References:

Abada, T., Hou, F., & Ram, B. (2009). Ethnic differences in educational attainment among the children of Canadian immigrants. Canadian Journal of Sociology, 34(1), 1–30. https://doi.org/10.29173/cjs1651
Abrego, L. (2014). Sacrificing families: Navigating laws, labor, and love across borders. Stanford University Press.
Al-Ali, N. (2015). Identity and political mobilization of diasporas: A gendered perspective. Report of the 11th Käte Hamburger lecture. Center for Global Cooperation Research. https://carleton.ca/cifp/wp-content/uploads/1511.pdf
Al-deen, T. J., & Windel, J. (2017). “I feel sometimes I am a bad mother”: The affective dimension of immigrant mothers’ involvement in their children’s schooling. Journal of Sociology, 53(1), 110-126. https://doi.org/10.1177/1440783316632604
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internationalization of adult education in Canada and the US. Canadian Journal for the Study of Adult Education, 24(2). https://cjsae.library.dal.ca/index.php/cjsae/article/view/132
Ali, M. A. (2008). Loss of parenting self-efficacy among immigrant parents. Contemporary Issues in Early Childhood, 9(2), 148–160. https://doi.org/10.2304%2Fciec.2008.9.2.148
Ali, M. A. (2012). The shadow of colonialism on relations between immigrant parents and their children’s teachers. Alberta Journal of Educational Research, 58(2), 198-215. https://doi.org/10.11575/ajer.v58i2.55587
Andersen, M. L., & Collins, P. H. (2007). Race, class and gender: An anthology (7th ed.). Wadsworth.
Anderson, K. J., & Minke, K. M. (2007). Parent involvement in education: Toward an understanding of parents' decision making. The Journal of Educational Research, 100(5), 311–323. https://doi.org/10.3200/JOER.100.5.311-323
Anisef, P., Brown, R. S., Phythian, K., Sweet, R., & Walters, D. (2010). Early school leaving among immigrants in Toronto secondary schools. Canadian Review of Sociology/Revue canadienne de sociologie, 47(2), 103–128. https://doi.org/10.1111/j.1755-618X.2010.01226.x
Anthias, F. (2013). Intersectional what? Social divisions, intersectionality and levels of analysis. Ethnicities, 13(1), 3–19. https://doi.org/10.1177/1468796812463547
Anthias, F., Kontos, M., & Morokvasic-Müller, M., (Eds.). (2012). Paradoxes of integration: Female migrants in Europe. Springer. http://dx.doi.org/10.1007/978-94-007-4842-2
Antony-Newman, M. (2019). Parental involvement of immigrant parents: A meta-synthesis. Edu-cational Review, 71(3), 362–381. https://doi.org/10.1080/00131911.2017.1423278
Antony-Newman, M. (2020). Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital? British Journal of Sociology of Education, 41 (1), 111-126, doi 10.1080/01425692.2019.1668748
Arapi, E., Pagé, P., & Hamel, C. (2018). Quels sont les liens entre l’implication parentale, les conditions socioéconomiques de la famille et la réussite scolaire? Une synthèse des connaissances. Revue des Sciences de l'Education de McGill, 53(1), 88–108. https://doi.org/10.7202/1056284ar
Ardelt, M., & Eccles, J. S. (2001). Effects of mothers' parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22(8), 944–972. https://doi.org/10.1177%2F019251301022008001
Armstrong, A. (2019). Police-reported hate crime in Canada, 2017. Statistics Canada, Juristat (Catalogue No. 85-002-X). https://www150.statcan.gc.ca/n1/pub/85-002-x/2019001/article/00008-eng.htm
Auerbach, S. (2007). From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education, 42(3), 250–283. https://doi.org/10.1177%2F0042085907300433
Avery, D. (2016). Every child needs a father. The shield and the postfeminist desire for single motherhood. In M. Motapanyane (Ed.), Motherhood and single-lone parenting: A twenty century perspective (pp. 72–95). Demeter Press.
Bakali, N. (2015). Contextualising the Quebec Charter of Values: How the Muslim “other” is conceptualised in Quebec. Culture and Religion, 16(4), 412–429. https://doi.org/10.1080/14755610.2015.1090468
Bakali, N. (2018a). Employing a critical race curriculum to challenge dominant discourses in Quebec educational curricula. Religion & Education, 45(1), 52–72. https://doi.org/10.1080/15507394.2017.1398560
Bakali, N. (2018b). Muslim youth experiences in Quebec secondary schools: Race, racialization, and the “dangerous Muslim man”. New Trends in Social and Liberal Sciences, 1(2), 26–39. http://dx.doi.org/10.24819/netsol2016.7
Bakhshaei, M. (2015). La scolarisation des jeunes québécois issus de l’immigration: Un diagnos-tic. Fondation Lucie et André Chagnon. https://fondationchag-non.org/media/1603/rapport_recherche_diagnostic_enfants_issus_immigration_version_fi-nale.pdf
Bakhshaei, M. (2016). Immigration and diversity in Quebec’s schools: An assessment. In J. Rudy, S. Gervais, & C. Kirkey (Eds.), Quebec questions: Quebec studies for the twenty-first century (pp. 297–315). Oxford University Press.
Bakhshaei, M., & Henderson, R. I. (2016). Gender at the intersection with race and class in the schooling and wellbeing of immigrant-origin students. BMC Women's Health, 16, Article 47, 1–15. https://doi.org/10.1186/s12905-016-0328-0
Balibar, E. (2009). Europe as borderland. Environment and Planning: Society and Space, 27(2), 190-215. https://doi.org/10.1068/d13008
Banks, J. A., Suárez-Orozco, M. M., & Ben-Peretz, M., (Eds.). (2016). Global migration, diversity, and civic education: Improving policy and practice. Teachers College Press.
Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149–182. https://doi.org/10.3102%2F0091732X12459718
Barton, A. C., Drake, C., Perez, J. G., St. Louis, K., & George, M. (2004). Ecologies of parental engagement in urban education. Educational Researcher, 33(4), 3–12. https://doi.org/10.3102%2F0013189X033004003
Bartram, B. (2006). Attitudes to language learning: A comparative study of peer group influences. The Language Learning Journal, 33(1), 47-52. http://dx.doi.org/10.1080/09571730685200101
Battiste, M. (2000). Maintaining Aboriginal identity, language, and culture in modern society. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 192-208). University of British Columbia Press.
Bastia, T. (2014). Intersectionality, migration and development. Progress in Development Studies, 14(3), 237–248. https://doi.org/10.1177/1464993414521330
Basu, R. (2011). Multiculturalism through multilingualism in schools: Emerging places of “integration” in Toronto. Annals of the Association of American Geographers, 101(6), 1307–1330. https://doi.org/10.1080/00045608.2011.579536
Beauregard, F., & Grenier, N. (2017). Pratiques de communication de parents immigrants et d’en¬seignantes titulaires au primaire. La Revue Internationale de l’Education Familiale, 41(1), 127–154. https://doi.org/10.3917/rief.041.0127
Beauregard, F., Petrakos, H., & Dupont, A. (2014). Family-school partnership: Practices of immigrant parents in Quebec, Canada. School Community Journal, 24(1), 177–210. https://files.eric.ed.gov/fulltext/EJ1032264.pdf
Beiser, M., Hou, F., Hyman, I., & Tousignant, M. (2002). Poverty, family process, and the mental health of immigrant children in Canada. American Journal of Public Health, 92(2), 220–227. https://doi.org/10.2105/AJPH.92.2.220
Benza, S., & Liamputtong, P. (2017). Becoming an “amai”: Meanings and experiences of motherhood amongst Zimbabwean women living in Melbourne, Australia. Midwifery, 45, 72–78. https://doi.org/10.1016/j.midw.2016.12.011
Berger, B. L. (2002). Limits of belief: Freedom of religion, secularism, and the liberal state. The Canadian Journal of Law and Society, 17(1), 39−68. http://dx.doi.org/10.1017/S0829320100006992
Berger, B. L. (2014). Religious diversity, education, and the “crisis” in state neutrality. Canadian Journal of Law & Society/La Revue Canadienne Droit et Société, 29(1), 103−122. http://dx.doi.org/10.1017/cls.2013.56
Bergnehr, D. (2016). Mothering for discipline and educational success: Welfare-reliant immigrant women talk about motherhood in Sweden. Women's Studies International Forum, 54(1), 29–37. http://dx.doi.org/10.1016/j.wsif.2015.11.003
Bergnehr, D. (2018). Children’s influence on wellbeing and acculturative stress in refugee families, International Journal of Qualitative Studies on Health and Well-being, 13(1), doi: 10.1080/17482631.2018.1564517
Bergset, K. (2017). School involvement: Refugee parents’ narrated contribution to their children’s education while resettled in Norway. Outlines. Critical Practice Studies, 18(1), 61–80. https://tidsskrift.dk/outlines/article/view/26262
Bernhard, J. K. (2002). Toward a 21st century developmental theory: Principles to account for diversity in children's lives. Early Childhood Education Publications and Research. Paper 21. http://digitalcommons.ryerson.ca/ece/21
Bernhard, J. K. (2010). From theory to practice: Engaging immigrant parents in their children education. The Alberta Journal of Educational Research, 56(3), 319−334. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55414
Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology, 46(1), 5–68. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. Chun, P. Balls-Organista, & G. Marin (Eds.), Acculturation: Advances in theory, measurement and applied research (pp. 17–37). American Psychological Association. https://doi.org/10.1037/10472-004
Berry, J. W., & Hou, F. (2021). Immigrant acculturation and wellbeing across generations and settlement contexts in Canada. International Review of Psychiatry, 33(1-2), 140–153. https://doi.org/10.1080/09540261.2020.1750801
Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Routledge. https://doi.org/10.4324/9781315231747
Bilge, S. (2010). Beyond subordination vs. resistance: An intersectional approach to the agency of veiled Muslim women. Journal of Intercultural Studies, 31(1), 9–28. https://doi.org/10.1080/07256860903477662
Bilge, S. (2013a). Intersectionality undone: Saving intersectionality from feminist intersectionality studies. Du Bois Review: Social Science Research on Race, 10(2), 405–424. https://doi.org/10.1017/S1742058X13000283
Bilge, S. (2013b). Reading the racial subtext of the Québécois accommodation controversy: An analytics of racialized governmentality. Politikon, 40(1), 157–181. https://doi.org/10.1080/02589346.2013.765681
Bilgili, Ö., Huddleston, T., & Joki, A.-L. (2015). The dynamics between integration policies and outcomes: A synthesis of the literature. The Migration Policy Group. https://www.mipex.eu/sites/default/files/downloads/files/mipex_literature-review_the-dynamics-between-integration-policies-and-outcomes.pdf
Bishop, J. P., & Noguera, P. A. (2019). The ecology of educational equity: Implications for policy. Peabody Journal of Education, 94(2), 122–141. https://doi.org/10.1080/0161956X.2019.1598108
Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and Quantity, 36(4), 391–409. https://doi.org/10.1023/A:1020909529486
Bornstein, M. H., & Tamis-LeMonda, C. S. (1989). Maternal responsiveness and cognitive development in children. New Directions for Child and Adolescent Development, 43(1), 49–61. https://doi.org/10.1002/cd.23219894306
Boswell, R. (2017/2018). Milestones, legacies, and a half-century of change. Canadian Issues, (Fall/Winter), 3–6. https://www.proquest.com/docview/2212819145/fulltextPDF/B1ED554391034C1BPQ/1?accountid=10246
Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109(4), 532–545. doi: 10.1007/s10964-015-0411-0
Bouchard, G. (2011). What is interculturalism. McGill Law Journal, 56, 435–468. https://lawjournal.mcgill.ca/wp-content/uploads/pdf/2710852-Bouchard_e.pdf
Bouchard, G. (2015). Interculturalism: A view from Quebec (H. Scott, Trans.). University of Toronto Press. (Original work published in 2012).
