Sébastien Goudeau
Biographic Data
| ID | 1914647 |
|---|---|
| NAME | Sébastien Goudeau |
| GIVEN NAMES | Sébastien |
| FAMILY NAME | Goudeau |
| SIGNATURE | GOUDEAU S |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0001-7293-0977 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Why the belief in meritocracy is so pervasive
People worldwide tend to believe that their societies are more meritocratic than they actually are. We propose the belief in meritocracy is widespread because it is rooted in simple, seemingly obvious causal-explanatory intuitions. Our proposal suggests solutions for debunking the myth of meritocracy and increasing support for equity-oriented policies.
Society in the Classroom: Introduction to the Special Issue
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
Unequal homework: The hidden forces of social class contexts and parental self‐efficacy in shaping educational outcomes
The Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academ…
How to do research in classroom settings
Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students
How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity
Classroom settings bring to light many differences between children—differences that children notice and attempt to explain. Here, we advance theory on the psychological processes underlying how children explain the differences they observe in the classroom. Integrating evidence from cognitive, social, cultural, developmental, and educational psychology, we propose that young children tend to explain differences among their peers by appealing to …
Why lockdown and distance learning during the Covid-19 pandemic are likely to increase the social class achievement gap
Access is not enough: Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college
United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with …
Why lockdown and distance learning during the Covid-19 pandemic are likely to increase the social class achievement gap
Access is not enough: Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college
United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with …
Society in the Classroom: Introduction to the Special Issue
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students
Unequal homework: The hidden forces of social class contexts and parental self‐efficacy in shaping educational outcomes
The Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academ…
Access is not enough: Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college
United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with …
How Do Young Children Explain Differences in the Classroom? Implications for Achievement, Motivation, and Educational Equity
Classroom settings bring to light many differences between children—differences that children notice and attempt to explain. Here, we advance theory on the psychological processes underlying how children explain the differences they observe in the classroom. Integrating evidence from cognitive, social, cultural, developmental, and educational psychology, we propose that young children tend to explain differences among their peers by appealing to …
Why lockdown and distance learning during the Covid-19 pandemic are likely to increase the social class achievement gap
Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students
Society in the Classroom: Introduction to the Special Issue
In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular s…
Unequal homework: The hidden forces of social class contexts and parental self‐efficacy in shaping educational outcomes
The Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academ…
How to do research in classroom settings
Why the belief in meritocracy is so pervasive
People worldwide tend to believe that their societies are more meritocratic than they actually are. We propose the belief in meritocracy is widespread because it is rooted in simple, seemingly obvious causal-explanatory intuitions. Our proposal suggests solutions for debunking the myth of meritocracy and increasing support for equity-oriented policies.
Psychology (8 works) · Social Psychology (6 works) · Academic achievement (4 works) · Political science (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Inequality (3 works) · Mathematics education (3 works) · Class (philosophy (2 works) · Computer Science (2 works)