Exploring the Causes of Poor Academic Performance among African Canadian Children in Canada's K-12 by multitexinc

KINGDOM ACTS FOUNDATION 10704 CITY PKW SURREY BC., CANADA

2021

EXPLORING THE CAUSES OF POOR ACADEMIC PERFORMANCE AMONG AFRICAN CANADIAN CHILDREN IN CANADA’S K-12

DR. GODWIN UDE, MBA, PhD Executive Director KINGDOM ACTS FOUNDATION 10704 CITY PKW SURREY BC., CANADA

ACKNOWLEDGEMENT Joshua D. Reichard, DPhil, PhD, EdS, CCS

Liban Abokor

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Curtis D. McClane, DPhil

Eric Kazenga, PhD

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Hope Leadership Institute

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Sam Tecle, PhD Professor, University of Toronto at University of Toronto

This Research Report is sponsored by the Vancouver Foundation - Canada’s largest community foundation, working throughout British Columbia Canada.

Academic Performance among African Canadian Children

CONTENTS

Tables of Figures

Figure 1

Figure 22

Abstract

Figure 2

Figure 23

Executive Summary

Figure 3

Figure 24

Introduction

Figure 4

Figure 25

1.1 Background Information

Figure 5

Figure 26

LITERATURE REVIEW

Figure 6

Figure 27

2.1 Introduction

Figure 7

Figure 28

2.2 Theoretical Framework

Figure 8

Figure 29

2.3 Conceptual Framework

Figure 9

Figure 30

2.9 Knowledge Gap

Figure 10

Figure 31

Results

Figure 11

Figure 32

Discussion

Figure 12

Figure 33

Recommendation

Figure 13

Figure 34

References

Figure 14

Figure 35

Appendix

Figure 15

Figure 36

Figure 16

Figure 37

Figure 17

Figure 38

Figure 18

Figure 19

Figure 20

Figure 21

Academic Performance among African Canadian Children

Abstract (English)

This empirical research report is among the few

peer environment, the quality of the home environment,

providing empirical insights into the causative factors

and class environment as key determinants of learners’

academic

performances. According to survey results, up to 45%

performances in the K-12 education system in British

of the sampled parents and teachers contend that

Columbia. The empirical research gathers insights

peer pressure, bullying, teachers’ support, and racism

from a sample of 84 K-12 teachers and 214 African

and racial prejudice cumulatively pose as significant

Canadian parents. Responses from the sampled

barriers to the integration, comfortable study, and

teachers and parents are consistent with Walberg’s

free participation of African Canadian children in both

educational productivity model that highlight student

academic and co-curricular activities in Canadian

motivation, exposure to mass media outside school,

grade schools.

African

Canadian

children’s

poor

Abstrait

(Français)

Ce rapport de recherche empirique est parmi les rares

de l’école, l’environnement des pairs, la qualité de

à fournir des informations empiriques sur les facteurs

l’environnement familial et l’environnement de la classe

causant les mauvais résultats scolaires des enfants

en tant que déterminants clés des performances des

afro-canadiens dans le système d’éducation de la

apprenants. Selon les résultats du sondage, jusqu’à

maternelle à la 12e année en Colombie-Britannique. La

45 % des parents et des enseignants de l’échantillon

recherche empirique recueille des informations auprès

soutiennent que la pression des pairs, l’intimidation,

d’un échantillon de 84 enseignants de la maternelle à la

le soutien des enseignants, le racisme et les préjugés

12e année et de 214 parents afro-canadiens. Les réponses

raciaux constituent cumulativement des obstacles

des enseignants et des parents échantillonnés sont

importants à l’intégration, à l’étude confortable et à la

cohérentes avec le modèle de productivité éducative

libre participation des enfants afro-canadiens. dans

de Walberg qui met en évidence la motivation des

les activités scolaires et parascolaires dans les écoles

élèves, l’exposition aux médias de masse en dehors

primaires canadiennes.

Academic Performance among African Canadian Children

Executive Summary African Canadians are part of the minority group in Canada continue to face challenges in many different fields due to systemic policy issues. Canada’s K-12 grade school system is an area of interest where African Canadian children face significant challenges impacting their academic performance. However, there is limited empirical research Canadian

and

evidence

children’s

regarding

performance

African patterns

in the K-12 system and factors affecting their academic performances. This the

empirical few

research

providing

report

empirical

among

insights

into

the causative factors of African Canadian children’s poor academic performances in the K-12 education system. The empirical research gathers insights from a sample of 84 K-12 teachers and 214 African Canadian parents. Responses

from

the

sampled

teachers

and parents are consistent with Walberg’s educational productivity model that highlight student motivation, exposure to mass media outside school, peer environment, the quality of the home environment, and class environment as key determinants of learners’ performances. According to survey results, up to 45% of the sampled parents and teachers contend that peer

pressure,

bullying,

teachers’

support,

and racism and racial prejudice cumulatively pose as significant barriers to the integration, comfortable study, and free participation of African Canadian children in both academic and co-curricular activities in Canadian grade schools. The key recommendation from the empirical results include: 6

Academic Performance among African Canadian Children

Recommendations 1

Introduction

awareness

Educational attainment greatly influences every

programs and subject in Canada’s K-12 grade

individual’s capacity to succeed in school and

school system.

life (Shizha, 2017). Parents and guardians work

Introducing

African

cultural

hard and sacrifice a lot for their children’s education.

Increasing

the

financial

aid

towards

the

However, numerous factors limit

students’ academic progress in schools.

education of poor immigrant African Canadian

children.

many

immigrants,

countries, ethnic

including minorities,

Canada, and

poor

children face most impediments to academic

Educating African Canadian parents on the

performance (Campbell, 2020). As Isik et al.

importance

(2018) note, academic performance levels are

their

involvement

their

typically standard at the commencement of the

children’s school activities.

education journey. Reforming hiring policies to ensure diversity

in the hiring of K-12 grade school teachers. The

The differences between ethnic minority and

reforms will enhance the hiring of more African

majority students begin to become apparent

Canadian teachers in the K-12 system.

during elementary school. These differences then

increase

throughout

the

rest

the

Reforming hiring policies to ensure diversity

academic journey. Indezed, from elementary

in the hiring of K-12 grade school teachers. The

school onwards, ethnic minority students tend

reforms will enhance the hiring of more African

to have lower grades and more frequently

Canadian teachers in the K-12 system.

experience study delays than ethnic majority students (Isik et al., 2018).

school

This trend is strongly present among African

teachers to ensure sensitivity to diverse

Canadian students who have lower academic

cultures.

performance levels than their white peers and

Reforming

the

training

grade

suffer from a much higher school dropout rate Creating

functional

disciplinary

departments

(Shizha, 2016).

where victims of racism and bullying can report cases and where school authorities can investigate

While Canada has made significant gains to

before resorting to disciplinary actions.

eliminate the structural conditions that foster achievement gaps, African Canadian children in the K-12 system still experience poor academic

Creating and ensuring functional counseling

performance due to internalized beliefs about

departments

ability, futile circumstances, and exposure to

where

students

with

mental

challenges or learning problems can seek help.

limited learning resources. 7

Academic Performance among African Canadian Children

1.1 Background Information, Rationale for the Study and Methodology The scope of the research will be limited to African Ca-

tosh, 2019).For instance, access to economic opportu-

nadian children, including African immigrant children

nities earning in adulthood broadly relies on individuals’

living in British Columbia Canada and African Canadian

academic competencies and achievements (Masella,

children born in Canada.

& McIntosh, 2019).

Poor academic achievements can have far-reach-

However, while several studies have explored academic

ing consequences for students.The empirical research

achievement gaps existing in Canada’s socio-demo-

gathers insights from a sample of 84 K-12 teachers and

graphic lines, very few have gone on to investigate the

214 African Canadian parents within the province of

root causes for these gaps (Masella, & McIntosh, 2019).

British Columbia. Furthermore, there is barely any empirical study exResponses from the sampled teachers and parents

ploring African Canadian Children’s academic perfor-

are consistent with Walberg’s educational productiv-

mance patterns and the underlying factors influencing

ity model that highlight student motivation, exposure

their grades, especially in the K-12 grade system.

to mass media outside school, peer environment, the quality of the home environment, and class environ-

Consequently, there is a need to identify the actu-

ment as key determinants of learners’ performances.

al causative factors for achievement gaps in the K-12

Indeed, an individual’s academic performance lev-

grade system related to African Canadian children and

el significantly shapes future educational attainment,

suggest appropriate policies to improve the quality of

such as post-secondary education (Masella, & McIn-

education to the minority group.

This research provides empirical insights by investigating the causes of poor academic

performance among African Canadian students in the K-12 education system. The following research questions guide the general path of this research:

1. What are the personal factors contributing to poor academic performance among African Canadian students in Canada’s K-12 system? 2. What social-contextual factors contribute to poor academic performance among African Canadian students in Canada’s K-12 system? 8

Academic Performance among African Canadian Children

LITERATURE REVIEW 2.1 Introduction

2.2 Theoretical Framework

This chapter provides a detailed review of the exist-

The study is grounded on the theory of educational produc-

ing empirical and theoretical literature regarding the

tivity first suggested by the educator Herbert Walberg, who

causes of poor academic performance among stu-

sought to provide a comprehensive explanation for factors

dents. The review inclines towards achievement gaps

that influence students’ academic performance (Mazana,

in Canada’s K-12 educational system and the specific

Suero Montero & Olifage, 2019). Towards this goal, the theory

factors that influence academic achievement.

constitutes three distinct elements that shape academic performance based on the student’s affective, behavioral, and cognitive capacity (Mazana, Suero Montero & Olifage, 2019).