Boulaamane, K., & Bouchamma, Y. (2021a). School-immigrant family-community collaboration practices: Similarities and differences. Canadian Journal of Educational Administration and Policy, (197), 76–93. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/71828
Boulaamane, K., & Bouchamma, Y. (2021b). École - familles immigrantes - communauté. Outils de collaboration en 42 pratiques et 255 actions clés. À Propos.
Bourhis, R. Y. (2008). The English-speaking communities of Quebec: Vitality, multiple identities and linguicism. In R. Y. Bourhis (Ed.), The vitality of the English-speaking communities of Quebec: From community decline to revival (pp. 127–164). CEETUM, Université de Montréal. http://icrml.ca/images/stories/documents/en/Richard_Y_Bourhis/chapitre_9_bourhis_landry.pdf
Bourhis, R. Y. (2020). A journey researching prejudice and discrimination. Canadian Psychology/Psychologie Canadienne, 61(2), 95–100. https://doi.org/10.1037/cap0000214
Bourhis, R. Y., Montaruli, A., Helly, D., & Jantzen, L. (2007). Discrimination et linguicisme au Québec: Enquête sur la diversité ethnique au Québec. Canadian Ethnic Studies/Etudes Ethniques au Canada, 39(1-2), 31–49. https://doi.org/10.1353/ces.0.0001
Bourhis, R. Y., Montaruli, E., El‐Geledi, S., Harvey, S. P., & Barrette, G. (2010). Acculturation in multiple host community settings. Journal of Social Issues, 66(4), 780–802. http://dx.doi.org/10.1111/j.1540-4560.2010.01675.x
Boyd, M., & Grieco, E. (2003). Women and migration: Incorporating gender into international migration theory. University of Toronto Migration Policy Institute. http://dspace.stellamariscollege.edu.in:8080/xmlui/bitstream/handle/123456789/4292/migration.pdf?sequence=1&isAllowed=y
Brady, D., & Burton, L. (Eds.). (2016). The Oxford handbook of the social science of poverty. Oxford University Press. doi: 10.1093/oxfordhb/9780199914050.001.0001
Brant, J. (2020). The segregation of Indigenous peoples in Canada. The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/racial-segregation-of-indigenous-peoples-in-canada
British Broadcasting Corporation (BBC). (2019, June 3). Canada’ complicit in race-based genocide. https://www.bbc.com/news/world-us-canada-48503545
Brochu, P., Deussing, M. A., Houme, K., & Chuy, M. (2013). Measuring up: Canadian results of the OECD PISA study: The performance of Canada's youth in mathematics, reading and science: 2012 first results for Canadians aged 15. Council of Ministers of Education, Canada. http://hdl.voced.edu.au/10707/344569
Brooks, A., & Hesse-Biber, S. (2006). An invitation to feminist research. In S. Hesse-Biber & P. Leavy (Eds.), Feminist research practice: A primer (pp. 2-24). SAGE. https://dx.doi.org/10.4135/9781412984270.n1
Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1–5. http://dx.doi.org/10.2307/1127743
Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5–15. https://doi.org/10.3102/0013189X005009005
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568–586. https://doi.org/10.1037/0033-295X.101.4.568
Browne, D. T., Kumar, A., Puente-Duran, S., Georgiades, K., Leckie, G., & Jenkins, J. (2017). Emotional problems among recent immigrants and parenting status: Findings from a national longitudinal study of immigrants in Canada. Plos One, 12(4). https://doi.org/10.1371/journal.pone.0175023
Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation. https://www.russellsage.org/publications/trust-schools-0
Bucca, A. G. (2014). Women, sociality and language: Reflection on the observation of a group of native and non-native women in Palermo, Italy. In E. Di Giovanni (Ed.), Facets of women's migration (pp. 29–49). Cambridge Scholars Publishing. https://www.cambridgescholars.com/resources/pdfs/978-1-4438-6138-0-sample.pdf
Canadian Human Rights Act (1985). Government of Canada. https://lawslois.justice.gc.ca/eng/acts/h-6/page-1.html
Canadian Multiculturalism Act (1988). Government of Canada.
https://laws-lois.justice.gc.ca/eng/acts/c-18.7/page-1.html
Carens, J. H. (2000). Culture, citizenship, and community: A contextual exploration of justice as evenhandedness. Oxford University Press. doi:10.1093/0198297688.001.0001
Canagarajah, S. (2009). The plurilingual tradition and the English language in South Asia. AILIA Review, 22(1), 5-22.
Carr, P. R. (2008). The “equity waltz” in Canada: Whiteness and the informal realities of racism in education. Journal of Contemporary Issues in Education, 3(2), 4−23. https://doi.org/10.20355/C58G6W
Castonguay, C. (1998). The fading Canadian duality. In J. Edwards (Ed.), Language in Canada (pp. 36–60). Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620829.004
Centraide of Greater Montreal. (2016). Centraide of Greater Montreal and the INRS announce the results of a study on working poverty in the Montreal region - 4 in 10 people living in poverty work. https://www.newswire.ca/news-releases/centraide-of-greater-montreal-and-the-inrs-announce-the-results-of-a-study-on-working-poverty-in-the-montreal-region---4-in-10-people-living-in-poverty-work-597275581.html
Changkakoti, N., & Akkari, A. (2008). Familles et écoles dans un monde de diversité: Au-delà des malentendus. Revue des Sciences de l’Education, 34(2), 419–441. https://doi.org/10.7202/019688ar
Chant, S. (1997). Women-headed households: Poorest of the poor? Perspectives from Mexico, Costa Rica and the Philippines. IDS Bulletin, 28 (3), 26–48. https://doi.org/10.1111/j.1759-5436.1997.mp28003003.x
Chant, S. (2003). Female household headship and the feminisation of poverty: Facts, fictions and forward strategies. New Working Paper Series (9). Gender Institute, London School of Economics and Political Science. http://personal.lse.ac.uk/chant/default.htm
Chant, S. (2006). Re-thinking the feminization of poverty in relation to aggregate gender indices. Journal of Human Development, 7(2), 201–220. https://doi.org/10.1080/14649880600768538
Charette, J. (2016). Stratégies parentales déployées pour soutenir l’expérience socioscolaire d’élèves récemment immigrés: Un fort investissement « en marge » de l’école. Alterstice, 6(1), 121–132. http://dx.doi.org/10.7202/1038284ar
Charter of the French language. (Bill 101) (1977). Government of Quebec. https://educaloi.qc.ca/en/capsules/charter-of-the-french-language/
Cheng, L., & Yan, W. (2018). Immigrant student achievement and educational policy in Canada. In L. Volante, D. Klinger, & Ö. Bilgili (Eds.), Immigrant student achievement and educational policy (pp. 137–153). Springer. http://dx.doi.org/10.1007/978-3-319-74063-8_9
Cherlin, A. (2009). The marriage-go-round. Vintage Books.
Cho, S., Crenshaw, K., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785–810. https://doi.org/10.1086/669608
Chouakry, Y. (2015, December). English-speaking female immigrants lacking functional knowledge of French who have recently arrived in Quebec: Access to reception, settlement and integration services. Government of Canada. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/research/english-speaking-female-immigrants-lacking-functional-knowledge-french-who-have-recently-arrived-quebec-access-reception-settlement-integration.html
Chiras, M., & Galante A. (2021) Policy and pedagogical reform in higher education: Embracing multilingualism. In Raza K., Coombe C., Reynolds D. (Eds), Policy development in TESOL and multilingualism (pp. 13–24). Springer. https://doi.org/10.1007/978-981-16-3603-5_2
Christenson, S. L, & Reschly, A. L. (Eds.). (2010). Handbook of school-family partnerships. Routledge. https://doi.org/10.4324/9780203876046
Chudgar, A., & Luschei, T. F. (2009). National income, income inequality, and the importance of schools: A hierarchical cross-national comparison. American Educational Research Journal, 46(3), 626–658. https://doi.org/10.3102/0002831209340043
Clarke, B. L., Sheridan, S. M., & Woods, K. E. (2009). Elements of healthy family-school relationships. In S. L. Christenson, & A. L. Reschly (Eds.), Handbook of school-family partnerships (pp. 79–97). Routledge.
Cobb-Clark, D. A., Sinning, M., & Stillman, S. (2012). Migrant youths’ educational achievement: The role of institutions. The Annals of the American Academy of Political and Social Science, 643(1), 18–45. https://doi.org/10.1177/0002716212440786
Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64(3), 170–180. https://doi.org/10.1037/a0014564
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), s14–s32. https://doi.org/10.2307/800672
Collins, P. H. (1990). Black feminist thought: Knowledge, consciousness and the politics of empowerment. Unwin Hyman.
Collins, P. H. (2009a). Another kind of public education: Race, schools, the media, and democratic possibilities. Beacon Press.
Collins, P. H. (2009b). Foreword: Emerging intersections- Building knowledge and transforming institutions. In B. T. Dill & R. E. Zambrana (Eds.), Emerging intersections (pp. vi–xii). Rutgers University Press. https://doi.org/10.36019/9780813546513-001
Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press. https://doi.org/10.1515/9781478007098
Collins, P. H., & Bilge, S. (2016). Intersectionality. Polity Press.
Collins, P. H., & Bilge, S. (2020). Intersectionality (2nd ed.). John Wiley & Sons.
Comité de gestion de la taxe scolaire de l’Île de Montréal (CGTSIM, 2021). Classification des écoles primaires et classification des écoles secondaires selon leur indice de défavorisation. Quebec. https://cgtsim.qc.ca/wp-content/uploads/2021/06/Classification_des_ecoles_6nov2020_Electronique.pdf
Conseil Supérieur de l'Éducation. (CSE). (2016). Remettre le cap sur l’équité: Rapport sur l’état et les besoins de l’éducation 2014-2016. https://www.cse.gouv.qc.ca/wp-content/uploads/2016/10/50-0494-RF-cap-sur-lequite-REBE-2014-2016-.pdf
Conseil supérieur de l’education (2017). Pour une école riche de tous ses élèves: S’adapter à la diversité des élèves, de la maternelle à la 5e année du secondaire. Quebec, Le Conseil. 155 https://www.cse.gouv.qc.ca/publications/ecole-riche-eleves-50-0500/
Corbeil, J. P., Chavez, B., & Pereira, D. (2010). Portrait of official-language minorities in Canada: Anglophones in Quebec. Statistics Canada. https://epe.lac-bac.gc.ca/100/200/301/statcan/analytical_paper-e/2010/89-642-x2010002-eng.pdf
Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
Crenshaw, K. W. (1991). Race, gender and sexual harassment. Southern California Law Review, 65, 1467–1476. http://also-chicago.org/also_site/wp-content/uploads/2017/03/Race-gender-and-sexual-harassment-Kimberle-Crenshaw-1991.pdf
Crenshaw, K. W. (2010). Twenty years of critical race theory: Looking back to move forward. Connecticut Law Review, 43(5), 1253–1352. https://heinonline.org/HOL/Page?handle=hein.journals/conlr43&div=46&g_sent=1&casa_token=CYnncu0POdMAAAAA:y7w8jCrGATMiZf8pvJe8St2tjxe782HFuX00qRaHYjucF4b-x3sDPnkA4y-0w7nNHw27_aXCpA&collection=journals
Crenshaw, K. W., & Bonis, O. (2005). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Cahiers du Genre, 39(2), 51–82. https://doi.org/10.3917/cdge.039.0051
Crosnoe, R. (2005). Double disadvantage or signs of resilience? The elementary school contexts of children from Mexican immigrant families. American Educational Research Journal, 42(2), 269–303. https://doi.org/10.3102%2F00028312042002269
Crul, M., & Schneider, J. (2010). Comparative context integration theory: Participation and belonging in Europe’s large cities. Journal of Ethnic and Racial Studies, 34(7), 1249–1268. https://doi.org/10.1080/01419871003624068
Cuko, K. (2016a). La classe d’accueil est-elle un lieu d’intégration par la langue et de construction du sentiment d’appartenance chez les élèves nouvellement arrivés? Regards croisés des acteurs de ce dispositif dans plusieurs écoles du primaire à Montréal. Faculté des Lettres de l’Université de Fribourg en Suisse.
