{"id":62835,"date":"2022-05-17T04:02:05","date_gmt":"2022-05-17T08:02:05","guid":{"rendered":"https:\/\/world.edu\/?p=62835"},"modified":"2022-05-26T18:37:56","modified_gmt":"2022-05-26T22:37:56","slug":"studying-discrimination-in-higher-education-in-france-what-are-the-challenges","status":"publish","type":"post","link":"https:\/\/world.edu\/studying-discrimination-in-higher-education-in-france-what-are-the-challenges\/","title":{"rendered":"Studying discrimination in higher education in France: what are the challenges?"},"content":{"rendered":"

\"\"
\nThe field of higher education and research (ESR) in France is now beginning to be well analyzed from the angle of social inequalities and their evolution in general.\u00a0It is noticeably less so from the standpoint of discrimination \u2013 an issue that is the subject of ambiguous institutional recognition, and a scientific evaluation that is still in its infancy.\u00a0Political recognition, scientific knowledge and public action are thus to be built simultaneously on a major question, but one which has so far remained dormant.<\/p>\n

Get out of the blur, name the proble<\/strong>m<\/h4>\n

Politically, the issue of discrimination in higher education is slowly being recognized.\u00a0In 1998, the new \u201cstate priority\u201d to fight against racial discrimination, initiated by the left, did not seem to concern ESR.\u00a0After the return to business of the right, in 2002, the question gradually fades in favor of the theme of “equal opportunities”, reduced to elitist devices for access to high schools.\u00a0Then in 2008, it was under the watchword of “diversity” that the\u00a0report commissioned by the ministry from Michel Wieviorka<\/a>reintroduces this question.\u00a0This report points to “systemic discrimination and the mechanisms that come close to it”, while posing, without further investigation (since at this date there is no scientific work on this question in France), that the ” concrete racism\u201d would take place mainly \u201caround\u201d studies (access to employment, housing, etc.).<\/p>\n

In January 2015, in response to the attacks against Charlie Hebdo and Hyper Cacher, at the same time as it reflects\u00a0President Fran\u00e7ois Hollande’s vague commitment<\/a>\u00a0to make “the fight against racism and anti-Semitism a major national cause” (December 2014), the “Great mobilization of the School for the values \u200b\u200bof the Republic” announces the objective of “better training teachers in higher education in the issues of secularism, the fight against discrimination, racism and anti-Semitism” .<\/p>\n

In the\u00a0announcements of January 22, 2015<\/a>\u00a0, the Ministry of National Education, Research and Innovation provides for the creation of \u201csecularism\u201d referents at school, and \u201cracism and anti-Semitism\u201d referents at university.\u00a0If the\u00a0Observatory of secularism<\/a>\u00a0advocates in December 2015 the \u201cestablishment of a secularism referent in each university\u201d, it is ultimately the second terminology that will prevail in higher education and research.\u00a0This objective was reaffirmed in March 2018 by the Prime Minister in the presentation of his plan to combat racism and anti-Semitism.<\/p>\n

On the other hand, the government’s concern for professional equality in the civil service grew during the 2000s. This is evidenced by the adoption of a new reference framework for public action, the integrated approach to gender, which led to the widest dissemination of quantified data to document the unequal situations between women and men, or even the creation of \u201cmissions\u201d in charge of women\u2019s rights in various institutions.\u00a0Following the first commitments of the Conference of University Presidents (now\u00a0France Universities<\/a>\u00a0) in 2009, the 2013 law requires universities to appoint a person in charge of equality issues, in connection with an\u00a0objective of exemplary public employers<\/a>.\u00a0The issue of gender-based and sexual violence quickly entered the agenda of project managers, and the first initiatives were born.<\/p>\n

In 2017, the #MeToo movement gave visibility to this issue of gender-based and sexual violence in the ESR and, in the wake of this movement, the\u00a0Student Observatory of Sexual and Gender<\/a>\u00a0-Based Violence emerged , which published its first report in 2020. Twenty years after the birth of the\u00a0Collective against sexual harassment in higher education<\/a>\u00a0, the establishment of reception and listening cells to fight against sexist and sexual violence has been announced.\u00a0As for the “Plan to fight against discrimination against LGBT+ people in the ESR” (2019), it leads to a\u00a0“Guide to fight against hatred and anti-LGBT+ discrimination”<\/a>\u00a0.<\/p>\n

