CHILDREN'S EXPLICIT AND IMPLICIT SCHOOL SATISFACTIONS A COMPARISON BETWEEN LOW- AND MEDIUM-SES ELEMENTARY SCHOOLS IN FRANCE

This study compares explicit and implicit school satisfactions of children attending low-and medium-socioeconomic status (SES) elementary schools. An implicit association test was speciically designed to assess children's implicit perception of school, and a questionnaire was used to measure their explicit perception of school. In line with previous studies, it was found that a school's SES does not have a signiicant impact on children's explicit perception of school. To the contrary, it was found that children attending medium-SES schools displayed a more positive implicit perception of school than children attending low-SES schools. Moreover, explicit and implicit perceptions of school are correlated in children from medium-SES schools, but not in children from low-SES schools. The results are discussed from a Bourdieusian perspective. This exploratory study highlights the value of assessing expected differences in habitus between distinct populations by using implicit paradigms rather than explicit questionnaires.