In my research, I investigate how economic inequalities within society impact the functioning of the education system, the values it promotes (such as cooperative or competitive values), and the beliefs it disseminates (for example, the belief in meritocracy). We also examine the influence of this system on students’ motivations, goals, and their preferences for practices that either support or hinder equality among groups. Overall, our research suggests that the dual functions fulfilled by the education system, education and selection, promote values, goals, and practices that contribute to legitimizing and perpetuating social class and gender inequalities.
I am currently involved in several projects related to education, economic inequality and social class:
- In the SelEGAL project, we investigate the influence of the selection function on students’ motivation, self-perceptions, and endorsement of school practices that foster equality among different groups.
- In the UNDPOLAR project, we analyze the influence of identities, threats, and economic inequality on intergroup relations within European democracies, as well as the polarization of attitudes and trust in institutions. We also examine the impact of beliefs about education on the acceptance of certain forms of social hierarchy.
- In the CollDISASTER project, we explore the effects of economic insecurity on individuals’ sense of belonging and their willingness to accept the collective constraints required during crisis situations, such as health, climate, and economic crises.
- In the PROFAN project, we are involved in the large-scale implementation of cooperative practices with vocational high school students. We also actively contribute to the training of their teachers.