1. Objectifs

Intentions :
«Chapters 4 and 5 contain identity portraits of the youth who participated in the ethnographic study.» (p. 77)

Questions/Hypothèses :
«What kind of rapport to identity do these young people develop? Do they perceive themselves as having an Anglophone identity, a Francophone identity, a bilingual identity, etc.? With which ethnic groups do these young people identify most strongly?» (p. 3)

2. Méthode

Échantillon/Matériau :
«The study was conducted in two high schools in two different English-language school boards in the Montreal area.» (p. 8) Five students took part in the study at School A.

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«Chapter 4 contains the portraits of the participants at School A. Three of the five participants at School A completed the ethnographic study: Ashley, Julie, and Meara. The other two participants, Christine and Roberto, withdrew from the study in the second year and the third year respectively. These identity portraits document experiences in three specific areas that had an impact on the participants’ rapport to identity: family, school, and friends. Here, then, are the portraits of School A participants Ashley, Julie, and Meara.» (p. 77) For each student, a conclusion is drawn that takes into account the influence of family on the development of their linguistic and cultural identity.