Catherine Raissiguier is Assistant Professor of Women's Studies at the University of Cincinnati.

• AcknowledgmentsChapter 1  IntroductionPosing the ProblemWhy Focus on Farida and Alexandra?Espistemological ConsiderationsThe StudyAnalysis and Organization of the BookChapter 2  Theoretical FrameworkMoving Beyond the Structure/Culture DichotomyFrom Reproduction to …?Taking Gender SeriouslyAnd Race/Ethnicity …Beyond Class (comma) Gender (comma) Race (comma)Language and SubjectivityChapter 3  Background of the StudyPresent Structure of the French School SystemThe Nature of Educational Differentiation in FranceMassification of the French School SystemDifferentiation and Social ClassDifferentiation and Ethnicity/RaceDifferentiation and GenderFrench Schools in a Changing Economy: Economic Growth, Degradation of Work, and FordismSchooling for a Modernizing EconomyFrench Schools in a Changing Economy: Economic Recession, Deindustrialization and Post-FordismVocational Education: Revalorization or Formation of Marginal Workers?ConclusionChapter 4  Class, Gender, and Race in the School: Defining the BoundariesGender Stratification in the SchoolEthnic/Racial Stratification in the SchoolClass Stratification in the SchoolVocational School: Failure or Success?ConclusionChapter 5  Class, Gender, and Race in the School: Silencing and MarginalizationSpatial Arrangement of the SchoolDisciplinary Practices in the SchoolMarginalization Techniques in the SchoolConclusionChapter 6  Negotiating Boundaries: Everyday PracticesNegotiating the Learning/Teaching EncounterIntroducing Fragments of the Self in the SchoolIntroducing Sexualized Selves in the SchoolConclusionChapter 7  Schooling and Education: Students' PerspectivesOrientation ProceduresOn Being a BEP StudentConclusionChapter 8  Visions for the Future: Work, Marriage, and RomanceOn Wage LaborOn Being a SecretaryOn Marriage, Romance, Domesticity and Wage LaborConclusionChapter 9  The Social Construction of Marginal IdentitiesAlgerian Migrants and the French SchoolThe French Media, Girls of Algerian Descent, and the SchoolWork of Identity Formation in the SchoolConclusionChapter 10  Summary and ConclusionsSummary of the FindingsTheoretical ImplicationsLimitations of the Study and Implications for Future ResearchThe School: Its Potential and Its LimitsMethodological AppendixNotesBibliographyIndex

Catherine Raissiguier is Assistant Professor of Women's Studies at the University of Cincinnati.

• AcknowledgmentsChapter 1  IntroductionPosing the ProblemWhy Focus on Farida and Alexandra?Espistemological ConsiderationsThe StudyAnalysis and Organization of the BookChapter 2  Theoretical FrameworkMoving Beyond the Structure/Culture DichotomyFrom Reproduction to …?Taking Gender SeriouslyAnd Race/Ethnicity …Beyond Class (comma) Gender (comma) Race (comma)Language and SubjectivityChapter 3  Background of the StudyPresent Structure of the French School SystemThe Nature of Educational Differentiation in FranceMassification of the French School SystemDifferentiation and Social ClassDifferentiation and Ethnicity/RaceDifferentiation and GenderFrench Schools in a Changing Economy: Economic Growth, Degradation of Work, and FordismSchooling for a Modernizing EconomyFrench Schools in a Changing Economy: Economic Recession, Deindustrialization and Post-FordismVocational Education: Revalorization or Formation of Marginal Workers?ConclusionChapter 4  Class, Gender, and Race in the School: Defining the BoundariesGender Stratification in the SchoolEthnic/Racial Stratification in the SchoolClass Stratification in the SchoolVocational School: Failure or Success?ConclusionChapter 5  Class, Gender, and Race in the School: Silencing and MarginalizationSpatial Arrangement of the SchoolDisciplinary Practices in the SchoolMarginalization Techniques in the SchoolConclusionChapter 6  Negotiating Boundaries: Everyday PracticesNegotiating the Learning/Teaching EncounterIntroducing Fragments of the Self in the SchoolIntroducing Sexualized Selves in the SchoolConclusionChapter 7  Schooling and Education: Students' PerspectivesOrientation ProceduresOn Being a BEP StudentConclusionChapter 8  Visions for the Future: Work, Marriage, and RomanceOn Wage LaborOn Being a SecretaryOn Marriage, Romance, Domesticity and Wage LaborConclusionChapter 9  The Social Construction of Marginal IdentitiesAlgerian Migrants and the French SchoolThe French Media, Girls of Algerian Descent, and the SchoolWork of Identity Formation in the SchoolConclusionChapter 10  Summary and ConclusionsSummary of the FindingsTheoretical ImplicationsLimitations of the Study and Implications for Future ResearchThe School: Its Potential and Its LimitsMethodological AppendixNotesBibliographyIndex

Catherine Raissiguier is Assistant Professor of Women's Studies at the University of Cincinnati.

• AcknowledgmentsChapter 1  IntroductionPosing the ProblemWhy Focus on Farida and Alexandra?Espistemological ConsiderationsThe StudyAnalysis and Organization of the BookChapter 2  Theoretical FrameworkMoving Beyond the Structure/Culture DichotomyFrom Reproduction to …?Taking Gender SeriouslyAnd Race/Ethnicity …Beyond Class (comma) Gender (comma) Race (comma)Language and SubjectivityChapter 3  Background of the StudyPresent Structure of the French School SystemThe Nature of Educational Differentiation in FranceMassification of the French School SystemDifferentiation and Social ClassDifferentiation and Ethnicity/RaceDifferentiation and GenderFrench Schools in a Changing Economy: Economic Growth, Degradation of Work, and FordismSchooling for a Modernizing EconomyFrench Schools in a Changing Economy: Economic Recession, Deindustrialization and Post-FordismVocational Education: Revalorization or Formation of Marginal Workers?ConclusionChapter 4  Class, Gender, and Race in the School: Defining the BoundariesGender Stratification in the SchoolEthnic/Racial Stratification in the SchoolClass Stratification in the SchoolVocational School: Failure or Success?ConclusionChapter 5  Class, Gender, and Race in the School: Silencing and MarginalizationSpatial Arrangement of the SchoolDisciplinary Practices in the SchoolMarginalization Techniques in the SchoolConclusionChapter 6  Negotiating Boundaries: Everyday PracticesNegotiating the Learning/Teaching EncounterIntroducing Fragments of the Self in the SchoolIntroducing Sexualized Selves in the SchoolConclusionChapter 7  Schooling and Education: Students' PerspectivesOrientation ProceduresOn Being a BEP StudentConclusionChapter 8  Visions for the Future: Work, Marriage, and RomanceOn Wage LaborOn Being a SecretaryOn Marriage, Romance, Domesticity and Wage LaborConclusionChapter 9  The Social Construction of Marginal IdentitiesAlgerian Migrants and the French SchoolThe French Media, Girls of Algerian Descent, and the SchoolWork of Identity Formation in the SchoolConclusionChapter 10  Summary and ConclusionsSummary of the FindingsTheoretical ImplicationsLimitations of the Study and Implications for Future ResearchThe School: Its Potential and Its LimitsMethodological AppendixNotesBibliographyIndex