Cuko, K. (2016b). Perceptions de parents nouvellement arrivés dans le système scolaire québécois: La classe d’accueil, lieu de «révélation» de mobilités et d’immobilités dans le parcours d’insertion sociale. Cahiers Internationaux de Sociolinguistique, 9(1), 263–290. https://doi.org/10.3917/cisl.1601.0263
Cumming-Potvin, W., Lessard, C., & McAndrew, M. (1994). L’adaptation de l’institution scolaire québécoise à la pluriethnicité: Continuité et rupture face aux discours officiels. Revue des Sciences de l'Education, 20(4), 679–696. https://doi.org/10.7202/031762ar
Cummins, J. (2000). Language, power and pedagogy: Bilingual children caught in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773
Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 649–676. https://doi.org/10.17763/haer.71.4.j261357m62846812
Cummins, J. (2007a). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. https://journals.lib.unb.ca/index.php/CJAL/article/view/19743
Cummins, J. (2007b). Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically based reading research. Educational Researcher, 36(9), 564–572. https://doi.org/10.3102%2F0013189X07313156
Cummins, J. (2012). The intersection of cognitive and socio-cultural factors in the development of reading comprehension among immigrant students. Reading and Writing, 25(8), 1973–1990. https://doi.org/10.1007/s11145-010-9290-7
Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8, 351–375. https://doi.org/10.1007/s10993-009-9146-7
Dadds, M. R., Hunter, K., Hawes, D. J., Frost, A. D., Vassallo, S., Bunn, P., Merz, S., & El Masry, Y. (2008). A measure of cognitive and affective empathy in children using parent ratings. Child Psychiatry and Human Development, 39(2), 111–122. https://doi.org/10.1007/s10578-007-0075-4
Dagenais, D. (2003). Accessing imagined communities through multilingualism and immersion education. Journal of Language, Identity & Education, 2(4), 269–283. http://dx.doi.org/10.1207/S15327701JLIE0204_3
Danto, D., & Ansloos, J. (2020). Indigenous peoples mental health and wellbeing: Updates in Canadian psychology practice. Psynopsis, 41(3), 4–5. https://cpa.ca/docs/File/Psynopsis/2019/Psynopsis_Vol41-3.pdf
Das, S. (2008). The talk of Tamils in multilingual Montreal: A study of intersecting language ideologies in nationalist Quebec. Studies in Ethnicity and Nationalism, 8(2), 230–247. https://doi.org/10.1111/j.1754-9469.2008.00013.x
Dauvergne, C. (2016). The new politics of immigration and the end of settler societies. Cambridge University Press. https://doi.org/10.1017/CBO9781107284357
Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory, 9(1), 67–85. https://doi.org/10.1177%2F1464700108086364
De Carvalho, M. P. (2000). Rethinking family-school relations: A critique of parental involvement in schooling. Lawrence Erlbaum. https://doi.org/10.4324/9781410600332
De Koninck, Z., & Armand, F. (2011). Le choix des modèles de service offerts aux élèves issus de l'immigration au Québec: Entre réalisme, tradition et innovation. Thèmes Canadiens/ Canadian Issues, 4(4) 29–34. https://www.proquest.com/openview/685795a2b5de14b6f6468205915e9c4e/1?pq-origsite=gscholar&cbl=43874
Dei, G. J. S. (1999). Knowledge and politics of social change: The implication of anti-racism. British Journal of Sociology of Education, 20(3), 395–409. https://www.jstor.org/stable/1393254
Delgado‐Gaitan, C. (1994). Consejos: The power of cultural narratives. Anthropology & Education Quarterly, 25(3), 298-316. https://doi.org/10.1525/aeq.1994.25.3.04x0146p
Denmark, F. L., & Paludi, M. A. (Eds.). (2008). Psychology of women: A handbook of issues and theories (2nd ed.). Praeger. https://lib.ugent.be/catalog/rug01:001265947
Deslandes, R. (2006). Pertinence de la prise en compte de la problématique école-famille-communauté dans la formation des maîtres. In J. Loiselle, L. Lafortune, & N. Rousseau (Eds.), L’innovation et la formation à l’enseignement: Pistes de réflexion et d’action pour les futurs enseignants (pp. 183–205). Presses de l’Université du Québec.
Deslandes, R., Barma, S., & Morin, L. (2015). Understanding complex relationships between teachers and parents. International Journal about Parents in Education, 9(1), 131–144.
https://files.eric.ed.gov/fulltext/EJ1122013.pdf
Di Giovanni, E. (Ed.). (2014). Facets of women's migration. Cambridge Scholars Publishing.
Donmoyer, R. (2001). Paradigm talk reconsidered. In V. Richardson (Ed.), Handbook of research on teaching (pp. 174–197). American Educational Research Association.
Dorner, L. M. (2015). From global jobs to safe spaces: The diverse discourses that sell multilingual schooling in the USA. Current Issues in Language Planning, 16(1-2), 114–131, http://dx.doi.org/10.1080/14664208.2014.947013
Dronkers, J., & Kornder, N. (2015). Can gender differences in educational performance of 15-year-old migrant pupils be explained by societal gender equality in origin and destination countries? Compare: A Journal of Comparative and International Education, 45(4), 610–634. http://dx.doi.org/10.1080/03057925.2014.911658
Drummond, K. V., & Stipek, D. (2004). Low-income parents' beliefs about their role in children's academic learning. The Elementary School Journal, 104(3), 197–213. https://doi.org/10.1086/499749
Dumoulin, C., Thériault, P., Duval, J., & Tremblay, I. (2013). Rapprocher l’école primaire et les familles par de nouvelles pratiques de communication. La Recherche en Education, 9(1), 4–18. https://crires.ulaval.ca/sites/default/files/full-text/128-416-1-pb.pdf
Duncan-Andrade, J. M. R., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. Peter Lang.
Dziak, E., Janzen, B. L., & N. Muhajarine, N. (2010). Inequalities in the psychological well-being of employed, single and partnered mothers: The role of psychosocial work quality and work-family conflict. International Journal for Equity in Health, 9, Article 6. https://doi.org/10.1186/1475-9276-9-6
Earl, L., Volante, L., & DeLuca, C. (2015). Learning across Canada: Where we’ve been and where we’re going. Education Canada, 55(2), 48–51. https://www.edcan.ca/articles/assessment-for-learning-across-canada/
Ee, J. (2017). Two dimensions of parental involvement: What affects parental involvement in dual language immersion? Bilingual Research Journal, 40(2), 131–153. http://dx.doi.org/10.1080/15235882.2017.1306598
Ellis, B., & Fopp, R. (2004). Feminist standpoint epistemologies: Engaging with criticisms of Sandra Harding’s position. International Studies. University of South Australia. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.452.715&rep=rep1&type=pdf
Epstein, J. L. (1990). School and family connections: Theory, research, and implications for integrating sociologies of education and family. Marriage & Family Review, 15(1-2), 99–126. http://dx.doi.org/10.1300/J002v15n01_06
Epstein, J. L. (2013). Ready or not? Preparing future educators for school, family, and community partnerships. Teaching Education, 24(2), 115–118. http://dx.doi.org/10.1080/10476210.2013.786887
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge. https://doi.org/10.4324/9780429494673
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press. https://www.govinfo.gov/content/pkg/ERIC-ED467082/pdf/ERIC-ED467082.pdf
Erel, U., Reynolds, T., & Kaptani, E. (2017). Participatory theatre for transformative social research. Qualitative Research, 17(3), 302-312. https://doi.org/10.1177/1468794117696029
Espinoza, O. (2007). Solving the equity-equality conceptual dilemma: A new model for analysis of the educational process. Educational Research, 49(4), 343–363. https://doi.org/10.1080/00131880701717198
Favell, A. (2019). Integration: Twelve propositions after Schinkel. Comparative Migration Studies, 7(1), Article 21. https://doi.org/10.1186/s40878-019-0125-7
Fay, B. (1987). Critical social science: Liberation and its limits. Cornell Press.
Ferland, M., & Rocher, G. (1987). La loi 101 et l'école primaire à clientèle pluriethnique (Dossiers du Conseil de la langue française, n° 26). Les Publications du Québec.
Ferlazzo, L., & Hammond, L. A. (2009). Building parent engagement in schools. ABC-CLIO.
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Suny Press.
Fine, M. (1993). (Ap)parent involvement: Reflections on parents, power, and urban public schools. Teachers College Record, 94(4), 682–729. https://doi.org/10.1177/016146819309400402
Fine, M., & Ruglis, J. (2009). Circuits and consequences of dispossession: The racialized realignment of the public sphere for US youth. Transforming Anthropology, 17(1), 20–33. https://doi.org/10.1111/j.1548-7466.2009.01037.x
Fleischmann, F., & de Haas, A. (2016). Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands, The Journal of Educational Research, 109(5), 554–565. http://dx.doi.org/10.1080/00220671.2014.994196
Fleras, A. (2021). Canadian multiculturalism @50: Retrospect, perspectives, prospects. Brill. https://doi.org/10.1163/9789004466562
Floch, W., & Pocock, J. (2008). The socio-economic status of English-speaking Quebec: Those who left and those who stayed. In R. Y. Bourhis (Ed.), The vitality of the English-speaking communities of Quebec: From community decline to revival (pp. 129-173). CEETUM, Université de Montréal. https://www.researchgate.net/profile/Richard-Bourhis/publication/237388616_The_Vitality_of_the_English-Speaking_Communities_of_Quebec_From_Community_Decline_to_Revival/links/00b7d53b8103cf3ed5000000/The-Vitality-of-the-English-Speaking-Communities-of-Quebec-From-Community-Decline-to-Revival.pdf
Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 695–727). SAGE. doi: 10.12691/wjssh-2-3-2
Ford, D. H., & Lerner, R. M. (1992). Developmental systems theory: An integrative approach. SAGE.
