{"id":5965,"date":"2024-08-27T09:46:30","date_gmt":"2024-08-27T07:46:30","guid":{"rendered":"https:\/\/observatoire-hexagone.org\/?p=5965"},"modified":"2024-09-02T18:02:07","modified_gmt":"2024-09-02T16:02:07","slug":"egalite-homme-femme-une-lutte-perdue-des-l-ecole","status":"publish","type":"post","link":"https:\/\/observatoire-hexagone.org\/index.php\/2024\/08\/27\/egalite-homme-femme-une-lutte-perdue-des-l-ecole\/","title":{"rendered":"\u00c9galit\u00e9 Homme-Femme, une lutte perdue d\u00e8s l’\u00e9cole ?"},"content":{"rendered":"\n

Une diff\u00e9rence filles-gar\u00e7ons mise en valeur dans le rapport PISA<\/h3>\n\n\n\n

Comme \u00e0 peu pr\u00e8s partout dans l\u2019OCDE les scores en maths des gar\u00e7ons se r\u00e9v\u00e8lent plus \u00e9lev\u00e9s que celui des filles (+10 points).<\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>\n\n
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\"\"<\/figure>\n<\/div>\n\n\n

\u00c0 l\u2019inverse, les gar\u00e7ons fran\u00e7ais sont \u00e0 la tra\u00eene sur le volet \u00ab compr\u00e9hension de l\u2019\u00e9crit \u00bb (-20 points), une tendance partag\u00e9e partout dans l\u2019OCDE sans exception. M\u00eame constat pour l\u2019orthographe : en 2021, les filles font en moyenne environ 18 erreurs contre 21 pour les gar\u00e7ons \u00e0 la dict\u00e9e-test de la DEPP.<\/p>\n\n\n\n

Des diff\u00e9rences filles-gar\u00e7ons qui apparaissent d\u00e8s les premi\u00e8res classes de primaire et s\u2019accentuent avec l\u2019\u00e2ge<\/h3>\n\n\n\n

Lors des \u00e9valuations r\u00e9alis\u00e9es en classe de CP1<\/a><\/sup>, les filles obtiennent de meilleurs r\u00e9sultats que les gar\u00e7ons dans la quasi-totalit\u00e9 des tests en fran\u00e7ais et en math\u00e9matiques. Elles sont surtout moins souvent dans les groupes de niveau qualifi\u00e9s de \u00ab \u00e0 besoin \u00bb, c\u2019est-\u00e0-dire ceux ayant le plus de difficult\u00e9s.<\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>\n\n\n

D\u00e8s l\u2019ann\u00e9e suivante, l\u2019avantage des filles s\u2019accentue encore en \u00e9criture mais en calcul et compr\u00e9hension des probl\u00e8mes ce sont cette fois les gar\u00e7ons qui font mieux que les filles. On constate ainsi que le niveau g\u00e9n\u00e9ral plut\u00f4t h\u00e9t\u00e9rog\u00e8ne du CP diverge \u00e0 partir du CE1, en particulier en faveur des gar\u00e7ons dans les comp\u00e9tences math\u00e9matiques. 2<\/a><\/sup><\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>\n\n
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\"\"<\/figure>\n<\/div>\n\n\n

Plus tard, en 6e<\/sup>, on retrouve ces diff\u00e9rences entre filles et gar\u00e7ons, dans les m\u00eames disciplines. En fran\u00e7ais, 92% des filles ont une ma\u00eetrise satisfaisante ou tr\u00e8s bonne dans diff\u00e9rents domaines test\u00e9s, contre 86,9 % des gar\u00e7ons (plus de 5 points de diff\u00e9rence). Le constat est inverse en math\u00e9matiques o\u00f9 les gar\u00e7ons sont 74 % \u00e0 avoir une maitrise satisfaisante ou tr\u00e8s bonne contre 71 % des filles (environ 3 points de diff\u00e9rence)3<\/a><\/sup>. Des diff\u00e9rences que l\u2019on retrouve aussi dans les \u00e9valuations r\u00e9alis\u00e9es en 6e<\/sup>.<\/p>\n\n\n\n