The first of these elements is aptitude, which relates to a student’s natural learning rate (Winke, 2018). Aptitude is, in turn, shaped by a series of factors, including the students’ prior performance levels, their cognitive capacities, their levels of motivation, and their maturity level (Kriegbaum, Steinmayr, & Spinath, 2019). Secondly, this theory also affirms that academic performance is greatly shaped by the nature of the student’s environment. The scope of this environment typically encompasses all external influences that may have a bearing on the student’s ability or willingness to perform. Therefore, the environment could comprise the home setting, the classroom setting, the relationship with peers, or even the consumption of content such as television.

Lastly, Walberg also suggested that the nature of teaching can also influence students’ performance outcomes (Mazana, Suero Montero & Olifage, 2019). He explained that this was about quality and quantity of instruction as these factors are strongly correlated to students’ motivation for and participation in learning. This theory is relevant to the study as it relates students’ academic performance to comprehensive individual and social factors that impede or facilitate student learning. Several studies have suggested a numerous range of variables to explain differences in levels of academic performance (Banerjee, 2016). As a result, it has increasingly become apparent that identifying the most relevant factors influencing academic performance is a complex process (Banerjee, 2016). Since the theory of educational productivity specifies a wide range of up to nine factors, categorized into three elements, for the optimization of student learning and performance, it provides a broad scope for identifying numerous contributing variables, including those that vary across cultural lines. That is a significant consideration as African Canadian students are drawn from a minority culture in Canada. 9

Academic Performance among African Canadian Children

2.3 Conceptual Framework The purpose of this study will be to investigate the

the individual and social-contextual factors can be

reasons for poor academic performance among

distinguished as internal and external, respectively,

African Canadian children in Canada’s K-12 system.

they constantly interact and influence each other (Lee

The conceptual framework of the study is provided

& Shute, 2010). Therefore, extending Lee and Shute’s

in figure 1. As Lee and Shute (2010) explain, academic

(2010) arguments to the present study translates to

performance during K-12 education is influenced by

the designation of academic achievement as the

a combination of individual and social-contextual

independent variable (Figure 1). In that context, the

factors. Individual factors denote those cues that exist

academic achievement variable is influenced by

within the student, such as their behavioral or cognitive

individual factors, such as learning techniques and

traits. On the other hand, social-contextual factors

student participation, and social-contextual factors,

indicate all influences that are not intrinsic in the

such as school environment and cultural influences,

student. However, while from the student’s perspective,

which serve as the study’s independent variables.

Personal Factors

Student motivation and participation

Learning Techniques

Social-Contextual Factors School Environment

Social, Familial and Cultural Influences

Figure 1: Conceptual Framework 10

ACADEMIC ACHIEVEMENT

Academic Performance among African Canadian Children

2.4 Rationale for the Study: Educational Equity and Achievement Gaps in Canada communities Canada is a demographically diverse

provides mandatory access to education to all

country. As reported by Campbell (2020), the country

children in the country. As the Center for International

had approximately 38 million people in 2019. Of this

Education benchmarking (2020) notes, while public

population, it is estimated that up to a fifth is foreign-

education in the country is mainly a province-run and

born (Campbell, 2020). Consequently, it is not surprising

funded function, education is deemed compulsory

that the country has adopted a strong commitment

until the age of 18 in three provinces and until the age of

towards multiculturalism. Arguably, one of the greatest

16 in the rest of the provinces (Center for International

testaments to the country’s commitment in this regard

Education benchmarking, 2020). As a result, in addition

is the fact that Canada guarantees free education for

to K-12 education being essentially mandatory in the

all school-going-age children that reside in the country

country, Canada also provides free public education

(Campbell et al., 2017). Additionally, the K-12 education

to all resident school-aged children (Center for

system in the country is structured in a manner that

International Education benchmarking, 2020).

Despite efforts to embed educational equity in Canada’s education system, several achievement gaps exist based on certain social demographic indicators (Shah, 2018). For example, according to data on educational outcomes in Ontario, as reported by the Educational Quality and Accountability Office (EQAO), academic achievement gaps vary by 30% based on social, economic, and racial backgrounds (Shah, 2018). In addition, the graduation attainment rate also has a 25% performance gap based on these backgrounds (Shah, 2018).

Further, present data also indicate that males from poor minority backgrounds in Canada are not only more likely to have poor academic achievements but are also linked with higher absenteeism

and delinquency rates (Shah, 2018). THE EQAO’s findings are especially damning for Ontario, as over 60% of the province’s population comprises immigrants, minorities, and self-identified indigenous people (Campbell, 2020).

Consequently, the existence of such significant

were approximately 1.4 times less likely to feature

achievement gaps in the province translates to

in the highest mark category than white male

large sections of its students’ population performing

students (Masella & McIntosh, 2019). By grade 12, this

below their peers. This argument is in line with the

difference increases to 1.5 times less likely (Masella &

findings of Masella and McIntosh (2019) on racial

McIntosh, 2019). Similar other forms of achievement

differences in academic performance levels for

gaps are believed to exist throughout the Canadian

Canadian primary and secondary schools. The

K-12 education system, particularly along socio-

study found that by grade six, black male students

economic and ethnic lines (Campbell, 2020).

Academic Performance among African Canadian Children

2.5 Student-Related Factors and Academic Performance

2.6 School-Related Factors and Academic Performance

Some of the factors that shape students’ academic

Issues related to school culture and practices are

performance levels are intrinsic and modifiable. One

central in determining a school’s capacity to effectively

such student-specific factor is ability. According to

impart learning to its students. Banerjee (2016) notes

Tying et al. (2017), a student’s cognitive capacity is

that institutional factors related to the availability

one of the most significant influencing factors for

and distribution of school resources such as funding

academic performance. For example, possessing high

and qualified teachers positively impact academic

verbal abilities can significantly improve a student’s

achievement.

level of language proficiency (Anazia, 2019). Equally, the presence of harsh learning and disciplinary However, since education and learning occur within

processes can also sour students’ attitudes towards

the context of open and transparent communication,

the school environment, thus facilitating reduced

students possessing higher levels of academic

academic levels (Fergus, 2016). Fergus (2016) further

proficiency will typically have higher performance

argues that the primary articulated core curriculum

levels even in other areas of academic study than

and the instructional support provided can serve

students who do not (Anazia, 2019). Banerjee (2016)

as contributors to poor academic performance in

points out that individual levels of learning motivation

situations where they do not consider the unique

also affect academic performance as they determine

learning needs of vulnerable students.

their degree of participation. Classroom factors such as teacher expectations Multiple scholars have contented a strong correlation

and limited beliefs regarding students’ abilities also

between negative emotional states and cognitive

influence academic performance (Banerjee, 2016).

performance levels (Tying et al., 2017). Notably,

Teachers’ expectations can serve as a motivation for

children with negative attitudes towards school and

learning to struggling students. That is especially true

learning will mainly experience rapidly declining

because people are often greatly moved by the words

academic performance rates.

of encouragement articulated by people they consider important in their lives (Saphier, 2016). Teachers’

expectations are not always directly communicated through speech but may also be indirectly expressed through verbal and non-verbal cues. In that context, it is paramount that teachers remain consistently aware of themselves to ensure that they are not communicating the wrong expectations to their students.

Besides, students’ perceptions of their abilities can shape performance both internally and externally. Internally, this may manifest in the student having a flawed belief about their level of cognitive and learning abilities. Additionally, this can also be displayed externally by students falling victim to discrimination and implicit biases that limit their opportunities and willingness to learn, thus reducing the academic performance (Banerjee, 2016).

Academic Performance among African Canadian Children

2.7 Home-Related Factors and Academic Performance It

not

surprising

that

families

and

domestic

The parental educational background has consistently

circumstances affect academic performance because

been found to be a significant determinant for

home is one of the most dominant environments to which

academic performance. As Ghanney (2018) reports,

young children are exposed (Li & Qui, 2018).

parents that possess higher academic achievements will typically have children that present higher academic

Some educational scholars have even gone as far as

test results. Multiple studies have reported that children

arguing that home environments may significantly

born to illiterate mothers underachieve in schools

impact learning outcomes than school environments.

compared to children born to mothers with higher

Indeed, as Li and Qui (2018) explain, education can be

education achievements (Khan, Iqbal & Tasneem, 2015;

viewed as an investment consideration with applying

Ghanney, 2018).

the human capital theory. This trend can be explained by the fact that parents with That means students’ levels of academic performance

higher academic achievements tend to implement

are directly influenced by the family’s capacity to

education-driven practices in their homes with their

provide a domestic setting that prioritizes learning

children (Banerjee, 2016). Additionally, Li and Qui (2018)

(Li & Qui, 2018).

also point out that the parent behavior adopted in the home environment can cultivate habits that directly

However, since some families have strained socio-

and indirectly touch on learning and academic

economic circumstances, this dramatically limits their

performance.

capacity to make family educational investments, which in turn undermines their children’s performance

Most importantly, depending on the nature of parental

levels (Li & Qui, 2018). Li and Qui (2018) state that there

interest and participation, it can still have a detrimental

have been indications that families’ social-economic

effect on children’s academic performance. For

conditions have a more significant bearing on

example, unchecked levels of parental interest can

academic performance in urban contexts than they

undermine performance through deprivation, stress,

do in rural contexts.

and negative emotions (Banerjee, 2016).

