European Scientific Journal, ESJ

Genre et choix de filière : analyse des stéréotypes chez des élèves de la sous-province éducationnelle de Mont-Ngafula 1 à Kinshasa

2026-04-14T09:21:54+00:00

Cette étude visait à évaluer les stéréotypes de genre chez les élèves de Kinshasa, en examinant leur variation selon les filières choisies et en analysant l’influence du genre sur les orientations scolaires dans la sous-province éducationnelle de Mont-Ngafula I. Pour ce faire, un échantillon non probabiliste de type accidentel de 220 élèves, issus de dix établissements scolaires, a été constitué. Les participants ont été soumis à une échelle construite à partir des apports théoriques de Walter Lippmann et Serge Moscovici sur les stéréotypes sociaux, de la théorie des rôles sociaux d’Alice Eagly, de la menace du stéréotype développée par Claude Steele et Joshua Aronson, ainsi que des modèles explicatifs de l’orientation scolaire proposés par Linda Gottfredson et Albert Bandura. Les analyses montrent qu’il n’existe pas de relation statistiquement significative (p > 0,05) entre le sexe des répondants et certaines croyances, notamment celles selon lesquelles les jeunes filles seraient destinées au mariage plutôt qu’aux études ou celles portant sur leur réussite comparée à celle des garçons. De même, l’âge des participants ne présente pas de lien significatif avec certaines perceptions, en particulier celles relatives à la réussite scolaire et sociale des filles (p > 0,05). Ce constat suggère une relative stabilité des opinions, indépendamment de l’âge. Toutefois, une relation statistiquement significative (p < 0,05) a été observée entre l’âge des enquêtés et la perception selon laquelle les jeunes filles seraient davantage destinées au mariage qu’aux études. Ce résultat met en évidence des différences d’opinions selon les tranches d’âge, les adolescents semblant plus enclins à adhérer à cette représentation que d’autres groupes. Cela souligne le rôle de la socialisation et du contexte de développement dans la construction des stéréotypes de genre. L’analyse inférentielle indique que les perceptions liées aux stéréotypes de genre ne dépendent pas du sexe des répondants, mais peuvent varier en fonction de l’âge dans certains cas spécifiques. Ces résultats mettent en lumière l’importance d’intégrer les dynamiques liées à l’âge dans les politiques éducatives et les actions de sensibilisation visant à promouvoir l’égalité de genre en milieu scolaire.

This study aimed to assess gender stereotypes among students in Kinshasa by examining how these stereotypes vary according to the academic tracks chosen and by analyzing the influence of gender on academic choices in the Mont-Ngafula I educational sub-province. To this end, a non-probabilistic convenience sample of 220 students from ten schools was selected. Participants were administered a scale based on the theoretical contributions of Walter Lippmann and Serge Moscovici on social stereotypes, Alice Eagly’s social role theory, the stereotype threat developed by Claude Steele and Joshua Aronson, as well as the explanatory models of academic orientation proposed by Linda Gottfredson and Albert Bandura. The analyses show that there is no statistically significant relationship (p > 0.05) between respondents’ gender and certain beliefs, particularly those suggesting that young girls are destined for marriage rather than education, or those regarding their success compared to that of boys. Similarly, the age of participants does not show a significant link with certain perceptions, particularly those regarding girls’ academic and social success (p > 0.05). This finding suggests a relative stability of opinions, regardless of age. However, a statistically significant relationship (p < 0.05) was observed between the age of respondents and the perception that young girls are more destined for marriage than for education. This result highlights differences in opinions across age groups, with adolescents appearing more likely to subscribe to this view than other groups. This underscores the role of socialization and developmental context in the construction of gender stereotypes. Inferential analysis indicates that perceptions related to gender stereotypes do not depend on the respondents’ gender but may vary by age in specific cases. These results highlight the importance of incorporating age-related dynamics into educational policies and awareness-raising initiatives aimed at promoting gender equality in schools.

Challenges in the Investigation Process when Interfering with the Right to the Inviolability of Private Life (On the Example of Search and Seizure)

2026-04-14T09:15:27+00:00

Criminal law cannot exist without human rights law. Every investigative or procedural action inherently involves a certain degree of interference with fundamental human rights, which may be carried out only with particular caution and exclusively for the purpose of achieving a legitimate aim. Such interference must, at the same time, be suitable, necessary, and proportionate. The court is entrusted with the function of the so-called “review” of decisions made by the investigative authority. It is precisely this authority of the court that constitutes the principal component of the legal mechanism through which the prevention of unjustified interference with fundamental human rights must be ensured. This risk becomes particularly evident where, in cases of urgent necessity, in order to discover an object, document, substance, or other item containing information relevant to the case, it is necessary to conduct a search/seizure. The present article addresses the scientific analysis of investigative and judicial practice existing at both national and international levels in this regard, the purpose of which is to identify challenges and to seek ways to overcome them.

Neuroeducation in Moroccan Secondary Schools: Teachers’ Perceptions, Practices, and Challenges in Life and Earth Sciences

2026-04-13T13:46:28+00:00

Neuroeducation, at the intersection of neuroscience, cognitive psychology, and pedagogy, offers approaches based on brain function to optimize learning conditions in schools. It provides concrete tools to strengthen learners' attention, memory, and motivation. In Morocco, despite efforts to improve the quality of teaching and learner achievement in various scientific disciplines, numerous studies show that major difficulties persist, namely cognitive obstacles such as limited abstract thinking skills and problems with attention and memory(Chakour et al., 2019). Faced with this situation, research shows that knowledge from the neuroscience of learning can inform concrete pedagogical choices, helping teachers understand how attention, memory, and motivation work, and transforming the way teaching sequences are organized to better take into account the diversity of profiles.(Schwartz et al., 2019). In this context, this study examines Moroccan life and earth science teachers' perceptions of the potential contribution of neuroeducational techniques to improving secondary school students' engagement and understanding. To this end, a questionnaire survey was conducted among SVT teachers in Morocco (N=71) to collect data on their perceptions, practices, and needs for improvement. The results indicate a positive perception of these approaches, with approximately 81% agreeing with the effectiveness of neuroeducational techniques, but their application is still limited by organizational and structural constraints.