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La formation initiale des des écoles : discours et pratiques sur les stéréotypes et contre-stéréotypes de sexe

Abstract : At the crossroads of the scientific, political and social fields, the pre-service teacher training in gender equality is a prolific topic of research. This area is even more interesting for our discipline since deconstructing stereotypes is a war horse (Morin-Messabel et al., 2018). At the same time, social psychology pays attention to counter-stereotypes: constructed as a mirror of stereotypes, they are said to act as their cure (Blair et al., 2001). Although counter-stereotype does not hold the same reputation as stereotype in social thinking, it has anonymously penetrated the educational system. The aim of our thesis is to grasp the way in which these psychosocial concepts, as well as the notion of equality, are represented in the pre-service of primary school teacher training, especially by the teachers-to-be. In that respect, our research design is part of a triangulation strategy (Kalampalikis & Apostolidis, 2021). First, we conducted individual semi-directive interviews with pre-service teachers (n=43), in a serial manner (i.e. at each step of master’s degree and the 1st year in working life). Then, we apprehended the collective knowledge of the teachers-to-be by conducting 3 focus groups (i.e. M1, M2, mixed). The observation of gender training courses (n=4) constitutes our third stage of research. This invited us to question the interactions between trainers and students. We focused more particularly on the Lecturers’ knowledge. Finally, the analysis of official texts produced by educational policies, from 1984 to 2019, on gender equality issues (n=7) allowed us to approach a political language. The results obtained reveal the preponderance of the notions of equality and stereotype, both working together in the different discourses collected. In addition, we note consensual definitions. Nevertheless, the concept of difference blurs the two terms and causes dissensus. The counter-stereotype, for its part, is hardly named as such, and remains marginal. Its connexion with the notion of stereotype allows it to be recognized and conceptualized. At the end, when stereotypes and counter-stereotypes are theorized, the discourses bear the imprint of a psychosocial vocabulary.
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Submitted on : Tuesday, October 26, 2021 - 11:59:12 AM
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Julie Devif. La formation initiale des des écoles : discours et pratiques sur les stéréotypes et contre-stéréotypes de sexe. Psychologie. Université de Lyon, 2021. Français. ⟨NNT : 2021LYSE2031⟩. ⟨tel-03403720⟩



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