School guidance for young migrants – OJEMIGR

mixed-methods (interviews and statistical analysis) supported by follow-up cohorts of more than 20 young people (for a total of 175) over three years, and statistical analysis of school data and of the guidance computer program.
- Understanding of the institutional framework: interviews with eduational managers and study of officiels documents
- Comprehensive follow-up of 175 young people in middle schools, then high schools or integration structures in urban areas in 5 regional education (Bordeaux, Créteil, Marseille, Strasbourg and Versailles)
- Statistical analysis of one cohort (Depp agreement)

CF detailed report attached (first tracks / June 2022)
Lines of analysis at the end of the first year of investigation :
- Educational guidance for students enrolled in UPE2A: singular configurations and issues / other students
- Differents local forms
- A single official process, several organizations
- The role of «inclusion« in orientation
- The figure of the UPE2A teacher: a «principal teacher« (who does not say his name) without team?
- The role of the school psychologist: invisibility or major role?
- Professional and guidance roles that vary from one school to another
Study of the pathways :
- Ad hoc rhythms and moments of guidance: a progressive construction throughout the year
- A diversity of times arranged for work on guidance for UPE2A students
- Issues around a specific temporality

Study of the registers of legitimization of school norms and positions allowing to understand the structuring of decisions and justification systems.
- A professional knowledge of the system (who restrains the students?)
- Having «something« ?
- Identification of factors that can influence the guidance
- Particular challenges of the numeric process
- Class councils: different expectations for UPE2A students
- The construction of the choice of orientation by the students
- MNAs: specific issues within a singular group
- Families and orientation

Appropriation: studies of the forms of social reactions and subjectivations of the guidance actors and the young people
- Experiences and implementation of strategies
- The reactions of students and parents to guidance decisions
Additional lines of analysis
The place of plurilingualism in guidance
Concluding points: the orientation of EANA as «a non-category of public action«

complete the exploitation of the data «year n« and year n+1 and n+2 (cf detailed report attached)

The list of the scientific productions of the researchers is in the detailed report.
Project of a study day and conference in 2023 for collective publication (journal file)

School guidance for young migrants

The aim of the project is to analyze young migrants’ school guidance as a social construction in the French education system. This implies working on institutional rhetoric and discourse, practices of students and adults who work with them. We need to focus on the several steps of the guidance from their entry into the French school system in ninth grade up to two years later, at the end of eleventh grade. This research requires to pay attention to the interactions between the producers of norms related to guidance (educational teams in middle-schools, local authorities, associations but also the computer software used in the educational guidance process, and the young people and their families who also take part in building some norms in this field. In each of the seven regional education authorities, we will use mixed methods to follow-up a cohort of 20 young people (140 in total) for three years, as well as statistical analysis of school data and of the guidance’s computer software. Moreover, in order to fully understand how the decisions relating to guidance are constructed, legitimized and subjectively appropriated by social actors, particularly pupils and educational teams, we will also study the regulatory production and the recourse conditions for pupils and their legal representatives over three school years –ninth grade and the two following years.

Synthesis and lines of analysis :

Our survey and data processing will be organized along 3 lines:
- Study of the educational pathways: deconstruction and restitution of the longitudinal pathways allowing to seize the various stages and relative structuring of the guidance
- Legitimization: study of the types of legitimization of school norms and positions, allowing to understand how decisions and regimes of justification are structured
- Appropriation: study of the forms of social reactions and subjectivations of educational actors and young people.