Streaming_Report-September-v1.1-web

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14 | STILL STREAMED: HOW HIGH IMPACT DECISIONS ARE SHAPING STUDENTS’ FUTURES Two-thirds of the parents self-identified as Black; others identified as Chinese, White, Métis or as having multiple ethnic backgrounds. All of the parents said English was their first language and the majority (83%) were born in Canada. Most of the parents had either one (46%) or two (38%) children. The majority of the parents (85%) said they were not currently married or in a common-law relationship. The parents had various educational levels (see Fig. 4) and employment statuses (see Fig. 5). Three parents self-identified as living with a disability. FIG. 3 - PARENTS' HIGHEST LEVEL OF EDUCATION Fig 4 - Parents’ Highest Level of Education Some high school, no diploma High school graduate, diploma or equivalent Some college credit, no degree Trade/technical/vocational training Bachelor's degree FIG. 4 - PARENTS' Fig 5 - Parents’ EMPLOYMENT Employment Status STATUS Employed full time Employed part time Out of work and looking Unable to work
SOCIAL PLANNING TORONTO | 15 STUDY LIMITATIONS This study recruited participants largely through community organizations and service providers. While the student sample is large enough to provide rich and diverse information, the experiences of the students who are most disengaged from the education system may not have been captured. However, given the challenges that emerged with our sample, we can reasonably conclude that students less engaged in the education system will face even greater barriers. The group is not a random sample and the conclusions derived from the data cannot be extrapolated to specific statistical frequencies. However, the sample does allow researchers to conclude that these issues are real and have significant impact for some students in the TDSB. Many parents were approached for this study who could not be engaged to participate in an interview. Outreach strategies were modified on several occasions in attempts to overcome engagement barriers (e.g. increasing participant honoraria or allowing interviews to be conducted over the phone rather than in person). Despite these efforts, our target sample size of 30 was not reached for the parent group. This suggests that parents may face multiple barriers to participation and that our findings reflect the views and experiences of those parents who are more readily engaged. Notably, the parent sample also fails to capture the experiences of parents who recently immigrated to Canada and those who do not speak English as their first language. The challenges encountered in this research project suggest that conventional outreach may not effective for engaging parents in this topic. This study was also confined to a relatively small geographical area. While this was an intentional component of the research design aimed to better understanding the experiences racialized and low-income residents in an underserviced neighbourhood, it may have restricted the research. The experiences of residents in other neighbourhoods has not been captured. Students and parents who participated in this research were more likely to be from similar socio-economic backgrounds and may have had similar school experiences as a result. This means that, for example, this research did not capture the experiences of other students who experience marginalization or those in other neighbourhoods. The relationship between Special Educations Needs and placement in applied and essentials level courses was not explored through this research. Even though research indicates that a significant number of students with Special Education Needs are enrolled in applied and essentials courses, 38 this was not a critical factor raised by students or parents and may require additional investigation through future research. Additionally, this research study did not capture the complexities of the course selection process for those students who enter the TDSB after grade 9, which largely consists of students who are new to Canada. For these students, who did not make up a significant portion of our sample, the course selection process may look different and these intricacies were not reflected in this research. 38 Parekh, 2013.
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Page 3 and 4: SOCIAL PLANNING TORONTO | 1 ACKNOWL
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Page 9 and 10: SOCIAL PLANNING TORONTO | 7 LITERAT
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