{"id":8368,"date":"2025-06-19T13:23:57","date_gmt":"2025-06-19T11:23:57","guid":{"rendered":"https:\/\/ingenius.ecoledesponts.fr\/?p=8368"},"modified":"2025-07-29T16:25:01","modified_gmt":"2025-07-29T14:25:01","slug":"how-do-gender-and-gender-relations-shape-the-social-space-of-french-graduate-schools","status":"publish","type":"post","link":"https:\/\/ingenius.ecoledesponts.fr\/en\/articles\/how-do-gender-and-gender-relations-shape-the-social-space-of-french-graduate-schools\/","title":{"rendered":"What is the influence of gender relations in the context of French graduate schools?"},"content":{"rendered":"\n\n\n
\"Cr\u00e9dit
Credit : modified from Diversity and Success Unit of \u00c9cole polytechnique \u2013 \u00a9 \u00c9cole polytechnique \/ J. Barande \u2013 CC BY-SA 2.0 License via Flickr<\/figcaption><\/figure>\n\n\n\n

In a context where the gender ratio in grande \u00e9cole <\/em>graduate schools remains unbalanced \u2013 with just 26% female students in engineering schools in 2016 and 2017, according to a survey by the Institut des Politiques Publiques (IPP)<\/a> published in 2021, \u2013 Lucette Moatti, PhD student at the Technologies,  Territories and Societies Laboratory (LATTS), explores the impact of gender relations in these institutions. Adopting a sociological approach, she examines the effects of gender inequality on students\u2019 experiences at French grandes \u00e9coles<\/em> (graduate schools).<\/p>\n\n\n\n

Interview with Lucette Moatti.<\/p>\n\n\n\n

What do you mean by \u201cgraduate school\u201d and why did you decide to make this the subject of a sociological study?<\/strong><\/p>\n\n\n\n

The term \u201cgraduate school\u201d [\u201cgrande \u00e9cole\u201d in French]<\/em> is quite difficult to define. There is neither an official list of these institutions, nor a legal definition providing an administrative category recognized by the French State. The term originates partly in their background. Historically, these schools were founded to train high-ranking public officials and members of major State bodies, such as the Ponts or Mines corps. Their role has expanded at present, and they now train a more diverse range of profiles, particularly for the private sector. These institutions nevertheless play a key role in the collective imaginary in France. They can be characterized above all by their operating modes, which differ from university systems. Admission is often competitive and based on a form of selective enrollment, given that they are generally renowned for their prestige and the professional success of their students. To quote  sociologist Monique de Saint-Martin, French graduate schools are the \u201ccradle of elite training\u201d.<\/a><\/p>\n\n\n\n

Following my research dissertation on graduate schools, I wanted to pursue this subject as a thesis to further examine the questions raised. My aim, as part of my thesis, is to study diversity issues in graduate schools, which is a key concern both for these institutions and for businesses, using the sociological approach to enable a more specific understanding of the levers and hurdles linked to this diversity.<\/p>\n\n\n\n

What is the definition of \u201cgender\u201d and \u201cgender relations\u201d in sociological terms? How do these concepts differ and complement each other in the analysis of norm transmission in graduate schools?<\/strong><\/p>\n\n\n\n

\u201cGender\u201d and \u201cgender relations\u201d are two concepts rooted in different sociological traditions, but which share the common aim of qualifying male – female relationships. These notions are somewhat removed from a biological understanding of feminine and masculine, while not limited to this binary form. Gender, as defined by the feminist historian Joan Wallach Scott, is based on two key elements. Firstly, it is a constituent element of social relations based on perceived differences between the sexes.<\/a> Secondly, gender is not neutral; it is an indicator of power relations. It structures our understanding of the asymmetric relations between men and women. In short, gender is not just an individual characteristic, it is an organizing principle of society.<\/p>\n\n\n\n

Likewise, Dani\u00e8le Kergoat, who worked in particular on \u201cgender relations\u201d, suggests that they are based on three founding principles<\/a>: identification, the yardstick against which we categorize ourselves; differentiation, which is the affirmation that men are not equal to women and vice versa, and lastly hierarchy, which refers to the different social positions and roles associated with male and female. Use of the term \u201cgender relations\u201d enables clearer understanding of how other types of social relations interact.<\/p>\n\n\n\n

To sum up, both concepts focus on defining the relational nature of masculine and feminine and the resulting power relations. Applied to the context of graduate schools, they offer keys to understanding how these institutions contribute to transmitting and reproducing gender norms by shaping social relations.<\/p>\n\n\n\n

