CEGEP and the democratisation of school in Quebec, specifically regarding sociocultural origin and gender
Does CEGEP still contribute to reduce academic achievement inequalities due to social and demographic characteristics of young people ? This issue, in a perspective developed by Dandurand (1990), leads us to show that sociocultural origin and gender continue to affect individual educational success. However, beyond the inequalities observed during the transition from secondary school to CEGEP, the college contributes significantly to reduce the effects of unequal sociocultural origin and gender. The author notes that young men coming from the working classes still remain deprived of the benefits of the democratization process.