Structural Inequalities in higher education : understanding the barriers faced by students

Details

Supervisors

Dupuy, Claire

Faculty

Faculté des sciences économiques, sociales, politiques et de communication

Degree label

Master [120] en sciences politiques, orientation générale, à finalité approfondie

Abstract

enThis thesis explores the following research question: How do the mechanisms of distancing, exclusion, and hierarchization (Therborn), through students’ administrative experiences, contribute to the production of structural inequalities in higher education? By drawing on Therborn’s framework and the literature on administrative burdens (learning, compliance, and psychological costs), this research shows that, despite institutional discourses on inclusion, support systems such as the PEPS status or student grants rely on complex procedures. These systems tend to favor students who already possess strong social, economic, or cultural resources. This study highlights the importance of close attention to the concrete conditions of access, the gap between policy and practice, and the diversity of student profiles. It calls for the design of fairer public policies, not only inclusive in principle but truly accessible to all.