71 research outputs found
School market in Quebec and the reproduction of social inequalities in higher education
The purpose of this article is to show that the stratification of the Quebec secondary school market contributes to the
reproduction of social inequalities in higher education. The results obtained from a sample (N = 2,677) of a cohort of
students born in 1984 and observed up to the age of 22 show that the influence of social origin operates in large part
via mediation of the type of institution attended. Students enrolled in private or public institutions offering enriched programs (in mathematics, science or languages) are significantly more likely to access college and university education than
their peers who attended a public institution offering only regular programs. Additional analyses reveal that the probability of attending a private or public institution offering enriched programs is strongly correlated with the social origin of
the student. The influence of the education market itself operates through differences in performance and educational
aspirations that characterize students in the three types of establishments
The Postsecondary Education Pathways of Canadian Immigrants: Who Goes and How Do They Get There?
This article aims to describe and understand the postsecondary education pathway morphology of Canadian youth from the province of Quebec with immigrant family origins, as well as the factors that contribute to its structuration. Results from a subsample of 20,387 students reveal that they generally acces postsecondary education and follow a linear pathway at higher rates than their peers whose parents were born in Canada. However, significant differences exist between first and second generation immigrants, as well as when parental geographic region of origin is considered. In conclusion, several possible interpretations are proposed
Le principe de réciprocité dans la construction et la gestion de partenariats internationaux dans des universités du Québec : perceptions et pratiques de membres du personnel administratif
The objective of this article is to examine how far the management of internationalization in Quebec universities is characterized by mutuality. Through the analysis of the work of administrative staff in building and managing international partnerships, we examine the practices related to the four goals of mutuality (equity, autonomy, participation and solidarity) in order to identify those that con-cretely contribute to its implementation. An analysis of interviews with nine senior administrators and project managers from three French-language universities and one English-language university suggests a willingness to build transformational partnerships. The findings show a strong commitment to a vision of international partnerships that blends economic and symbolic benefits with social cohesion.Lâobjectif de cet article est de comprendre comment les universitĂ©s quĂ©bĂ©coises appliquent le principe de rĂ©ciprocitĂ© dans la gestion de leur internationalisation. En prenant comme angle dâanalyse le travail de membres du personnel administratif dans la construction et la gestion de partenariats internationaux, nous examinons les pratiques associĂ©es aux quatre objectifs du principe de rĂ©ciprocitĂ© (Ă©quitĂ©, autonomie, participation et solidaritĂ©) pour mieux identifier celles qui permettent concrĂštement de le mettre en application. Une analyse dâentretiens menĂ©s auprĂšs de neuf administrateurs de haut rang et coordonnateurs de projets Ćuvrant dans trois universitĂ©s francophones et une universitĂ© anglophone met en Ă©vidence la volontĂ© de construire des partenariats transformationnels. Il ressort des propos des rĂ©pondants une volontĂ© affirmĂ©e dâinscrire les partenariats internationaux dans une vision conciliant Ă la fois des avantages Ă©conomiques et symboliques et la cohĂ©sion sociale
DĂ©mocratisation de lâenseignement supĂ©rieur et enjeux territoriaux au QuĂ©bec : trop loin ou trop cher pour y aller ?
Introduction Tel quâon le connaĂźt aujourdâhui, le systĂšme Ă©ducatif quĂ©bĂ©cois est le fruit des rĂ©formes successives, mais surtout de celle mise en Ćuvre au milieu des 1960 Ă la suite du rapport final de la Commission royale d'enquĂȘte sur l'enseignement, communĂ©ment connu sous le nom de Commission Parent (du nom de son prĂ©sident, Monseigneur Alphonse-Marie Parent). En ce qui concerne lâenseignement supĂ©rieur, la mesure principale et originale mise en place est la crĂ©ation dâun systĂšme Ă deux p..
