Abstract

Within the Italian educational system, the transition from lower to upper secondary school constitute a crucial field of study to explore the mechanisms at play in the reproduction of educational inequalities. This paper focus on specific processes that may hinder the realization of equal educational opportunities often downplayed by existing studies concerning the Italian case. On the basis of the empiric material gathered through an ethnographic research carried out in two school in the city of Milan, this paper will explore the evaluative criteria underlying the recommendations through which teachers support and advice their students at the transition to upper secondary school. It will be shown that, more or less conscious motives and logics may bias teachers orienting advices in a way that may enhance the scholastic, social and ethnic segregation of upper secondary school tracks.