1. Objectifs

Intentions :
«The present research focuses on how Francophone sub-Saharan African youth who live in Montreal (Canada) have experienced their transition to adulthood [and] to examine the conditions in which [they] are likely to experience their transition to adulthood.» (p. 308)

Questions/Hypothèses :
«We argue that immigrant youth experience a two-level transition as they are building their adult identity in the new society while keeping values and norms from their place of origin.» (p. 308)

2. Méthode

Échantillon/Matériau :
Dans un premier temps (période 2005-2006), «24 focus group discussions were conducted with girls and boys aged 16–24 as well as with parents (not those of the children interviewed to ensure confidentiality).» (p. 312) Dans un second temps, des entrevues individuelles ont été effectuées auprès de 16 jeunes adultes (10 hommes et 6 femmes; 8 Canadiens et 8 immigrants), tous agés entre 18 et 29 ans.

Type de traitement des données :
Analyse de contenu

3. Résumé

L’étude met l’accent «both on parents’ perspectives and preoccupations and the ways it affects their own integration process and their children’s as well as on what becoming an adult means for these adolescents (or meant for those who are young adults at the time of this study).» (p. 308) «Our interviews focus on each group’s respective perceptions and show that both see adulthood as a stage where they can take decisions. The differences crystallize on youth’s relationships and roles within the family. Generally, young African immigrants’ feelings of responsibility are turned towards their parents and extended families whereas native-born Canadian youth express more autonomy. In that sense, the issues expressed by African parents regarding the family models they are looking for in the host society reflect these different views about what the family as an institution represents and what parents expect regarding their children’s roles and responsibilities as young adults. One consequence may be the high value immigrant parents put on their children’s studies and school performance (Kanouté 2007; Kanouté et al. 2010). This parental supervision may, however, be hindered by their feeling of social and economic de-qualification.» (p. 321-322)