Academic and social experience of immigrant students in a disadvantaged environment in three Montreal schools
In a study conducted in 2008-2009 in three schools in a disadvantaged environment located in the Bordeaux-Cartierville neighbourhood of Montreal, we collected the reflections and discourses of three groups of youths from immigrant backgrounds, with various origins and ages, on several aspects of their academic and social experience. In this article, we present some general findings which arose from the analysis of their specific experiences, as viewed via normative, strategic and ethical significations revealed by the students about their own experience.