The research, supervised by Thierry Berthet and Patrick Pérez, examines how institutions construct their educational offerings and organize students' access to proposed resources and programs. It analyzes how educational resources, programs, and their access methods are articulated at the institutional level.
Based on the longitudinal follow-up of 571 students over three years (2022-2025) in four middle schools with contrasting characteristics, the thesis employs a mixed methodology combining institutional ethnography, repeated interviews, and administrative data. It highlights the role of local regulations in constructing the "educational packages" to which students have effective access, as well as the organizational mechanisms that contribute to differentiating their school paths.
“"Both in the meticulous construction of concepts, the scope of the mixed longitudinal methodology developed, and the originality of the analyses conducted, Mounayad's thesis constitutes a remarkable contribution to French sociology of education."
The jury, chaired by Georges Felouzis and composed of Anne Barrère, Ariane Richard-Bossez, and Xavier Pons, unanimously praised the scientific quality of the thesis, highlighting the rigorous construction of concepts, the breadth of the methodology, and the originality of the analyses. The research thus sheds light on the processes by which school organizations shape, sometimes in subtle ways, inequalities in access to educational resources and student trajectories.
