نبذة مختصرة : 431 p. ; This thesis examines the contribution of ‘ethnic' background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral' locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within'. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities. ; Cette thèse examine, au niveau lycée, la contribution de l'origine ethnique aux expériences scolaires d'élèves désavantagés (N=927). Elle a pour objectif d'étudier les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d'enquêter sur le rôle de l'identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été ...
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