Multicultural Mindsets: Addressing Diversity in Public Schools in France

Abstract

Recent massive ways of transnational migration have presented a challenge for schools. Teachers, administrators, and education policy makers are responsible for educating children who are from a diverse set of backgrounds within the same classrooms. When immigrants come into a new school system they come with varying linguistic and educational needs. Some have not been in formal educational settings in their country of origin, some do not speak the language of the country they are immigrating into, yet when they arrive, teachers and administrators must determine the best way to accommodate these students in order to ensure their academic success. Traditionally, France has included immigrants into the classroom by labeling them "French" students and requiring that they drop their native language and outside cultural identities completely. However, due to recent data collected by international organizations and studies conducted by scholars, it is evident that these immigrant and immigrant origin students (specifically North African origin students) are underperforming in French public classrooms when compared with native French students. If education is to be "the great equalizer" in France, changes will need to be made within the education system to address its diverse populace.