L'orientation scolaire et professionnelle

50/4 | 2021
Varia

Disciplines scolaires et stéréotypes de genre :

perceptions d’élèves et d’enseignant·es
School subjects and gender stereotypes: Pupils’ and teachers’ perceptions

Audrey Imberdis, Marie-Christine Toczek, Marion Dutrévis et Margault

Sacré

Édition électronique
URL : https://journals.openedition.org/osp/14992
DOI : 10.4000/osp.14992
ISSN : 2104-3795

Éditeur
Institut national d’étude du travail et d’orientation professionnelle (INETOP)

Édition imprimée
Date de publication : 15 décembre 2021
Pagination : 623-652
ISSN : 0249-6739

Référence électronique
Audrey Imberdis, Marie-Christine Toczek, Marion Dutrévis et Margault Sacré, « Disciplines scolaires et
stéréotypes de genre : perceptions d’élèves et d’enseignant·es », L'orientation scolaire et professionnelle
[En ligne], 50/4 | 2021, mis en ligne le 01 décembre 2023, consulté le 08 janvier 2024. URL : http://
journals.openedition.org/osp/14992 ; DOI : https://doi.org/10.4000/osp.14992

Ce document a été généré automatiquement le 8 janvier 2024.

Le texte et les autres éléments (illustrations, fichiers annexes importés), sont « Tous droits réservés »,
sauf mention contraire.
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School subjects and gender stereotypes: Pupils’ and teachers’ perceptions

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1. Introduction
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L'orientation scolaire et professionnelle, 50/4 | 2021

 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 2

1.1. Stéréotypes et relations de genre en contexte scolaire

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L'orientation scolaire et professionnelle, 50/4 | 2021

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L'orientation scolaire et professionnelle, 50/4 | 2021

 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 5

1.3. Perception des disciplines scolaires : état des lieux et évolution

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 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 6

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2. Étude 1 : Perception des élèves
2.1. Méthode
2.1.1. Échantillon, matériel et procédure

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Tableau 1 - Concepts étudiés et items proposés aux élèves.
Table 1 - Items submitted to pupils

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L'orientation scolaire et professionnelle, 50/4 | 2021

 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 7

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2.1.2. Stratégies d’analyses

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2.2. Résultats
2.2.1. Valeur subjective accordée aux disciplines

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Tableau 2 - Valeur subjective moyenne accordée aux disciplines scolaires par les élèves
Table 2 - Average subjective value of school subjects according to pupils

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L'orientation scolaire et professionnelle, 50/4 | 2021

 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 8

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filles et les garçons est significatif, bien que la taille de cet effet ( ²) est faible.

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2.2.2. Enjeu évaluatif accordé aux disciplines

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L'orientation scolaire et professionnelle, 50/4 | 2021

 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 9

2.2.3. Classement des disciplines par ordre d’importance

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Tableau 3 - Classement d’importance des disciplines scolaires par les élèves en fonction du sexe
Table 3 - Hierarchy of school subjects according to pupils by gender

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 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 10


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Notes. * p < .10, ** p < .05, M : moyenne, ET : écart-type, EPS : éducation physique et sportive.

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3. Étude 2 : perceptions des enseignant·es
3.1. Méthode
3.1.1. Échantillon, matériel et procédure

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Tableau 4 - Concepts étudiés et items proposés aux enseignant·es.
Table 4 - Items submitted to teachers

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3.2. Résultats
3.2.1. Importance des disciplines pour l’avenir des élèves en général

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3.2.2. Importance des disciplines pour l’avenir professionnel des élèves

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3.2.3. Importance accordée par les élèves aux disciplines scolaires selon les
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3.2.4. Classement des disciplines scolaires selon leur ordre d’importance

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 Disciplines scolaires et stéréotypes de genre : perceptions d’élèves et d’ens... 13

Tableau 5 - Hiérarchie des disciplines scolaires selon les enseignants.

Table 5 - Hierarchy of school subjects according to teachers

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INDEX
Keywords : SHUFHSWLRQRIVFKRROVXEMHFWVVH[JHQGHUSXSLOVWHDFKHUV
Mots-clés : SHUFHSWLRQGHVGLVFLSOLQHVVFRODLUHVVH[HJHQUH«OªYHVHQVHLJQDQWyHV

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