Language of Instruction and Ethnic Disparities in School Success
Language of Instruction and Ethnic Disparities in School Success
Language of Instruction and Ethnic Disparities in School Success
Language of Instruction and Ethnic Disparities in School Successs
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Référence bibliographique [19578]
Bakhshaei, Mahsa, Georgiou, Theophano et Mc Andrew, Marie. 2016. «Language of Instruction and Ethnic Disparities in School Success ». Revue des sciences de l’éducation de McGill / McGill Journal of Education, vol. 51, no 2, p. 689-713.
Intentions : «The present paper aims to understand the reasons for[the] noteworthy difference in school performance of the South Asian youth in the French and English sectors [in Quebec].» (p. 691)
2. Méthode
Échantillon/Matériau : «[T]his paper presents the results of a specific data analysis emerging from a wider research project investigating the educational achievement of immigrant-origin students in Quebec (Mc Andrew et al., 2011). […] The data were extracted from province-wide data banks provided by the Quebec Department of Education in 2009.» (p. 695)
Type de traitement des données : Analyse statistique
3. Résumé
This study «provide[s] insight into the reasons why [the students of the South Asian community] have a positive graduation rate in the English sector, while in the French, they represent a vulnerable group when compared with their sector’s entire 1st and 2nd generation and 3rd-plus generation student populations.» (p. 706) The findings show that «in Quebec’s South Asian community, the typical “at-risk” student is male, born outside of Canada, and entering the French sector in secondary 1, or during the course of his secondary school studies. This student’s chances of obtaining a secondary school diploma would be even more meager if his family’s socioeconomic status was unfavorable and/ or if he accumulated an additional delay before secondary 3.» (p. 708)