Academic Performance among African Canadian Children

2.8 Ethnicity-Specific Factors and Academic Performance

The academic performance levels of ethnic minorities such as African Canadians are also influenced by how they integrate into mainstream society due to the toll of the social and cultural adjustments involved (MartinezTaboada, 2017). The existence of complications during this adjustment and integration process often leads to the emergence of social stratification mechanisms such as discrimination (Martinez-Taboada, 2017). As Isik et al. (2018) suggest, students from minority groups are often subjected to discrimination and prejudice, leading to the development of a negative self-image. As a result of such stereotypical threats, many minority students thus buy into the idea of oppositional social identity since it appears that high levels of achievement, and similar outcomes, are an exclusive preserve of the dominant culture (Isik et al., 2018). Further, since social stratification mechanisms significantly reduce the range of economic opportunities available to minorities, some minority students may not perceive any benefits to high academic performances. It is also worth noting that the age at arrival greatly shapes their individual and social identity regarding immigrant students, thus influencing academic performance (Rai, 2015). That is especially apparent in first-generation immigrants who typically face cultural-integration challenges related to language acquisition, isolation, adjusting to new social and learning environments, and dealing with the emotional toll of migrating (rai, 2015).

Academic Performance among African Canadian Children

Consequently, first-generation immigrants that arrive at

poor neighborhoods leads children to exhibit the same

an earlier age have an easier time integrating into the

undesirable behavior.

Canadian culture and education system. As Rai (2015) explains, children that arrive introduced to the country’s education system at an early age will typically attain similar levels of academic performance to their native

However, adopting such behaviors is detrimental

to academic performance as it encourages delinquency, absenteeism, and compromised

peers by the age of 14.

cognition (Banerjee, 2016).

The scope of the home-related factors touching on

Additionally, peer behavior and influence also shape

academic performance can also be extended to

individuals’ attitudes and actions towards learning, thus,

the students’ neighborhoods and social circles. The

by extension, also affecting academic achievement

neighborhood an individual is raised in significantly

(Leka, 2015). For example, adopting a new studying

influences their behavioral patterns. Consequently, as

technique from a peer could improve academic

Banerjee (2016) notes, exposure to the disproportionately

performance.

higher prevalence of hostile aggression and violence in

2.9 Knowledge Gap While there a significant body of literature on the causes of poor academic performance, there are significant inherent knowledge gaps. Much of the literature included in the review draws from theoretical sources. Additionally, it was difficult to source data specific to African Canadian students. As a result, more empirical research is needed to evaluate the causes of poor academic performance within the Canadian context.

Academic Performance among African Canadian Children

Results 3.1 Academic performance Ratings 3.1.1 African Canadian Children’s Academic Performance From a sample size of 84 teachers, 46% suggested that African Canadian children’s academic performance is acceptable, 29% perceive the performance as good, 19% claim that the children’s academic performance needs improvement, and 5% perceive the performance as excellent. Only 1% of the sampled teachers suggest that African Canadian children’s academic performance is unacceptable. Figure 2 below and the table in appendices 1 highlight the African Canadian children’s overall academic performance rating as perceived by a sample size of 84 teachers.

% Number of sampled teachers reporting their rating of African Canadian Children's academic performance

Excellent

29%

Good

46%

Acceptable African Canadian children's Academic performance rating Needs Improvement

19%

% Number of sampled teachers reporting their rating of African Canadian Children's academic performance

Unacceptable

10%

20%

30%

40%

50%

% Number of sampled teachers

Figure 2: Teachers’ rating of African Canadian Children’s academic performance 16

Academic Performance among African Canadian Children

3.1.2 African Canadian Parents’ Rating of their Kid’s Academic Performance From a sample size of 214 African Canadian parents, 42% believe that their kid’s academic performance is excellent, 28% perceive their kid’s performance as good, while 14% claim the performance to be acceptable. Another 14% of the sampled parents claim that their children’s school performance needs improvement and whereas only 3% regard their kid’s academic performance as unacceptable (figure 3 below and the table in appendices 2).

% Number of parents and their rating of their Children's academic performances 42%

45% 40% 35%

28%

30% % Number of 25% parents 20%

14%

15% 10%

% Number of parents and their rating of their Children's academic performances

el le nt Ex c

oo d G

ep ta bl e Ac c

en t em pr ov

N ee ds

U na cc

ep ta bl e

Parents' academic performance ratings

Figure 3: Parent’s rating of their kids’ academic performances 17

Academic Performance among African Canadian Children

3.1.3 Sample Teachers’ rating of Native Canadian Children’s Academic Performance Comparative to African Canadian Children’s performance in the K-12 grade system, Native Canadian children’s performance is better. Forty percent of the sampled teachers (N=84) perceived Native Canadian children’s academic performance as acceptable. Similarly, another 40% of the sampled teachers claim Native Canadian children’s academic performance as good, while 4% perceive the performance as excellent. Fifteen percent of the sampled teachers believe that Native Canadian children’s academic performance needs improvement. No sampled teacher thought Native Canadian children’s academic performance is unacceptable (Figure 4 and the table in appendices 3).

% Number of sampled teachers reporting their overall rating of native Canadian Children's academic performance

Excellent

African Canadian children's Academic performance rating

Good

40%

Acceptable

40%

15%

Needs Improvement

% Number of sampled teachers reporting their overall rating of native Canadian Children's academic performance

Unacceptable 0%

20%

40%

60%

% Number of sampled teachers

Figure 4: Sampled teachers’ ratings of Native Canadian children’s academic performances 18

Academic Performance among African Canadian Children

3.2 Factors Affecting African Canadian Studying behaviors 3.1.3 Sample Teachers’ rating of Native Canadian Children’s Academic Performance Fifteen percent of the sampled teachers (N=84) contend that family financial challenge is the most influential factor in African Canadian children’s academic performance. Thirteen percent of the sampled teachers perceive racism and racial segregation as the second most influential factor, whereas 12% perceive family issues and learning difficulties as the third and fourth factors affecting African Canadian children’s school performance. As highlighted in figure 5 below and the table in appendices 4, the remaining factors include language barrier, mental health issues, bullying, and peer pressure at 11%, 10%, 9%, and 6%, respectively. Finally, only 8% of the sampled teachers are unsure, while 4% argue that African Canadian children do not face any challenges at school.

% Number of Teachers perceiving the challenges African Canadian Children face in Schools Not su re

Peer Pressu re

Mental health issues such as anxiety, depression, ADHD

10%

Family issues Perceived Challenges

12%

Learning difficu lties

12% 11%

Language barriers Family financial challenges

15%

Racism and racial segregation

% Number of Teachers perceiving the challenges African Canadian Children face in Schools

13% 9%

Bu llying None – They don’t face any problems [ANCHOR]

4% 0%

10%

15%

20%

% number of sampled teachers

Figure 5: Teachers’ perception of the challenges facing African Canadian children in schools 19

Academic Performance among African Canadian Children

3.2.2 Sampled Parents’ perceived study barriers at their children’s schools A large proportion of the sampled 214 parents, 22%, claim that their kids do not face any learning barriers at school. Ten percent of the sampled parents agree that their children face learning difficulties at school, and also another 10% claim that mental health issues such as ADHD burden their children at school. Ten percent of the sampled parents insist that their kids lack teachers’ support at school, impacting their academic performance. The other factors that the sampled parents perceive as an impediment to their kids’ study at school include racism and racial segregation, bullying, peer pressure, language barrier, family financial challenges, weather conditions, family issues, and distraction, at 8%, 7%, 7%, 7%, 6%, 6%, 5%, and 1% respectively (Figure 6 below and the table in appendices 5).

% Number of parents and their views concerning barriers against children’s study at school Study barriers at school

laziness

Distraction

1% 7%

Peer pressure

10%

Mental health issues such as… 5%

Family issues

10%

Learning difficulties

% Number of parents and their views concerning barriers against childrens' study at school

Language barriers Inclement weather…

6% 6%

Family financial challenges

Bullying

Racism and racial segregation Lack of teachers’ support or… Nothing – my child(ren)… 0%

10% 22% 10% 20% % number of parents

30%

Figure 6: Sampled Parents’ perceived study barriers at their children’s schools 20

Academic Performance among African Canadian Children

3.2.3 Sampled teachers’ views regarding factors affecting African Canadian children’s school attendance. Twenty percent of the sampled teachers agree that family issues are the main impeding factors to African Canadian children’s school attendance. Thirteen and twelve percent of the sampled teachers claim that learning difficulties and family financial challenges as the second and third factors affecting African Canadian children’s school attendance. The other factors that the sampled teachers assert as factors affecting African Canadian children’s school attendance include mental health issues, racism and racial segregation, bullying, peer pressure, and language barrier at 11%, 10%, 8%, 8%, and 7% respectively (figure 7 and the table in appendices 6).

