A Scoping Review of the Demographic and Contextual Factors in Canada's Educational Opportunity Gaps

Autor/inn/en	Mayor, Christine; Suarez, Eliana B.
Titel	A Scoping Review of the Demographic and Contextual Factors in Canada's Educational Opportunity Gaps
Quelle	In: Canadian Journal of Education, 42 (2019) 1, S.42-87 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayor, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Foreign Countries; Academic Achievement; Equal Education; Educational Opportunities; Context Effect; Elementary Secondary Education; Student Characteristics; Socioeconomic Status; Gender Differences; Immigrants; Family Structure; Canada Natives; Educational Policy; At Risk Students; Journal Articles; Predictor Variables; Educational Attainment; Sexual Identity; Racial Factors; Religious Factors; Achievement Gap; LGBTQ People; Second Language Learning; Native Language + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Bildungsangebot; Bildungschance; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Familienkonstellation; Familiensystem; Politics of education; Bildungspolitik; Journal article; Zeitschriftenaufsatz; Prädiktor; Bildungsabschluss; Bildungsgut; Geschlechtsidentität; Sexuelle Identität; Zweitsprachenerwerb
Abstract	Despite widespread discussion in the United States, up until now there has not been a review of the demographic and contextual factors associated with Canadian academic achievement. Using Arksey and O'Malley's (2005) framework, a scoping review was conducted to answer two questions: What demographic and contextual factors are most commonly used in K-12 academic achievement studies in Canada? What, if any, research gaps exist? Fifty-four studies were identified for review. The results reveal 40 demographic or contextual factors, with socio-economic status (SES), gender, language factors, immigrant status, family structure, and Indigenous status being the most commonly studied. Race, religion, and LGBTQ+ identity were understudied factors. The authors recommend the adoption of "educational opportunity gap" as a consistent research term, identify understudied factors, and outline several research design considerations. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01