1. Objectifs

Intentions :
This study aims «to understand the development of processes of cross sectoral collaboration in relation to the multidimensional factors that underlie the educational achievement of youth in residential care. [The] goal is to better understand what promotes or prevents the development of solutions to support educational achievement.» (p. 2) One of the factors examined in this study is parental involvement.

Questions/Hypothèses :
Authors «developed three research questions: [W]hat are the factors related to educational achievement that are problematized and to what extent are they problematized? [H]ow do the problematized factors actually succeed in engaging the interest of those concerned? [W]hat are the controversies that prevent solutions from developing in relation to these factors?» (p. 3)

2. Méthode

Échantillon/Matériau :
The «sample was composed of 24 participants (4 youth; 6 teachers; 5 youth workers; 3 social workers and 6 managers (including 2 school principals, 3 residential care units’ manager and 1 residential care director), in all 8 males and 16 females, originally from Quebec. […] Youth participants were 3 males and 1 female, originally from Quebec, whose ages were between 14 and 16 years of age. They were respectively from two different residential units and had been in residential care for more than three months at the time of the interview. [Moreover, authors] gathered 103 documents, including meeting reports, evaluations and tools. [They] gathered these documents by asking participants to identify related documentation after each interview.» (p. 3)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

The results demonstrate that «the structure of residential care, and of the schooling provided during this type of placement, does not seem to support educational achievement.» (p. 8) Moreover, the involvement of parents and their participation in the educational trajectory of their child, specifically during placement in residential care is discussed. «While some participants wanted parents to participate, [the] study shed light on factors that constrained the participation of parents. First, [authors] found that young people who are in residence are drawn from a large geographical region, leading youth workers and teachers to say that it is not worthwhile to have parents travel great distances for school meetings. In parallel, participants revealed that the geographical proximity between the school and the rehabilitation centre ensured that the workers considered decision-making by them to be more effective, which contributed to setting parents aside and limiting their participation.» (p. 5) Otherwise, the «assumption of low levels of parental capacity and low levels of interest for school led to the setting aside of parental involvement. This result was also worrying, since the young people […] interviewed identified at least one of their parents as their main point of reference in relation to their educational trajectory. They identified parents as the main people with whom they discussed school, even if they talked with them or saw them less than once a week.» (p. 5-6)