How does gender produce a spatial differentiation in these institutions and what exclusion mechanisms have already been observed?<\/strong><\/p>\n\n\n\n

To answer this question, we must first make a distinction between two factors. Firstly, there is what we could call forms of \u201cgender-ordered spatial transcriptions\u201d, which are clearly visible in institutions, and secondly, what we call \u201cthe social space of graduate schools\u201d, linked more to a symbolic structure.<\/p>\n\n\n\n

\u201cGender-ordered spatial transcriptions\u201d can be seen in schools in a more material way, i.e., they directly influence the breakdown of individuals within the organization of sociability, accommodation and living quarters, or the organization of daily activities, and so on. Conversely, we could define \u201cthe social space of graduate schools\u201d as the way in which these establishments distinguish themselves from each other through their characteristics (level of selectivity and training offer, etc.). This structuring reveals differences between girls and boys with regard to their chosen paths in higher education sectors.<\/p>\n\n\n\n

These divergences are not coincidental, but are partially due to forms of gender socialization and the influence of the sexual division of labor. This explains in part why diversity figures differ from one higher education sector to another. Studies have shown that, for equivalent results, girls are often underestimated and receive less encouragement from their teachers and families than boys. These often subtle mechanisms impact their academic choices and influence their path.<\/a><\/p>\n\n\n\n

It is therefore worth exploring the workings of gender relations in selective scientific programs. We could thus examine the development of these pre-existing mechanisms in higher education, as well as the potential existence of structural elements in daily life which perpetuate certain exclusion mechanisms.<\/p>\n\n\n\n

Do you believe that graduate schools are aware of their gender issues?<\/strong><\/p>\n\n\n\n

It is important to remember that graduate schools do not form a homogeneous environment (in terms of sectors, courses or career prospects, etc.) and are not linked by the same gender-based issues.<\/p>\n\n\n\n

However, a certain number of graduate schools have begun raising awareness of these issues. This can be seen in initiatives such as the creation of equality officers, the setting-up of advice booths, student and staff training in prevention, and the carrying out of inter-establishment statistical surveys. In parallel, student actions in the wake of the #MeToo movement demonstrate that a significant proportion of students are also sensitive to these concerns. This is embodied by the variety of feminist, LGBTQIA+ or gender equality groups, which actively question gender norms and inequality within these institutions.<\/p>\n\n\n\n

Which methods do you plan to use to observe or explore gender dynamics in graduate schools, and what types of school will your study focus on?<\/strong><\/p>\n\n\n\n

I\u2019m planning to draw primarily on ethnographic methods. This includes carrying out semi-directive interviews. The idea is to guide the interviews according to a flexible plan, which can change during the discussion according to the answers and the momentum of the dialog. Students, administrative staff and teachers will be interviewed.<\/p>\n\n\n\n

I also plan to use observation methods, which consist in taking part in the day-to-day life of the school in a more or less active way, in order to better understand the gender issues at play. This immersion can take place in various contexts, such as during lessons, in common areas or during events organized by the school.<\/p>\n\n\n\n

To conclude, while you have only just begun your thesis, how do you think it will contribute to a clearer understanding of gender logics in elitist higher education? And, more generally, how will it contribute to changing training or enrollment policies?<\/strong><\/p>\n\n\n\n

It\u2019s too early at this stage of the thesis to predict its future conclusions. The sociological approach is based on the observation and analysis of social phenomena, which can sometimes surprise us or deviate from initial expectations. It supposes a form of skeptical inquiry with regard to the social world, by questioning certain social mechanisms which can initially appear natural or obvious.<\/p>\n\n\n\n

The first step is therefore to consider the broader and sometimes very early mechanisms which hinder access to these spaces, especially for young girls.<\/p>\n\n\n\n

Interview by Mahalia Blanchard Martial, scientific mediator at \u00c9cole Nationale des ponts et chauss\u00e9es.<\/em><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

