La communication des Grandes Écoles françaises sur la question de la diversité

Gaëlle Redon () and Leïla Loussaief
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Gaëlle Redon: ISC Paris - Institut Supérieur du Commerce de Paris
Leïla Loussaief: ISC Paris - Institut Supérieur du Commerce de Paris

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Abstract: Created more than 200 years ago to form a republican elite, the system of French Grandes Écoles has generated social inequalities by its important selectivity. Since the early 2000s, government, schools, high schools and patrons have joined forces to establish a framework for a more balanced recruitment and more social diversity. Around 205 establishments have registered in this process. Among them, some schools have chosen to communicate about their efforts in this area. The authors place this article within the broader framework of corporate social responsibility and explore how communication about diversity has been built around potential candidates. What place do schools give to the issue and what discourse do they develop? The field is divided into three sections: an analysis of websites and school brochures, participant observation and interviews with five professionals in schools enrolled in the process. Results highlight that communication is done primarily through websites and does not seem to reflect strong issues for schools. Very few schools currently communicate on the issue in abundant terms. Diversity does not seem to be a way to attract potential candidates and remains anecdotal in a large number of cases. Some schools, however, have made diversity central in their strategy and communication, making it an axis of differentiation and a component of their identity.

Keywords: Diversity; CSR; Qualitative methodology; Diversité; RSE; Communication; Grandes Écoles; Méthodologie qualitative (search for similar items in EconPapers)
Date: 2017-12-01
Note: View the original document on HAL open archive server: https://hal.science/hal-01856603
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Published in Management & sciences sociales, 2017, La diversité : regards croisés. Aujourd’hui et demain, 23, pp.16-31

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