1. Objectifs

Intentions :
« This paper explores the processes that link these factors to subsequent educational pathways among Canada’s ethnic/racial population groups, both native-born and immigrants. » (p. 6)

Questions/Hypothèses:
« Three main questions are addressed: First, to what extent can population group differences in educational pathways be attributed to socio-economic factors? Second, what is the role of cultural differences in social/familial supports, aspirations, academic performance, and effort? Third, are the underlying dynamics that propel educational pathways similar for these population groups? » (p. 6)

2. Méthode

Échantillon/Matériau :
L’auteur utilise des données provenant de l’« Enquête auprès des jeunes en transition »

Instruments:
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

« The overall purpose of the analyses conducted in this paper was to explore the links between structural location, cultural features, and academic performance with educational pathways among nine population groups of Canadian youth. The underlying rationale was to determine the extent to which inequalities in educational pathways are a function of prior differences in these factors. The analyses documented that inequalities in the educational pathways of the population groups, especially with respect to enrolling in a university program, are sizeable. First Nations youth generally have the lowest likelihood of participation in PSE of any kind, followed by Canadian-born African/Latin Americans. » (p. 29) « [Also, this study] suggests that although parental cultural and economic capital may have some independent positive effects after controlling for academic performance and other factors, the effects on choosing community college would be rather modest but somewhat higher on participation in a university program. More importantly, parental influence extends beyond structural advantages: the perceived parental aspiration for their children’s education is to varying degrees important both for participation in either community college or university for all population groups. Not surprisingly, university-preparatory classes and grade retention/prior dropout are crucial determinants of initial pathways taken for all population groups. » (p. 27)