scholarly journals Widening Participation through Alternative Public Schools: A Canadian Example

2013 ◽  
Vol 18 (2) ◽  
pp. 59-71
Author(s):  
Nicole Etherington
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Working Class ◽  
Widening Participation ◽  
Post Secondary Education ◽  
Global Knowledge ◽  
Post Secondary ◽  
Manual Labour ◽  
Working Class Students

In recent years, the development of the global knowledge economy has rendered post-secondary education necessary for employment and earning potential, with manual labour no longer as prevalent or secure as it once was. Yet, access to post-secondary institutions continues to be stratified based on social class. To support working-class students in obtaining a post-secondary education, some countries have opened alternative public schools geared toward this purpose. This article draws on a Canadian case study of a school for working-class students whose parents do not have any post-secondary education to investigate the discourse surrounding these institutions and their goals. Using a content analysis of newspaper articles and policy documents, I find that while alternative schools certainly have the potential to increase educational attainment amongst working-class students, they may pose significant challenges to working-class identities.

scholarly journals Degree Completion for Aboriginal People in British Columbia: A Case Study

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Ruth Price ◽  
Brian Burtch
Keyword(s):  
British Columbia ◽  
Secondary Education ◽  
Degree Completion ◽  
Aboriginal People ◽  
Collaborative Effort ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Face To Face ◽  
Aboriginal Students

Both programs were offered in a face-to-face format at the Merritt campus, and both were a collaborative effort. Implications for establishing and sustaining Aboriginal-focused post-secondary education are identified and discussed in this article, as are the barriers to post-secondary education faced by Aboriginal students and the authors’ challenges as non- Aboriginal people engaged in programming across cultures. Additionally, reflections on these initiatives are offered and linkages to key literature on the issue of Aboriginal post- secondary education are identified.

scholarly journals Expanding access to post-secondary education for youth with precarious legal status: a Ryerson University case-study

2021 ◽  
Author(s):  
Dayana A. Gonzalez Mateus
Keyword(s):  
Secondary Education ◽  
Legal Status ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Diversity And Inclusion ◽  
Road Map ◽  
The Subject ◽  
Equity Policy ◽  
Precarious Legal Status

Access to post-secondary education (PSE) for people with precarious legal status (PLS) is an understudied topic, particularly in the Canadian context, resulting in a substantial gap in the theoretical and practical understanding of the subject and a growing pool of wasted talent and deferred dreams. This paper explores the possibility of expanding access to PSE for students with PLS at Ryerson University, given the university’s unique commitment to equity, diversity and inclusion and its intention to be a City Builder. I propose an initiative that would admit academically qualified students into Ryerson, and put in place a tuition equity policy that would honour students’ residency in the province, thus waiving international fees. This paper is structured as a sort of “road-map” that could be utilized by other universities in Ontario interested in undertaking similar initiatives.

scholarly journals The Underachievement of Portuguese-Canadian Youth: An Ongoing Phenomenon

INYI Journal ◽  
2014 ◽  
Author(s):  
Fernando Nunes
Keyword(s):  
Secondary Education ◽  
Working Class ◽  
Research Data ◽  
Dropping Out ◽  
Post Secondary Education ◽  
Business Leadership ◽  
Post Secondary ◽  
Canadian Youth ◽  
Low Levels ◽  
Out Of School

For nearly 4 generations, the youth of the Portuguese-Canadian community have been underachieving academically and dropping out of school earlier and in greater numbers, than most other youth. As a result, the Portuguese in Canada have had disproportionately low levels of frequency in post-secondary education, which are often comparable to those of Canada’s Aboriginals. The author discusses some of the reasons for the perpetuation of this phenomenon: The ignoring of the underachievement of Luso-Canadians by anti-racism education scholars; the dismissal of existing research data and unwillingness to acknowledge the effects of systemic barriers, by the community’s own political and business leadership; the belief amongst many that Portuguese-Canadian parents are at fault for the perpetuation of underachievement; the positioning of the Portuguese-Canadian community as a working-class, little-educated group; as well as a lack of programs that are specifically targeted to Portuguese-Canadian youth.

scholarly journals Expanding access to post-secondary education for youth with precarious legal status: a Ryerson University case-study

2021 ◽  
Author(s):  
Dayana A. Gonzalez Mateus
Keyword(s):  
Secondary Education ◽  
Legal Status ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Diversity And Inclusion ◽  
Road Map ◽  
The Subject ◽  
Equity Policy ◽  
Precarious Legal Status

Access to post-secondary education (PSE) for people with precarious legal status (PLS) is an understudied topic, particularly in the Canadian context, resulting in a substantial gap in the theoretical and practical understanding of the subject and a growing pool of wasted talent and deferred dreams. This paper explores the possibility of expanding access to PSE for students with PLS at Ryerson University, given the university’s unique commitment to equity, diversity and inclusion and its intention to be a City Builder. I propose an initiative that would admit academically qualified students into Ryerson, and put in place a tuition equity policy that would honour students’ residency in the province, thus waiving international fees. This paper is structured as a sort of “road-map” that could be utilized by other universities in Ontario interested in undertaking similar initiatives.

The Economics of Education in South Africa

2021 ◽  
pp. 706-734
Author(s):  
Nicola Branson ◽  
David Lam
Keyword(s):  
South Africa ◽  
Public Schools ◽  
Secondary Education ◽  
International Comparisons ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Racial Gaps ◽  
Education Levels ◽  
And Gender

South Africa has made significant progress in raising education levels and reducing racial and gender gaps in education. Significant challenges remain, however, and progress in many dimensions has been disappointing. There continue to be substantial racial gaps in educational attainment, especially in the proportions completing secondary school and earning post-secondary qualifications. Although most learners attend nationally funded public schools, large differences persist in the quality of schools. These differences are reflected in large racial and socio-economic differences in test scores and low rankings in international comparisons. Education is strongly related to employment and earnings, with some of the steepest income-education gradients in the world. Returns to post-secondary education have increased, while there has been limited progress in access to post-secondary education. The combination of highly unequal education combined with strong effects of schooling on earnings and employment create a cycle in which inequality is transmitted across generations.

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