In a context where the gender ratio in grande \u00e9cole graduate schools remains unbalanced \u2013 with just 26% female students […]<\/p>\n","protected":false},"author":9,"featured_media":8400,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_related_content_post":[],"_related_content_subject":[124],"_related_content_author":[8452],"_related_content_category":[1720,1716],"_related_content_folder":[8422],"_excerpt":"","_duration":6,"_manual_duration":false,"footnotes":""},"article-types":[13,27],"class_list":["post-8368","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","article-types-article","article-types-folder"],"has_blocks":true,"block_data":[{"blockName":"enpc\/excerpt","attrs":{"lock":[],"metadata":[],"className":"","style":""},"innerBlocks":[],"innerHTML":"","innerContent":[],"rendered":""},{"blockName":"core\/image","attrs":{"id":8400,"sizeSlug":"full","linkDestination":"none","align":"wide","blob":"","url":"https:\/\/ingenius.ecoledesponts.fr\/wp-content\/uploads\/2025\/06\/Pole-diversite-et-reussite-de-lEcole-polytechnique-Credit-Ecole-polytechnique-J-Barande.jpg","alt":"Cr\u00e9dit Image : modifi\u00e9e \u00e0 partir de P\u00f4le diversit\u00e9 et r\u00e9ussite de l'\u00c9cole polytechnique \u2013 \u00a9 \u00c9cole polytechnique \/ J. Barande \u2013 Licence CC BY-SA 2.0 via Flickr","caption":null,"lightbox":[],"title":"","href":"","rel":"","linkClass":"","width":"","height":"","aspectRatio":"","scale":"","linkTarget":"","lock":[],"metadata":[],"className":"wp-block-image alignwide size-full","style":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

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Credit : modified from Diversity and Success Unit of \u00c9cole polytechnique \u2013 \u00a9 \u00c9cole polytechnique \/ J. Barande \u2013 CC BY-SA 2.0 License via Flickr<\/figcaption><\/figure>\n","innerContent":["\n
\"Cr\u00e9dit
Credit : modified from Diversity and Success Unit of \u00c9cole polytechnique \u2013 \u00a9 \u00c9cole polytechnique \/ J. Barande \u2013 CC BY-SA 2.0 License via Flickr<\/figcaption><\/figure>\n"],"rendered":"\n
\"Cr\u00e9dit
Credit : modified from Diversity and Success Unit of \u00c9cole polytechnique \u2013 \u00a9 \u00c9cole polytechnique \/ J. Barande \u2013 CC BY-SA 2.0 License via Flickr<\/figcaption><\/figure>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

In a context where the gender ratio in grande \u00e9cole <\/em>graduate schools remains unbalanced \u2013 with just 26% female students in engineering schools in 2016 and 2017, according to a survey by the Institut des Politiques Publiques (IPP)<\/a> published in 2021, \u2013 Lucette Moatti, PhD student at the Technologies,  Territories and Societies Laboratory (LATTS), explores the impact of gender relations in these institutions. Adopting a sociological approach, she examines the effects of gender inequality on students\u2019 experiences at French grandes \u00e9coles<\/em> (graduate schools).<\/p>\n","innerContent":["\n

In a context where the gender ratio in grande \u00e9cole <\/em>graduate schools remains unbalanced \u2013 with just 26% female students in engineering schools in 2016 and 2017, according to a survey by the Institut des Politiques Publiques (IPP)<\/a> published in 2021, \u2013 Lucette Moatti, PhD student at the Technologies,  Territories and Societies Laboratory (LATTS), explores the impact of gender relations in these institutions. Adopting a sociological approach, she examines the effects of gender inequality on students\u2019 experiences at French grandes \u00e9coles<\/em> (graduate schools).<\/p>\n"],"rendered":"\n

In a context where the gender ratio in grande \u00e9cole <\/em>graduate schools remains unbalanced \u2013 with just 26% female students in engineering schools in 2016 and 2017, according to a survey by the Institut des Politiques Publiques (IPP)<\/a> published in 2021, \u2013 Lucette Moatti, PhD student at the Technologies,  Territories and Societies Laboratory (LATTS), explores the impact of gender relations in these institutions. Adopting a sociological approach, she examines the effects of gender inequality on students\u2019 experiences at French grandes \u00e9coles<\/em> (graduate schools).<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Interview with Lucette Moatti.<\/p>\n","innerContent":["\n

Interview with Lucette Moatti.<\/p>\n"],"rendered":"\n

Interview with Lucette Moatti.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

What do you mean by \u201cgraduate school\u201d and why did you decide to make this the subject of a sociological study?<\/strong><\/p>\n","innerContent":["\n

What do you mean by \u201cgraduate school\u201d and why did you decide to make this the subject of a sociological study?<\/strong><\/p>\n"],"rendered":"\n

What do you mean by \u201cgraduate school\u201d and why did you decide to make this the subject of a sociological study?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