% Number of Sampled teachers expressing their views regarding factors affecting African Canadian Children's school attendance 11%

None of the above Peer pressure

Mental health issues such as anxiety,…

11%

Family issues Factors affecting African Canadian Children's school attendance

20% 13%

Learning difficulties 7%

Language barriers Family financial challenges

% Number of Sampled teachers expressing their views regarding factors affecting African Canadian Ch ildren's school attendance

12%

Racism and racial segregation

10%

Bullying

8% 0%

10% 15% 20% 25%

% number of sampled teachers

Figure 7: Sampled teachers’ views regarding factors affecting African Canadian children’s school attendance.

Academic Performance among African Canadian Children

3.2.4 Sampled teachers’ opinions regarding the percentage range of African Canadian children missing schools because of financial issues Twenty-six percent of the sampled teachers estimate that between 1-25% of the African Canadian pupils miss school because of financial issues. In the same context, whereas 17% estimate the number between 26-50%, 12% of the sampled teachers claim that the estimate ranges between 51-75%. Twenty-three percent claim that no African Canadian pupil in their school miss school because of financial problems, while 21% are not sure of the estimate (figure 8 below and the table in appendices 7).

% Number of teachers expressing their opinions regarding the % range of African Canadian Children missing school because of financial issues 30% 25% 20% % number of sampled 15% teachers

26% 23%

21% 17% % Number of teachers expressing their opinions regarding the % range of African Canadian Ch ildren missin g school because of financial issues

12%

10% 5% 1% 0%

None 1-25% 26-50% 51-75% 76-100% Not sure % range of African Canadian Children missing school because of financial issues

Figure 8: Sampled teachers’ opinions regarding the percentage range of African Canadian children missing schools because of financial issues 22

Academic Performance among African Canadian Children

3.2.5 Sampled teachers opining about factors distracting African Canadian children in schools According to the sampled teachers’ responses, multiple factors distract African Canadian children at school. The top three distractors are learning difficulties at 16%, family financial issues at 15%, and family issues at 14%. Other distractors that the sampled teachers perceive include language barrier, racism, and racial segregation, mental health issues, bullying, and peer pressure; as perceived by 12%, 11%, 11%, 8%, and 8% of the sampled teachers, respectively (figure 9 below and the table in appendices 8). Only 5% of the sampled teachers have no perception regarding distractors affecting African Canadian kids in the K-12 system.

% Number of teachers expressing their views regarding factors distracting African Canadian Children in School

None of the above

Peer pressure Mental health issues…

11% 14%

Family issues Perceived distractors for African Canadian Children in schools

16%

Learning difficulties

12%

Language barriers

15%

Family financial… Racism and racial… Bullying

% Number of teachers expressing their views regarding factors distracting African Canacian Child ren in School

11% 8%

0% 5% 10% 15% 20% % number of sampled teachers

Figure 9: Sampled teachers opining about factors distracting African Canadian children in schools 23

Academic Performance among African Canadian Children

3.2.6 Percentage number of children missing school and their reasons, as reported by their sampled parents The sampled parents (N=84) reported a range of reasons for their children missing schools. The main reason, as 15% of the sampled parents report, is inclement weather conditions. Family issues and mental health issues were the second and third reasons, as reported by 9% and 8% of the sampled parents’ population. As demonstrated in figure 10 below and the table in appendices 9, only 1% of the sampled parents reported sickness as the reason for their kids missing school.

% Number of Children Missing School and their Reasons, as Reported by thier Parents

Childrens' reasons for Missing school

Fear of exams

Relocation

Sickness

Not sure

2% 7%

Peer pressure Mental health issues such as…

8% 9%

Family issues

Learning difficulties

% Number of Children missing school and th eir reasons

Language barriers

15%

Inclement weather conditions Family financial challenges

Bullying

7% 6%

Racism and racial segregation Lack of teachers’ support or…

7% 21%

None – my child(ren) hasn’t missed… 0%

20%

40%

% Number of kids missing schools

Figure 10: Percentage number of children missing school and their reasons, as reported by their sampled parents

Academic Performance among African Canadian Children

3.2.7 Percentage number of parents reporting a challenge their kid(s) faced at school before Covid-19 Sixteen percent of the sampled parents claim that lack of teachers’ support was a major challenge facing their children in school before Covid-19. The other challenges that the sampled parents reported as significantly face their kids in schools before Covid-19 include bullying, racism, and racial segregation, family financial challenges, learning difficulties, and mental health issues at 12%, 12%, 11%, 10%, 9%, and 8% respectively. Figure 11 below and the table in appendices 10 show the statistical distribution of the sampled parents’ perceptions of challenges facing their children at school before the Covid-19 pandemic.

% number of parents reporting a challenge their kid(s) faced at school before Covid-19

Peer pressure

Mental health issues such as anxiety, depression, ADHD

Family issues

10%

Learning difficult ies Language barriers

Challenges

Inclement weather conditi ons during winter

6% % number of parents reporting challenge

9% 11%

Family financial challenges Bull ying

12%

Racism and racial segregation

12%

Lack of teachers’ support or validation

16%

0% 5% 10% 15% 20% % number of parents reporting challenge

Figure 11: Percentage number of parents reporting a challenge their kid(s) faced at school before Covid-19 25

Academic Performance among African Canadian Children

3.2.8 Percentage Number of parents opining on their children’s hardship studying at home As demonstrated in figure 12 below and the table in appendices 11, 18% of the sampled parents claimed that too much time spent playing video games made it hard for their kids to study at home. Fourteen percent of the sampled parents agree that too much time interacting with friends online is a significant impediment for their kids studying at home, while 13% of the sampled parents claim that their unavailability at home forms part of the hardship for their kids to study at home. Other reasons for the difficulty to study at home include lack of study utilities such as books and computers, housing or accommodation problems, and poor internet connectivity at 12%, 9%, and 8%, respectively (figure 11).

% Number of parents and their views concerning children's hardship studying at home Distraction from family members

Peer pressure

Barriers against Children studying at home

Lack of internet connection or poor internet connection

8% 14%

Too much time interacting with friends online

18%

Too much time spen t playing video games

% Number of parents and their views concerning children's hardship studying at home

13%

Parents are working or unavailable

12%

Lack of study materials such as books or computer

Poor accommodation/Housing problems Nothing– my child(ren) doesn’t have a hard time studying at home [ANCHOR]

26% 0%

10% 20% % number of parents

30%

Figure 12: Percentage Number of parents opining on their children’s hardship studying at home 26

Academic Performance among African Canadian Children

3.2.9 Percentage Number of parents reporting their kids’ frequency of Absenteeism in a single school calendar When the sampled parents were probed for the number of times their kids missed school for whatever reason, 38% claimed that their kids had at least been absent from school twice in a single school calendar. Sixteen percent claimed three times, 14% claimed four times, 8% claimed once, 10% claimed five times, 2% claimed six times, while 7% claimed more than six times. As depicted in figure 13 below and the table in appendices 12, only 1% reported that their kids had never missed school, whereas 5% of the sampled parents were unsure.

% Number of parents reporting their kids' frequency of Absenteesim in a single school calendar 38%

40% 35% 30% 25% % number of 20% parents

16%

15% 8%

10% 5%

14% 10% 7%

% Number of parents reporting their kids' frequency of Absenteesim in a single sch ool calender

N ev e O r nc Th T e re wi e ce Fo tim ur e Fi tim s ve M e or tim s e S th i x e a n ti s six me ti s N me ot s su re

Frequency of kids' Absenteesim in a Single school calender

Figure 13: Percentage Number of parents reporting their kids’ frequency of Absenteeism in a single school calendar

Academic Performance among African Canadian Children

3.2.10 Percentage Number of parents and their frequencies following up on their kids’ school activities The results show that 44% of the sampled African Canadian parents asserted that they always followed up on their children’s school activities. Similarly, 25% and 22% of the sampled parents claimed to follow up on their kids’ school activities regularly, and sometimes respectively. Only 9% and 1% claim to rarely and never follow up on their children’s school activities, respectively (figure 14 below and the table in appendices 13).

% Number of parents and their frequencies following up on their kids' school activities 1% 9%

Always

22%

44%

Regularly Sometimes Rarely Never

25%

Figure 14: Percentage Number of parents and their frequencies following up on their kids’ school activities 28

Academic Performance among African Canadian Children

3.2.11 Percentage Number of Parents Expressing Reasons for Difficulty in Paying School-Related Costs The sampled African Canadian parents revealed three main reasons for their difficulty paying for their children’s school-related costs. From the responses, 52% of the sampled parents argued that they had no problem paying for their kids’ school-related costs because they had stable jobs and finances. Similarly, as demonstrated in figure 15 below and the table in appendices 14, while 27% of the sampled parents claimed that school-related costs were expensive to them, 22% of the sample argued that work-related problems constrained their capacities to pay their children’s school-related costs.

% Number of parents and their reasons for difficulty in paying school-related costs

27% Expensive 52% Work problems 22%

I have no problem because I have stable work and finances

Figure 15: Percentage Number of Parents Expressing Reasons for Difficulty in Paying School-Related Costs 29

Academic Performance among African Canadian Children

3.2.12 Percentage Number of parents expressing their Levels of difficulty in paying school-related costs Thirty-four percent of the sampled African Canadian parents assert that it is very difficult for them to pay their kids’ school-related costs. Conversely, 20% claim that paying their kids’ school-related costs is not very difficult, while 22% admit that it is somewhat difficult. Only 15% of the sampled African Canadian parents reported ‘no difficulty at all’ in meeting their kids’ school-related costs, while 9% of the sample claiming no responsibility to meeting their kids’ schoolrelated costs (Figure 16 and the table in appendices 15).