Une diff\u00e9rence de sexe dans les performances qui s\u2019exprime dans le choix des fili\u00e8res au lyc\u00e9e puis en \u00ab post-bac \u00bb<\/h3>\n\n\n\n

Poursuivants les diff\u00e9rences de r\u00e9sultats observ\u00e9es entre le CP et la 6e<\/sup>, les filles et les gar\u00e7ons expriment des choix de sp\u00e9cialit\u00e9s au lyc\u00e9e qui marquent ces diff\u00e9rences.<\/p>\n\n\n\n

Seuls 29 % sont des femmes, en math\u00e9matiques-physiques et chimie 35%, contre 85 % en humanit\u00e9s litt\u00e9rature et philosophie et 72 % en langues, litt\u00e9ratures et civilisations \u00e9trang\u00e8res et r\u00e9gionales. <\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>\n\n\n

Ces diff\u00e9rences se retrouvent donc sans surprise une fois entr\u00e9s \u00e0 l\u2019universit\u00e9, entre fili\u00e8res litt\u00e9raires plut\u00f4t f\u00e9minis\u00e9es et fili\u00e8res scientifiques plut\u00f4t masculines.<\/p>\n\n\n

\n
\"\"<\/figure>\n<\/div>\n\n\n

Notes<\/h3>\n\n\n
  1. https:\/\/www.education.gouv.fr\/filles-et-garcons-sur-le-chemin-de-l-egalite-de-l-ecole-l-enseignement-superieur-edition-2022-340445<\/a>\u00a0 \u21a9\ufe0e<\/a><\/li>
  2. https:\/\/archives-statistiques-depp.education.gouv.fr\/Default\/doc\/SYRACUSE\/50921\/evaluations-2021-reperes-cp-ce1-premiers-resultats-sandra-andreu-isabelle-cioldi-pierre-conceicao-ju?_lg=fr-FR<\/a>\u00a0 \u21a9\ufe0e<\/a><\/li>
  3. https:\/\/www.education.gouv.fr\/les-evaluations-nationales-exhaustives-307627<\/a>\u00a0 \u21a9\ufe0e<\/a><\/li><\/ol>","protected":false},"excerpt":{"rendered":"

    Les diff\u00e9rentes enqu\u00eates de niveau scolaire montrent certes une baisse des r\u00e9sultats mais mettent surtout en valeur d\u2019importantes disparit\u00e9s associ\u00e9es au sexe des \u00e9l\u00e8ves.<\/p>\n","protected":false},"author":1,"featured_media":1514,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"[{\"content\":\"https:\/\/www.education.gouv.fr\/filles-et-garcons-sur-le-chemin-de-l-egalite-de-l-ecole-l-enseignement-superieur-edition-2022-340445<\/a>\u00a0\",\"id\":\"b42dc60f-8977-4abe-b55f-0fecbb3f6dad\"},{\"content\":\"https:\/\/archives-statistiques-depp.education.gouv.fr\/Default\/doc\/SYRACUSE\/50921\/evaluations-2021-reperes-cp-ce1-premiers-resultats-sandra-andreu-isabelle-cioldi-pierre-conceicao-ju?_lg=fr-FR<\/a>\u00a0\",\"id\":\"8b638623-09a7-4418-9c98-596cc704a8d5\"},{\"content\":\"https:\/\/www.education.gouv.fr\/les-evaluations-nationales-exhaustives-307627<\/a>\u00a0\",\"id\":\"548ecc34-4f1c-4815-b956-497bf71f1998\"}]"},"categories":[2,7],"tags":[49],"class_list":["post-5965","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-societe-et-environnement","tag-post"],"yoast_head":"\n\u00c9galit\u00e9 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