The term \u201cgraduate school\u201d [\u201cgrande \u00e9cole\u201d in French]<\/em> is quite difficult to define. There is neither an official list of these institutions, nor a legal definition providing an administrative category recognized by the French State. The term originates partly in their background. Historically, these schools were founded to train high-ranking public officials and members of major State bodies, such as the Ponts or Mines corps. Their role has expanded at present, and they now train a more diverse range of profiles, particularly for the private sector. These institutions nevertheless play a key role in the collective imaginary in France. They can be characterized above all by their operating modes, which differ from university systems. Admission is often competitive and based on a form of selective enrollment, given that they are generally renowned for their prestige and the professional success of their students. To quote  sociologist Monique de Saint-Martin, French graduate schools are the \u201ccradle of elite training\u201d.<\/a><\/p>\n","innerContent":["\n

The term \u201cgraduate school\u201d [\u201cgrande \u00e9cole\u201d in French]<\/em> is quite difficult to define. There is neither an official list of these institutions, nor a legal definition providing an administrative category recognized by the French State. The term originates partly in their background. Historically, these schools were founded to train high-ranking public officials and members of major State bodies, such as the Ponts or Mines corps. Their role has expanded at present, and they now train a more diverse range of profiles, particularly for the private sector. These institutions nevertheless play a key role in the collective imaginary in France. They can be characterized above all by their operating modes, which differ from university systems. Admission is often competitive and based on a form of selective enrollment, given that they are generally renowned for their prestige and the professional success of their students. To quote  sociologist Monique de Saint-Martin, French graduate schools are the \u201ccradle of elite training\u201d.<\/a><\/p>\n"],"rendered":"\n

The term \u201cgraduate school\u201d [\u201cgrande \u00e9cole\u201d in French]<\/em> is quite difficult to define. There is neither an official list of these institutions, nor a legal definition providing an administrative category recognized by the French State. The term originates partly in their background. Historically, these schools were founded to train high-ranking public officials and members of major State bodies, such as the Ponts or Mines corps. Their role has expanded at present, and they now train a more diverse range of profiles, particularly for the private sector. These institutions nevertheless play a key role in the collective imaginary in France. They can be characterized above all by their operating modes, which differ from university systems. Admission is often competitive and based on a form of selective enrollment, given that they are generally renowned for their prestige and the professional success of their students. To quote  sociologist Monique de Saint-Martin, French graduate schools are the \u201ccradle of elite training\u201d.<\/a><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Following my research dissertation on graduate schools, I wanted to pursue this subject as a thesis to further examine the questions raised. My aim, as part of my thesis, is to study diversity issues in graduate schools, which is a key concern both for these institutions and for businesses, using the sociological approach to enable a more specific understanding of the levers and hurdles linked to this diversity.<\/p>\n","innerContent":["\n

Following my research dissertation on graduate schools, I wanted to pursue this subject as a thesis to further examine the questions raised. My aim, as part of my thesis, is to study diversity issues in graduate schools, which is a key concern both for these institutions and for businesses, using the sociological approach to enable a more specific understanding of the levers and hurdles linked to this diversity.<\/p>\n"],"rendered":"\n

Following my research dissertation on graduate schools, I wanted to pursue this subject as a thesis to further examine the questions raised. My aim, as part of my thesis, is to study diversity issues in graduate schools, which is a key concern both for these institutions and for businesses, using the sociological approach to enable a more specific understanding of the levers and hurdles linked to this diversity.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

What is the definition of \u201cgender\u201d and \u201cgender relations\u201d in sociological terms? How do these concepts differ and complement each other in the analysis of norm transmission in graduate schools?<\/strong><\/p>\n","innerContent":["\n

What is the definition of \u201cgender\u201d and \u201cgender relations\u201d in sociological terms? How do these concepts differ and complement each other in the analysis of norm transmission in graduate schools?<\/strong><\/p>\n"],"rendered":"\n

What is the definition of \u201cgender\u201d and \u201cgender relations\u201d in sociological terms? How do these concepts differ and complement each other in the analysis of norm transmission in graduate schools?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

\u201cGender\u201d and \u201cgender relations\u201d are two concepts rooted in different sociological traditions, but which share the common aim of qualifying male - female relationships. These notions are somewhat removed from a biological understanding of feminine and masculine, while not limited to this binary form. Gender, as defined by the feminist historian Joan Wallach Scott, is based on two key elements. Firstly, it is a constituent element of social relations based on perceived differences between the sexes.<\/a> Secondly, gender is not neutral; it is an indicator of power relations. It structures our understanding of the asymmetric relations between men and women. In short, gender is not just an individual characteristic, it is an organizing principle of society.<\/p>\n","innerContent":["\n