Ford, D. Y., Howard, T. C., & Harris III, J. J. (1999). Using multicultural literature in gifted education classrooms. Gifted Child Today, 22(4), 14–21. https://doi.org/10.1177/1076217518804851
Fox, J., & Cheng, L. (2007). Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test‐takers. Assessment in Education: Principles, Policy & Practice, 14(1), 9-26. https://doi.org/10.1080/09695940701272773
Frankenberg, R. (1993). White women, race matters: The social construction of whiteness. University of Minnesota. https://doi.org/10.4324/9780203973431
Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School Psychology Quarterly, 31(2), 141–148. http://dx.doi.org/10.1037/spq0000163
Fuchs, T., & Wößmann, L. (2007). What accounts for international differences in student performance? A re-examination using PISA data. Empirical Economics, 32(2), 433–464. https://doi.org/10.1007/978-3-7908-2022-5_10
Gagnon, F., Bilodeau, A., & Bélanger, J. (2006). La collaboration école-famille-communauté et les mesures innovantes de soutien à la réussite scolaire en milieux défavorisés. Agence de la Santé et des Services Sociaux de Montréal. http://www.santecom.qc.ca/bibliothequevir-tuelle/hyperion/2894944977.pdf
Galante, A., & dela Cruz, J. W. N. (2021). Plurilingual and pluricultural as the new normal: An examination of language and identity in the multilingual city of Montréal. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1931244
Galante, A. (2021). Affordances of plurilingual instruction in higher education: A mixed methods study with a quasi-experiment in an English language program. Applied Linguistics, 43(2), 316-339. https://doi.org/10.1093/applin/amab044
Galante, A. (2020). Plurilingualism and TESOL in two Canadian postsecondary institutions: Towards context-specific perspectives. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavours for equitable language in education (pp. 237-252). Springer. doi:10.1177/0197918318774501
Galante, A., Chiras, M., dela Cruz, J. W. N., & Zeaiter, L. (2022). Plurilingual guide: Implementing critical plurilingual pedagogy in language education. Plurilingual Lab Publishing. https://escholarship.mcgill.ca/concern/books/0c483q268?locale=en
García Coll, C. T., & Marks, A. K. (Eds.). (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? American Psychological Association. https://doi.org/10.1037/13094-000
García Coll, C. T., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., García, H. V, & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891-1914.
https://doi.org/10.1111/j.1467-8624.1996.tb01834.x
Gardner, R. C., & Lalonde, R. N. (1985, August). Second language acquisition: A social psychological perspective [Paper presentation]. The 93rd Annual Convention of the American Psychological Association. https://files.eric.ed.gov/fulltext/ED262624.pdf
Gardner, R. C., Masgoret, A. M., & Tremblay, P. F. (1999). Home background characteristics and second language learning. Journal of Language and Social Psychology, 18(4), 419–437. https://doi.org/10.1177/0261927X99018004004
Garnett, B. (2012). A critical review of the Canadian empirical literature: Documenting generation 1.5's K-16 trajectories. TESL Canada Journal, 29(6), 1–24. https://doi.org/10.18806/tesl.v29i0.1109
Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1–16. http://dx.doi.org/10.1080/08878730009555246
Gergel, A., & St. Jacques, M. C. (2012). Conjugal separation and immigration in the life course of immigrant single mothers in Québec. In K. B. Hackstaff, F. Kupferberg, & C. Négroni (Eds.), Biography and turning points in Europe and America (pp. 65-92). Policy Press. http://dx.doi.org/10.1332/policypress/9781847428608.003.0004
Gérin-Lajoie, D. (2012). Racial and ethnic diversity in schools: The case of English Canada. Prospects, 42(2), 205–220. http://dx.doi.org/10.1007/s11125-012-9231-0
Ghosh, R. (2004). Public education and multicultural policy in Canada: The special case of Quebec. International Review of Education, 50(5-6), 543–566. https://www.jstor.org/stable/4151617
Global Affairs Canada (2018). Canada announces new partnership to fund gender equality and empower women and girls in developing countries. Government of Canada.
https://www.canada.ca/en/global-affairs/news/2018/05/canada-announces-new-partnership-to-fund-gender-equality-and-empower-women-and-girls-in-developing-countries.html
Godfrey, E. B., & Burson, E. (2018). Interrogating the intersections: How intersectional perspectives can inform developmental scholarship on critical consciousness. In C. E. Santos & R. B. Toomey (Eds.), Envisioning the Integration of an Intersectional Lens in Developmental Science. New Directions for Child and Adolescent Development, 161, 17–38. https://doi.org/10.1002/cad.20246
Goldberg, G. S. (Ed.). (2010). Poor women in rich countries: The feminization of poverty over the life course. Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780195314304.001.0001
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123. https://doi.org/10.1007/s10648-005-3949-7
Gouvernement du Québec, Ministère de l’Éducation. (1998). A school for the future: Policy statement on educational integration and intercultural education. Gouvernement du Québec, Ministère de l’Éducation. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/adaptation_serv_compl/PolitiqueMatiereIntegrationScolEducInterculturelle_UneEcoleAvenir_a.pdf
Gouvernement du Québec (2014). Accueil et intégration des élèves issus de l'immigration au Québec – Cadre de reference. Ministère de l’Éducation/Ministère de l'Enseignement supérieur. http://www.education.gouv.qc.ca/references/tx-solrtyperecherchepublicationtx-solrpublicationnouveaute/resultats-de-la-recherche/detail/article/accueil-et-integration-des-eleves-issus-de-limmigration-au-quebec-cadre-de-reference/
Grbich, C. (2013). New approaches in social research. SAGE.
Guo, Y. (2011). Beyond deficit paradigms: Exploring informal learning of immigrant parents. The Canadian Journal for the Study of Adult Education, 24(1), 41–59. https://www.proquest.com/docview/910908737
Guo, Y. (2012). Diversity in public education: Acknowledging immigrant parent knowledge. Canadian Journal of Education, 35(2), 120–140. https://www.jstor.org/stable/canajeducrevucan.35.2.120
Guo, Y., Arthur, N., & Lund, D. E. (2009). Intercultural inquiry with pre-service teachers. Intercultural Education, 20(6), 565–577. http://dx.doi.org/10.1080/14675980903448619
Hachfeld, A., Anders, Y., Schroeder, S., Stanat, P., & Kunter, M. (2010). Does immigration background matter? How teachers’ predictions of students’ performance relate to student background. International Journal of Educational Research, 49(2-3), 78–91. https://doi.org/10.1016/j.ijer.2010.09.002
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Hankivsky, O. (2012a). Women’s health, men’s health, and gender and health: Implications of intersectionality. Social Science & Medicine, 74(11), 1712–1720. https://doi.org/10.1016/j.socscimed.2011.11.029
Hankivsky, O. (2012b). The lexicon of mainstreaming equality: Gender based analysis (GBA), gender and diversity analysis (GDA) and intersectionality-based analysis (IBA). Canadian Political Science Review, 6(2-3), 171–183. https://ojs.unbc.ca/index.php/cpsr/article/view/278/426
Hankivsky, O. (2014). Rethinking care ethics: On the promise and potential of an intersectional analysis. American Political Science Review, 108(2), 252–264. https://doi.org/10.1017/S0003055414000094
Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/3178066
Harris, A., Jones, M., & Hashim, N. (2021). System leaders and system leadership: Exploring the contemporary evidence base. School Leadership & Management, 1-22. https://doi.org/10.1080/13632434.2021.1889492
Heath, A. F., & Brinbaum, Y. (Eds.). (2014). Unequal attainments: Ethnic educational inequality in ten Western countries. Oxford Press. http://dx.doi.org/10.5871/bacad/9780197265741.001.0001
Henry, A. (2017). Dear white people wake up: Canada is racist. The Conversation. https://theconversation.com/dear-white-people-wake-up-canada-is-racist-83124
Hesse-Biber, S. N. (2014). A re-invitation to feminist research. In S. N. Hesse-Biber (Ed.), Feminist research practice: A primer (pp. 1-13). SAGE.
Hesse-Biber, S. N., & Leavy, P. L. (2007). Feminist research practice. SAGE. https://dx.doi.org/10.4135/9781412984270
Hill, C. E. (Ed.). (2012). Consensual qualitative research: A practical resource for investigating social science phenomena. American Psychological Association.
Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25(4), 517–572. https://doi.org/10.1177%2F0011000097254001
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, 13(4), 61–164. https://doi.org/10.1111%2Fj.0963-7214.2004.00298.x
Hill, N. E., & Torres, K. (2010). Negotiating the American dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools. Journal of Social Issues, 66(1), 95–112. https://doi.org/10.1111/j.1540-4560.2009.01635.x
Hill, N. E., Jeffries, J. R., & Murray, K. P. (2017). New tools for old problems: Inequality and educational opportunity for ethnic minority youth and parents. The ANNALS of the American Academy of Political and Social Science, 674(1), 113–133. https://doi.org/10.1177/0002716217730618
Himmelweit, S., Bergmann, B., Green, K., Albeda, R., the Women’s Committee of One Hundred, & Koren, C. (2004). Dialogue: Lone mothers: What is to be done? Feminist Economics, 10(2), 237–264. https://doi.org/10.1080/1354570042000217793
Hochschild, J. L., & Cropper, P. (2010). Immigration regimes and schooling regimes: Which countries promote successful immigrant incorporation?. Theory and Research in Education, 8(1), 21–61. https://doi.org/10.1177/1477878509356342
Hohl, J. (1996). Qui sont « les parents »? Le rapport de parents immigrants analphabètes à l’école. Lien Social et Politiques, (35), 51–62. https://doi.org/10.7202/005126ar
Hohl, J., & Normand, M. (2000). Enseigner en milieu pluriethnique dans une société divisée. In M. McAndrew & R. Gagnon (Eds.), Relations ethniques et éducation dans les sociétés divisées, Québec, Irlande du Nord, Catalogne et Belgique (pp. 169–181). L’Harmattan.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
https://academictrap.files.wordpress.com/2015/03/bell-hooks-teaching-to-transgress.pdf
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102%2F00346543067001003
Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Final performance report for OERI Grant #R305T010673: The social context of parental involvement: A path to enhanced achievement. Vanderbuilt University. https://ir.vanderbilt.edu/handle/1803/7595
Hoover-Dempsey, K. V., Walker, J. M., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194
Hu-DeHart, E., & García Coll, C. (2011). The immigrant’s paradox in children’s education and behaviour: Evidence from new research. Brown University.
Hurst, J., Leberman, S., & Edwards, M. (2015). Women managing women: Intersections between hierarchical relationships, career development and gender equity. Gender in Management: An International Journal, 31(1), 61–74. https://dx.doi.org/10.1108/GM-03-2015-0018
Jacob, W. J., & Holsinger, D. B. (2008). Inequality in education: A critical analysis. In D. B. Holsinger & W. J. Jacob (Eds.), Inequality in education (pp. 1–33). Springer. https://doi.org/10.1007/978-90-481-2652-1_1
Jamil, U. (2014). National minority and racialized minorities: The case of Pakistanis in Quebec. Ethnic And Racial Studies, 37(13), 2322–2339. http://dx.doi.org/10.1080/01419870.2013.814801
Jedwab, J. (2004). The myth of Canada as a multinational federation. Deconstructing and accommodating national identities. Canadian Diversity/Diversité Canadienne, 3(2), 19–22. https://www.ciim.ca/img/boutiquePDF/canadiandiversity-vol3-no2-2004-1jxgs.pdf#page=21
Jedwab, J. (2017/2018). Vive le Québec libre @ 50: The rise and decline of Québec’s independence movement, 1967-2017. Canadian Issues, (Fall/Winter), 36–40. https://www.proquest.com/openview/3c97bd6fc5016505721bfd8f0fe6c5e1/1?pq-origsite=gscholar&cbl=43874
Jiwani, Y. (2019). The criminalization of "race", the racialization of crime. In W. Chan & K. Mirchandani (Eds.), Crimes of colour: Racialization and the criminal justice system in Canada (pp. 67–86). University of Toronto Press. https://doi.org/10.3138/9781442602502-005
Jiwani, Y., Bernicky, S., Dutremble-Rivet, J., Talvela, A., & Youngs-Zaleski, M. (2021). Language as a technology of power: An intersectional analysis of the Charter of the French language. In L. O’Donnell, P. Donovan, & B. Lewis (Eds.), La Charte. La loi 101 et les Québécois d'expression anglaise / The Charter. Bill 101 and English-Speaking Quebec (pp. 249-280). The University of Chicago Press. https://doi.org/10.2307/j.ctv1v7zcqp.16
Johnson, E. S. (2008). Ecological systems and complexity theory: Toward an alternative model of accountability in education. Complicity: An International Journal of Complexity and Education, 5(1), 1–10. www.complexityandeducation.ca
Jootun, D., McGhee, G., & Marland, G. R. (2009). Reflexivity: Promoting rigour in qualitative research. Nursing Standard, 23(23), 42–47.
