Impact du passé criminel des parents sur les comportements délinquants d’une cohorte d’adolescents suivis depuis la maternelle

Selon plusieurs études, il y aurait une certaine association des comportements déviants à travers le temps et à travers les générations. Peu importe l’angle d’analyse, le fait que la délinquance soit liée d’une génération à une autre semble confirmé par plusieurs recherches empiriques. Cela étant dit, cette étude met à l’épreuve le modèle suggérant un lien intergénérationnel entre les comportements délinquants des adolescents et de leurs parents. En utilisant des données longitudinales recueillies auprès de 1037 garçons provenant de quartiers défavorisés d’une grande ville canadienne, nous examinons les comportements violents et les comportements de vol de ces adolescents alors qu’ils étaient âgés entre 11 et 17 ans tout en examinant l’effet du passé criminel de la mère et du père. Par la suite, diverses variables médiatrices familiales telles que la supervision inadéquate des parents, la punition erratique des parents et l’attachement à la famille sont ajoutées aux modèles pour évaluer leur part explicative dans cette association statistique. En réalisant deux modèles multiniveaux paramétriques, soit un pour chaque type de délinquance, les résultats de l’analyse permettent de constater d’une part, qu’un lien est observé entre les comportements violents des garçons et la présence d’un dossier criminel chez la mère et d’autre part, que la criminalité du père n’est pas associée aux comportements délinquants des garçons. Également, bien que la supervision parentale explique légèrement ce lien, les facteurs familiaux inclus dans l’analyse ne parviennent pas à expliquer en totalité cette relation entre la criminalité de la mère et les comportements délinquants de leurs garçons. Enfin, bien que la puissance statistique des données limite partiellement les conclusions générales, nous discutons des implications théoriques de ces résultats.Various studies have shown substantial stability in deviant behaviour over time and across generations. Irrespective of the type of analysis, the fact that adolescence deviance is linked to their parent criminal behaviour seems to have reached a certain consensus among researchers. The aim of this study was to test the theory of intergenerational continuity in delinquency. Using longitudinal data collected from 1,037 male youths in disadvantaged neighbourhoods in a large Canadian city, we examined self-reported violent behaviours and perpetration of theft among these adolescents when they were 11 to 17 years of age, in light of the criminal record of their mother and father. Child and parental characteristics were then added to the model to explore intergenerational influences. The results of conducting two parametric analyses, one for each type of delinquent behaviour, showed that violent behaviours occurred when the mother had a criminal record, yet the father’s criminal record had no influence on violent behaviours. Child and parental factors were unable to totally explain these results. Despite some statistical limitations related to the sparseness of the parent criminal data, the findings are discussed and theoretical advances are presented

Poster Introductions II--Children’s Health Prior to School Entry and Reading Skills in the First Year of Primary School: Identifying Protective Factors

Background: Reading skills at school entry are one of the main determinants of future academic performance.1 Therefore, less than optimal health during the first years of life can affect the capacity for learning,2 which in turn can have an impact on health and social adjustment throughout life. The main goal of this analysis was to examine the impact of young children’s health trajectories on their reading skills in the first year of primary school (Grade 1), as assessed by their teachers. Methods: The analysis was based on data collected annually during the first eight years of the Québec Longitudinal Study of Child Development (QLSCD 1998-2010). The target population included all children (singleton births, excluding premature) born to mothers in 1997-1998 residing in Québec, Canada. A regression analysis was conducted to examine the impact of health trajectories from birth to school entry on reading skills in Grade 1. Interactions was tested to ascertain to what degree stimulation activities in the pre-school period such as family reading habits, the mother’s verbal and emotional skills, and daycare attendance can contribute to reducing inequalities in reading skills between children with less than optimal health and their peers. Findings: The results revealed that less than optimal health, particularly in early childhood, was associated with lower reading skills in the first year of primary school. Therefore, certain health problems in young children may affect their capacity to learn well before formal education in reading has begun at school. However, the significant association with health trajectories decreased when the mother’s educational level entered into the model, the latter being revealed as one of the variables with the strongest association with children’s reading performance. All things being equal, higher verbal and emotional skills in the mother as assessed by the interviewer when the children were very young seemed to be a protective factor in children who were more vulnerable in terms of their health status. Research and policy implications: Given the importance of reading skills for success in school and future social adjustment, it will be important to conduct further analyses in order to gain a better understanding of protective factors in children at higher risk because of health problems or the low educational level of the parents. Activates designed to improve parenting skills and/or stimulate interest in reading may contribute to fostering learning skills in reading in the first year of primary school in the most vulnerable populations. 1. DUNCAN, G. J., C. J. DOWSETT, A. CLAESSENS, K. MAGNUSON, A. HUSTON, P. KLEBANOV, L. PAGANI, L. FEINSTEIN, M. ENGEL, J. BROOKS-GUNN, H.R. SEXTON, K. DUCKWORTH, & C. JAPEL (2007). “School readiness and later achievement,” Developmental Psychology, vol. 43, no. 6, p. 1426-1446. 2. DESROSIERS H., and A. DUCHARME (2008). Poverty, Child Health, and Cognitive Development at Age 6: Some results from the Québec Longitudinal Study of Child Development (QLSCD, Canada), poster presented at the 20th Biennial ISSBD Meeting, Wurzburg (Germany), July 15, 2009