\u201cGender\u201d and \u201cgender relations\u201d are two concepts rooted in different sociological traditions, but which share the common aim of qualifying male - female relationships. These notions are somewhat removed from a biological understanding of feminine and masculine, while not limited to this binary form. Gender, as defined by the feminist historian Joan Wallach Scott, is based on two key elements. Firstly, it is a constituent element of social relations based on perceived differences between the sexes.<\/a> Secondly, gender is not neutral; it is an indicator of power relations. It structures our understanding of the asymmetric relations between men and women. In short, gender is not just an individual characteristic, it is an organizing principle of society.<\/p>\n"],"rendered":"\n

\u201cGender\u201d and \u201cgender relations\u201d are two concepts rooted in different sociological traditions, but which share the common aim of qualifying male - female relationships. These notions are somewhat removed from a biological understanding of feminine and masculine, while not limited to this binary form. Gender, as defined by the feminist historian Joan Wallach Scott, is based on two key elements. Firstly, it is a constituent element of social relations based on perceived differences between the sexes.<\/a> Secondly, gender is not neutral; it is an indicator of power relations. It structures our understanding of the asymmetric relations between men and women. In short, gender is not just an individual characteristic, it is an organizing principle of society.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Likewise, Dani\u00e8le Kergoat, who worked in particular on \u201cgender relations\u201d, suggests that they are based on three founding principles<\/a>: identification, the yardstick against which we categorize ourselves; differentiation, which is the affirmation that men are not equal to women and vice versa, and lastly hierarchy, which refers to the different social positions and roles associated with male and female. Use of the term \u201cgender relations\u201d enables clearer understanding of how other types of social relations interact.<\/p>\n","innerContent":["\n

Likewise, Dani\u00e8le Kergoat, who worked in particular on \u201cgender relations\u201d, suggests that they are based on three founding principles<\/a>: identification, the yardstick against which we categorize ourselves; differentiation, which is the affirmation that men are not equal to women and vice versa, and lastly hierarchy, which refers to the different social positions and roles associated with male and female. Use of the term \u201cgender relations\u201d enables clearer understanding of how other types of social relations interact.<\/p>\n"],"rendered":"\n

Likewise, Dani\u00e8le Kergoat, who worked in particular on \u201cgender relations\u201d, suggests that they are based on three founding principles<\/a>: identification, the yardstick against which we categorize ourselves; differentiation, which is the affirmation that men are not equal to women and vice versa, and lastly hierarchy, which refers to the different social positions and roles associated with male and female. Use of the term \u201cgender relations\u201d enables clearer understanding of how other types of social relations interact.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

To sum up, both concepts focus on defining the relational nature of masculine and feminine and the resulting power relations. Applied to the context of graduate schools, they offer keys to understanding how these institutions contribute to transmitting and reproducing gender norms by shaping social relations.<\/p>\n","innerContent":["\n

To sum up, both concepts focus on defining the relational nature of masculine and feminine and the resulting power relations. Applied to the context of graduate schools, they offer keys to understanding how these institutions contribute to transmitting and reproducing gender norms by shaping social relations.<\/p>\n"],"rendered":"\n

To sum up, both concepts focus on defining the relational nature of masculine and feminine and the resulting power relations. Applied to the context of graduate schools, they offer keys to understanding how these institutions contribute to transmitting and reproducing gender norms by shaping social relations.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

How does gender produce a spatial differentiation in these institutions and what exclusion mechanisms have already been observed?<\/strong><\/p>\n","innerContent":["\n

How does gender produce a spatial differentiation in these institutions and what exclusion mechanisms have already been observed?<\/strong><\/p>\n"],"rendered":"\n

How does gender produce a spatial differentiation in these institutions and what exclusion mechanisms have already been observed?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

To answer this question, we must first make a distinction between two factors. Firstly, there is what we could call forms of \u201cgender-ordered spatial transcriptions\u201d, which are clearly visible in institutions, and secondly, what we call \u201cthe social space of graduate schools\u201d, linked more to a symbolic structure.<\/p>\n","innerContent":["\n

To answer this question, we must first make a distinction between two factors. Firstly, there is what we could call forms of \u201cgender-ordered spatial transcriptions\u201d, which are clearly visible in institutions, and secondly, what we call \u201cthe social space of graduate schools\u201d, linked more to a symbolic structure.<\/p>\n"],"rendered":"\n

