Virginie Salmen

Virginie provides teenagers from underprivileged neighborhoods with tools, networks, and opportunities to broaden their career orientation in alignment with their unbound interests. By leveraging a mandatory requirement established in the French education system – the 9th-grade internship – Viens voir mon taf (Come see my job) expands the opportunities for socio-economically challenged students and creates a space of encounter among individuals who would not interact otherwise, breaking tangible and symbolic boundaries.

The inception of Viens voir mon taf was spurred by the backdrop of the 2015 Paris terrorist attacks. These events ignited a public discourse that further marginalized individuals from underprivileged neighborhoods, predominantly composed of immigrants or their descendants, frequently attributing this as a decisive factor in their exclusion. Leveraging her extensive 20-year experience in tackling societal issues as a national radio journalist, Virginie was acutely aware that the underlying causes of this problem were primarily rooted in educational and socio-economic factors, contrary to the prevailing public debate referring to ethnicity or religion. In light of this understanding, she made the resolute choice to dedicate herself to breaking down determinisms at an early stage for the upcoming generations of teenagers hailing from unprivileged areas. She aims to achieve this goal through a relatively simple way, by using a mandatory tool – the 9th grade internship – to impart soft skills to students who are deprived of it, and breaking tangible and symbolic barriers between individuals who normally do not interact.

Economic and social inequalities persist across generations, and this trend is particularly evident in France, where it takes on average six generations to move from a low-income status to a high-income one. A significant barrier to achieving social mobility arises early on due to unequal access to quality education due to territorial inequalities. Despite the core principles of the French republican school system which is designed to offer equal opportunities regardless of social backgrounds, the reality paints a different picture, highlighting the inadequacies between the ideal of meritocracy and the reality.

Within the French education system, middle school students are required to complete a one-week internship during their ninth grade ("3ème" in French) to gain exposure to the professional world and shape their career aspirations. This stage in their educational journey often uncovers underlying social and economic disparities as, around the age of 13, teenagers typically have access to professional networks through their parents or immediate family. Those with advantageous social and cultural connections are more likely to secure internships in prestigious workplaces that align with their dreams and aspirations. Conversely, students whose parents are unemployed or engaged in low-income or low-skilled jobs are less likely to receive guidance on how and where to apply. Many of the latter end up interning at local establishments such as pharmacies, bakeries, or nearby stores, with little consideration for their genuine interests or meaningful learning experiences.

To address this issue, Virginie's initiative, Viens voir mon taf (Come see my job, VVMT), offers teenagers mentorship, training, and connections with professional organizations where they can undertake a one-week internship as part of their studies. This way, VVMT intervenes to break a cycle that perpetuates and exacerbates inequalities among socio-economic classes. It aims to foster connections among individuals who would not interact otherwise, providing a transformative opportunity for both students and partner organizations like schools, companies, and public institutions to actively address these disparities.

VVMT begins by organizing workshops for 8th-grade teenagers to raise awareness about career options, the professional world, and the significance of social skills. These workshops, conducted in collaboration with personnel from inner-city middle schools (referred to as REP and REP+ in France), address the significant barrier of limited access to information. Paired with professionals according to their genuine interests and equipped with soft-skills tools, the teenagers reportedly exhibit more determination and diligence compared to those who secure internships through family connections. By intervening at this pivotal stage of their school journey, VVMT empowers teenagers to challenge determinism and take an active role in shaping their academic and professional futures. Beyond mentorship and networking, VVMT encourages students to believe in themselves and pursue their aspirations, regardless of their socio-economic backgrounds and the societal stigma they face. For instance, there's a compelling story of a student in Lyon who had average grades and initially displayed minimal interest in the internship opportunity. However, with encouragement from VVMT mentors, she eventually opened up about her aspiration to become an astronaut. She believed that achieving this dream was unattainable due to the lack of representation of Black women in such roles. With the support of VVMT, she secured an internship in the field of space exploration in Toulouse, a city located 300 kilometers away from her home. Despite the distance, she exhibited remarkable determination throughout the experience. This transformative opportunity motivated her to pursue scientific studies, leading to significant improvements in her academic performance as she worked tirelessly to fulfill her dream.

Since its establishment in 2015, Viens voir mon taf has reached over 20,000 students. Among them, 5,555 have been matched with a diverse range of professional fields, from law practices to aerospace engineering, based on the students' interests. Over the years, Virginie and her team have significantly refined and expanded the program. This includes developing an online platform to match internship opportunities with students from inner-city middle schools (REP and REP+), organizing networking events with professionals, and implementing workshops within middle schools to equip students with the tools needed to make the most of their internship experiences.

The perpetuation of inequalities constitutes a multifaceted challenge that proves highly intricate for both governments and civil society organizations to address. This issue encompasses a wide array of public policies related to areas such as territory, education, income, taxation, public services, and safety, among others.

