Cities and Urban inequalities

  • Sous un pont de Charenton... (Photo IAU îdF-URBA IMAGES, Jean-Claude PATTACINI)Sous un pont de Charenton... (Photo IAU îdF-URBA IMAGES, Jean-Claude PATTACINI)

This research pillar is concerned with social relations, lifestyles and social and ethnic inequalities in urban settings. The aim is to explore the spatial dimensions of stratification and social inequalities, while analyzing the causes and effects of urban segregation. Our research is interested in the ways in which contrasting urban configurations define and transform social relations among social and ethnic groups, as well as their practices, representations, and modes of collective action. Regulations linked to public policies are also a focus of this research.

One of the specificities of the research produced at the OSC lies in the fact that these questions are addressed along three dimensions:

-  Taking into consideration all urban configurations (upper-class neighborhoods, stigmatized working-class neighborhoods, middle-class/mixed neighborhoods) in order to understand each configuration within the dynamics of the larger city, 
-  Articulating quantitative and qualitative approaches at different spatial levels (from micro neighborhoods to the larger metropolis), as well as both social and ethnoracial aspects,
-    Conducting cross-national comparison (South America, Europe and the U.S.).

Research topics

•    Social, ethnic and school segregation in the Paris region
•    Urban segregation in comparative perspective
•    Public policy assessments
•    Trends in educational opportunities in the Paris region
•    Spatial mobility within and between cities
•    Urban riots
•    Youth socialization in poor neighborhoods

Current research projects

•    Comparative analysis of segregation in Paris, Rio de Janeiro, and Sao Paulo
•    Urban middle classes: comparison France - Rio de Janeiro
•    Housing inequalities and discrimination
•    Cohabitation in different types of neighborhoods
•    Urban middle classes and their relationship to schools

Article updated on 03-06-2015