Influence du capital humain et du capital social sur les caractéristiques de l'emploi chez les diplÎmés postsecondaires au Canada
Dans quelle mesure la scolaritĂ© et les relations sociales influencent-t-elles la distribution des occupations sur le marchĂ© dâemploi? Plusieurs recherches sâinspirant de la thĂ©orie du capital humain ont associĂ© lâaccĂšs Ă lâemploi et le revenu Ă lâinstruction. Dans cette perspective, les inĂ©galitĂ©s de revenus dâemploi sâexpliqueraient par les inĂ©galitĂ©s dâinstruction. Les fonctionnalistes abondent dans le mĂȘme sens, associant la distribution des statuts socioĂ©conomiques sur le marchĂ© de lâemploi aux niveaux dâinstruction. Dans les annĂ©es 1980 et 1990, il sâest dĂ©veloppĂ© une nouvelle thĂ©orie basĂ©e sur lâinfluence des relations sociales. Celle-ci soutient que les relations sociales constituent un capital social. Les tenants de cette thĂ©orie ont ainsi montrĂ© que lâaccĂšs Ă lâemploi et le statut socioĂ©conomique acquis par lâindividu sont influencĂ©s par le capital social investi par lâindividu ou quâil est Ă mĂȘme dâinvestir pour trouver lâemploi recherchĂ©. Depuis, certains sociologues, comme Lin (1981, 1999), soutiennent mĂȘme que lâaccĂšs Ă lâemploi et le statut socioĂ©conomique sâexpliquent davantage par le capital social de lâindividu que par son capital humain (scolaritĂ©). Dâautres continuent Ă dĂ©fendre lâidĂ©e contraire, associant lâaccĂšs Ă lâemploi et le statut socioĂ©conomique plus au capital humain quâau capital social (Marsden et Hurbert, 1988; De Graaf et Flap, 1988; Wegener, 1991). La prĂ©sente Ă©tude sâinscrit dans la perspective de ce dĂ©bat. Son objectif est dâexaminer lâinfluence relative du capital humain et du capital social sur les caractĂ©ristiques de lâemploi chez les diplĂŽmĂ©s postsecondaires. Notre hypothĂšse est que, au Canada, les caractĂ©ristiques de lâemploi sont influencĂ©es par les deux formes de capital. Nous tenterons de rĂ©pondre Ă la question suivante : lequel, entre le capital humain et le capital social, influence le plus les caractĂ©ristiques de lâemploi suivantes : 1) emploi Ă plein temps ou Ă temps partiel, 2) emploi permanent ou temporaire, 3) salaire, 4) emploi infĂ©rieur ou Ă©quivalent au niveau dâĂ©tudes et 5) statut socioĂ©conomique de la profession exercĂ©e? Pour ce faire, nous utilisons les donnĂ©es de lâEnquĂȘte nationale auprĂšs des diplĂŽmĂ©s de 1995 de Statistique Canada. Nous avons appliquĂ© deux tests statistiques : le khi-deux et la rĂ©gression logistique. Nous avons utilisĂ© deux logiciels : SAS et SPSS. Nos rĂ©sultats de rĂ©gression multiple permettent de confirmer notre hypothĂšse : les caractĂ©ristiques de lâemploi Ă©tudiĂ©es sont significativement associĂ©es Ă la fois au capital humain et au capital iii social. Toutefois, lâinfluence du capital humain de lâindividu est relativement plus Ă©levĂ©e que celle de son capital social.To what extent do level of education and social network ties affect job distribution on the labour market? Based on the human capital theory, many researchers have associated an individualâs job access and salary level to his/her level of education. From this perspective, differences in income from employment are explained by differences in level of education. Proponents of functionalist theory agree with this view; they associate socio-economic status distribution on the labour market with level of education. The eighties and nineties saw the emergence of a new theory based on the effect of social network ties. According to this theory, social network ties constitute social capital. Proponents of this theory argue that an individualâs job access and socio-economic status are influenced by the social capital he/she invests or is prepared to invest in order to obtain the employment sought. Since then, sociologists, such as Lin (1981, 1999) have even argued that job access and socio-economic status are more explained by an individualâs social capital rather than by his/her human capital (level of education). Others still hold the opposing view, namely that human capital has a greater effect on job access and socio-economic status than does social capital (Marsden and Hurbert, 1988; De Graaf and Flap, 1988; Wegener, 1991). This is the framework of this study. It is aimed at examining the relative effect of human and social capital on the characteristics of employment obtained by young post-secondary graduates. We put forward the hypothesis that in Canada, both human and social capital have an effect on the characteristics of employment obtained. We propose to answer the following question: of human capital and social capital, which one has greater influence on the following characteristics of employment obtained: 1) full-time or half-time employment, permanent or temporary employment, 3) salary, 4) individual has less education than required or has the same (or more) education as required and 5) socioeconomic status of employment? We used the Statistics Canada data from the National Graduates Survey, 1995. We applied chi-square and logistic regression tests and we used SAS and SPSS. The results we obtained using multiple regression confirm our hypothesis, namely that all of characteristics of employment are closely linked to both human and social capital. v Nonetheless, an individualâs human capital has relatively greater influence than does his/her social capital