% Number of parents expressing their difficulty in paying schoolralated costs 15%

Not at all difficult

20%

Not very difficult

Parent's difficulty levely in paying school-related costs

22%

Somewhat difficult

% Number of parents expressing their difficulty in paying school-ralted costs 34%

Very difficult

I do not p ay any fees for school

10% 20% 30% % number of parents

40%

Figure 16: Percentage Number of parents expressing their Levels of difficulty in paying school-related costs 30

Academic Performance among African Canadian Children

3.2.13 Percentage Number of teachers expressing their opinion regarding African Canadian parents’ participation status in school activities When the sampled teachers were asked what they thought about African Canadian children’s parent participation in their kids’ school activities, 43% contended that the parents were fairly active. Thirty percent of the sampled teachers claimed that the parents were passive in their participation, while 18% argued that the parents were active. Only 2% of the sampled teachers opined that African Canadian parents were inactive in their participation, whereas 7% maintaining that the parents were highly active (Figure 17 below and the table in appendices 16).

% Number of teachers expressing their opinion regarding African Canadian parents' participation status in school activities 45%

43%

40% 35% 30%

30% % number 25% of sampled teachers 20%

% Number of teachers expressing their opinion regarding African Canadian parents' participation status in their children school activities

18%

15% 10% 5%

7% 2%

0% Inactive

Passive

Fairly active

Active

Highly active

African Canadian parents' participation status

Figure 17: Percentage Number of teachers expressing their opinion regarding African Canadian Children’s parents’ participation status in school activities

Academic Performance among African Canadian Children

3.2.14 Percentage number of teachers expressing their opinions regarding the percentage range of African Canadian children reporting the challenges they face to school authorities According to 33% of the sampled teachers, between 1-25% of the African Canadian children in their schools report the challenges they face in a month to school authorities. Similarly, whereas 11% of the sampled teachers assert that between 26-50% of African Canadian children report challenges they face to school authorities, 15% of the teachers claim the range of children reporting challenges to school authorities is between 51-75%. Only 20% claim that none of the African Canadian students report challenges to school authorities, and another 20% are unsure (figure 18 below and the table in appendices 17).

% number of teachers expressing their opinions regarding the percentage range of African Canadian children reporting the challenges they face to school authorities 33%

35% 30% 25% 20% % number of sampled teachers

20%

15%

% number of teachers expressing their opinion regard ing the percentage range of African Canadian children reporting the challenges they face to school authorities

11%

10% 5%

N ot s

0% 76 -10

5% 51 -7

% 26 -5 0

5% 1 -2

N on e

ur e

% range of African Canadian Children reporting challenges they face in a month to school authorities

Figure 18: Percentage number of teachers expressing their opinions regarding the percentage range of African Canadian children reporting the challenges they face to school authorities 32

Academic Performance among African Canadian Children

3.2.15 Percentage number of parents reporting the monthly frequency their kids report problems Forty-eight percent of the sampled parents agree that their kids report to them about school problems 1-2 times a month. Twenty-four percent of the sampled parents claim that their kids never report any problems, while 12% agree that their kids report 3-4 times a month. The remaining 16% posit that their kids report to them five or more times in a month regarding school problems (figure 19 below and the table in appendices 18).

Percentage number of parents reporting the monthly frequency their kids report problems 48%

50% 45% 40% 35% % number of parents reporting the monthly rate at which their kids report school problems to them

30% 25%

24%

20%

16% 12%

15%

% number of p arents reporting the monthly frequency their kids report problems

10% 5% 0% Never

1-2 times

3-4 times

5 or more times

Monthly frequency children report school problems to their parents

Figure 19: Percentage number of parents reporting the monthly frequency their kids report problems

Academic Performance among African Canadian Children

3.2.16 Percentage Number of Parents and their Level of Engagement in their Kids’ School Activities Most of the sampled parents, 71%, affirm their full involvement in their kids’ school activities. Twenty-three percent of the sampled parents agree on their partial involvement in their kids’ school work, while 5% claim not very involved with their children’s schoolwork. Only 1% of the sampled parents admit to ‘not at all being involved with their children’s school activities (figure 20 below and the table in appendices 19).

% Number of parents and their level of engagement in their kids' school activities

Not at all involved with my child(ren)s schoolwork

Not very involved with my child(ren)s schoolwork

Level of engagement Partially involved with my child(ren)s schoolwork

% Number of parents an d their level of engagement in their kids' school activities

23%

Fully involved with my child(ren)s schoolwork

71%

0% 20% 40% 60% 80% % number of parents

Figure 20: Percentage Number of Parents and their Level of Engagement in their Kids’ School Activities 34

Academic Performance among African Canadian Children

3.3 Integration Factors and Challenges 3.3.1 Percentage number of parents reporting integration problem upon enrolling their kids in school When probed on their thoughts about what could be the possible integration challenges during the enrolment of African Canadian children in Canadian schools, 13% of the sampled parents asserted that bullying is a common integration problem. Eleven percent of the sampled parents suggested racism and racial segregation while 10% alleged learning difficulties. The other integration problems that the sampled parents affirmed included family financial issues, peer pressure, lack of teachers’ support, language barrier, mental health issues, and family issues, at 9%, 9%, 9%, 7%, 7%, and 6% respectively (figure 21 below and the table in appendices 20). Eighteen percent of the sampled parents claim that African Canadian children do not face any integration problems in Canadian schools.

% number of parents reporting integration problem upon enrolling their kids in school 0%

Makin g new friends

18%

None

Lack of teachers'…

11%

Racism and racial…

13%

Bullying

Integration problem

Family financial…

Language barriers

% number of parents reporting integration problem

10%

Learning difficulties

Family issues

Mental health issues…

Peer pressure

10% 15% 20%

% number of parents reporting integration problem

Figure 21: Percentage number of parents reporting integration problem upon enrolling their kids in school 35

Academic Performance among African Canadian Children

3.3.2 Parents’ Satisfaction with how their kids are treated at school and African Canadian Children’s Friendship Status The sampled African Canadian parents were asked if their children had any nonAfrican friends at school, and 94% of the parents affirmed that their kids had nonAfrican friends at school. As depicted by figure 22 and the table in appendices 21, only 6% of the sampled parents claimed that their kids had no non-African friends at school. Figure 23 and the table in appendices 22 illustrate that 83% of the sampled parents affirmed their happiness regarding how their children are treated in Canadian schools, while only 17% claiming not to be happy with how their kids are treated in the schools.

% Number of kids with non-African friends at school 100%

94%

90% 80% 70% 60% 50%

% Number of kids with nonAfrican friends at school

40% 30% 20% 10% 0%

6% Yes

Figure 22: Percentage Number of kids with non-African friends at school 36

Academic Performance among African Canadian Children

3.3.2b Percentage Number of parents and their happiness concerning how their kids are treated at school

% Number of parents and their happiness concerning how their kids are treated at school

17%

Yes No 83%

Figure 23: Percentage Number of parents and their happiness concerning how their kids are treated at school 37

Academic Performance among African Canadian Children

3.3.3 Sampled Parents’ Responses Regarding their Kids’ Sports and Social activities in Canadian Schools % Number of Children in each sports activity 20%

20%

19%

18% 16% 14%

13% 11%

% Number 12% of Children

10%

% Number of Children in each sports activity

10%

10% 8% 6%

6% 4%

1% al l

m in g

Sw im

e…

es n’ do

at ip

tic ar

Ye ar bo o

an d/ Ch oi

oc ke y

yb al l Fi el d

Vo ll e

Fi el &

oc ke y

So cc er

Tr ac k

as ke tb al l

an ce

as eb

Sports/Social activities

As reported by the sampled African Canadian parents, African Canadian children’s main sports activities in Canadian schools include basketball, soccer, and track events, at 20%, 19%, and 11%, respectively. The other sports and social activities that African Canadian children participate in school include volleyball, music band/choir, hockey, field hockey, yearbook, swimming, and baseball, as distributed in figure 24 above, and the table in appendices 23. Only 13% of the sampled parents claim that their kids do not participate in any sports or social activities in Canadian schools.

Figure 24: Sampled Parents’ Responses Regarding their Kids’ Sports and Social activities in Canadian Schools 38

Academic Performance among African Canadian Children

3.3.4 The Percentage Number of teachers expressing their opinion regarding African Canadian Children’s participation status in School sports and social activities

% Number of teachers expressing their opinion regarding African Canadian Children's participation status in School sports and social activities 45%

42%

40%

35%

35% 30% % number 25% of sampled teachers 20% 15%

11%

13%

% Number of teachers expressing their opinion regard ing African Canadian Ch ildren's participation status in School sports and social activities

10% 5% 0%

0% Inactive Passive

Fairly Active Highly active active African Canadian Children's participation Status

As illustrated in figure 25 above and the table in appendices 24, 42% of the sampled teachers report that African Canadian students are active in Canadian schools. Similarly, 35% of the sampled teachers claim that African Canadian students are fairly active in school sports and social activities. Only 13% affirm that African Canadian children are highly active in school social and sports activities, while 11% claim they are passive.