\u201cSecularism\u201d, \u201csexist and sexual violence\u201d, \u201cracism and anti-Semitism\u201d, \u201chate\u201d, or even \u201cpolitics of inclusion\u201d concerning disability, so many distinct institutional issues and whose link with discrimination is not put forward\u2026 despite a ministerial speech promoting a\u00a0\u201cresolute policy in the fight against all forms of discrimination\u201d<\/a>\u00a0.\u00a0The emergence of a ministerial discourse on the theme of discrimination, in the ESR, was therefore not accompanied by a problematization.\u00a0It has also not translated into a significant increase in knowledge, to the point that in many respects we are dealing with\u00a0public action without public problem<\/a>\u00a0.<\/p>\n

Get out of the compartmentalization, understand the articulations<\/strong><\/h4>\n

In ESR in particular, discrimination represents a\u00a0largely underestimated reality<\/a>\u00a0, due to fragmentary and dispersed research.\u00a0Knowledge about the experience of sexism at university has certainly progressed significantly in recent years, thanks to surveys such as\u00a0Virage-Universities<\/a>\u00a0.\u00a0But the different social relationships are unequally considered: racial discrimination is much less documented \u2013 as shown by the symposium\u00a0\u201cRacisme et discrimination raciale, de l\u2019\u00e9cole \u00e0 l\u2019universit\u00e9\u201d<\/a>\u00a0, at Paris Diderot in September 2018 \u2013 as well as LGBTphobic or validist discrimination.<\/p>\n

Even more than research, public action (re)produces compartmentalization and hierarchization.\u00a0Policies are historically constructed in \u201csilos\u201d: \u201cgender equality\u201d and actions on \u201csexist and sexual violence\u201d coexist without encountering \u201cdisability relays\u201d, to which are added \u201creferents racism and anti-Semitism\u201d.\u00a0The\u00a0Civil Service Transformation Act of 2019<\/a>certainly obliges the institutions under the supervision of the Ministry of Higher Education, Research and Innovation to draw up and implement a multi-year action plan relating to professional equality between women and men, and mentions also the \u201cfight against discrimination\u201d, \u201cdiversity\u201d and \u201chandicap\u201d.\u00a0However, the principle of unification through action plans may only be a communication exercise prolonging the lack of articulation of causes and transversal problematization, particularly in terms of discrimination.<\/p>\n

As noted by the Permanent Commission of Equality Project Managers (CPED), while some establishments have developed cross-cutting “equality-diversity missions”, “few establishments have appointed people in charge of discrimination” (\u00a0Prevention Kit Discrimination in Higher Education<\/a>\u00a0, December 2021, p. 11).\u00a0More fundamentally, the principle of dealing with the problem by establishing mainly symbolic \u201cmissions\u201d raises the question of the real means of action, at the risk of being, as for racism, only a\u00a0\u201cministerial cosmetic\u201d<\/a>\u00a0.<\/p>\n

Moreover, the question of socio-economic inequalities is always dealt with on another level and is hardly articulated with the other systems of domination or approached from the angle of discrimination.\u00a0This situation maintains de facto competition between the various causes and feeds the belief that, if social inequalities are issues of economic and material redistribution, other inequalities (gender, ethnicity, etc.) are above all issues of recognition. identity and symbolism.\u00a0However, the problem of discrimination is at a point of knot between these two levels of stakes: by focusing on the material dimension of unequal treatment, it shows mechanisms – direct and indirect –<\/p>\n

