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This exploratory study raises the issue of educational guidance in relation to socio-cognitive biases linked to stereotypes determined by social origin. Teachers from advantaged or disadvantaged social origins are called upon to decide on the orientation of students, from modest or advantaged backgrounds, towards the professional or technological path. The author will first explore the theoretical and conceptual bases relating to stereotypes, prejudices and discrimination before emphasizing the social inequalities inherent to existing stereotypes in schools. Then, it will attempt to examine the possible links between social stereotypes and educational orientation.