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ANGLOPHONE WEST INDIAN STUDENTS IN THE QUEBEC SCHOOL SYSTEM: CHARACTERISTICS AND EDUCATIONAL EXPERIENCE (1994-1995-1996 cohorts). Marie Mc Andrew Director Chair in Ethnic Studies University of Montreal May 11 th 2006. PLAN. Overview of the research
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ANGLOPHONE WEST INDIAN STUDENTS IN THE QUEBEC SCHOOL SYSTEM: CHARACTERISTICS AND EDUCATIONAL EXPERIENCE(1994-1995-1996 cohorts) Marie Mc AndrewDirectorChair in Ethnic StudiesUniversity of MontrealMay 11th 2006
PLAN • Overview of the research • Social and educational characteristics of anglophone West Indian students • Educational mobility • Academic performance • Conclusion
SOCIAL AND EDUCATIONAL CHARACTERISTICS OF ANGLOPHONE WEST INDIAN STUDENTS
Table 1Mother tongue, region of origin and geographical distribution, students from Black communities (1994, 1995, 1996 cohorts) • French sector * 12 students were not attributed to either of these groups, since their parents were born in two different countries from the different groups. b) English sector * 6 students were not attributed to either of these groups, since their parents were born in two different countries from the different groups.
Table 2Gender and place of birth, Anglophone West Indian students(1994, 1995, 1996 cohorts) (whole of Quebec)
Table 3Level of entry into the Quebec school system, AnglophoneWest Indianstudents(1994, 1995, 1996 cohorts) (whole of Quebec) 1 : Students graduating from primary school) 2 : Students entering into secondary 1 3 : Students entering into secondary 2, 3, 4 and 5
Table 4Socioeconomic rank index, AnglophoneWest Indianstudents (1994, 1995, 1996 cohorts) (whole of Quebec)
Table 5Contrasting West Indian anglophone students with other Black students (French sector) a) French sector b) English sector
Table 6Age upon entry into high school, AnglophoneWest Indianstudents (1994, 1995, 1996 cohorts) (whole of Quebec) 1 : Up to one year of school lag 2 : Two or more years of school lag
Table 7School lag accumulated in secondary 3, AnglophoneWest Indianstudents (1994, 1995, 1996 cohorts) (whole of Quebec) * : Total number of students less than 10.
Table 8AnglophoneWest Indianstudents declared SHSMLD*, integrated or non-integrated (1994, 1995, 1996 cohorts) (whole of Quebec) * SHSMLD: Students with Handicaps, Social Maladjustments or Learning Difficulties.
Table 9High school graduation rate of AnglophoneWest Indianstudents(1994, 1995, 1996 cohorts) (whole of Quebec)
Table 10Sector attended and type of diploma, AnglophoneWest Indianstudents with a high school diploma (1994, 1995, 1996 cohorts) (whole of Quebec) X : Total number of students less than 10.
Table 11 CEGEP access and language of instruction, AnglophoneWest Indianstudents (1994, 1995, 1996 cohorts) (whole of Quebec) X : Total number of students less than 10
Table 12CEGEP graduation rate and type of training, AnglophoneWest Indianstudents (1994, 1995, 1996 cohort) (whole of Quebec)
Table 13Contrasting AnglophoneWest Indian students with other Black students • French sector b) English sector
Table 14Factors positively linked to high school graduation among AnglophoneWest Indian students
Table 14 (con’t.) Factors positively linked to high school graduation among Anglophone West Indian students X: Total number of students less than 10
Table 15Presence of AnglophoneWest Indian students at secondary 4 and 5 Ministerial exams, youth sector (1994, 1995, 1996 cohorts) (whole of Quebec)
Table 16Success rate and average of AnglophoneWest Indian students at secondary 4 and 5Ministrial exams, youth sector (1994, 1995, 1996 cohorts) (whole of Quebec)
Table 16 (con’t.) Success rate and average of AnglophoneWest Indian students at secondary 4 and 5Ministrial exams, youth sector(1994, 1995, 1996 cohorts) (whole of Quebec)
