What We Ask of Parents: Unequal Expectations for Parental Contributions to Early Childhood and Post-Secondary Education in Canada
Référence bibliographique 
Usher, Alex, Williams, Jonathan et Lambert, Jaqueline. 2016. What We Ask of Parents: Unequal Expectations for Parental Contributions to Early Childhood and Post-Secondary Education in Canada. Toronto: Higher Education Strategy Associates.
Intentions : «Our purpose in this paper is therefore to compare the different expectations governments [in Canada] have with respect to parental contributions to their children’s education at the ECE [child care or early childhood education] and PSE [post-secondary education] levels.» (p. 5)
Échantillon/Matériau : Données documentaires diverses
Type de traitement des données : Analyse statistique
«Our comparison of expected parental contributions towards fees in non-compulsory education in Canada is based on fees both for universities (undergraduate) and child care, i.e. sticker prices, looking at various types of subsidies that are applied to these to improve affordability. […] To make reasonably accurate comparisons between our two sectors, and across provinces, it is necessary to make certain simplifying assumptions. In this case, we have assumed that all family units are two-parent, one-child families.» (p. 6) «This study has shown that parents with children in PSE are – in most provinces, at most levels of income – asked to contribute significantly less than parents with children in ECE. […] Why do Canadian governments – outside of Quebec that is - ask more of younger, less affluent parents than we do of older, more affluent ones? As issues of intergenerational equity become more prominent in Canadian political discourse, this is a question worth reflecting upon.» (p. 24) Il est à noter que les résultats nous indiquent que c’est au Québec et au Manitoba que la contribution parentale pour l’éducation à l’enfance est la moins élevée, et ce, pour la majorité des niveaux de revenu. Pour les études postsecondaires, c’est au Québec où la contribution parentale est la plus faible, mais il s’agit de la province où les frais de scolarité sont aussi les plus faibles.
Who Goes? Who Stays? What Matters? Accessing and Persisting in Post-Secondary Education in Canada
Référence bibliographique 
Finnie, Ross, Mueller, Richard E., Sweetman, Arthur et Usher, Alex. 2008. Who Goes? Who Stays? What Matters? Accessing and Persisting in Post-Secondary Education in Canada. Montreal; Kingston: McGill-Queen’s University Press.
Intentions : This book seeks to « [...] investigate the factors that explain why some young people enter post-secondary education and others do not. [It also seeks] [...] to better understand which youth persist in their studies and which of them drop out - and why. The findings presented in this book will therefore enrich discussions among researchers, policy-makers, and practitioners as they confront the related issues of post-secondary access and persistence. » (p. viii)
Échantillon/Matériau : Les études regroupées dans cet ouvrage collectif se basent principalement sur les données (de 2006) du Youth in Transition Survey (YITS), enquête menée par Statistique Canada.
Type de traitement des données : Analyse statistique Réflexion critique
« Access to post-secondary education in Canada is controversial, and the roles of factors such as student financial aid, family background, and personal aspirations remain insufficiently understood. Persistence towards graduation is even more enigmatic. Beginning with three broad overview chapters and continuing with a series of analyses on particular elements of the access and persistence dynamic, Who goes? Who stays? What matters? addresses choice, opportunity, and barriers - including financial ones - related to post-secondary participation. Contributors provide compelling insights into factors that begin to operate long before students reach the end of high school, and demonstrate the necessity of adopting policy initiatives that start early and go beyond simply making schooling affordable. With a strong empirical emphasis and based primarily on Statistics Canada’s Youth in Transition Survey, the studies in this collection make an important contribution that will inform policy discussion and decision-making in years to come. » (quatrième de couverture)
Chapitre faisant l’objet d’une fiche : - Frenette, Marc, « Why Are Lower-Income Students Less Likely to Attend University? Evidence from Academic Abilities, Parental Influences, and Financial Constraints »