Inquiry into the educational careers of francophone students from New Brunswick : local opportunities, educational guidance and social resources
This article addresses the transition to university of francophone students from New Brunswick. Based on 40 biographical interviews and an interactionist research framework, it highlights similarities in the way that the respondents relate to their transition to postsecondary studies. The article then establishes three portraits of educational careers, which demonstrate that the structural determining elements of transitions should be considered in relation to the multiplicity of the interdependent relations of students. Lastly, it queries the joined effects of the process of educational guidance and the institutional strategies for geographic retention on educational careers.