The French school system distinguishes two categories of underprivileged schools called REP and REP+ (“réseau d’éducation prioritaire”). Mostly situated in inner-cities, they host a majority of students accumulating social and economic disadvantages and often suffering from teachers’ absenteeism and high turnover, disciplinary issues, and lower-quality equipment compared with other schools. OECD’s PISA studies show that the level of influence of social background on educational attainment in France is one of the highest among OECD countries. The high proportion of low-skilled young people persists from one generation to the next and the proportion of low-skilled adults is also one of the highest in OECD countries.

In addition to the tangible obstacles, these teenagers also can encounter psychological and symbolic hurdles that compound the constraints on their range of opportunities. One significant example is the adoption of self-censorship as a coping strategy, particularly that can result in detrimental impacts on their self-esteem in relation to shaping their educational and professional trajectories. The apprehension of rejection or the fear of failure can deter individuals from envisioning themselves pursuing ambitious careers and realizing their aspirations. Besides, the systemic discrimination operating in the labor market , associating minorities and individuals from inner cities with negative stereotypes, can exacerbate this self-censorship mechanism. Furthermore, addressing unconscious biases and systemic discrimination is of utmost importance to fostering a more inclusive environment for adults as well.

The enduring nature of intergenerational inequalities presents a significant concern for a nation whose foundational principles are built upon the tenets of meritocracy, inherited from the French Revolution, enabling social advancement through the framework of the "Republican school" model. Nonetheless, the notion of merit is highly influenced by societal biases and unequal access to resources and opportunities, factors such as social background, educational disparities, and discrimination significantly limit individuals' ability to fully demonstrate their capacities and attain upward mobility.

Since 2005, the 9th-grade internship (stage de 3ème) has become mandatory in France which has contributed to increased inequalities between teenagers with advantageous social and cultural connections are more likely to secure internships in prestigious workplaces that align with their dreams and aspirations that will positively influence their studies. Indeed, beyond the students, their families and staff members at inner-city schools also often lack the resources and knowledge to provide teenagers with the necessary mentorship and networks.

At the core of Virginie's strategy lies the utilization of a concise yet compulsory event - the ninth-grade one-week internship - aimed at dismantling a range of barriers, whether they are geographical, symbolic, or socioeconomic. This initiative is geared towards combatting negative perceptions and predetermined outcomes. It marks an initial physical intervention during the early stages of teenagers' educational journey, with the ultimate aim of setting the groundwork for economic and social mobility. The underlying idea is that substantial transformation, encompassing greater access, equality, and integration, can be achieved through personal encounters that emphasize the human element, repeatedly enacted. Through this internship, individuals who would otherwise never cross paths are brought together, following thorough workshop preparation and support from VVMT mentors. These cumulative positive experiences and narratives contribute to the fabric of a more unified and equitable society.

At an early age, Virginie discerned and comprehended the mechanisms of inequality based on socioeconomic backgrounds during her own time as a student. This early awareness of determinism allowed her to establish a multi-faceted process that addresses the unique challenges and interests of all parties involved in student orientation. Over the past eight years, Viens voir mon taf has evolved into a highly respected and dependable entity in collaboration with schools, teachers, students, families, companies, and organizations hosting interns. Virginie approaches teachers with careful consideration, emphasizing Viens voir mon taf does not intend to intervene in education, where teachers and staff are experts, instead, it is about connecting with the professional world, an area better understood by Viens voir mon taf staff, facilitating efficient connections.

Regarding companies, Viens voir mon taf prefers them to host a maximum of two students. This approach encourages students to step outside the group dynamic and view themselves as individuals discovering the professional sphere. This one-week internship also serves as a learning experience for the hosting companies' employees who often notice the teenagers mentored by Viens voir mon taf exhibit a particular enthusiasm and curiosity compared with others. The transformative and far-reaching effects of this week-long experience are substantial, yet relatively simple for the employees compared to the positive impact they make. Many express gratitude for the opportunity to positively influence teenagers' lives without extensive time or energy commitment.

Working in partnership with personnel from REP and REP+ schools, Viens voir mon taf organizers arrange sessions for teenagers to foster awareness about orientation and career choices, the professional world, and the significance of social skills. These workshops are conducted within middle schools to better reach teenagers, given that limited access to information is a frequently cited obstacle to self-guided career orientation. The workshops include:

• A first session towards the end of the 8th grade that underscores the importance of the final year of middle school for career orientation. It introduces the basic rules of the internship and its relevance to professional orientation, offering insights into whether the chosen field matches the students' interests. Positive outcomes lead to advice-seeking from professionals about backgrounds, studies, and networks. If the experience reveals a mismatch between expectations and reality, students still have time to explore alternative directions in studies and professional networks. The workshop concludes with a video testimony challenging gender stereotypes, featuring examples like a male midwife and a female firefighter manager.
• A second session in the 9th grade, three months before the internship, focusing on students' career projects. It helps them identify a profession and field to explore during the internship. The students are introduced to the VVMT online platform, which allows them to apply to offers. Notably, the platform is accessible to all REP and REP+ teenagers, even those not partnered with Viens voir mon taf. Throughout the process, organizers emphasize the importance of pursuing dreams and overcoming self-censorship.
• A third session, two months before the internship period, provides training on job application norms and behaviors. This includes crafting a resume and a motivation letter. Additionally, Viens voir mon taf organizers are available in each school for individualized meetings or assistance. A month before the internship, a fourth workshop uses role play games to teach workplace codes, commuting, dress codes, and more. This helps students prepare for potential challenges during their internships. Attention is also given to the professional supervisors mentoring the interns. Viens voir mon taf staff supports the company, offers advice, and occasionally conducts site visits. After the internship, a feedback questionnaire is sent to the supervisors to identify areas for improvement.
• A fifth and final session, a month after the internship, encourages students to reflect on their experience and maintain contact with their mentors. Continued coaching for oral exams is provided. Viens voir mon taf also organizes events like internship dating and job discovery, often hosted at "L'Ascenseur" (The Lift), a central Paris hub for non-profit organizations dedicated to equal opportunities. This strategic location facilitates collaboration and synergy among various actors in the field.

Over the past eight years, "Viens voir mon taf" has defied skepticism and empowered a substantial number of teenagers who initially underestimated their capabilities, impacting more than 20,000 of them through its programs. These experiences have also contributed to shifting perceptions within the professional realm, challenging preconceived notions about individuals from underprivileged backgrounds.

Viens voir mon taf has been acknowledged at a political level as an effective means of fostering orientation equalities. In 2018, President Emmanuel Macron launched a governmental platform remarkably similar to what Virgine had implemented through VVMT two years earlier, and that connected organizations with ninth graders from REP and REP+ schools. The platform promoted by the government included a list of internship offers and involved public services and governmental offices in the initiative, integrating ninth-grade interns from REP and REP+ schools for a week. The platform aimed to create 30,000 offers - 15,000 in the private sector and 15,000 in the public sector.

In 2020, Viens voir mon taf expanded to Lyon to better meet local demand and ensure high-quality service, now with a team of five employees. Prior to this expansion, VVMF staff frequently traveled to REP schools in Lyon for workshops and held online meetings with school staff and local companies interested in hosting interns. The decision to establish a local chapter was driven by additional funding and growing demand.

Virginie is currently at a stage where growth is poised to accelerate, and she's already implementing methods to analyze medium and long-term impacts, focusing on the more subtle and nuanced effects. Understanding why this initiative benefits so many students is just the initial step in comprehending the impact of what VVMT accomplishes. It also involves grasping how it has altered the mindsets and behaviors of teachers, companies, and students. The middle and long-term impacts will take time to measure, and the full scope will only become evident in a few years, including the alumni network primarily composed of professionals. The brilliance of this strategy lies in its modest input yielding maximal effects, encompassing numerous indirect targets, and fostering emulation beyond the interns.

Virginie grew up in the suburbs of Rouen from a privileged background and was exposed at an early age to the disparities between herself and her classmates from less advantaged circumstances. This awareness of societal differences began early in her life and would go on to shape her future endeavors. Her journey as a leader began as a class delegate during middle school. With aspirations of becoming a journalist, she enrolled at the Superior School of Journalism (ESJ) in Lille. While pursuing her studies, she initiated a monthly newspaper program within a prison, engaging detainees in writing workshops, poetry, and sharing prison-related news. Completing her Master's degree, she embarked on a 21-year tenure with a national radio station, where she focused on reporting matters related to education and societal issues. Alongside her husband, also a journalist, she took a 4-year sabbatical and ventured to Canada where they established their own production company.

Upon her return to France and her rejoining Europe 1, Virginie's awareness of systemic education issues led her to seek more impactful ways of addressing the root causes. The 2015 Paris terrorist attacks exacerbated the stigmatization faced by individuals from inner-city neighborhoods and with immigrant background, sparking extensive public and political debates on integration. Drawing from over two decades of reporting societal matters and her own background growing up in a diverse environment, Virginie recognized that the heart of the issue was predominantly social and economic in nature.

A pivotal moment occurred when she covered a radio story about a prominent law firm offering internships to students from underprivileged universities. This experience inspired her to take action. In collaboration with two friends – a fellow journalist and a teacher in an inner-city school – Virginie conceived the idea of connecting disadvantaged students with professionals during their ninth-grade internships. This innovative approach aimed to broaden the students' professional horizons, bridging previously disconnected worlds, and fostering uncensored aspirations and dreams.

The success of these initial efforts spurred Virginie to secure funding and volunteer support from her network. This enabled her to transition from her role at the national radio station and fully dedicate herself to the development of "Viens voir mon taf" (Come See My Job). Since its inception, thousands of teenagers from inner-city schools have benefited from these opportunities, ushering in a transformative change that tackles social inequities at their core.