To answer this question, we must first make a distinction between two factors. Firstly, there is what we could call forms of \u201cgender-ordered spatial transcriptions\u201d, which are clearly visible in institutions, and secondly, what we call \u201cthe social space of graduate schools\u201d, linked more to a symbolic structure.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

\u201cGender-ordered spatial transcriptions\u201d can be seen in schools in a more material way, i.e., they directly influence the breakdown of individuals within the organization of sociability, accommodation and living quarters, or the organization of daily activities, and so on. Conversely, we could define \u201cthe social space of graduate schools\u201d as the way in which these establishments distinguish themselves from each other through their characteristics (level of selectivity and training offer, etc.). This structuring reveals differences between girls and boys with regard to their chosen paths in higher education sectors.<\/p>\n","innerContent":["\n

\u201cGender-ordered spatial transcriptions\u201d can be seen in schools in a more material way, i.e., they directly influence the breakdown of individuals within the organization of sociability, accommodation and living quarters, or the organization of daily activities, and so on. Conversely, we could define \u201cthe social space of graduate schools\u201d as the way in which these establishments distinguish themselves from each other through their characteristics (level of selectivity and training offer, etc.). This structuring reveals differences between girls and boys with regard to their chosen paths in higher education sectors.<\/p>\n"],"rendered":"\n

\u201cGender-ordered spatial transcriptions\u201d can be seen in schools in a more material way, i.e., they directly influence the breakdown of individuals within the organization of sociability, accommodation and living quarters, or the organization of daily activities, and so on. Conversely, we could define \u201cthe social space of graduate schools\u201d as the way in which these establishments distinguish themselves from each other through their characteristics (level of selectivity and training offer, etc.). This structuring reveals differences between girls and boys with regard to their chosen paths in higher education sectors.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

These divergences are not coincidental, but are partially due to forms of gender socialization and the influence of the sexual division of labor. This explains in part why diversity figures differ from one higher education sector to another. Studies have shown that, for equivalent results, girls are often underestimated and receive less encouragement from their teachers and families than boys. These often subtle mechanisms impact their academic choices and influence their path.<\/a><\/p>\n","innerContent":["\n

These divergences are not coincidental, but are partially due to forms of gender socialization and the influence of the sexual division of labor. This explains in part why diversity figures differ from one higher education sector to another. Studies have shown that, for equivalent results, girls are often underestimated and receive less encouragement from their teachers and families than boys. These often subtle mechanisms impact their academic choices and influence their path.<\/a><\/p>\n"],"rendered":"\n

These divergences are not coincidental, but are partially due to forms of gender socialization and the influence of the sexual division of labor. This explains in part why diversity figures differ from one higher education sector to another. Studies have shown that, for equivalent results, girls are often underestimated and receive less encouragement from their teachers and families than boys. These often subtle mechanisms impact their academic choices and influence their path.<\/a><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

It is therefore worth exploring the workings of gender relations in selective scientific programs. We could thus examine the development of these pre-existing mechanisms in higher education, as well as the potential existence of structural elements in daily life which perpetuate certain exclusion mechanisms.<\/p>\n","innerContent":["\n

It is therefore worth exploring the workings of gender relations in selective scientific programs. We could thus examine the development of these pre-existing mechanisms in higher education, as well as the potential existence of structural elements in daily life which perpetuate certain exclusion mechanisms.<\/p>\n"],"rendered":"\n

It is therefore worth exploring the workings of gender relations in selective scientific programs. We could thus examine the development of these pre-existing mechanisms in higher education, as well as the potential existence of structural elements in daily life which perpetuate certain exclusion mechanisms.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Do you believe that graduate schools are aware of their gender issues?<\/strong><\/p>\n","innerContent":["\n

Do you believe that graduate schools are aware of their gender issues?<\/strong><\/p>\n"],"rendered":"\n

Do you believe that graduate schools are aware of their gender issues?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

It is important to remember that graduate schools do not form a homogeneous environment (in terms of sectors, courses or career prospects, etc.) and are not linked by the same gender-based issues.<\/p>\n","innerContent":["\n

It is important to remember that graduate schools do not form a homogeneous environment (in terms of sectors, courses or career prospects, etc.) and are not linked by the same gender-based issues.<\/p>\n"],"rendered":"\n

It is important to remember that graduate schools do not form a homogeneous environment (in terms of sectors, courses or career prospects, etc.) and are not linked by the same gender-based issues.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