doi: 10.7748/ns2009.02.23.23.42.c6800
Jonsson, J. O., Kilpi-Jakonen, E., & Rudolphi, F. (2014). Ethnic differences in early school-leaving. In A. Heath & Y. Brinbaum (Eds.), Unequal attainments: Ethnic educational inequalities in ten Western countries (pp. 95–118). Oxford University Press. http://dx.doi.org/10.5871/bacad/9780197265741.003.0004
Juang, L. P., & Syed, M. (2019). The evolution of acculturation and development models for understanding immigrant children and youth adjustment. Child Development Perspectives, 13(4), 241–246. https://doi.org/10.1111/cdep.12346
Kanouté, F. (2006). Point de vue de parents de milieux défavorisés sur leur implication dans le vécu scolaire de leur enfant. Interactions, 9(2), 17–37.
https://www.usherbrooke.ca/psychologie/fileadmin/sites/psychologie/espace-etudiant/Revue_Interactions/Volume_9_no_2/V9N2_KANOUTE_Fasal_p17-38.pdf
Kanouté, F., & Calvet, N. L. (2008). Les relations école - familles immigrées au Québec et en Catalogne. Education et Francophonie, 36(1), 161–176. https://doi.org/10.7202/018095ar
Kanouté, F., & Lafortune, G. (2011). La réussite scolaire des élèves d'origine immigrée: Réflexions sur quelques enjeux à Montréal. Education et francophonie, 39(1), 80–92. https://doi.org/10.7202/1004331ar
Kanouté, F., Gosselin-Gagné, J., Hassani, R. G., & Girard, C. (2016). Points de vue d’élèves issus de l’immigration sur leur expérience socioscolaire en contexte montréalais défavorisé. Alterstice, 6(1), 13–25. https://doi.org/10.7202/1038275ar
Kanouté, F., Vatz-Laaroussi, M., Rachédi, L., & Tchimou Doffouchi, M. (2008). Familles et réussite scolaire d’élèves immigrants du secondaire. Revue des Sciences de l'Education, 34(2), 265–289. https://doi.org/10.7202/019681ar
Karnieli-Miller, O., Strier, R., & Pessach, L. (2009). Power relations in qualitative research. Qualitative Health Research, 19(2), 279–289. https://doi.org/10.1177%2F1049732308329306
Kastoryano, R. (2018). Multiculturalism and interculturalism: Redefining nationhood and solidarity. Comparative Migration Studies, 6, Article 17. https://doi.org/10.1186/s40878-018-0082-6
Kelley-Laine, K. (1998). Overview of 9 OECD nations: Parents as partners in schooling: The current state of affairs. Childhood Education, 74(6), 342–345. https://doi.org/10.1080/00094056.1998.10521146
Kendig, S. M., & Bianchi, S. M. (2008). Single, cohabitating, and married mother’s time with children. Journal of Marriage and Family, 70(5), 1128–1240. https://doi.org/10.1111/j.1741-3737.2008.00562.x
Kiang, L., Tseng, V., & Yip, T. (2016). Placing Asian American child development within historical context. Child Development, 87(4), 995–1013. https://doi.org/10.1111/cdev.12578
Kim, J. W., & Choi, Y. J. (2013). Feminisation of poverty in 12 welfare states: Consolidating cross-regime variations?. International Journal of Social Welfare, 22(4), 347–359. https://doi.org/10.1111/j.1468-2397.2012.00874.x
King, R., & Skeldon, R. (2010). “Mind the gap!” Integrating approaches to internal and international migration. Journal of Ethnic and Migration Studies, 36(10), 1619–1646. https://doi.org/10.1080/1369183X.2010.489380
Kircher, R., Quirk, E., Brouillard, M., Ahooja, A., Ballinger, S., Polka, L., & Byers-Heinlein, K. (2022). Quebec-based Parents’ Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors. Journal of Language and Social Psychology. https://doi.org/10.1177/0261927X221078853
Knoef, M. G., & Van Ours, J. (2016). How to stimulate single mothers on welfare to find a job: Evidence from a policy experiment. Journal of Population Economics, 29(4), 1025–1061. https://doi.org/10.1007/s00148-016- 0593-0
Kolnberger, T., & Koff, H. (2021). Addressing seeming paradoxes by embracing them: Small state theory and the integration of migrants. Comparative Migration Studies, 9(14) https://doi.org/10.1186/s40878-021-00222-8
Kramarae, C., & Spender, D. (2004). Routledge international encyclopedia of women: Global women's issues and knowledge. Routledge.
Kwok, S. M., & Wallis, M. A. (Eds.). (2008). Daily struggles: The deepening racialization and feminization of poverty in Canada. Canadian Scholars’ Press.
Kymlicka, W. (2003). Multicultural states and intercultural citizens. Theory and Research in Education, 1(2), 147–169. http://dx.doi.org/10.1177/1477878503001002001
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. http://dx.doi.org/10.2307/1163320
Ladwig, J., & McPherson, A. (2017). The anatomy of ability. Curriculum Inquiry, 47(4), 344–362. http://dx.doi.org/10.1080/03626784.2017.1368352
Lam, G., Collins, S., & Wong, G. (2020). Alone in paradise: A review of the literature related to single, immigrant mothers in Canada. Journal of the Motherhood Initiative for Research and Community Involvement, 11(1), 51–71. https://jarm.journals.yorku.ca/index.php/jarm/article/view/40591
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73–85. https://psycnet.apa.org/doi/10.2307/2112583
Larochelle-Audet, J., Magnan, M.-O., Potvin, M., Doré, E. (2018). Les compétences des directions en matière d'équité et de diversité: Pistes pour les cadres de référence et la formation. Observatoire sur la Formation à la Diversité et l’Équité. http://ofde.ca/wp-content/uploads/2018/03/Groupe-directions_rapport_fev2018.compressed.pdf
Leavy, P., & Harris, A. (2018). Contemporary feminist research from theory to practice. Guilford Publications.
Lee, S. P. (2016). Cosmopolitan citizenship. In A. E. Cudd & W. Lee (Eds.), Citizenship and immigration-borders, migration and political membership in a global age (pp. 45–58). Springer. https://doi.org/10.1007/978-3-319-32786-0_4
Leloup, X., Rose, D., & Maaranen, R. (2018). The new social geography of Montreal: The socio-spatial evolution of income distribution between 1980 and 2015 in the Montreal Metropolitan Area. INRS-Centre Urbanisation Culture Société. https://espace.inrs.ca/id/eprint/7639
Lepicq, D., & Bourhis, R. Y. (2014). Psychologie sociale et aménagement linguistique: Le cas du Québec. In P. Martel & J. Maurais (Eds.), Langues et sociétés en contact (pp. 409–434). De Gruyter. https://doi.org/10.1515/9783110932935
Levin, D. M. (2000). Transpersonal phenomenology: The corporeal schema. The Humanistic Psychologist, 28(1-3), 275–317. https://dx.doi.org/10.1080/08873267.2000.9976997
Lewig, K., Arney, F., & Salveron, M. (2010). Challenges to parenting in a new culture: Implications for child and family welfare. Evaluation and Program Planning, 33(3), 324–332. https://doi.org/10.1016/j.evalprogplan.2009.05.002
Lewis, H., & Elin, R. (2018). Language revitalisation and social transformation: Evaluating the language policy frameworks of sub-state governments in Wales and Scotland. Policy & Politics, 46(3), 503–529. https://doi.org/10.1332/030557317X14938075758958
Lindholm-Leary, K., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165–180. https://doi.org/10.1075/jicb.2.2.01lin
Lipman, P. (2011). Neoliberal education restructuring dangers and opportunities of the present crisis. Monthly Review, 63(3), 114–127. http://dx.doi.org/10.14452/MR-063-03-2011-07_13
Liu, J. (2019). The precarious nature of work in the context of Canadian immigration: An intersectional analysis. Canadian Ethnic Studies, 51(2), 169-185. doi.10.1353/ces.2019.0013
López, G. (2001). The value of hard work: Lessons on parent involvement from an (im)migrant household. Harvard Educational Review, 71(3), 416–438. https://doi.org/10.17763/haer.71.3.43x7k542x023767u
Lopez-Claros, A. & Zahidi, S. (2005). Women's empowerment: Measuring the global gender gap. World Economic Forum. https://www.iknowpolitics.org/sites/default/files/womens20empowerment20global20gap20part201.pdf
Lutz, H., Vivar, M. T. H., & Supik, L. (2011). Framing intersectionality: An introduction. In H. Lutz, M. T. H. Vivar, & L. Supik (Eds.), Framing intersectionality: Debates on a multi-faceted concept in gender studies (pp. 1–24). Ashgate.
Ma, X., & Crocker, R. (2007). Provincial effects on reading achievement. Alberta Journal of Educational Research, 53(1), 87–109. https://doi.org/10.11575/ajer.v53i1.55201
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Magnan, M. O., & Darchinian, F. (2014). Enfants de la Loi 101 et parcours scolaires linguistiques: Le récit des jeunes issus de l'immigration À Montréal. McGill Journal of Education, 49(2), 373–398. https://doi.org/10.7202/1029425ar
Man, G. (2004). Gender, work and migration: Deskilling Chinese immigrant women in Canada. Women's Studies International Forum, 27(2), 135-148. https://doi.org/10.1016/j.wsif.2004.06.004
Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-concept and self-esteem. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 341–356). National Association of School Psychologists.
Mardell, E. A. (2021). Quebec’s uninhabitable community: Identity and community among Anglo-Quebecer out-migrants [Master’s thesis, The University of Western Ontario]. https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=10612&context=etd
Marks, A. K., & Pieloch, K. (2015). School contexts. In C. Suárez-Orozco, M. M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The development of children of immigrants (pp. 47–60). New York University Press. https://www.jstor.org/stable/j.ctt15zc7rf
Marschall, M. (2006). Parent involvement and educational outcomes for Latino students. Review of Policy Research, 23(5), 1053–1076. http://dx.doi.org/10.1111/j.1541-1338.2006.00249.x
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. SAGE.
https://escholarship.org/uc/item/3m25g8j8
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic language and social skills. Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x
Matsuda, M. (1991). Beside my sister, facing the enemy: Legal theory out of Coalition. Stanford Law Review, 43(6), 1183–1192. https://doi.org/10.2307/1229035
Matthiesen, N. C. L. (2015). Understanding silence: An investigation of the processes of silencing in parent-teacher conferences with Somali diaspora parents in Danish public schools. International Journal of Qualitative Studies in Education, 29(3), 320–337. https://doi.org/10.1080/09518398.2015.1023236
McAndrew, M. (2016). Competing visions and current debates in interculturalism in Québec. CLCWeb: Comparative Literature and Culture, 18(4). https://doi.org/10.7771/1481-4374.2920
McAndrew, M., & Audet, G. (2011). Immigration and diversity in Quebec’s schools: An assessment. In S. Gervais, J. Rudy, & C. J. Kirkey (Eds), Quebec questions: Quebec studies for the twenty-first century (pp. 287-304). Oxford University Press. http://www.chereum.umontreal.ca/publications_pdf/Publications%20de%20la%20titulaire/Quebec%20Question%20Stephane%20Gervaisch19.pdf
McAndrew, M., & Bakhshaei, M. (2012). The difficult integration of Muslims in Quebec since September 11th: International or local dynamics? Canadian International Journal, 67(4), 931–949. https://www.jstor.org/stable/42704940
McAndrew, M., & Bakhshaei, M. (2016). La scolarisation des élèves issus de l’immigration et l’éducation interculturelle: Historique, situation actuelle et principaux défis. In M. Potvin, M.-O. Magnan, & J. Larochelle-Audet (Eds.), La diversité ethnoculturelle, religieuse et linguistique en éducation: théorie et pratique (pp. 19–40). Fides Éducation.
