La présente recherche a retracé les parcours scolaires mais également professionnels des étudiant-e-s des classes préparatoires littéraires du Lycée de garçons du Parc et du Lycée de jeunes filles de Lyon. Les bornes chronologiques s’étendent de 1924 et du décret Bérard ouvrant, entre autre, le baccalauréat aux filles, à la veille de 1968 et des bouleversements des événements du mois de mai. L’étude s’attache à mettre en relief l’évolution de la formation des élites intellectuelles françaises sur plus de 40 ans. Plusieurs axes sont abordés, tous étudiés sous l’angle du genre : les origines sociales, les études secondaires, le concours d’entrée aux différentes Écoles Normales Supérieures (Ulm et Sèvres), les études universitaires et les débouchés professionnels. Au-delà de cette comparaison genrée des élèves des deux établissements, deux pistes se distinguent avec d’un côté les reçu-e-s aux ENS et de l’autre, les recalé-e-s, qui poursuivent leurs études au sein de l’université. / This research has traced the school careers of professionals but also students of the preparatory classes of the Lycee du Parc and Lycee de jeunes filles de Lyon. Our study starts from 1924 and the Berard Decree opening – among other things – bachelor’s door to girls and stops on the eve of 1968 and the mutations originated from the events of May. The study aims to highlight the evolution of the French intellectual elite education over 40 years. Several areas are illustrated, all studied in a gender perspective: the social origins, the secondary school, the entrance to the different Ecole Normale Supérieure (Ulm and Sevres), academic studies and career opportunities. Beyond this gendered comparison students of both schools, two tracks stand out with one hand the receipt to ENS and the other, flunked, who are studying in the university.

Cette thèse a pour objet d’étude la constitution de rapports à la lecture socialement situés, au long des différentes socialisations connues par les individus. Elle propose de montrer comment une expérience spécifique – celle de la classe préparatoire littéraire– peut amener à la reconstruction de pratiques et de représentations de la lecture.L’entrée en classe préparatoire incite en effet à l’élaboration de façons de lire particulières,impliquant également une redéfinition de ce qui est entendu par « lecture », en fonction du passé de lecteur des individus et de leurs origines socio-culturelles, mais aussi de leurs projets futurs. C’est en considérant l’ensemble de la carrière de lecteur(depuis les premières expériences lectorales jusqu’à celles qui suivent de peu la classe préparatoire) qu’on appréhende l’expérience de l’hypokhâgne et de la khâgne.Ce travail, se basant sur 49 entretiens semi-directifs menés auprès d’étudiants et d’anciens étudiants de CPGE littéraire, filière A/L, s’inscrit ainsi dans une démarche qualitative. Il s’appuie également sur les principales études sociologiques portant non seulement sur les pratiques et les représentations de la lecture mais aussi sur l’expérience étudiante en tant qu’elle est à l’origine de processus de socialisation différenciés.En croisant ces questionnements, on considère la lecture non pas uniquement comme une pratique culturelle mais aussi comme un instrument de travail intellectuel dont la maîtrise demande l’élaboration de dispositions particulières. / This thesis analyzes how attitudes towards reading are generated along social lines,as individuals go through various social situations. It aims to show that a specific experience,namely the French two-year selective literary preparatory courses, can foster new reading practices and representations. Indeed, from the very start, developing distinctive reading practices is made necessary by these preparatory courses, as well as redefining how reading is usually perceived, based not only on readers’ histories and socio-cultural backgrounds but also on their future projects. Both « Hypokhâgne » and« Khâgne » Years can only be understood by taking into account all the individual’s reading career, from the first reading experiences to those that take place shortly afterthis course.Forty-nine semi-structured interviews of current and former students of literary preparatory courses with a minor in humanities were conducted and provided the material for the present qualitative study, along with the main sociological studies aboutnot only reading practices and representations, but also on the student experience, inasmuch as it provides the basis for differentiated socialisation processes. Reading is viewed not just as a cultural practice but as an intellectual work tool that requires to have developed peculiar habits.