The "social frameworks" of teaching high school history: teaching as part of the modernization of Québec society

The teaching of academic subjects does not constitute an enclave within society; nor can it be reduced to the initial training teachers receive, training which is primarily psychoeducational, disciplinary, didactic, curricular and practical. Teachers do use justifications for their teaching that proceed from the disciplinary, didactic, curricular and even professional logics that predominate in their initial training, as well as "extra-professional" justifications that refer more broadly to a changing society and culture, to a vast movement modernizing Western societies with which the empowerment of the subject can be associated. History teachers get professional training that prepares them to teach. However, their teaching is, perhaps even more fundamentally, shaped by social frameworks that are external to that training, suggesting that how history is taught is heavily influenced by extra-academic social and cultural structures. Based on remarks from history teachers, we will see that how they justify what they teach relates directly to these structures

Cris et chuchotements : la citoyenneté au cœur de l’enseignement de l’histoire au Québec

Résumé Cet article propose une interprétation divergente de la controverse sur les programmes d’enseignement de l’histoire du Québec. Il soutient que les opposants au programme se trompent lorsqu’ils affirment que l’éducation à la citoyenneté est une nouveauté. Depuis le rapport Parent, l’histoire devrait familiariser les élèves avec l’attitude et la méthode des historiens, pour en faire des citoyens plus autonomes, critiques et rationnels. Les auteurs de ce texte appuient cet aspect du programme, mais déplorent le rôle de l’école dans la reproduction sociale. L’article montre que ce programme repose sur un nationalisme civique québécois, et non sur le fédéralisme, et que certains historiens et sociologues critiques du programme défendent en fait un nationalisme chauvin. Les auteurs considèrent que la lutte contre l’oppression nationale des Québécois a plus à gagner avec la formation de l’esprit critique qu’avec la mémorisation d’un récit apologétique et qu’avec l’endoctrinement, quel qu’il soit. Enfin, l’article tient ce débat non pour le signe d’une tare propre au Québec, mais pour une situation normale qui trouve son pendant ailleurs.   Abstract This article offers a new and different interpretation of the controversy surrounding the history curriculum in Quebec. It argues that the opponents of the current program are mistaken in claiming that its emphasis on citizenship education is a new development. Since the Parent report, the history curriculum has attempted to expose students to the approaches and methods used by historians, with the goal of making them into more autonomous, critical, and rational citizens. The authors support that aim, but deplore the role played by schools in social reproduction. They demonstrate that the current program is based around civic Québécois nationalism, and not support for federalism, and that some historians and sociologists who have criticized it are in fact proponents of a more chauvinistic nationalism. The authors believe that Quebec’s struggle against national oppression will benefit more from the development of critical thinking among students than from the memorization of justificatory narratives or indoctrination of any type. Finally, rather than viewing this debate as a problem unique to Quebec, the article asserts that it has numerous precedents elsewhere in the world

Épilogue sur le débat sur l’enseignement de l’histoire au Québec

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Experimental evidence of Alfv\'en wave propagation in a Gallium alloy

Experiments with a liquid metal alloy, galinstan, are reported and show clear evidence of Alfv\'en wave propagation as well as resonance of Alfv\'en modes. Galinstan is liquid at room temperature, and although its electrical conductivity is not as large as that of liquid sodium or NaK, it has still been possible to study Alfv\'en waves, thanks to the use of intense magnetic fi elds, up to 13 teslas. The maximal values of Lundquist number, around 60, are similar to that of the reference experimental study by Jameson [1]. The generation mechanism for Alfv\'en waves and their refl ection is studied carefully. Numerical simulations have been performed and have been able to reproduce the experimental results despite the fact that the simulated magnetic Prandtl number was much larger than that of galinstan. An originality of the present study is that a poloidal disturbance (magnetic and velocity fields) is generated, allowing us to track its propagation from outside the conducting domain, hence without interfering.Comment: 19 pages; Physics of Fluids (2011)