La rĂ©silience dans le parcours scolaire des jeunes noirs dâorigine africaine et caribĂ©enne au QuĂ©bec
Cet article analyse les parcours scolaires dâĂ©tudiants quĂ©bĂ©cois noirs dâorigine immigrĂ©e de lâAfrique subsaharienne et des CaraĂŻbes, ayant en commun de faire partie de groupes racisĂ©s, dâĂȘtre la cible de discrimination et de marginalisation, et dâĂȘtre Ă risque de parcours scolaires fragiles. Les rĂ©sultats obtenus Ă partir des donnĂ©es longitudinales (N = 8âŻ415) rĂ©vĂšlent cependant que ces Ă©lĂšves sont Ă mĂȘme de contourner ces obstacles. Bien quâils soient plus Ă risque de difficultĂ©s scolaires majeures, de retards dus au redoublement, moins susceptibles de frĂ©quenter un Ă©tablissement privĂ© ou dâĂȘtre admis aux programmes enrichis, ces Ă©lĂšves accĂšdent aux Ă©tudes postsecondaires (collĂšge et universitĂ©) dans une proportion plutĂŽt comparable Ă celle de leurs pairs dont les parents sont de souche eurocanadienne. Bien que la situation soit quelque peu inversĂ©e en ce qui a trait Ă lâobtention du diplĂŽme, cet article appuie lâhypothĂšse de rĂ©silience avancĂ©e par certains auteurs, comme Krahn et Taylor (2005), Ă propos de ces Ă©tudiants.
Mots-clés : discrimination et marginalisation, élÚves noirs, immigration et immigrés, parcours scolaire et postsecondaire, race et racisme, résilienceThis article analyzes the educational pathways of Black Québécois students with immigrant background from Sub-Saharan Africa and the Caribbean, all of whom are members of racialized groups, targets of discrimination and marginalization, and are at risk of vulnerable educational pathways. However, the results obtained from longitudinal data (N = 8415) show that these students are able to overcome these obstacles. Although they are more at risk of major academic difficulties, delays due to grade repetition, and are less likely to attend a private school or be admitted to enriched programs, these students access postsecondary education (college and university) in a proportion fairly comparable to that of their peers whose parents are Eurocanadian-born. Although the situation is somewhat reversed with respect to graduation, this article supports the resilience hypothesis put forward by some authors, such as Krahn and Taylor (2005), with respect those students.
Keywords: discrimination and marginalization, Black students, immigration and immigrants, school and postsecondary pathways, race and racism, resilienc
La perception des politiques Ă©ducatives chez les directions dâĂ©cole et les enseignants canadiens : lâinfluence de lâidĂ©ologie professionnelle
Les politiques Ă©ducatives sont perçues diffĂ©remment par les acteurs concernĂ©s. Ceux-ci les interprĂštent en fonction de leur situation et de leurs caractĂ©ristiques professionnelles ou personnelles, parmi lesquelles lâidĂ©ologie professionnelle sâavĂšre significative. Cet article analyse la perception quâont les directions dâĂ©cole et les enseignants canadiens du primaire et du secondaire de lâimpact des politiques Ă©ducatives des derniĂšres dĂ©cennies sur leurs tĂąches professionnelles et sur certaines dimensions importantes du fonctionnement des systĂšmes Ă©ducatifs canadiens. Pour nous, ces politiques relĂšvent dâune nouvelle « gouvernance » de lâĂ©ducation (Lessard et Brassard, 2006). Lâanalyse de rĂ©gression multiple montre sans conteste lâimportance de la fonction comme dĂ©terminant des perceptions, les directions et les enseignants exprimant des points de vue nettement diffĂ©rents. Nous interprĂ©tons ces diffĂ©rences en termes dâidĂ©ologie professionnelle propre Ă chaque groupe.Education policies are perceived differently by the various players involved. They are interpreted following the professional and personal situation and profile, among which professional ideology is heavy with meaning. This article analyses the perception held by Canadian school principals and teachers in primary and secondary education of the impact of education policies over the last decades on their professional tasks and on certain important dimensions on the functioning of the educational systems in Canada. In our opinion, these policies are inspired by a new âgoverningâ of education (Lessard and Brassard, 2006). The multiple regression analysis