Céline Darnon

Céline Darnon is a Professor of Social Psychology at Université Clermont Auvergne (UCA) in France, where she has been a faculty member since 2006. She is a senior member of the prestigious Institut Universitaire de France and co-leads research team 2 of LAPSCO (Laboratoire de Psychologie Sociale et Cognitive, UMR6024), focusing on 'Comportements Sociaux et Dynamiques Collectives' (Social Behaviors and Collective Dynamics).

Her research program centers on educational inequalities, meritocracy beliefs, and the psychological mechanisms that perpetuate or reduce achievement gaps. Professor Darnon examines how beliefs in school meritocracy influence students' motivation, performance, and psychological well-being, particularly among students from disadvantaged backgrounds. She has demonstrated that while belief in meritocracy can be motivating, it also tends to legitimize educational inequalities and may lead students to take full responsibility for their failures even when structural factors are at play.

Professor Darnon's work has significant implications for educational policy, highlighting the need for structural changes alongside individual interventions to effectively address educational disparities. Her recent publications (2023-2025) focus on the psychological impacts of economic inequality in educational contexts, the role of teaching practices in reducing achievement gaps, and early mathematical interventions for kindergarten children. She is particularly interested in how beliefs about meritocracy affect support for educational reforms aimed at reducing inequalities.

• Senior Member, Institut Universitaire de France
• Co-leader, Research Team 2, LAPSCO
• Active contributor to public discourse through articles in The Conversation
• International collaborations with researchers from NYU, University of Sussex, and other institutions

Her research methodology combines experimental approaches with large-scale surveys and field studies in educational settings. Professor Darnon is frequently consulted by educational policymakers in France and regularly translates her research for broader audiences through media contributions.