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Perception sociale du handicap et orientation scolaire

Abstract : Few disabled students enter a college prep-curriculum. Psychological researches demonstrate, on the one hand, an ambivalent stereotype associated with people with disability. On the other hand, students’ academic tracking are influenced by teachers’ stereotypes. The present study questions the influence of this stereotype on guidance and support advice given at students after the middle school among educational professionals. Results suggest that disabled students are not oriented differently than able bodied students. Academic tracking advices are based on students’ school results only. We show a difference in the courage and warmth dimensions of judgments but not in the competence dimension, and in helping advice. Disabled students are advised differently rather based on their disability than on their skills at school. Results are discussed with regard to professional standards, effect of a benevolent stereotype and limits of our experimental protocol.
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Contributor : Claire Enea Drapeau Connect in order to contact the contributor
Submitted on : Wednesday, November 9, 2022 - 9:50:08 AM
Last modification on : Thursday, November 10, 2022 - 4:31:24 AM



Marjorie Chavenon, Claire Enea-Drapeau, Thomas Arciszewski, Pierre-Yves Gilles. Perception sociale du handicap et orientation scolaire. L’Orientation scolaire et professionnelle, 2022, 51/3, pp.513542. ⟨10.4000/osp.16460⟩. ⟨hal-03844879⟩



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