A profile of minority-language students and schools in Canada : Profil des élèves et des écoles des groupes linguistiques minoritaires au Canada : résultats du Programme international pour le suivi des acquis des élèves (PISA), 2009

The Survey on the Vitality of Official Language Minorities, 2006 (SVOLM)2 demonstrated that the relative proportion of the French language minority group within a population was closely associated with both the use of the minority language and the sense of identification with the minority-language group (Table 1.1). [...] Family social, cultural and economic status (SCES), as measured in PISA, is a combination of indicators of parent’s highest occupational and educational status and of possessions in the home which reflect relative wealth, cultural possessions (i.e books and art in the home) and access to educational resources in the home (i.e. [...] Although significant differences existed between students from minority and majority-language populations on some of these items at the Canada level and in the province of Ontario, the proportion of positive student responses was consistently almost nine out of ten in all provinces across the three items related to a positive and supportive social network (Table 8). [...] On the other hand, in Nova Scotia and Quebec, a significantly larger share of minority students stated that they were spending more than 3 hours of study per week in each of the three subject areas when compared to the rest of the students in their provinces (Table 17). [...] There was a significant difference between minority and majority students at the Canada level and in Quebec and Manitoba in the proportion of students using a number of strategies.