La résilience dans le parcours scolaire des jeunes noirs d’origine africaine et caribéenne au Québec

Résumé

This article analyzes the educational pathways of Black Québécois students with immigrant background from Sub-Saharan Africa and the Caribbean, all of whom are members of racialized groups, targets of discrimination and marginalization, and are at risk of vulnerable educational pathways. However, the results obtained from longitudinal data (N = 8415) show that these students are able to overcome these obstacles. Although they are more at risk of major academic difficulties, delays due to grade repetition, and are less likely to attend a private school or be admitted to enriched programs, these students access postsecondary education (college and university) in a proportion fairly comparable to that of their peers whose parents are Eurocanadian-born. Although the situation is somewhat reversed with respect to graduation, this article supports the resilience hypothesis put forward by some authors, such as Krahn and Taylor (2005), with respect those students.

Keywords: discrimination and marginalization, Black students, immigration and immigrants, school and postsecondary pathways, race and racism, resilience