McAndrew, M., & Ledent, J. (2012). La réussite scolaire des jeunes Québécois issus de l’immigration au secondaire de langue française: Une comparaison entre la première et la deuxième génération. Diversité urbaine, 12(1), 7–25. https://doi.org/10.7202/1019209ar
McAndrew, M., Balde, A., Bakhshaei, M., Tardif-Grenier, K., Audet, G., Armand, F., Guyon, S., Ledent, J., Lemieux, G., Potvin, M., Rahm, I., Vatz-Laaroussi, M., Carpentier, A., & Rousseau, C. (2015). La réussite éducative des élèves issus de l’immigration: Dix ans de recherches et d’interventions au Québec. Presse de l’Université de Montréal. https://doi.org/10.4000/books.pum.3005
McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329–364. https://doi.org/10.3102/00346543075003329
McBrien, J. L. (2011). The importance of context: Vietnamese, Somali, and Iranian refugee mothers discuss their resettled lives and involvement in their children’s schools. Compare: A Journal of Comparative and International Education, 41(1), 75–90. http://dx.doi.org/10.1080/03057925.2010.523168
McKenna, K. (2021, May 13). Quebec is set to present its long-awaited revamped language law. Here's what to expect. Canadian Broadcasting Corporation. https://www.cbc.ca/news/canada/montreal/quebecbill-101-language-revamp-1.6023532
Ministère de l’Éducation du Québec. (1998). Une école d’avenir: Politique d’intégration scolaire et d’éducation interculturelle. Quebec Government. http://www.education.gouv.qc.ca/fileadmin/site_web/docu¬ments/education/adaptation-scolaire-services-comp/PolitiqueMatiereIntegrationScolEdu-cInterculturelle_UneEcoleAvenir_f.pdf
Ministère de l’Éducation, du Loisir et du Sport du Québec. (2008). La formation à la gestion d’un établissement d’enseignement. Quebec Government. http://www.education.gouv.qc.ca/fileadmin/site_web/docu-ments/reseau/formation_titularisation/07-00881.pdf
Ministère de l’Éducation, de l’Enseignement Supérieur (MEES). (2017). Indices de défavorisation des écoles publiques, 2016-2017: Écoles primaires et secondaires. Quebec Government. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/Indices_PUBLICATION_20162017_final.pdf
Ministère de l’Éducation, de l’Enseignement Supérieur. (2019). Soutien au milieu scolaire 2019-2020: Intégration et réussite des élèves issus de l’immigration et éducation intercultu¬relle. Quebec Government. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/diversite/ Guide-soutien-milieu-scolaire.PDF
Ministère de l’Éducation, de l’Enseignement Supérieur. (2021). Taux de sorties sans diplôme ni qualification parmi les sortants en formation générale des jeunes. Quebec Government. http://www.education.gouv.qc.ca/index.php?id=106&L=5
Ministère de l’Immigration, de la Diversité et de l’Inclusion. (2017). Plan d’immigration du Qué¬bec pour l’année 2017. Quebec Government. http://www.midi.gouv.qc.ca/publications/fr/planifi- cation/Plan-im¬migration-2017.pdf
Mohanty, C. T. (2003a). Feminism without borders. Duke University Press. https://doi.org/10.1515/9780822384649
Mohanty, C. T. (2003b). “Under Western eyes” revisited: Feminist solidarity through anticapitalist struggles. Signs: Journal of Women in culture and Society, 28(2), 499–535. https://doi.org/10.1086/342914
Momsen, J. H. (2003). Maids on the move. In J. H. Momsen (Ed.), Gender, migration and domestic service (pp. 15–34). Routledge.
Moon, S. S., Kang, S. Y., & An, S. (2009). Predictors of immigrant children's school achievement: A comparative study. Journal of Research in Childhood Education, 23(3), 278–289. http://dx.doi.org/10.1080/02568540909594661
Morrison, F., & Cooney, R. (2002). Parenting and academic achievement: Multiple paths to early literacy. In J. Barkowski, S. Ramey Landesman, & M. Bristol-Power (Eds.), Parenting and the children’s world: Influences on academic, intellectual, and socio-emotional development (pp. 141–160). Psychology Press. http://dx.doi.org/10.4324/9781410603616-8
Motapanyane, M. (Ed.). (2016). Motherhood and lone-single parenting: A 21st century perspective. Demeter Press.
Mujawamariya, D., & Mahrouse, G. (2004). Multicultural education in Canadian preservice programs: Teacher candidates’ perspectives. Alberta Journal of Educational Research, 50(4), 336–353. https://doi.org/10.11575/ajer.v50i4.55070
Mahrouse, G. (2010). “Reasonable accommodation” in Quebec: The limits of participation and dialogue. Race & Class, 52(1), 85–96. https://doi.org/10.1177/0306396810371768
Murat, M., & Frederic, P. (2015). Institutions, culture and background: The school performance of immigrant students. Education Economics, 23(5), 612–630. https://doi.org/10.1080/09645292.2014.894497
Murnaghan, A. M. F., & Basu, R. (2016). Playfully negotiating publics: Children, space, and activism in the city. In A. Dutt, A. Noble, F. Costa, R. Thakur, & S. Thakur (Eds.), Spatial diversity and dynamics in resources and urban development (pp. 517–525). Springer. https://doi.org/10.1007/978-94-017-9786-3_25
Nanhou, V., & Audet, N. (2008). Caractéristiques de santé des immigrants du Québec: Comparaison avec les canadiens de naissance (No. 14). Zoom santé, Institut de la statistique du Québec. https://statistique.quebec.ca/fr/document/no-14-caracteristiques-de-sante-des-immigrants-du-quebec-comparaison-avec-les-canadiens-de-naissance-serie-enquete-sur-la-sante-dans-les-collectivites-canadiennes
Ngo, H. V. (2009). Patchwork, sidelining and marginalization: Services for immigrant youth. Journal of Immigrant & Refugee Studies, 7(1), 82–100. http://dx.doi.org/10.1080/15562940802687280
Ng, R. (2005). Immigrant garment workers as embodiment of gender, race and class relations. In L. Biggs & P. J. Downe (Eds.), Gendered intersections: An introduction to women’s & gender studies (pp. 204–211). Halifax: Fernwood Publishing.
Noakes, T. C. (2020). Allophone. In B. Graves (Ed.), The Canadian encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/allophone
Nobert, F. (2018). Les liens possibles des tâches connexes des enseignantes et enseignants du secondaire au Québec sur la collaboration entre l'école et la famille [Master’s thesis, Université de Montréal]. http://hdl.handle.net/1866/20575
Noguerón-Liu, S. (2017). Expanding notions of digital access: Parents' negotiation of school-based technology initiatives in new immigrant communities. Equity & Excellence in Education, 50(4), 387–399. http://dx.doi.org/10.1080/10665684.2017.1395301
Núñez, A. M. (2014a). Advancing an intersectionality framework in higher education: Power and Latino postsecondary opportunity. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 29, pp. 33–92). Springer. https://doi.org/10.1007/978-94-017-8005-6_2
Núñez, A. M. (2014b). Employing multilevel intersectionality in educational research: Latino identities, contexts, and college access. Educational Researcher, 43(2), 85–92. https://doi.org/10.3102%2F0013189X14522320
Oakley, A. (1981). Interviewing women: A contradiction in terms? In H. Roberts (Ed.), Doing feminist research (pp. 30–61). Routledge.
https://criticalphysio.files.wordpress.com/2015/05/interviewing-women-a-contradi.pdf
O’Connor, J. S., Orloff, A. S., & Shaver, S. (1999). States, markets, families: Gender, liberalism, and social policy in Australia, Canada, Great Britain, and the United States. Cambridge University Press.
O’Donnell, L. (2013). La diversité, la pauvreté et le capital historique et social des communautés d’expression anglaise du Québec. In M. Vatz-Laaroussi, E. Bernier, & L. Guilbert (Eds.), Les collectivités locales au coeur de l’intégration des immigrants. Questions identitaires et stratégies régionales (pp. 161–168). Presses de l’Université Laval.
O’Donnell, L., Donovan, P., & Lewis, B. (Eds.). (2021). La charte. La loi 101 et les Québécois d’expression anglaise / The Charter. Bill 101 and English-Speaking Quebec. The University of Chicago Press.
O’Reilly, A. (2021). Matricentric feminism: Theory, activism, and practice. Demeter Press.
https://www.scribd.com/read/454281510/Matricentric-Feminism
O'Reilly, A. (Ed.). (2010). Twenty-first-century motherhood: Experience, identity, policy,
agency. Columbia University Press. https://www.jstor.org/stable/10.7312/orei14966
Oakes, J. (2005). Keeping track: How schools structure inequality. Yale University Press.
Organization for Economic Development and Cooperation (OECD). (2007). Education at a glance 2007. https://www.oecd.org/education/skills-beyond-school/40701218.pdf
Organization for Economic Development and Cooperation (OECD). (2010). PISA 2009 results: Overcoming social background- Equity in learning opportunities and outcomes (Volume II). http://dx.doi.org/10.1787/9789264091504-en
Organization for Economic Development and Cooperation (OECD). (2012). PISA: Untapped skills: Realising the potential of immigrant students. https://www.oecd.org/education/school/Untapped%20Skills.pdf
Organization for Economic Development and Cooperation (OECD). (2013). PISA 2012 results: Excellence through equity (Volume II): Giving every student the chance to succeed. https://doi.org/10.1787/9789264201132-en
Organization for Economic Development and Cooperation (OECD). (2015). Educational policy outlook: Canada. https://www.oecd.org/education/highlightscanada.htm
Oleksy, E. H. (2011). Intesectionality at the cross-roads. Women’s Studies International Forum, 34(4), 263–270. https://doi.org/10.1016/j.wsif.2011.02.002
Olivos, E. M. (2006). The power of parents: A critical perspective of bicultural parent involvement in public schools. Peter Lang.
Paccaud, A., Keller, R., Luder, R., & Pastore, G. (2020). Le point de vue des parents au sujet de la collaboration école-famille. Rütlistiftung – ERNA. https://phzh.ch/globalassets/phzh.ch/forschung/forschungszentren/iugids/rapport_final_collabo_ecole-famille_juin_2020.pdf
Pager, D., & Shepherd, H. (2008). The sociology of discrimination: Racial discrimination in employment, housing, credit, and consumer markets. Annual Review of Sociology, 34(1), 181–209. doi: 10.1146/annurev.soc.33.040406.131740
Palacios, N. (2012). An immigrant advantage in the early school trajectories of Latino preschoolers from low-income immigrant families. In C. G. Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 185–207). American Psychological Association. https://doi.org/10.1037/13094-008
Parekh, G., Brown, R. S., & Zheng, S. (2018). Learning skills, system equity, and implicit bias within Ontario, Canada. Educational Policy, 35(3), 395–421. https://doi.org/10.1177/0895904818813303
Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Parreñas, R. S. (2001). Mothering from a distance: Emotions, gender and intergenerational relations in Filipino transnational families. Feminist Studies, 27(2), 361–390. https://doi.org/10.2307/3178765
Pearce, D. (1978). The feminization of poverty: Women, work, and welfare. Urban and Social Change Review, 11(1-2), 28–36.