Figure 25: The Percentage Number of teachers expressing their opinion regarding African Canadian Children’s participation status in School sports and social activities 39

Academic Performance among African Canadian Children

3.3.5 The Percentage Number of Sampled Teachers giving their opinions regarding African Canadian children’s overall performance in sports and social activities

% Number of Sampled Teachers giving their opinions regarding African Canadian children's overall performance in sports and social activities 11%

Excellent

Good Sports and social activities' performance ratings

38%

40%

Acceptable

Needs Improvement

Unacceptable

11%

% Number of Sampled Teachers giving their opinions regarding African Can adian children's overal performance in sports and social activities

0% 0% 20% 40% 60% % number of the sampled teachers

Figure 26 above and the table in appendices 25 show that 40% of the sampled teachers opine that the African Canadian students’ overall performance in sports and social activities is acceptable. In addition, 38% of the sampled teachers contend that African Canadian students’ performance in sports is good, while 11% affirm that their children’s performance in co-curriculum activities is excellent. Another 11% claim that African Canadian children’s performance in sports and social activities needs improvement.

Figure 26: The Percentage Number of Sampled Teachers giving their opinions regarding African Canadian children’s overall performance in sports and social activities 40

Academic Performance among African Canadian Children

3.3.6 Percentage Number of parents reporting their kids’ problems in their social/sporting activities at school The sampled parents were probed for their opinion regarding the kinds of problems their kids might be facing in school sports and social activities, and 16% of the sample chose racism and racial profiling. Similarly, while 13% of the sampled parents argued for lack of support from teachers in their kids’ sports and social activities, 12% claimed bullying as a significant problem. Nine percent of the sampled parents chose lack of sports equipment while another 9% choosing physical abilities problems. As highlighted in figure 27 below and the table in appendices 26, 7% of the sampled parents were unsure about their kids’ problems in school sports and social activities.

% Number of parents reporting their kids' problems in their social/sporting activities at school

33%

35% 30% 25% % Number of 20% parents 15%

16% 9%

10%

13%

12%

ng ic al ab il i t ie s N ot su re

ul ly i B

Ph ys

ra c

La ck

ism Ra c

–

ild

an d

oe sn ’

ac e

an y… ia lp of ro La sp fil ck or in ts g of eq su ui pp pm or tf en ro t m te ac he rs

% Number of paren ts reportin g their kids problems in their social/sporting activities at sch ool

Kids' Sporting/Social problems at schools

Figure 27: Percentage Number of parents reporting their kids’ problems in their social/sporting activities at school

Academic Performance among African Canadian Children

3.4 Presence of Integration Programs in Canadian Schools and Key Mandates 3.4.1 Percentage number of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools

%No of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools

15%

21%

Yes No Not sure

63%

As illustrated by figure 28 above and the table in appendices 27, 63% of the sampled teachers affirmed the absence of integration programs specifically aimed at integrating African Canadian students in their schools. Comparatively, 21% of the sampled teachers confirmed integration programs for new students, including African Canadian students. Only 15% claimed not to be sure of any integration program in the schools they teach. Figure 28: Percentage number of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools Figure 28: Percentage number of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools 42

Academic Performance among African Canadian Children

3.4.2 Percentage number of sampled teachers naming their school integration program’s main objective relating to integrating immigrant African Canadian children Twenty-seven percent of the sampled teachers confirmed that their integration program’s main objective is to introduce African Canadian students to the procedures of reporting their challenges to school authorities. Whereas 21% of the sampled teachers pointed out that the program’s main objective is to help African Canadian students improve their language skills, 19% pointed out that the program at their schools aimed at helping African Canadian and other minority students interact well with other students. Another 19% of the sampled teachers agreed that their integration program aimed at orienting the African Canadian students to their new learning environments. As depicted in figure 29 below and the table in appendices 28, only 14% of the sampled teachers were not sure of any objective of their schools’ integration program.

% Number of sampled teachers naming their school integration program's main objective relating to integrating immigrant African Canadian children School's Integration program main objective

14%

Not sure

To orient African Canadian children on how to report social problems including bullying, racism, assault, or other social…

27%

To introduce African Canadian child ren to their new learning environment

19%

To help African Canadian children interact and blend well with other students/pupils

19%

To help African Canadian children improve their language/communication skills

21%

% Number of sampled teachers naming their school integration program's main objective relating to integrating immigrant African Can adian children

0% 20% 40% % Number of Sampled teachers

Figure 29: Percentage number of sampled teachers naming their school integration program’s main objective relating to integrating immigrant African Canadian children 43

Academic Performance among African Canadian Children

3.5 Sampled Parents’ Education Level and Economic Profile 3.5.1 Percentage number of parents’ level of education The sampled parent population was probed for their education level, and 59% of the sample claimed to have completed college, University, or a trade school. In the same context, 18% of the sampled parents reported having completed a Master’s degree while 10% completed a doctorate. Only 11% of the sampled parents completed high school, whereas 1% claim not to have completed any formal education (figure 30 below and the table in appendices 29).

% Number of parents' level of education 59%

60% 50% 40% 30% Percentages

18%

20%

11%

10%

1% n at io

H av e

no t

co m

pl et ed

an y

al ed uc

or at e a

pl et ed Co m

r’s

oc t

de g

sc ho ol ed

om pl et

er si ty /T ra de

Sc ho o h H ig

Co lle ge /U ni v

pl et ed Co m

re e

Parents' level of education

Figure 30: Percentage number of parents’ level of education

% Number of parents' level of education

Academic Performance among African Canadian Children

3.5.2 Percentage number of parents’ Occupation Status As demonstrated in figure 31 below and the table in appendices 30, 68% of the sampled parents claimed to be working full-time, at least 30 hours per week, under an employer. Similarly, 9% of the sampled parents alleged to be working part-time for an employer, while 7% claimed to be students. Another 7% of the sampled parent population claimed to be stay-at-home parents, while 3% confirmed working full-time on contract. Only 5% of the sampled parents claimed to be jobless at the time of the survey. No parent was a business owner or claimed self-employment.

% Number of parents' Occupation Status Percentage

68%

70% 60% 50% 40% 30% 20% 10%

9% 0%

% Number of parents' Occupation Status

or ki ng

Se lf-

pl oy ed fu /b ll us t im in es e (a s ow t W le or ne as ki t3 r ng 0 ho pa rt ur W -t s/ or im w ki ee e ng fo k… ra fu n ll or em pa pl rt oy -t er im e on co H nt om ra em ct ak er or St st ud ay en -a t tho m N e ot pa cu re rr nt en t ly em pl oy ed

Occupation status

Figure 31: Percentage number of parents’ Occupation Status

Academic Performance among African Canadian Children

3.5.3 Percentage number of Sampled Parents and the number of Household members Out of 214 sampled African Canadian parents, 37% claimed to be living in a household with four members. On the same note, 24% of the sampled parents confirmed to be living in a house with three members while 16% reported living in a five-member household. Twelve percent of the sample claimed to be living in a six-member household, whereas only 3% alleged to be living in a more-thansix-member household. The remaining 8% of the sampled parents claimed to be living in a two-member household, as indicated in figure 32 below and the table in appendices 31.

Percentage number of Sampled Parents and the number of Household members 40%

37%

35% 30% 24%

25% Percentages 20%

16% 15% 10%

% Number of Household members 12%

0% Two

Three

Four

Five

Six

More than six

Number of household numbers

Figure 32: Percentage number of Sampled Parents and the number of Household members

Academic Performance among African Canadian Children

3.5.4 Percentage number of household under each annual income category The self-reported income illustrated in figure 33 below and the table in appendices 32 shows that 30% of the sampled parents reported an annual income of above $100,000. Seventeen percent claimed an annual income of between $20,000$40,000 while 16% claimed an annual income of between $60,000- $80,000. 13% reported an annual income range of $40,000- $60,000 whereas 10% claimed an annual income range of between $80,000- $100,000. Only 8% reported an annual income of below $20,000, while 6% preferred not to disclose their annual income.

% Number of household under each annual income category Prefer not to say

Above $100,000

30%

$80,001- $100,000

10%

Income Categories $60,001- $80,000

16%

$40,001- $60,000

% Number of household under each income category

13%

$20,001- $40,000

17%

Below $20,000

8% 0%

10%

20%

30%

40%

Percentage

Figure 33: Percentage number of household under each annual income category

Academic Performance among African Canadian Children

3.5.5 Percentage number of households’’ monthly expenditure on Rent/Mortgage As revealed by the sampled parents, 24% of sampled African Canadian population claims to spend between $1,501-$2,000 on monthly rent or mortgage. According to figure 34 below and the table in appendices 33, while 19% of the sampled households or parents claimed a monthly expenditure of between $1,001- $1,500 on rent or mortgage, 15% claimed between $501- $1,000 on the same expenditure. Sixteen percent reported a rent or mortgage monthly expenditure of above $2,500, whereas 14% claimed an expenditure between $2,001- $2,500. Only 3% confirmed a similar expenditure of below $500, while the remaining 8% preferred not to reveal their rent or mortgage expenditures.