demonstrates without question that the importance of the function determines the perception, as principals and teachers express strongly differing points of view. We will interpret these differences in terms of the profession ideology specific to each group.Los protagonistas interesados perciben las polĂticas educativas diferentemente. Ăstos los interpretan en funciĂłn de su situaciĂłn y sus caracterĂsticas profesionales o personales, entre las cuales la ideologĂa profesional resulta significativa. Este artĂculo analiza la percepciĂłn que tienen las direcciones de las escuelas y los profesores canadienses de enseñanza primaria y secundaria del impacto de las polĂticas educativas de las Ășltimas dĂ©cadas sobre sus labores profesionales y sobre algunas dimensiones importantes del funcionamiento de los sistemas educativos canadienses. Para nosotros, estas polĂticas estĂĄn incluidas en la nueva âgobernanzaâ de la educaciĂłn (Lessard y Brassard, 2006). El anĂĄlisis de regresiĂłn mĂșltiple muestra incuestionablemente la importancia de la funciĂłn como determinante de las percepciones, las direcciones y los profesores expresando opiniones claramente diferentes. Interpretamos estas diferencias en tĂ©rminos de la ideologĂa profesional consustancial a cada grupo
Mass University and Social Inclusion: The Paradoxical Effect of Public Policies
The objective of this article is to revisit the role of public policies in the social production and reproduction of university access inequalities that have been made evident more than ever in the current intensified mass higher education context. Although the situation is complex and varies from one societal context to another, a systematic review of the existing literature highlights the undeniable responsibility of public policies in this reproduction through three main channels: guidance systems and educational pathways, institutionsâ stratification and hierarchization of fields of study and, finally, the financing of studies and tuition fees
MarchĂ© scolaire, stratification des Ă©tablissements et inĂ©galitĂ©s dâaccĂšs Ă lâuniversitĂ© au QuĂ©bec
Cet article examine dans quelle mesure la stratification de
lâenseignement secondaire au QuĂ©bec, favorisĂ©e par le marchĂ©
scolaire, influe sur les inĂ©galitĂ©s sociales dâaccĂšs Ă lâuniversitĂ©.
Ă partir dâune enquĂȘte longitudinale â EnquĂȘte auprĂšs des
jeunes en transition (EJET) â nous montrons que les Ă©lĂšves
ayant exclusivement fréquenté des classes « réguliÚres » au
public sont nettement moins susceptibles dâaccĂ©der Ă
lâuniversitĂ© que leurs pairs des Ă©tablissements privĂ©s ou
inscrits dans des classes enrichies dâĂ©tablissements publics.
Ces différences demeurent significatives en contrÎlant les
performances scolaires et lâorigine sociale des Ă©lĂšves. Une
double hypothÚse est avancée pour interpréter ces résultats.
Dâune part, la stratification est porteuse dâinĂ©galitĂ©s de
conditions de scolarisation entre les Ă©lĂšves, notamment en
raison des diffĂ©rences quâelle induit dans la composition des
classes sur le plan social ou scolaire. Dâautre part, elle favorise
institutionnellement des cheminements scolaires différenciés
entre les Ă©lĂšves
Behind the Exceptional Educational Pathways of Canadian Youth from Immigrant Background: Between Equality and Ethnic Hierarchy
This chapter aims to show that, behind the general exceptional academic pathways of Canadian students from immigrant backgrounds, some of these young people, belonging to racialized ethnic minorities, are less likely to access and graduate from postsecondary education. Its specific objective is to describe the general portrait of their educational pathways. A synopsis of some recent studies shows that that these students often face structural barriers at the institutional level. Comparative analyses between young Canadians of immigrant origins and their peers who are not recognize the remarkable success of Canadian immigrants, a rather exceptional phenomenon compared to what is observed internationally. However, this chapter stresses that this portrait must be nuanced: a number of studies highlight significant disparities among young people from immigrant backgrounds according to the ethnocultural and geographic origin of their parents. The situation is less favorable or unfavorable, in the case of certain racialized groups. Therefore, following an overview of the contribution of studies inspired by a postpositivist approach, this chapter highlights some dimensions that have been traditionally obscured. This allows for a better understanding of the relationship between the effects of various factors (individual, institutional, systemic) that structure and perpetuate inequalities and ethnic hierarchy among students from immigrant backgrounds
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