Peláez, S., Hendricks, K. N., Merry, L. A., & Gagnon, A. J. (2017). Challenges newly-arrived migrant women in Montreal face when needing maternity care: Health care professionals’ perspectives. Globalization and Health, 13, Article 5. https://doi.org/10.1186/s12992-016-0229-x
Peña, R. A. (1998). A case study of parental involvement in a conversion from transitional to dual language instruction. Bilingual Research Journal, 22(2-4), 237–259. https://doi.org/10.1080/15235882.1998.10162724
Perez, L., Dragicevic, S., & Gaudreau, J. (2019). A geospatial agent-based model of the spatial urban dynamics of immigrant population: A study of the island of Montreal, Canada. PLOS ONE, 14(7). https://doi.org/10.1371/journal.pone.0219188
Pessar, P. R., & Mahler, S. J. (2003). Transnational migration: Bringing gender in. International Migration Review, 37(3), 812–846. https://doi.org/10.1111/j.1747-7379.2003.tb00159.x
Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. Routledge.
Pratt-Johnson, Y. (2015). Stressors experienced by immigrant and other non-native English-speak-ing students in US schools and their families. Journal of Social Distress and the Homeless, 24(3), 140–150. https://dx.doi.org/10.1179/1053078915Z.00000000018
Prévôt, O. (2008). Attentes des familles à l’égard de l’école: Une enquête auprès de 2492 parents. In G. Pithon, C. Asdih, & S. J. Larivée (Eds.), Construire une communauté educative. Un partenariat famille-école-association (pp. 37–50). De Boeck Supérieur. https://doi.org/10.3917/dbu.pitho.2008.01.0037
Proulx-Chénard, S. (2021). Interculturalism. Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/interculturalisme
Quillian, L., Cook, K. S., & Massey, D. S. (2006). New approaches to understanding racial prejudice and discrimination. Annual Review of Sociology, 32(1), 299–328. https://doi.org/10.1146/annurev.soc.32.061604.123132
Raffo, C. (2011). Barker’s ecology of disadvantage and educational equity: Issues of redistribution and recognition. Journal of Educational Administration and History, 43(4), 325–343. https://doi.org/10.1080/00220620.2011.606895
Raffo, C. (2013). Improving educational equity in urban contexts. Routledge. https://doi.org/10.4324/9780203584217
Ramos‐Sánchez, L. (2007). Language switching and Mexican Americans' emotional expression. Journal of Multicultural Counseling and Development, 35(3), 154–168. https://doi.org/10.1002/j.2161-1912.2007.tb00057.x
Reay, D. (2004). Gendering Bourdieu's concepts of capitals? Emotional capital, women and social class. The Sociological Review, 52(2). 57-74. https://doi.org/10.1111/j.1467-954X.2005.00524.x
Reilly, R. C. (2020). Pay attention to what is behind the curtain: Interrogating whiteness using contemplative practices in graduate management education. In E. Sengupta & P. Blessinger (Eds.), Civil society and social responsibility in higher education: International perspectives on curriculum and teaching development. Emerald Publishing.
https://doi.org/10.1108/S2055-364120200000021005
Reitz, J. G. (2012). The distinctiveness of Canadian immigration experience. Patterns of Prejudice, 46(5), 518–538. https://doi.org/10.1080/0031322X.2012.718168
Reitz, J. G., & Banerjee, R. (2007). Racial inequality, social cohesion, and policy issues in Canada. In K. Banting, T. Courchene, & L. Seidle (Eds.), Belonging? Diversity, recognition and shared citizenship in Canada. The art of the state. (pp. 489–545). Institute for Research on Public Policy.
https://irpp.org/research-studies/racial-inequality-social-cohesion-and-policy-issues-in-canada/
Reitz, J. G., & Zhang, Y. (2011). National and urban contexts for the integration of the second generation in the United States and Canada. In R. Alba & M. C. Waters (Eds.), The next generation (pp. 207–228). New York University Press. https://doi.org/10.18574/9780814705384-011
Reitz, J. G., Simon, P., & Laxer, E. (2017). Muslims’ social inclusion and exclusion in France, Québec, and Canada: Does national context matter?. Journal of Ethnic and Migration Studies, 43(15), 2473–2498. https://doi.org/10.1080/1369183X.2017.1313105
Reskin, B. (2012). The race discrimination system. Annual Review of Sociology, 38(1), 17–35. doi: 10.1146/annurev-soc-071811-145508
Riches, C., & Curdt-Christiansen, X. L. (2010). A tale of two Montréal communities: Parents' perspectives on their children's language and literacy development in a multilingual context. The Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, 66(4), 525–555. http://dx.doi.org/10.3138/cmlr.66.4.525
Riederer, B., & Verwiebe, R. (2015). Changes in the educational achievement of immigrant youth in Western societies: The contextual effects of national (educational) policies. European Sociological Review, 31(5), 628–642. https://doi.org/10.1093/esr/jcv063
Robert, M., & Tondreau, J. (1997). L'école québécoise: Débats, enjeux et pratiques sociales: Une analyse sociale de l'éducation pour la formation des maîtres. Centre Educatif et Culturel. http://eduq.info/xmlui/handle/11515/13795
Róbert, P. (2010). The influence of educational segregation on educational achievement. In J. Dronkers (Ed.), Quality and inequality of education: Cross-national perspectives (pp. 13–40). Springer. https://dx.doi.org/10.1007/978-90-481-3993-4_2
Roessingh, H., & Douglas, S. (2012). English language learners’ transitional needs from high school to university: An exploratory study. International Migration & Integration, 13(3), 285–301. http://dx.doi.org/10.1007/s12134-011-0202-8
Roggeband, C., & Verloo, M. (2007). Dutch women are liberated, migrant women are a problem: The evolution of policy frames on gender and migration in the Netherlands, 1995–2005. Social Policy & Administration, 41(3), 271–288. https://doi.org/10.1111/j.1467-9515.2007.00552.x
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258. https://doi.org/10.1111/jftr.12022
Ross, L. R. (2016). Interrogating motherhood. AU Press. https://doi.org/10.15215/aupress/9781771991438.01
Rossiter, M. J., & Rossiter, K. R. (2009). Diamonds in the rough: Bridging gaps in supports for at-risk immigrant and refugee youth. Journal of International Migration and Integration / Revue de l’Integration et de la Migration Internationale, 10(4), 409–429. http://dx.doi.org/10.1007/s12134-009-0110-3
Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale, survey research studies tell us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Records, 104(8), 1525–1567. http://dx.doi.org/10.1111/1467-9620.00212
Ruddick, S. (2004). Maternal thinking. Duke University Press. https://doi.org/10.1515/9780822384960-015
Ruglis, J. (2011). Mapping the biopolitics of school dropout and youth resistance. International Journal of Qualitative Studies in Education, 24(5), 627–637. https://doi.org/10.1080/09518398.2011.600268
Rumberger, R. W. (2011). Dropping out : why students drop out of high school and what can be done about it. Harvard University Press.
Ryan, W. (1976). Blaming the victim. Vintage Books.
Rymarz, R. (2012). Teaching ethics and religious culture in Québec high schools: An overview, contextualization and some analytical comments. Religious Education, 107(3), 295–310. http://dx.doi.org/10.1080/00344087.2012.678175
Said, E. (1978). Orientalism: Western concepts of the Orient. Pantheon.
Saldaña, J. (2021). The coding manual for qualitative researchers. SAGE.
Sam, D. L., & Berry, J. W. (2010). Acculturation: When individuals and groups of different cultural backgrounds meet. Perspectives on Psychological Science, 5(4), 472–481. https://doi.org/10.1177/1745691610373075
Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee Value-added Research and Assessment Centre. https://www.heartland.org/publications-resources/publications/cumulative-and-residual-effects-of-teachers-on-future-student-academic-achievement
Santos, C. E., & Toomey, R. B. (2018). Integrating an intersectionality lens in theory and research in developmental science: Integrating an intersectionality lens in theory and research. New Directions for Child and Adolescent Development, 2018(161), 7–15. https://doi.org/10.1002/cad.20245
Sassen, S. (2002). Women’s burden: Counter‐geographies of globalisation: Feminisation of survival. In K. Saunders (Ed.), Feminist post‐development thought (pp. 89–104). Zed Books.
Satzewich, V., & Liodakis, N. (2017). "Race" and ethnicity in Canada: A critical introduction. Oxford University Press.
Savard, M. (2007). Les projets québécois visant à faciliter l'accès des personnes immigrantes aux professions et métiers réglementés. Canadian Issues, (Spring), 108–111. https://www.proquest.com/docview/208678971/fulltext/3645CE7F8C454533PQ/1?accountid=10246
Schwandt, T. A. (2014). The SAGE dictionary of qualitative inquiry. SAGE.
Schinkel, W. (2018). Against “immigrant integration”: For an end to neocolonial knowledge production. Comparative Migration Studies, 6(1), 1–17. https://doi.org/10.1186/s40878-018-0095-1
Schleicher, A. (2006). Lisbon Council policy brief: The economics of knowledge: Why education is key for Europe's success. OECD. https://www.oecd.org/education/skills-beyond-school/36278531.pdf
Schlicht, R., Stadelmann-Steffen, I., & Freitag, M. (2010). Educational inequality in the EU. European Union Politics, 11(1), 29–59. http://dx.doi.org/10.1177/1465116509346387
Schnepf, S. V. (2007). Immigrants’ educational disadvantage: An examination across ten countries and three surveys. Journal of Population Economics, 20(3), 527–545. https://doi.org/10.1007/s00148-006-0102-y
Schultes, A. K., & Vallianatos, H. (Eds.). (2016). The migrant maternal: ‘Birthing’ new lives abroad. Demeter Press. http://www.jstor.org/stable/j.ctt1rrd9gp
Sealy-Harrington, J., & Watson Hamilton, J. (2018). Colour as a discrete ground of discrimination. Canadian Journal of Human Rights, 7(1). https://cjhr.ca/colour-as-a-discrete-ground-of-discrimination/
Secada, W. G. (1989). Equity in education. Falmer Press.
Shannon, S. M., & Milian, M. (2002). Parents choose dual language programs in Colorado: A survey. Bilingual Research Journal, 26(3), 681–696. https://doi.org/10.1080/15235882.2002.10162584
Shavit, Y., & Blossfeld, H. P. (Eds.). (1993). Persistent inequality: Changing educational attainment in thirteen countries. Westview Press. doi: 10.2307/3121687
Skutnabb-Kangas, T., & Cummins, J. (1988). Minority education: From shame to struggle. Multilingual Matters.