% Number of housholds' monthly expenditure on Rent/Mortgage 8%

Prefer not to say

Above $2,500

16%

14%

$2,001 - $2,500 Household Expenditures

24%

$1,501 - $2,000

% Number of housholds' monthly expenditure on Rent/Mortgage

19%

$1,001 - $1,500

$501 - $1,000

15%

Below $500 0%

10%

15% 20% Percentages

25%

30%

Figure 34: Percentage number of households’’ monthly expenditure on Rent/Mortgage

Academic Performance among African Canadian Children

3.6 Suggested Strategies to Improve African Canadian Students’ Academic Performance and Participation in School Activities 3.6.1 Percentage number of the sampled teachers reporting the strategies to improve the academic performance of below average African Canadian Children Figure 35 below and the table in appendices 34 exhibits top four responses provided

the

sampled

teachers

regarding

strategies

improve

underperforming African Canadian students in their schools. As is evident in the figure, 31% of the sampled teachers suggest that school authorities convincing parents or guardians to consider extra tuition hours for African Canadian students will improve their academic performance. Similarly, 26% of the sampled teachers argue for providing extra tuition hours, while 27% suggest warning the students and informing their parents about their kids’ poor academic performance. 16% of the sampled teachers had no strategy to suggest.

%Number of Sampled teachers reporting the strategies to improve the academic performance of below average African Canadian Children Percieved strategies to improve the academic performance of African Canadian children

16%

No strategy

Warn the students/pupils, and their parents/guardians, about their academic performance

27%

Talk to their parents/guardians to consider extra tuition hours

31%

%Number of Sampled teachers reporting the strategy to improve the academic p erformance of below average African Canadian Ch ildren

26%

Provide extra tuition hours

20%

40%

% number of the sampled teachers

Figure 35: Percentage number of the sampled teachers reporting the strategies to improve the academic performance of below-average African Canadian Children 49

Academic Performance among African Canadian Children

3.6.2 Percentage number of teachers expressing their suggestion to improve African Canadian Children’s social and academic performance % Number of teachers expressing their suggestion to improve African Canadian Children's social and academic performance

Involving parents in Children's school activities

Suggested strategies to improve African Canacian Children's School performance

Financial help for poor immigrant families

Introduce Africa Culture subject or cultural awareness program in the curriculum

36%

% Number of teachers expressing their suggestion to improve African Canadian Children's social and academic performance

20%

44%

0% 10% 20% 30%40%50% % number of sampled teacher

Figure 36 above and the table in appendices 35 shows the sampled teachers’ top three suggestions to improve African Canadian children’s social and academic performances. As illustrated in the figure, 44% of the sampled teachers suggest that introducing African culture subjects or cultural awareness programs in the Canadian K-12 grade system will help improve African Canadian students’ performance in academic and co-curricular activities. In addition, 36% of the sampled teachers alleged that involving African Canadian parents in their kids’ school activities will enhance their performances. On the same question, 20% suggested financial aid or an increase in the financial aid allocated to poor immigrant African Canadian families.

Figure 36: Percentage number of teachers expressing their suggestion to improve African Canadian Children’s social and academic performance 50

Academic Performance among African Canadian Children

3.6.3 Percentage number of parents and their suggestions for improving their children’s academic performance at schools The

sampled

214

African

parents

stopping bullying and racial profiling against

provided multiple insights when probed to provide

African Canadian students would improve their

suggestions

academic

regarding

Canadian

possible

strategies

performance.Twelve

percent

the

improve their kids’ academic performance in

sampled parents argue that introducing more

Canadian schools. As demonstrated in figure 37

African-themed courses and curriculum would

below and the table in appendices 36, 16% of the

improve African Canadian children’s academic

sampled parents suggested that hiring more African

performance, whereas another 12% alleged that

Canadian grade school teachers will significantly

helping African Canadian parents understand how

improve African Canadian students’ academic

the grade school system works will help instead.

performance.

Similarly, 12% of the sampled parents argue for supporting African Canadian refugees’ children

Another 16% of the sampled parents opined that

during integration, while 14% suggesting that helping

stopping racial prejudice against African Canadian

African

children at school would improve their academic

shocks will assist them to improve their academic

performance, while a similar 16% contending that

performances in Canadian schools..

Canadian

children

overcome

cultural

% Number of parents and their suggestions for improving their children's academic performance at schools Parents' suggestions for improving their kids academic performances

Not sure Help p arents understand how the grade school system work

12%

Support African Canadian refugees’ children during integration

12%

Help African Canadian children overcome cultural shocks

14%

Teach more African-themed courses and curriculum

12%

Stop racial profiling and b ullying of African Canadian children

16%

Stop racial prejud ice against African Canadian children at school

16%

Hire more African Canadian grade schoolteachers

16% 0%

% Number of paren ts and th eir suggestions for improving their children's academic…

20%

% Number of parents

Figure 37: Percentage number of parents and their suggestions for improving their children’s academic performance at schools 51

Academic Performance among African Canadian Children

3.6.4 Percentage distribution of parents’ suggested performance improvement themes When asked for possible measures to improve African Canadian students’ academic performance generally and participation in co-curriculum activities, 41% of the sampled parents alleged that introducing anti-racism policies in grade schools will be ideal. Twenty percent of the sampled parents insisted on integrating African culture into the grade school curriculum, while another 20% suggesting parents’ involvement in their kids’ school activities. Fifteen percent of the sampled parents argue for training teachers to reduce bias, whereas only 5% propose introducing counseling and mentorship programs in grade schools (figure 38 below and the table in appendices 37).

% distribution of parents' suggested perfomance improvement themes

45% 40% 35% 30% 25% 20% 15% 10% 5% 0%

In te gr at in g

en ti n in vo vm Pa re nt s'

20%

20% 15% 5%

th ei rk id s' In ed tr Af uc od r ic at u a io ci n ng n Cu an l tu ti re ra in ci to sm In th tr p od e… ol ic u ie ci s ng in co sc un ho se ol s lli Tr ng ai ni /M ng en te to ac rs he hi p… rs to re du ce bi as

percentage number of parents

41%

% distribution of parents suggested perfomance improvement themes

Parents' suggested measures to improve African Canadian kids' school performance

Figure 38: Percentage distribution of parents’ suggested performance improvement themes

Academic Performance among African Canadian Children

3.6.5 Percentage number of African Canadian Parents weighing in on the Importance of different School Integration Measures

ge number of African Canadian weighing in on the of differentfor School WhenParents prompted to suggest theImportance level of importance four main integration Integration Measures measures, 26% of the sampled parents opined that ensuring grade school 43%

teachers treat all children equally School is a very important integration measure. n Canadian Parents weighing in on the Importance of different Integration Measures Similarly, the sampled parents considered educating all students on racial 43%

32%

inclusions and social justice and working towards stopping bullying and peer weighing in on the Importance of different School 29% important n Measures pressure of 25% equal importance (very important at 25% forVery both strategies). 26% 25% 24%

23%

However,43% only 24% of32% the sampled parents considered training teachers to be he of different School % Importance 29% more tolerant and accepting to minority students as very important (figure 39 Somewhat important Very important

% 26%

25% 23% below 43% 32%

14%

25% 23% 2%

24%2%

32%

14% 24% in appendices and the table 38).

14%

Very important

Very important Noters very t Working to stopSomewhat b ullying important (Re)training teach onimportan how 3% and peer pressure to b e more tolerant and justice accepting of minority children Somewhat important Not very importan t Not at all important Integration factors/measures ing all students on Working to stop b ullying (Re)training teachCanadian ers on how Percentage number of African Parents weighing in 3% nclusions and2% social and peer pressure to b e more tolerant and Integration Measures justice accepting of minority children Not very importan t Not at all important 45% Integration factors/measures orking to stop b ullying (Re)training teach ers on how and peer pressure 3% to b e more tolerant and 40% accepting of minority children Not at all important measures 35%ers on how (Re)training teach to b e more tolerant and 29% accepting 30% of minority 26% 25% children 25% 26%

achers treat all 24% n eq ually 2%

Not very importan t

Somewhat important

Not at all important

Educating all students on 14% racial inclusions and social 2%

Percent of 25% parents 20%

on the Importance of different School 43%

32%

Very impor

24%

23%

19% 14%

15%

Somewhat

14%

10% 5% 0%

Not very im

2% Ensuring teachers treat all children eq ually

Educating all students on racial inclusions and social justice

2% Working to stop b ullying and peer pressure

Not at all im

(Re)training teach ers on how to b e more tolerant and accepting of minority children

Integration factors/measures

Figure 39: Percentage number of African Canadian Parents weighing in on the Importance of different School Integration Measures 53

Academic Performance among African Canadian Children

Discussion Walberg’s educational productivity model identifies key factors consistent with students’ academic success in the K-12 grade school system. The factors from Walberg’s model that are also evident from responses gathered from the sampled teachers and parents include student motivation, exposure to mass media outside school, peer environment, the quality of the home environment, and class environment (Ma & Wang, 2001; Walberg, 1994). The sampled teachers and parents were probed for their perception regarding three fundamental factors: family issues, family financial issues, and teachers’ support, which compounds Walberg’s motivation factor as a construct of the educational productivity model. A cumulative 21% of the sampled African Canadian parents suggested that motivational factors including family issues, family financial issues, and teachers’ support were significant barriers to their children’s successful study at Canadian K-12 grade schools. Comparatively, 32% of the sampled teachers allege that family issues and family financial issues pose significant challenges to African Canadian children’s successful study in Canadian schools. As revealed by the two sample groups and Walberg’s education productivity model, family and teachers’ support are necessary measures for the success of all learners. Family support constitutes family stability and financial support, whereas teachers’ support entails teachers’ attention and availability for consultation. The sampled teachers’ responses suggest that family financial issues and family issues, in general, account for the second and third distractors for African Canadian students in grade schools after learning difficulties. A cumulative 22% of the sampled parents report that motivation factors: family issues, family financial issues, and teachers’ support contribute to their children’s missing school. Also, survey results indicate that about one-third; 30% of the sampled parents are not fully active in participating in their children’s school activities, as suggested by both the sampled teachers and parents. That means that parent’s inactivity in their kids’ school activities contributes to their kids’ poor performance.

