Abstract
In order to make informed career choices, the legislator wanted to establish a dialogue between families and the educational institution. A study of the stages (intentions, recommendations, wishes) of this dialogue at the end of secondary school reveals that, over and above the academic level of pupils, their choices are influenced by several factors, one of the most important being social origin, which results in a "self-selection " of the most disadvantaged. This is a factor at both individual and school level. In addition, the educational institution itself can contribute to reinforcing the weight of social origin in orientation.