In this sense, we can emphasize the effort of the National Observatory of Student Life (OVE) to increasingly take into account, in its surveys on\u00a0living conditions<\/a>\u00a0, the perception of\u00a0discrimination<\/a>\u00a0.\u00a0We must also welcome the recent release of several studies, attesting to\u00a0the multiple experience of discrimination<\/a>\u00a0experienced by students, or\u00a0discrimination in the selection at the start of training.<\/a>.\u00a0However, it is regrettable that the approach to the phenomenon, focused on the students, leaves at the same time in the shade the way in which discrimination crosses and structures the working relationships within the ESR, which which risks reproducing a rift between university staff and public, between place of study and place of work.<\/p>\n

Simultaneous issues of knowledge, recognition and action<\/h4>\n

In this context of insufficient knowledge of the issues, higher education establishments have been under increasing pressure for several years to carry out diagnoses in terms of inequalities.\u00a0Some have anticipated these ministerial obligations,\u00a0as Pascal Tisserant has pointed out here<\/a>\u00a0, and, mobilizing internal research resources, have seized the opportunity to carry out studies aimed at\u00a0evaluating the perception<\/a>\u00a0or experience of discrimination.\u00a0Other establishments respond to the injunction by commissioning consulting firms or polling institutes to carry out surveys of dubious scientific rigor (in particular without any control of respondents or weighting of results).<\/p>\n

For their part, student associations and unions are multiplying initiatives for surveys on the experience of users (and sometimes staff) of universities, calls for testimonials or documentaries.\u00a0They thus show the need for knowledge in this area, but also the fact that they did not wait for researchers to advance the (re)knowledge of the problem on their own scale.\u00a0We can cite, for illustration, the survey commissioned by the Union of Jewish Students of France on “The view of Jewish students on anti-Semitism” (2019), the survey of the National Union of Students of France (UNEF) on \u201cdiscrimination in higher education\u201d (2020), the Ca\u00e9lif \u00c9tudiant\u00b7e\u00b7s LGBT barometer on \u201cLGBT-phobias in higher education in France\u201d (2020).“give even more echo to those who denounce this violence, and allow a broad discussion”<\/a>\u00a0.\u00a0On social networks, many student groups also offer calls for testimonials.<\/p>\n

(Getting) to talk (about) the experience of discrimination is thus as much a lever for constituting a public problem as a way of articulating knowledge and recognition of the problem.\u00a0As other major national surveys have shown (such as Trajectories and Origins [TeO] or Violence and Gender Relations [Virage]), it is at the same time a means of analyzing the way in which oppressive systems operate and how they become embedded in educational institutions or in workplaces.<\/p>\n

It is in this perspective that we launched\u00a0the ACADISCRI survey<\/a>\u00a0.\u00a0Its objective is to systematically measure and analyze the experience of discrimination experienced by both students and ESR staff.\u00a0It offers weighted results, representative of the populations of the participating establishments.\u00a0The survey simultaneously and crosswise takes into account the major social relations (sex, ethnicity, sexual orientation and gender identity, social class, disability and state of health, etc.), and aims to be able to better understand the articulation between these different systems of domination.<\/p>\n

Author Bios:<\/strong> Romane Blassel is a Post-doctoral fellow at the University C\u00f4te d’Azur, Camille Gillet is a PhD student in sociology at Sorbonne University, Fabrice Dhum\u00e9 is an Independent sociologist, associated with URMIS, affiliated with IC Migrations at Paris Cit\u00e9 University, Pierre-Olivier Weiss is a Post-doctoral fellow in sociology at the Universit\u00e9 C\u00f4te d’Azur and Tana Bao is a Post-doctoral student for Acadiscri attached to Urmis at C\u00f4te d’Azur University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The field of higher education and research (ESR) in France is now beginning to be well analyzed from the angle of social inequalities and their evolution in general.\u00a0It is noticeably less so from the standpoint of discrimination \u2013 an issue that is the subject of ambiguous institutional recognition, and a scientific evaluation that is still […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12283],"coauthors":[11733],"class_list":["post-62835","post","type-post","status-publish","format-standard","hentry","category-education","tag-discrimination-2"],"acf":[],"yoast_head":"\nStudying discrimination in higher education in France: what are the challenges? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/studying-discrimination-in-higher-education-in-france-what-are-the-challenges\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Studying discrimination in higher education in France: what are the challenges? 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