My doctoral research, conducted under the supervision of Serge GUIMOND, concerns the role of the school on the transmission of attitudes and values. In particular, I am studying how attitudes towards the republican principles of secularism and citizenship are developed throughout the school years, and the extent to which it can foster the emergence of tolerant vs. intolerant attitudes towards cultural diversity and towards ethnic or religious minorities. Much of this research is theoretically-based on a cultural socialization model.
This research project is supported by a doctoral contract from the French Ministry of Higher Education and Research.
 Les représentations du multiculturalisme en France: Décalage singulier entre l’individuel et le collectif. : article de revue
 Guimond, S., Streith, M., & Roebroeck, E. (2015). Les représentations du multiculturalisme en France: Décalage singulier entre l’individuel et le coll : article de revue
Studies on the perception of multiculturalism, in France and elsewhere, usually look only at personal attitudes without asking what individuals perceive as the norm in their community. This article presents the findings of a survey based on a representative sample of the French population (N = 1001) which aims to fill this gap. In accordance with the concept of ‘pluralist ignorance’, the results reveal a significant difference between personal attitudes toward multiculturalism and assimilation (i.e. the French are personally in favor of multiculturalism) and the perceived social norm (they think that the majority of French people are opposed to multiculturalism). Furthermore, as expected, the perceptions of the norm are broadly shared, regardless of sex, age or political orientation, unlike personal attitudes. Thus, whereas both the far right and the far left agree on the perception of the norm, only sympathizers of the far right declare themselves personally in favor of assimilation. Finally, the results make an important contribution to understanding the influence of education (number of years of schooling), on individuals’ attitudes, showing that within the most educated categories there are significant differences according to field of study.
 Cardenas, D., Roebroeck, E., Pelletier-Dumas, M., & de la Sablonnière, R. (in press). Les enjeux de la Charte des valeurs Québécoises en tant que poli : article de revue
 Roebroeck, E. & Guimond, S. (2014). Schooling, citizen-making, and anti-immigrant prejudice in France. Manuscript submitted for publication. : article de revue
 Roebroeck, E. & Guimond, S. (2014). L’orientation des enseignants en France face à la diversité culturelle et religieuse. : article de conférence scientifique
Oral communication at the 10th International Congress of Social Psychology in French Language by the ADRIPS (Association pour la Diffusion de la Recherche en Psychologie Sociale), August 27-30, 2014, Paris, France.
 Roebroeck, E. & Guimond, S. (2014). Understanding the role of education in the reduction of prejudice against ethnic and religious minorities. : article de conférence scientifique
Eposter presentation at the 28th International Congress of Applied Psychology (ICAP), July 8-13, 2014, Paris, France.