However, a certain number of graduate schools have begun raising awareness of these issues. This can be seen in initiatives such as the creation of equality officers, the setting-up of advice booths, student and staff training in prevention, and the carrying out of inter-establishment statistical surveys. In parallel, student actions in the wake of the #MeToo movement demonstrate that a significant proportion of students are also sensitive to these concerns. This is embodied by the variety of feminist, LGBTQIA+ or gender equality groups, which actively question gender norms and inequality within these institutions.<\/p>\n","innerContent":["\n

However, a certain number of graduate schools have begun raising awareness of these issues. This can be seen in initiatives such as the creation of equality officers, the setting-up of advice booths, student and staff training in prevention, and the carrying out of inter-establishment statistical surveys. In parallel, student actions in the wake of the #MeToo movement demonstrate that a significant proportion of students are also sensitive to these concerns. This is embodied by the variety of feminist, LGBTQIA+ or gender equality groups, which actively question gender norms and inequality within these institutions.<\/p>\n"],"rendered":"\n

However, a certain number of graduate schools have begun raising awareness of these issues. This can be seen in initiatives such as the creation of equality officers, the setting-up of advice booths, student and staff training in prevention, and the carrying out of inter-establishment statistical surveys. In parallel, student actions in the wake of the #MeToo movement demonstrate that a significant proportion of students are also sensitive to these concerns. This is embodied by the variety of feminist, LGBTQIA+ or gender equality groups, which actively question gender norms and inequality within these institutions.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Which methods do you plan to use to observe or explore gender dynamics in graduate schools, and what types of school will your study focus on?<\/strong><\/p>\n","innerContent":["\n

Which methods do you plan to use to observe or explore gender dynamics in graduate schools, and what types of school will your study focus on?<\/strong><\/p>\n"],"rendered":"\n

Which methods do you plan to use to observe or explore gender dynamics in graduate schools, and what types of school will your study focus on?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

I\u2019m planning to draw primarily on ethnographic methods. This includes carrying out semi-directive interviews. The idea is to guide the interviews according to a flexible plan, which can change during the discussion according to the answers and the momentum of the dialog. Students, administrative staff and teachers will be interviewed.<\/p>\n","innerContent":["\n

I\u2019m planning to draw primarily on ethnographic methods. This includes carrying out semi-directive interviews. The idea is to guide the interviews according to a flexible plan, which can change during the discussion according to the answers and the momentum of the dialog. Students, administrative staff and teachers will be interviewed.<\/p>\n"],"rendered":"\n

I\u2019m planning to draw primarily on ethnographic methods. This includes carrying out semi-directive interviews. The idea is to guide the interviews according to a flexible plan, which can change during the discussion according to the answers and the momentum of the dialog. Students, administrative staff and teachers will be interviewed.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

I also plan to use observation methods, which consist in taking part in the day-to-day life of the school in a more or less active way, in order to better understand the gender issues at play. This immersion can take place in various contexts, such as during lessons, in common areas or during events organized by the school.<\/p>\n","innerContent":["\n

I also plan to use observation methods, which consist in taking part in the day-to-day life of the school in a more or less active way, in order to better understand the gender issues at play. This immersion can take place in various contexts, such as during lessons, in common areas or during events organized by the school.<\/p>\n"],"rendered":"\n

I also plan to use observation methods, which consist in taking part in the day-to-day life of the school in a more or less active way, in order to better understand the gender issues at play. This immersion can take place in various contexts, such as during lessons, in common areas or during events organized by the school.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"style":{"elements":{"link":{"color":{"text":"var:preset|color|red"}}}},"textColor":"red","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-red-color has-text-color has-link-color","backgroundColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

To conclude, while you have only just begun your thesis, how do you think it will contribute to a clearer understanding of gender logics in elitist higher education? And, more generally, how will it contribute to changing training or enrollment policies?<\/strong><\/p>\n","innerContent":["\n

To conclude, while you have only just begun your thesis, how do you think it will contribute to a clearer understanding of gender logics in elitist higher education? And, more generally, how will it contribute to changing training or enrollment policies?<\/strong><\/p>\n"],"rendered":"\n

To conclude, while you have only just begun your thesis, how do you think it will contribute to a clearer understanding of gender logics in elitist higher education? And, more generally, how will it contribute to changing training or enrollment policies?<\/strong><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

It\u2019s too early at this stage of the thesis to predict its future conclusions. The sociological approach is based on the observation and analysis of social phenomena, which can sometimes surprise us or deviate from initial expectations. It supposes a form of skeptical inquiry with regard to the social world, by questioning certain social mechanisms which can initially appear natural or obvious.<\/p>\n","innerContent":["\n

