Abstract
Career decision-making difficulties (CDMD) are often faced by students entering their final year of high school, and can further complicate when a student belongs to a minority group, such as a linguistic minority (Francophone) within an Anglo-dominant society (Ontario, Canada). The current study aimed to examine CDMD in 984 Franco-Ontarian grade 12 students attending French-language secondary schools. Findings, obtained through the comparison of four linguistic identity groups, revealed that students self-identifying as predominantly Francophone tended to report the least CDMD. Results are discussed in terms of future research and implications.
Résumé
Identité linguistique et difficultés dans la réalisation d’un choix d’orientation auprès d’élèves franco-ontariens vivant en contexte dominant anglophone. Les élèves entrant en dernière année au lycée font souvent face à des difficultés dans la réalisation d’un choix d’orientation (DRCO) et cela peut être encore plus compliqué lorsqu’un élève est issu d’un groupe minoritaire et notamment une minorité linguistique (francophone) dans une société dominante anglophone (Ontario, Canada). Cette étude a pour objectif d’examiner les DRCO auprès de 984 élèves franco-ontariens en douzième année, inscrits dans une école secondaire francophone. Les résultats obtenus à travers la comparaison des quatre groupes d’identité linguistique montrent que les étudiants se percevant comme francophones prédominants ont tendance à reporter moins de DRCO. Les résultats sont discutés au regard des perspectives de recherche et de leurs implications.
Zusammenfassung
Linguistische Identität und Karriere-Entscheidungsschwierigkeiten bei frankophonen kanadischen Schülern, welche in einem englischsprachigen Umfeld leben. Oft treffen Schüler in ihrem letzten Jahr der Oberstufe auf Karriere-Entscheidungsschwierigkeiten (CDMD), welche weiter verstärkt werden können, wenn sie zu einer Minderheit gehören wie zum Beispiel zu einer linguistischen Minderheit (frankophone) innerhalb einer mehrheitlich englisch-sprachigen Gesellschaft (Ontario, Canada). Die vorliegende Studie untersuchte CDMD bei 984 frankophonen Schülern aus Ontario, welche die 12. Klasse einer französischen Sekundarschule besuchten. Ergebnisse des Vergleichs von vier sprachlichen Identitätsgruppen zeigten, dass Schüler, welche sich selber als mehrheitlich frankophon identifizierten, am wenigsten über CDMD berichteten. Die Resultate werden in Bezug auf zukünftige Forschung und Implikationen diskutiert.
Resumen
Identidad Lingüística y Dificultades en la Toma de Decisión de una Carrera entre Estudiantes Canadienses francófonos en un contexto dominante anglófono. Los estudiantes que acceden al último año de instituto, a menudo, se enfrentan con dificultades en la toma de decisiones de la carrera (CDMD) que se pueden complicar más cuando éste pertenece a un grupo minoritario, por ejemplo un idioma minoritario (francófono) en una sociedad anglófona (Ontario, Canadá). Este estudio pretende examinar CDMD en 984 estudiantes franco-ontarienses de último curso de Bachillerato, que asisten a institutos de habla francesa. Los resultados obtenidos a través de la comparación de cuatro grupos de identidad lingüística revelan que aquellos estudiantes que se auto-identifican principalmente como francófonos tienden a reportar menor CDMD. Los resultados se presentan en términos de futuras investigaciones e implicaciones.
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Sovet, L., DiMillo, J. & Samson, A. Linguistic identity and career decision-making difficulties among French-speaking Canadian students living in an Anglo-dominant context. Int J Educ Vocat Guidance 17, 269–284 (2017). https://doi.org/10.1007/s10775-016-9328-8
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DOI: https://doi.org/10.1007/s10775-016-9328-8