Les inégalités de réussite en EPS entre filles et garçons: Déterminisme biologique ou fabrication scolaire?

Abstract

In PE the gap between girls and boys seen in exam results goes against analysis done in other disciplines. Girls' results in PE are poor and systematically inferior to boys'. The gender effects are also combined with strong social effects which are sometimes surprising in such a context of assessments and sports achievements gathered from physical abilities. If school sociology studies show that PE is cast in the traditional mould of school excellence, sharing the same norms and values, the work herein shows a complementary approach devoted to PE teachers' representations and expectations. Those representations and expectations might create in their students unequal results unrelated to their physiological resources.