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Disillusions and Paradoxes of the Massification of Education in France

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Title: Disillusions and Paradoxes of the Massification of Education in France
Language: English
Authors: Marie Duru-Bellat, François Dubet
Source: British Journal of Sociology of Education. 2026 47(1):175-192.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Foreign Countries, Access to Education, Democracy, Educational Policy, Program Length, Equal Education, Educational Benefits, Credentials
Geographic Terms: France
DOI: 10.1080/01425692.2025.2590038
ISSN: 0142-5692
1465-3346
Abstract: Based on an analysis of French educational policies since the 1950s, this paper assesses their global impact and their unexpected effects upon individuals and society, concerning students' learning, access to the labour market, and some attitudes and behaviours, notably civic ones. It shows that from an academic point of view, the lengthening of schooling does not increase pupils' level as much as the multiplication of diplomas would suggest, nor reduce social inequalities. Moreover, when entering the job market, competition is harsher and the least qualified face more and more difficulties, and develop a resentment that feeds populism. These global unintended effects lead us to question the paradox of the French education system and the meritocratic equality of opportunities it is supposed to implement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500724
Database: ERIC
FullText Text:
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  Data: Disillusions and Paradoxes of the Massification of Education in France
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  Data: <searchLink fieldCode="AR" term="%22Marie+Duru-Bellat%22">Marie Duru-Bellat</searchLink><br /><searchLink fieldCode="AR" term="%22François+Dubet%22">François Dubet</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Credentials%22">Credentials</searchLink>
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  Data: Based on an analysis of French educational policies since the 1950s, this paper assesses their global impact and their unexpected effects upon individuals and society, concerning students' learning, access to the labour market, and some attitudes and behaviours, notably civic ones. It shows that from an academic point of view, the lengthening of schooling does not increase pupils' level as much as the multiplication of diplomas would suggest, nor reduce social inequalities. Moreover, when entering the job market, competition is harsher and the least qualified face more and more difficulties, and develop a resentment that feeds populism. These global unintended effects lead us to question the paradox of the French education system and the meritocratic equality of opportunities it is supposed to implement.
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  Data: 2026
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