It\u2019s too early at this stage of the thesis to predict its future conclusions. The sociological approach is based on the observation and analysis of social phenomena, which can sometimes surprise us or deviate from initial expectations. It supposes a form of skeptical inquiry with regard to the social world, by questioning certain social mechanisms which can initially appear natural or obvious.<\/p>\n"],"rendered":"\n

It\u2019s too early at this stage of the thesis to predict its future conclusions. The sociological approach is based on the observation and analysis of social phenomena, which can sometimes surprise us or deviate from initial expectations. It supposes a form of skeptical inquiry with regard to the social world, by questioning certain social mechanisms which can initially appear natural or obvious.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

The first step is therefore to consider the broader and sometimes very early mechanisms which hinder access to these spaces, especially for young girls.<\/p>\n","innerContent":["\n

The first step is therefore to consider the broader and sometimes very early mechanisms which hinder access to these spaces, especially for young girls.<\/p>\n"],"rendered":"\n

The first step is therefore to consider the broader and sometimes very early mechanisms which hinder access to these spaces, especially for young girls.<\/p>\n"},{"blockName":"core\/paragraph","attrs":{"fontSize":"small","align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"has-small-font-size","style":"","backgroundColor":"","textColor":"","gradient":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

Interview by Mahalia Blanchard Martial, scientific mediator at \u00c9cole Nationale des ponts et chauss\u00e9es.<\/em><\/p>\n","innerContent":["\n

Interview by Mahalia Blanchard Martial, scientific mediator at \u00c9cole Nationale des ponts et chauss\u00e9es.<\/em><\/p>\n"],"rendered":"\n

Interview by Mahalia Blanchard Martial, scientific mediator at \u00c9cole Nationale des ponts et chauss\u00e9es.<\/em><\/p>\n"},{"blockName":"core\/paragraph","attrs":{"align":"","content":null,"dropCap":false,"placeholder":"","direction":"","lock":[],"metadata":[],"className":"","style":"","backgroundColor":"","textColor":"","gradient":"","fontSize":"","fontFamily":"","borderColor":"","anchor":""},"innerBlocks":[],"innerHTML":"\n

<\/p>\n","innerContent":["\n

<\/p>\n"],"rendered":"\n

<\/p>\n"}],"seo":{"title":"What is the influence of gender relations in the context of French graduate schools?"},"media":{"img":"\"Cr\u00e9dit","src":"https:\/\/ingenius.ecoledesponts.fr\/wp-content\/uploads\/2025\/06\/Pole-diversite-et-reussite-de-lEcole-polytechnique-Credit-Ecole-polytechnique-J-Barande.jpg"},"url":"\/en\/articles\/how-do-gender-and-gender-relations-shape-the-social-space-of-french-graduate-schools\/","related":{"post":[],"author":[{"title":"Lucette Moatti","url":"\/en\/authors\/lucette-moatti\/","id":"8452","media":"\"Lucette","slug":"lucette-moatti"}],"subject":[{"title":"Economics & Society","url":"\/en\/subjects\/economics-society\/","id":"124","media":"\"\"","slug":"economics-society"}],"category":[{"title":"Article collection","url":"\/en\/articles\/category\/dossier\/","id":"1720","media":"","slug":"dossier","_related_post_type":"folder"},{"title":"Articles","url":"\/en\/articles\/category\/articles\/","id":"1716","media":"","slug":"articles","_related_post_type":""}],"folder":[{"title":"Exploring gender issues","url":"\/en\/folders\/exploring-gender-issues\/","id":"8422","media":"\"Cr\u00e9dit","slug":"exploring-gender-issues"}]},"translated":"https:\/\/ingenius.ecoledesponts.fr\/articles\/quelle-est-linfluence-des-rapports-de-genre-dans-les-grandes-ecoles\/","icon":"icon-article","duration":"6","custom_excerpt":"","duration_type":"","_links":{"self":[{"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/posts\/8368","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/comments?post=8368"}],"version-history":[{"count":5,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/posts\/8368\/revisions"}],"predecessor-version":[{"id":9003,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/posts\/8368\/revisions\/9003"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/media\/8400"}],"wp:attachment":[{"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/media?parent=8368"}],"wp:term":[{"taxonomy":"article-types","embeddable":true,"href":"https:\/\/ingenius.ecoledesponts.fr\/en\/wp-json\/wp\/v2\/article-types?post=8368"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}