Historical critique of meritocracy in education

Fifty years ago, sociologists Pierre Bourdieu and Jean-Claude Passeron criticized the idea that schools reward merit fairly, pointing out that success in education is more influenced by one's social background than by talent alone.

Persistent educational disparities in France

Recent data from 2025 national evaluations in French and mathematics shows that differences in academic performance begin early, in the first years of primary school, and continue to grow throughout education. Students from more advantaged backgrounds benefit more from school than those from less privileged ones.

Tracking and educational choices

Students from higher socioeconomic backgrounds are more likely to choose academic tracks in secondary education, while those from less privileged backgrounds often opt for vocational paths. This pattern is reflected in higher education, where children of managers dominate university and elite preparatory programs.

Reinforcing social hierarchies through education

The education system not only rewards skills and knowledge but also reinforces social hierarchies by implying that success or failure is deserved. This supports the idea of equal opportunity, even as it maintains existing inequalities.

Modern reforms and social sorting

Recent educational reforms, such as those introduced by François Fillon and Jean-Michel Blanquer, have aimed to modernize the system but have not reduced social inequalities. Instead, they have refined the sorting process, favoring those who understand and navigate the system effectively.

Economic influence on education

The push for educational excellence now focuses more on economic relevance than on academic mastery. This shift is evident in policies that align education more closely with professional needs and in the growing influence of the economic sector on educational strategies.