This paper analyses the framing and expression of French high school students' aspirations. It sheds new light on the inequalities in tracking between academic versus technological and vocational track. Through the analysis of a national survey and a corpus of cover letters written by applicants for a sociology degree, it shows that, due to the lack of means, teachers mainly have two types of guidance support strategies.Teachers use to target and concentrate their supporting on ``good students'' in vocational tracks, while, in academic tracks, they delegate some steps of the tracking procedures to families. These different strategies have effects on the way high school students internalise school prescriptions and restitute them in cover letters. Through the close support they benefit from teachers, ``good students'' in vocational tracks strongly internalise the instructions and their place in the school hierarchy. In academic tracks, students' expression of the aspirations is much more dependent of their familial capital.

翻译：本文分析了法国高中生志向的框架与表达方式，为学术路径与技术及职业路径之间的分流不平等提供了新的见解。通过分析一项全国性调查以及申请社会学学位的学生撰写的动机信语料库，研究表明，由于资源匮乏，教师的指导支持策略主要分为两种类型。教师倾向于针对并集中支持职业路径中的“好学生”，而在学术路径中，则将分流程序的某些步骤委托给家庭。这些不同的策略影响了高中生内化学校规定并将在动机信中复述这些规定的方式。通过教师的密切支持，职业路径中的“好学生”强烈内化了学校指令及其在学校等级中的位置。在学术路径中，学生对志向的表达则更多地依赖于其家庭资本。