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In this article, we examine the extent to which the implementation of results-based management (RBM) affects socio-professional relationships in public schools in Quebec. Our analyses of interview data show that the perceptions of RBM by Quebec teachers and school principals are more divergent than convergent. The observed differences of perception affects the socio-professional relationships between school principals and teachers to the extent that the former have to find adequate strategies to obtain the commitment of the latter.

This study aims to shed light on the role of the university as a space contributing to (re)production and even to the reification of social relations of race. To do this, we sought the views of 30 students enrolled in first-year undergraduate studies to analyze how institutional racism occurs through microaggression interactions, i.e. subjective or overt racism expressed by individuals or through institutional practices, understood as indirect processes that may have unplanned effects on racialized groups via feelings of inequitable treatment. These students were born to immigrant parents from Haiti and sub-Saharan Africa. This article shows that, despite a denial of systemic racism by the Québec government, our data do reveal unequal social relations of race in the daily lives and practices of academic institutions. Students, through their words, tend to emphasize the existence of a boundary linked to power relations between those they name as Whites and Others. They relate incidents of microaggression, which seem normal or banal for the majority group, often taking the form of humour, which constantly bring them back to their otherness, their social positioning vis-à-vis power relations, which they describe as inferiorizing. They also highlight the perception of these boundaries at the institutional level in the choice of staff hired, in the whitewashed image of the institution in promotional materials, in the predominance of formal and hidden ethnocentric or racist curriculum, and in student life. [ABSTRACT FROM AUTHOR]

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 non‐immigrants. 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 a postsecondary diploma 10 years after entering secondary school. From this perspective, the resilience hypothesis should be nuanced. In short, their educational pathways are characterized by a dynamic of interaction between the cumulative disadvantage of belonging to a racialized minority and the compensatory benefit of resilience. [ABSTRACT FROM AUTHOR]

In this article, we use data from the Canadian Youth in Transition Survey (YITS). This survey has followed longitudinally the Canadian Programme for International Student Assessment (PISA) students originally surveyed in 2000. The aim of this article is to look to what extent social factors (e.g. gender, parental education and socio-economic status), previous schooling (secondary school grades, etc.), and particularly PISA scores, play a role in shaping pathways to and within higher education. We look at the influence of these factors on access to higher education (university or college), and persistence in terms of graduation or dropping out within higher education. We conclude that PISA literacy scores, schooling and social factors appear to have a much greater impact on access rather than on persistence within higher education. We discuss the implications of these findings for future research and educational policies in favour of participation and persistence. (Contains 5 tables.)

The increase in available student placements at colleges and universities, the implementation of provincial and federal postsecondary education policies, and the rise of the educational aspirations of families and individuals have all led to the massification of Canadian higher education. Based on Merle's typology of the forms of democratization, this article attempts to revisit the theory of equality of opportunities by critically analyzing the link between massification of higher education and social equity. The results of an analysis of longitudinal data from the (YIT) Youth in Transition Survey show that at the age of 24 in 2008, approximately 77% of young Canadians have pursued studies in a college or university. If access to postsecondary education is now higher, to what extent has it improved social equity? The article shows, in light of the Merle's typology, that mass university education is achieved in part under the seal of a segregative democratization, while college education tends to be egalitarian. L'augmentation de la capacite d'accueil des colleges et des universites, la mise en oeuvre de politiques provinciales et federales de developpement de l'enseignement postsecondaire et la montee des aspirations scolaires des familles et des individus ont contribue a massifier l'enseignement superieur canadien. En se basant sur la typologie des formes de democratisation de Merle, le present article tente de revisiter la theorie de l'egalite des chances en s'interrogeant sur le lien entre la massification de l'enseignement superieur et l'equite sociale. Les resultats obtenus a partir de donnees longitudinales provenant de l'Enquete aupres de jeunes en transition (EJET) montrent qu'a l'age de 24 ans en 2008, environ 77% des jeunes Canadiens ont poursuivi des etudes dans un college ou une universite. Si l'acces aux etudes postsecondaires est aujourd'hui plus eleve, dans quelle mesure celui-ci a-t-il ameliore l'equite sociale? L'article montre, a la lumiere de la typologie de Merle, que la massification de l'enseignement universitaire se realise en partie sous le sceau d'une democratisation segregative, tandis que l'enseignement collegial a tendance a etre egalisateur., LE NOMBRE DE JEUNES et adultes des differentes provinces du Canada qui frequentent un college ou une universite a fortement augmente au cours des decennies de telle sorte que, au [...]

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