La conciliation études-travail chez les jeunes Québécois : travailler pour étudier, étudier pour travailler ou concilier pour étudier?

Ce mémoire envisage la prédilection des étudiantes et étudiants québécois à occuper un travail rémunéré parallèlement à leurs études universitaires. En effet, les statistiques récentes révèlent qu’ils seraient proportionnellement plus nombreux que leurs homologues du reste du Canada dans cette situation et auraient tendance à y consacrer un plus grand nombre d’heures. Pourquoi? Afin de répondre à cette question, la conciliation études-travail sera envisagée au- delà du nombre d’heures pouvant lui être consacré et s’attardera à mettre en relief les dispositions constitutives de ce phénomène, permettant ainsi d’exhiber la valeur ou l’importance que revêt l’une ou l’autre de ces activités. Pour ce faire, cinq facteurs susceptibles d’infléchir ces dispositions pourront être considérés : l’âge, le genre, l’origine sociale, les contraintes du programme d’études et les responsabilités que les étudiants prennent à leur charge. Sur le plan théorique, sera mise en œuvre la notion de « disposition » que Bourdieu associe aux «attitudes, inclinations à percevoir, sentir et penser, intériorisées par les individus du fait de leurs conditions objectives d’existence et qui fonctionnent alors comme des principes inconscients d’action, de perception et de réflexion ». L’analyse se fonde principalement sur une série d’entretiens compréhensifs et cible des étudiants et étudiantes dotés des qualités requises pour constituer des cas de figure ayant valeur d’« échantillon ». Elle s’orchestre en exhibant les valeurs expressives ou instrumentales sous-jacentes aux dispositions mises au jour dans l’intention de rendre compte la conciliation études-travail chez les jeunes québécois. This thesis aims to suggest different reflections on the propensity of Quebecois students to have a paid job while completing their university studies. Recent statistics show that Quebecois students are more likely to take on this dual role than students in the rest of Canada, and that they also tend to devote more hours to it. Why? To answer this question, the conciliation of studying and working will be considered beyond the number of hours that can be devoted to them and will focus on highlighting the constitutive dispositions of this phenomenon, thus making it possible to display the importance or the value of any of its activities. To do this, we must examine five elements that are likely to influence these dispositions: age, gender, social origin, the constraints of the curriculum and the responsibilities taken by students. In this survey, the notion of "disposition" as developed by Bourdieu will be solicited in order to translate practical knowledge (mainly resulting from semi- directive interviews) into theoretical knowledge. For Bourdieu, the notion of "disposition" corresponds to "attitudes, inclinations to be perceived, felt and thought, internalized by individuals because of their objective conditions of existence and which then function as unconscious principles of action, perception and of reflection "(Bourdieu, 1980, p.88-89). The analysis is mainly based on a series of comprehensive interviews conducted using the latest work by Elsa Ramos as reference. The students targeted for this project come from differentiated programs and hold a position that is not related to their field of study. The qualities of this sample provide a relatively diverse portrait of the student population. The dispositions that emerge from the interviews highlight the (expressive / instrumental) values that enable us to explain the phenomenon of school-work conciliation amongst young Quebecers through a sociological lens.

Keyphrases: Conciliation, Travail, Emploi, Étudiant, Québec, Conciliation, Études, Studies, Work, Employment, Student, Quebec