Les Parcours Scolaires Des Jeunes Canadiens D’origine Immigrante Aux Études Supérieures : Qui Y Accède Et Comment?

Kamanzi, Pierre Canisius

doi:10.1590/es0101-73302019181525

Cited by 3 publications

(3 citation statements)

References 34 publications

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“…Studies conducted in Canada reveal that youth immigrants or those born to immigrant parents are more likely to access post-secondary education compared to their third-generation or beyond peers. This increased access is attributed to immigration policies that prioritize socioeconomic immigration (Finnie & Mueller, 2010;Kamanzi et al, 2016). However, despite their elevated aspirations and access to post-secondary education, these individuals do not consistently exhibit higher graduation rates than the general population (Kamanzi & Murdoch, 2011).…”

Section: Youth and Immigration: Between Aspirations And Post-secondar...mentioning

confidence: 99%

“I Thought It [University] was the Only Way to Go:” Competent Agents in Pursuit of Possible Paths beyond University Walls

Soares,

Magnan,

Liu

2024

JCVE

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This qualitative study documents the experiences of youths in Montréal during both their university and post-university phases, specifically focusing on individuals whose parents originate from the Caribbean, sub-Saharan Africa, or Latin America. Through semi-structured interviews with six youths who interrupted their university studies, our investigation employs the theory of structuration and the concept of intergenerational temporality. The findings illuminate the challenges these individuals face in deciphering the intricacies of the academic landscape and highlight their struggle to establish a genuine sense of belonging within the university environment. Furthermore, our analysis sheds light on the discernible impact of parental expectations, which contribute to prolonging their educational journey. Notably, following the interruption of their university studies, our examination accentuates the agency displayed by these youths beyond the confines of the university. Their choices to either reenroll in a college or technical program or directly enter the job market underscore their agency. In conclusion, we underscore the imperative need to deconstruct the prevailing university model, advocating for a paradigm shift that prioritizes adapting the educational system to the diverse needs of students. This approach, rooted in principles of equity and social justice, emphasizes the significance of reconfiguring the educational landscape to better serve the student body.

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Section: Youth and Immigration: Between Aspirations And Post-secondar...mentioning

confidence: 99%

“I Thought It [University] was the Only Way to Go:” Competent Agents in Pursuit of Possible Paths beyond University Walls

Soares,

Magnan,

Liu

2024

JCVE

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“…However, the degree of segregation varies by country according to public immigration policies (de Graauw & Vermeulen, 2016;Abdou, 2019;OECD, 2018) and national ideological traditions regarding immigration (Alba & Foner, 2014;Koopmans, 2010;Silver, 2015). Research also indicates that, within the same country, the situation varies according to the immigrant's origin and ethnicity (Safi, 2008), thus giving way to a type of ethnic stratification (Abada, Hou & Ram, 2009;Kamanzi, 2019;Koopmans, 2013).…”

Section: Immigrant Origin Educational Pathways and Systemic Discrimin...mentioning

confidence: 99%

Pathways of Black immigrant youth in Québec from secondary school to university: Cumulative racial disadvantage and compensatory advantage of resilience

Kamanzi

2023

Canadian Review of Sociology

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This article analyzes the educational pathways of Black Canadian immigrant students in Québec with Sub-Saharan African and Caribbean backgrounds. Both racialized groups have been targets of educational and social discrimination and segregation, which compromise their educational pathways. The results obtained from the longitudinal data however, show that some of these students are able to overcome such obstacles.Although they are more susceptible to experiencing major academic difficulties and lag due to grade repetition, and less likely to attend private institutions or to be admitted to enriched programs in public schools, these students have access to college in a proportion comparable to that of their peers whose parents are nonimmigrants. This supports the hypothesis of resilience put forward by some authors such as Krahn and Taylor (2005) regarding Canadian students from Sub-Saharan African and Caribbean immigrant families. However, the situation is somewhat reversed with regard to obtaining a college diploma and access to university. They are less likely to have entered university and obtained aThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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“…D'un autre côté, ceux dont les parents ont immigré des Caraïbes, de l'Afrique subsaharienne, de l'Amérique centrale et du Sud et de l'Asie du Sud ont des taux de réussite plus bas que la moyenne provinciale. Il s'ensuit des inégalités importantes au niveau de l'accès et de la persévérance aux études postsecondaires (Kamanzi, 2019a ;Kamanzi et Collins, 2018 ;Kamanzi et Murdoch, 2011).…”

Section: Introductionunclassified

La résilience dans le parcours scolaire des jeunes noirs d’origine africaine et caribéenne au Québec

Kamanzi

2021

CJE/RCE

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This 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, resilience

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Les Parcours Scolaires Des Jeunes Canadiens D’origine Immigrante Aux Études Supérieures : Qui Y Accède Et Comment?

Cited by 3 publications

References 34 publications

“I Thought It [University] was the Only Way to Go:” Competent Agents in Pursuit of Possible Paths beyond University Walls

“I Thought It [University] was the Only Way to Go:” Competent Agents in Pursuit of Possible Paths beyond University Walls

Pathways of Black immigrant youth in Québec from secondary school to university: Cumulative racial disadvantage and compensatory advantage of resilience

La résilience dans le parcours scolaire des jeunes noirs d’origine africaine et caribéenne au Québec

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