This thesis focuses on the development of nonlinear optical techniques and the measurement of topological properties of the Weyl semimetals. The first portion of this thesis describes technical developments of the nonlinear optical spectroscopic probes rotational anisotropy second harmonic generation (RA-SHG) and transient grating. In our work on SHG, we describe a fast-reflective optic-based rotational anisotropy nonlinear harmonic generation spectrometer built upon synchronization of stepper motors and a voice-coil fast turning motor with data recorded by a data acquisition card. This device enables fast accumulation of significantly more data points than traditional SHG spectrometers and further allows spectral measurement over a broad wavelength range to be performed without optical realignment. We then describe the Fourier domain RA-SHG, allows direct measurements of the RA-SHG signal components of Cn symmetry. This method is based on the fast scanning RA-SHG device described above and operates by recording the nth harmonics of the fast scanning signal using a lock-in amplifier. Finally, we describe a novel method of performing transient grating measurements based on low power laser diodes, a laser diode pulser, a digital delay generator, and a data acquisition card. The RA-SHG technique was applied to the chiral Weyl semimetal RhSi, where a spectrum of the sole SHG tensor element χ(2) i jk was measured over the unprecedented 0.275-1.5 eV incoming photon energy range. Our data shows evidence of a strong surface state response and are detailed enough to reveal the second order corrections to the linear band structure as well as the Pauli blocking condition which was observed to occur at ∼630 meV. We also describe measurements of the linear photogalvanic effect (LPGE) and circular photogalvanic effect (CPGE) in RhSi deriving from topological Fermi arc states. While the magnitude of the CPGE response broadly matched theoretical predictions, the data also exhibit an inexplicably high degree of symmetry in the response as a function of incoming polarization in both CPGE and LPGE channels. Collaborative work on the SHG spectrum from TaAs is also described, from which we attribute the origin of the SHG response peak to the third cumulant of the Bloch wavefunction. Further collaborative studies of the CPGE in RhSi (111) revealed a response that was likely due to the topological band structure, but that also shows that the theoretically predicted quantized CPGE was not observed due to impurities and from contributions from sources other than the Weyl nodes. Finally, we briefly summarized how the crystal structure of PrAlGe1-xSix was revealed to be non-centrosymmetric using the RA-SHG technique. Transition from intrinsic to extrinsic anomalous Hall effect by tuning the dopant concentration x was studied in this ferromagnetic Weyl semimetal. / Physics

Cette recherche a été menée auprès d'étudiants de Classes Préparatoires aux Grandes Ecoles Scientifiques. Un de ses objectifs est d'analyser l'influence des variables motivationnelles sur la performance académique. L’auto-efficacité académique, l’orientation des buts et la motivation autodéterminée sont souvent citées pour leur rôle majeur dans la réussite universitaire. Ces variables sont issues de cadres théoriques distincts et nous souhaitons étudier comment elles s'influencent mutuellement. Des outils psychométriques, dont une échelle d’auto-efficacité académique, ont été créés et validés. Des analyses en pistes causales ont été effectuées afin de proposer un modèle traduisant les influences qui existent entre variables motivationnelles et performances académiques.Nos résultats montrent que :- l’auto-efficacité est la seule variable motivationnelle à avoir une influence directe sur les performances académiques ;- le but d’approche de la maîtrise est sous influence de l’auto-efficacité et une orientation vers ce type de but influence positivement la motivation intrinsèque et négativement l’amotivation ;- le but d’approche de la performance a une influence positive sur les différentes formes de motivation extrinsèque et, parmi ces dernières, la motivation extrinsèque à régulation identifiée influence positivement l’auto-efficacité tandis que la motivation extrinsèque à régulation externe l’influence négativement ;- l’amotivation influence négativement l’auto-efficacité académique ;- l’impact de l’amotivation sur les performances académiques est totalement médiatisée par l’auto-efficacité.Des prolongements de cette étude et certaines applications sont proposés. / This research has been carried out among French science students enrolled in CPGE (Classes Préparatoires aux Grandes Ecoles). One of its objectives is to study how motivational variables influence academic achievement. Academic self-efficacy, achievement goals or self-determined motivation are reported to play an important part in academic achievement. By relating self-efficacy, goal orientations and motivation, as conceptualized in self-determination theory, to both preceding and subsequent academic achievement, it is possible to further investigate the structural relation between these variables. Therefore, we aim at analysing the mutual influences which exist among them.Psychometric tools, among which an academic self-efficacy scale, were created and validated. Path analysis were performed in order to produce a multivariate model including motivational variables, previous academic performance and subsequent academic achievement. Our results showed that:- self-efficacy is the only motivational variable that directly influences academic achievement; - mastery approach goal, which is influenced by self-efficacy, enhances intrinsic motivation but is negatively related to amotivation;- performance approach goal enhances extrinsic motivation and identified regulated extrinsic motivation is positively related to self-efficacy while externally regulated extrinsic motivation is negatively related to it;- amotivation is negatively related to self-efficacy;- Self-efficacy beliefs are mediators between amotivation and subsequent academic achievement.Future research could build on these findings. Suggestions of applications are provided.