Abstracts
Abstract
Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated “at risk” from finding success in school? Quantitative and qualitative data showed that the curriculum does not meet all students’ needs, streaming diminishes learning, and low teacher expectations limit student success. Student self-blame and meritocracy are other factors found to limit student success.
Résumé
La littérature traitant des inégalités sociales à l’école révèle que les programmes scolaires, la répartition des élèves par niveaux et les attentes des enseignants constituent des facteurs scolaires limitant le succès des élèves. Cette étude pose donc comme question : de quelle manière les programmes, la répartition des élèves par niveaux et les attentes des enseignants empêchent-ils les élèves ayant été désignés comme « à risque » dans leur succès en milieu scolaire? Les données quantitatives et qualitatives montrent que les programmes ne rencontrent les besoins de tous les élèves, que la répartition des élèves par niveaux diminue les apprentissages et que des attentes basses de l’enseignant limitent le succès à l’école. Le sentiment de culpabilité de l’élève et la méritocratie sont d’autres facteurs relevés comme limitant le succès des élèves.
Appendices
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