequal. They internalize representations about the future of children from the working classes that exclude them from the most promising career paths. For them, short, vocational courses are the preferred option, while young people from the wealthy, often the most educated, may feel destined for long studies in the most rewarding fields. The National Education system itself is the bearer of these stereotypes.

The Defender of Rights' report on guidance goes so far as to speak of "social fatalism" .

The report highlights "the lack of belief among some teachers in the ability of the poorest to succeed and the tendency, given equal marks, to want to direct students from working-class backgrounds towards vocational courses rather than general education." The report goes so far as to speak of "social fatalism." It is society as a whole that is thus giving up and renouncing an emancipatory vision of school education. In addition to social and territorial disparities, there are gender disparities. For example, the free choice of direction given to students by recent reforms has resulted in a significant decrease in the number of girls in scientific courses, particularly mathematics, in which the feminization rate has fallen back thirty years.

But it's even worse if we factor in social categories: girls from disadvantaged backgrounds are three times less represented in the "expert mathematics" option than the former core curriculum of the S stream (4% are enrolled), while boys from very privileged backgrounds are twice as represented (nearly 40% are enrolled). Finally, the report details the National Education system's persistent denial of discrimination based on the real or supposed origins of students. It also addresses the situation of students with disabilities. All the findings point in the same direction.

Of course, the report concludes with recommendations addressed to public authorities, which, given this government's current concerns, one can imagine will have little impact. But this subject is above all an eminently political issue that should be at the heart of a genuine strategy for change defined by the left. Isn't its very foundation to fight against social determinism and the inequalities that fuel it? As for the unions, they also have a responsibility to contribute to changing work so that it offers everyone new opportunities throughout their lives. A real challenge.