Abstract
This article examines de facto ethnic segregation in middle school [collège] in France on the basis of an analysis of the distribution of more than 144,000 pupils among the 333 middle schools of the Bordeaux educational area. An indicator is constructed that defines the ethnicity variable using the criterion of pupil first name and allows for distinguishing between “native” and “non-native” pupils. Pupil distribution among the area’s middle schools by this variable is then observed, bringing to light considerable dispersion, and evidence that a small proportion of area schools educate a high proportion of non-native pupils. Lastly, the article examines the effects of the observed ethnic segregation on scholastic performance and post-middle school path.
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