Bissonnette, M., Toussaint, P., Martiny, C., Fortier, G., & Ouellet, F. (2019). Perception de membres de la communauté éducative des facteurs de réussite et d’échec des élèves issus de l’immigration d’écoles secondaires défavorisées et pluriethniques montréalaises [Educators’ View of the Failure/Success Factors of Immigrant Youth from Disadvantaged and Multi-Ethnic Montréal High Schools]. Revue des sciences de l’éducation de McGill, 54, 1-18.
https://mje.mcgill.ca/article/view/9430
https://doi.org/10.7202/1060861ar

has been cited by the following article:

• TITLE: School-Immigrant Family-Community Collaboration Practices for Youth Integration

  AUTHORS: Khaoula Boulaamane, Yamina Bouchamma

  KEYWORDS: Immigrant Families, Educators, Community, Leadership, Practices

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 15, 2021

  ABSTRACT: We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly governmentdecision makers.