1. Objectifs

Intentions :
«The current article attempts to frame children’s experiences of social inclusion and exclusion in their daily lives at school from children’s own perspective – what they think of the concepts of inclusion and exclusion, and how these experiences affect their outcomes.» (p. 24)

2. Méthode

Échantillon/Matériau :
«The current study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey of the health and well-being of approximately 4,000 immigrant children living in Montreal, Toronto, the Prairies (Winnipeg, Edmonton, Calgary), and Vancouver in Canada (Beiser et al., 2010). […] Our article focuses on a sub-sample of the full survey, with 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada.» (p. 27)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

Les auteures comparent les statistiques du portrait de ces jeunes immigrants à Toronto et Montréal avant de formuler des conclusions générales. «The results of our study indicated that the experience of social group disengagement was significantly associated with low levels of academic grades, but not with psychosocial adjustment. […] For newly arrived immigrant students, forming the companionship in social groups seems to be especially important, since these peers can serve as significant sources of information on school culture and orientation, which leads to positive school adaptation and better academic performance. In many cases, however, participating in organized social groups requires parents’ financial support that is often lacking in recent immigrant families. Moreover, because of immigrant parents’ lack of time and lack of knowledge of social activities for their children, foreign-born parents are less likely to become involved in their children’s social lives. [Results] also imply that the possible dissonance between immigrant families and the educational environment may deepen parental disengagement in schools affecting negatively the children’s psychosocial and academic adjustment. As immigrant parents often tend to feel powerless, alienated, and culturally estranged from their children’s school, they need professional guidance and carefully structured programs to enhance effective ways to become more involved in the school lives of their children.» (p. 32-33)