Sidel, R. (2006). Unsung heroines: Single mothers and the American dream. University of California Press. https://doi.org/10.1525/9780520939578
Skrla, L., & Scheurich, J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33(3), 235–259. http://dx.doi.org/10.1177/0013124501333002
Solano-Flores, G., & Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3–13. https://doi.org/10.3102%2F0013189X032002003
Solomon, R. P., Portelli, J. P., Daniel, B. J., & Campbell, A. (2005). The discourse of denial: How white teacher candidates construct race, racism and ‘white privilege’. Race, Ethnicity and Education, 8(2), 147–169. https://doi.org/10.1080/13613320500110519
Soutullo, O. R., Smith-Bonahue, T. M., Sanders-Smith, S. C., & Navia, L. E. (2016). Discouraging partnerships? Teachers’ perspectives on immigration-related barriers to family-school collaboration. School Psychology Quarterly, 31(2), 226–240. https://psycnet.apa.org/doi/10.1037/spq0000148
Spencer, S., & Charsley, K. (2016). Conceptualising integration: A framework for empirical research, taking marriage migration as a case study. Comparative Migration Studies, 4(1), 1–19. https://doi.org/10.1186/s40878-016-0035-x
Spivak, G. C. (2006). In other worlds: Essays in cultural politics (Ser. Routledge classics). Routledge. https://doi.org/10.4324/9780203441114
Statistics Canada. (2005). Report on the demographic situation in Canada (Catalogue No. 91-209-X). https://www150.statcan.gc.ca/n1/en/catalogue/91-209-X
Statistics Canada. (2006). 2006 Census area profiles, 2006 Census (Catalogue No. 94-581- http://www.statcan.gc.ca/cgi-bin/IPS/display?cat_num=94-581-X2006001
Statistics Canada. (2011). Census profile, 2011 Census (Catalogue No. 98-316-X2011001). https://www150.statcan.gc.ca/n1/en/catalogue/98-316-X2011001
Statistics Canada. (2012). Immigration and ethnocultural diversity in Canada (Catalogue No. 99-010-X2011001). https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/99-010-x2011001-eng.pdf
Statistics Canada. (2013). 2011 National Household Survey (NHS) Profile (Catalogue No. 99-004-XWE). http://www12.statcan.gc.ca/nhs-enm/2011/dp-pd/prof/index.cfm?Lang=E
Statistics Canada. (2016). Census profile, 2016 Census (Catalogue No. 98-316-X2016001). https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/index.cfm?Lang=E
St-Jacques, M., & Sévigny, D. (2003). Défavorisation des familles avec enfants en milieu montréalais- Guide d'accompagnement de la carte de la défavorisation. Comité de Gestion de la Taxe Scolaire de l’Île de Montréal. https://cap.banq.qc.ca/notice?id=p%3A%3Ausmarcdef_0002567202&posInSet=28&queryId=3f2fa233-444b-4e87-a5c4-0277499c4be4
Steinbach, M. (2010). Quand je sors d'accueil: Linguistic integration of immigrant adolescents in Quebec secondary schools. Language Culture and Curriculum, 23(2), 95-107. https://doi.org/10.1080/07908311003786711
Suárez-Orozco, C. (2000). Identities under siege: Immigration stress and social mirroring among the children of immigrants. In A. C. G. M. Robben & M. M. Suárez-Orozco (Eds.), Cultures under siege: Collective violence and trauma (pp. 194–226). Cambridge University Press.
Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Harvard University Press.
Suárez-Orozco, C., Abo-Zena, M. M., & Marks, A. K. (Eds.). (2015). Transitions: The development of children of immigrants. New York University Press. https://muse-jhu-edu.lib-ezproxy.concordia.ca/book/43318
Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009a). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749. https://doi.org/10.1177/016146810911100308
Suárez-Orozco, C., Rhodes, J., & Milburn, M. (2009b). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth & Society, 41(2), 151–185. https://doi.org/10.1177/0044118X09333647
Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land: Immigrant students in a new society. Harvard University Press.
Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth. The American Psychologist, 73(6), 781–796. http://doi.org/10.1037/amp0000265
Suissa, J. (2017). Pedagogies of indignation and The Lives of Others. Policy Futures in Education, 15(7–8), 874–890. https://doi.org/10.1177/1478210317721279
Tajima, E. A., & Harachi, T. W. (2010). Parenting beliefs and physical discipline practices among Southeast Asian immigrants: Parenting in the context of cultural adaptation to the United States. Journal of Cross-Cultural Psychology, 41(2), 212-235. https://doi.org/10.1177/0022022109354469
Tardif-Grenier, K., Archambault, I., Lafantaisie, V., Magnan, M. O., & Baradhy, R. (2018). La collaboration école-famille immigrante : Représentations d’administrateurs en milieu scolaire primaire socioéconomiquement défavorisé. Canadian Journal of Education / Revue Canadienne de l’Education, 41(4), 954–990. https://journals.sfu.ca/cje/index.php/cje-rce/issue/view/183
Taylor, C. (2012). Interculturalism or multiculturalism?. Philosophy & Social Criticism, 38(4-5), 413–423. https://doi.org/10.1177%2F0191453711435656
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). John Wiley & Sons Inc.
Thobani, S. (2007). Exalted subjects:studies in the making of race and nation in canada. University of Toronto Press.
Tollefson, J. W., & Tsui, A. B. (2014). Language diversity and language policy in educational access and equity. Review of Research in Education, 38(1), 189-214. https://doi.org/10.3102/0091732X13506846
Toohey, K., & Derwing, T. M. (2008). Hidden losses: How demographics can encourage incorrect assumptions about ESL high school students’ success. The Alberta Journal of Educational Research, 54(2), 178–193. https://cjc-rcc.ucalgary.ca/index.php/ajer/article/view/55221
Tremblay, N., Dumoulin, C., Gagnon, M., & Giroux, P. (2015). La collaboration entre l’école, la famille et la communauté en milieu à risque: quels défis pour la formation initiale des enseignants du primaire? Canadian Journal of Education, 38(2), 1–28. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1680
Trumbull, E., & Rothstein-Fisch, C. (2011). The intersection of culture and achievement motivation. School Community Journal, 21(2), 25–53.
https://files.eric.ed.gov/fulltext/EJ957126.pdf
Tuck, E. (2011a). Rematriating curriculum studies. Journal of Curriculum and Pedagogy, 8(1), 34-37. https://doi.org/10.1080/15505170.2011.572521
Tuck, E. (2011b). Humiliating ironies and dangerous dignities: a dialectic of school pushout. International Journal of Qualitative Studies in Education, 24(7), 817–827. https://doi.org/10.1080/09518398.2011.632785
Tuck, E. (2012). Urban youth and school pushout: Gateways, get-aways, and the GED. Routledge. https://doi.org/10.4324/9780203829226
Tuck, E. (2013). Neoliberalism as nihilism? A commentary on educational accountability, teacher education, and school reform. The Journal for Critical Education Policy Studies, 11(2), 324-347. http://www.jceps.com/wp-content/uploads/PDFs/11-2-10.pdf
Tuck, E., & Yang, K.W. (Eds.). (2014). Youth resistance research and theories of change. Routledge. https://doi.org/10.4324/9780203585078
Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72–89.
https://journal.jctonline.org/index.php/jct/article/view/411
Tucker, V., & Schwartz, I. (2013). Parents’ perspectives of collaboration with school professionals: Barriers and facilitators to successful partnerships in planning for students with ASD. School Mental Health, 5(2), 3–14. https://doi.org/10.1007/s12310-012-9102-0
Turney, K. & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged?. The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271
Tyler, I. (2013). Revolting subjects: Social abjection and resistance in neoliberal Britain. Bloomsbury Publishing.
Utrata, J. (2015). Women without men: Single-mothers and family change in the New Russia. Cornell University Press. https://www.perlego.com/book/534339/women-without-men-pdf
UNESCO (2019). Promoting inclusive teacher education: Curriculum. United Nations. https://unesdoc.unesco.org/ark:/48223/pf0000221035
Valdés, G. (1996). Con respeto. Bridging the distances between culturally diverse families and schools. An ethnographic portrait. Teachers College Press.
Valdés, G., & Figueroa, R. (1994). Bilingualism and testing: A special case of bias. Ablex Publishing Corporation.
Van den Berg, A., & Struwig, M. (2017). Guidelines for researchers using an adapted consensual qualitative research approach in management research. Electronic Journal of Business Research Methods, 15(2), 109–119. https://academic-publishing.org/index.php/ejbrm/article/view/1361
Vatz-Laaroussi, M. (2008). Du Maghreb au Québec: Accommodements et stratégies. Travail, Genre et Sociétés, 20, 47–65. https://doi.org/10.3917/tgs.020.0047
Vatz-Laaroussi, M. (2011). La régionalisation de l’immigration et ses enjeux pour la réussite sco¬laire des jeunes. Canadian Issues, (Winter), 23-28. https://www.proquest.com/docview/1009073962?fromopenview=true&pq-origsite=gscholar
Vatz-Laaroussi, M., & Steinbach, M. (2010). Des pratiques interculturelles dans les écoles des régions du Québec: Un modèle à inventer. Recherches en Education, 9, 43–55. https://doi.org/10.4000/ree.4605
Vatz-Laaroussi, M., Kanouté, F., & Rachédi, L. (2008). Les divers modèles de collaborations familles immigrantes-écoles: De l’implication assignée au partenariat. Revue des Sciences de l'Education, 34(2), 291–311. https://doi.org/10.7202/019682ar
Verbi Software (2018). MAXQDA [Computer Software]. Marburg, Germany. http://www.maxqda.com
Vermette, M., Jacquet, M., & McAndrew, M. (2000). Éducation à la citoyenneté et adultes nouveaux arrivants: L'expérience québécoise. Immigration et métropoles. http://www.metropolis.inrs.ca/medias/wp_13_2000.pdf
Vespa, J., Lewis, J. M., & Kreider, R. M. (2013). America’s families and living arrangements: 2012. U. S. Bureau of the Census, Current Population Reports, 20 (570). Government Printing Office. http://171.67.100.116/courses/2016/ph240/wang1/docs/p20-570.pdf
Volante, L., Klinger, D., Bilgili, Ö., & Siegel, M. (2017). Making sense of the performance (dis)advantage for immigrant students across Canada. Canadian Journal of Education, 40(3), 329–361. https://www.jstor.org/stable/90014781
Walker, J. M., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193
Walcott, R. (2016). Queer returns: Essays on multiculturalism, diaspora, and black studies. Insomniac Press.
Warren, M., Hong, S., Rubin, C., & Uy, P. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901
Watson, W. (1996). As Quebec goes.... Commentary, 101(2), 39. https://www.commentary.org/articles/william-watson/as-quebec-goes/
Weiss, H. B., Kreider, H. E., Lopez, M., & Chatman-Nelson, C. E. (2010). Preparing educators to engage families: Case studies using an ecological systems framework. SAGE.
Whiting, E. F., & Feinauer, E. (2011). Reasons for enrollment at a Spanish–English two-way immersion charter school among highly motivated parents from a diverse community. International Journal of Bilingual Education and Bilingualism, 14(6), 631–651. https://doi.org/10.1080/13670050.2011.560931
Whitmarsh, J. (2011). Othered voices: Asylum-seeking mothers and early years education. European Early Childhood Education Research Journal, 19(4), 535–551. https://doi.org/10.1080/1350293X.2011.623540
Wiegers, W. A., & Chunn, D. E. (2017). Choice and sole motherhood in Canada 1965–2010: An interview study. Women's Studies International Forum, 61, 38–47. https://doi.org/10.1016/j.wsif.2017.01.004
Willms, D. J., & Kerckhoff, A. C. (1995). The challenge of developing new educational indicators. Educational Evaluation and Policy Analysis, 17(1), 113–131. https://doi.org/10.3102/01623737017001113
Wolf, M., Kao, J. C., Herman, J., Bachman, L. F., Bailey, A., Bachman, P. L., Farnsworth, T., & Chang, S. (2008). Issues in assessing English language learners: English language proficiency measures and accommodation uses. Literature review (Part 1 of 3) (CRESST Report 731). National Center for Research on Evaluation, Standards, and Student Testing.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
Zhu, Y. (2016). Immigration policy, settlement service, and immigrant mothers in neoliberal Canada: A feminist analysis. Canadian Ethnic Studies, 48(2), 143–156. http://dx.doi.org/10.1353/ces.2016.0017