The sampled parents also reveal significant insights regarding their children’s exposure to mass media at home, peer environment, and the quality of the home environment as crucial psychological, environmental factors highlighted in Walberg’s educational productivity model. Notably, the results indicate that 18% of the sampled parents reported that too much time spent on video games at home made it hard for their children to study while at home. 54

Academic Performance among African Canadian Children

The conceptual framework deduced from Walberg’s educational productivity model adds individual students’ learning abilities to the list of factors influencing academic success (figure 1). The survey results indicate that an average of onethird of both the sampled teachers and parents collectively contend that individual students’ learning abilities elements, including mental health problems, language barrier, and learning difficulties, pose as barriers to African Canadian children’s school attendance and effective studying.

That means there is a significant gap in Canada’s K-12 grade system in addressing African Canadian students’ learning disabilities compounded by mental health problems, learning difficulties, and language barrier. 55

Academic Performance among African Canadian Children

According to Walberg’s educational productivity model, the peer and class environment also affect student performance in a learning setting. Peer pressure, bullying, teachers’ support, racism, and racial prejudice form key elements of the class and the peer environment. Up to 45% of the sampled parents and teachers contend that peer pressure, bullying, teachers’ support, and racism and racial prejudice cumulatively pose as significant barriers to the integration, comfortable study, and free participation of African Canadian children in both academic and co-curricular activities in Canadian grade schools. The survey results reveal that 10% of the sampled teachers agree that racism and racial prejudice affect African Canadian school attendance. Similarly, 8% of the sampled teachers suggest that bullying also significantly affects African Canadian children’s school attendance, while another 8% argues for peer pressure.

Ten percent of the sampled parents believe that teachers’ support in grade school is a

significant

The

results

barrier

their

compounding

environmental

factors

are

kids’

peer

and

consistent

study. class with

Walberg’s educational productivity model as they demonstrate the constraining behavior elements especially applicable to the academic success

African

Canadian

children

Canada’s K-12 grade school system.

Academic Performance among African Canadian Children

•

Introducing African cultural awareness programs and subject in Canada’s K-12 grade school system

•

Increasing the financial aid towards the education of poor immigrant African Canadian children

•

Educating African Canadian parents on the importance of their involvement in their children’s school activities

•

Recommendation

Introducing parents-students participation programs in schools

•

Introducing strict punitive measures against bullying and racial prejudice behavior in school settings

Integrating findings from the survey, including proposed measures for improving African Canadian children’s academic performance and insights from

•

Introducing special programs to help integrate minority groups in Canada’s K-12 grade schools

Walberg’s educational productivity model, creates an array of formidable strategies for effectively improving African Canadian children’s academic per-

•

Reforming hiring policies to ensure diversity in the hiring of K-12 grade school teachers. The reforms

formances in Canada’s K-12 education system.

will enhance the hiring of more African Canadian teachers in the K-12 system

Therefore, recommendations are mainly characterized by Walberg’s model’s key factors, including motivational factors, peer environment factors, individual

•

ensure sensitivity to diverse cultures

student abilities, and class environmental factors. Consequently, the following constitute ideal policy

Reforming the training of grade school teachers to

•

Introducing core subjects about racial inclusion and social justice

recommendation to effectively improve African Canadian children’s academic performance in Canada’s K-12 grade system:

•

Creating

functional

disciplinary

departments

where victims of racism and bullying can report cases and where school authorities can investigate before resorting to disciplinary actions •

Creating and ensuring functional counseling departments where students with mental challenges or learning problems can seek help

Academic Performance among African Canadian Children

References Anazia, I. U. (2019). Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics. IAFOR Journal of Education, 7(1), 7-18. Banerjee, P. A. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1), 1178441. Campbell, C. (2020). Educational equity in Canada: The case of Ontario’s strategies and actions to advance excellence and equity for students. School Leadership & Management, 1-20. Campbell, C., Zeichner, K., Lieberman, A., & Osmond-Johnson, P. (2017). Empowered educators in Canada: How high-performing systems shape teaching quality. John Wiley & Sons. Center for International Education benchmarking. (2020). Canada: Learning Systems. National Center on Education and the Economy (NCEE). Retrieved May 9, 2021 from https://ncee.org/center-oninternational-education-benchmarking/top-performing-countries/canada-overview/canada-instructionalsystems/ Fergus, E. (2016). Solving disproportionality and achieving equity: A leader’s guide to using data to change hearts and minds. Corwin Press. Ghanney, R. A. (2018). How parental education and literacy skill levels affect the education of their wards: The case of two schools in the Effutu municipality of Ghana. International Journal of Education and Practice, 6(3): 107-119 Khan, R. M. A., Iqbal, N., & Tasneem, S. (2015). The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur. Journal of Education and Practice, 6(16), 76-79. Kriegbaum, K., Steinmayr, R., & Spinath, B. (2019). Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation, and grades in math. Contemporary Educational Psychology, 59, 101807. Isik, U., Tahir, O. E., Meeter, M., Heymans, M. W., Jansma, E. P., Croiset, G., & Kusurkar, R. A. (2018). Factors influencing academic motivation of ethnic minority students: A review. Sage Open, 8(2), 2158244018785412. Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performances: An integrative perspective on student learning. Educational psychologist, 45(3), 185-202.

Academic Performance among African Canadian Children

Leka, I. (2015). The impact of peer relations in the academic process among adolescents. Mediterranean Journal of Social Sciences, 6(1 S1), 127-127. Li, Z., & Qiu, Z. (2018). How does family background affect children’s educational achievement? Evidence from Contemporary China. The Journal of Chinese Sociology, 5(1), 1-21. Ma, X., & Wang, J. (2001). A confirmatory examination of Walberg’s model of educational productivity in student career aspiration. Educational Psychology, 21(4), 443-453. Martinez-Taboada, C., Mera, M. J., Amutio, A., Castañeda, X., Felt, E., & Nicolae, G. (2017). The impact of cultural dissonance and acculturation orientations on immigrant students’ academic performance. Universitas Psychologica, 16, 6-19. Masella, R., & McIntosh, J. (2019). Special Issue 2019, Article 3 from Series of 5: BlackWhite Differences in Canadian Educational Attainments and Earnings. International Journal of Community Development and Management Studies, 3, 157-170. Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students’ attitude towards learning mathematics. Rai, A. B. (2015). Canadian Immigrant Youth and their Academic Performance. Simon Fraser University. Retrieved May 9, 2021 from https://summit.sfu.ca/item/15322 Saphier, J. (2016). High Expectations Teaching: How We Persuade Students to Believe and Act on” Smart Is Something You Can Get”. Corwin Press. Shah, V. (2018). Different Numbers, Different Stories: Problematizing” Gaps” in Ontario and the TDSB. Canadian Journal of Educational Administration and Policy, (187). Shizha, E. (2016). Marginalization of African Canadian Students in Mainstream Schools: Are Afrocentric Schools the Answer? The education of African Canadian children: Critical perspectives, 187-206. Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454. Walberg, H. J. (1994). Educational productivity: Urgent needs and new remedies. Theory into Practice, 33(2), 75-82. Winke, P. M. (2018). Aptitude Testing. The TESOL Encyclopedia of English Language Teaching, 1-7.

Academic Performance among African Canadian Children

Appendix Appendices 1 6. Sampled Teachers’ overall rating of African Canadian Children’s academic performance Teachers’ perceptive rating

Number of sampled teachers reporting their rating of African Canadian Children’s academic performance

% Number of sampled teachers reporting their rating of African Canadian Children’s academic performance

Unacceptable

Needs Improvement

19%

Acceptable

46%

Good

29%

Excellent

Appendices 2 17. Parents’ rating of their kids’ academic performances No of parents

% Number of parents and their rating of their Children’s academic performances

Unacceptable

Needs improvement

14%

Acceptable

14%

Good

28%

Excellent

42%

214

Parents’ Ratings

Academic Performance among African Canadian Children

Appendices 3 7. Sampled Teachers’ overall rating of Native Canadian Children’s academic performance

Teachers’ perceptive rating

Number of sampled teachers reporting their overall rating of native Canadian Children’s academic performance

% Number of sampled teachers reporting their overall rating of native Canadian Children’s academic performance

Unacceptable

Needs Improvement

15%

Acceptable

40%

Good

40%

Excellent

Appendices 4 5. Sampled teachers’ perception regarding Common Challenges African Canadian kids Face in School

Perceived challenges

Number of Teachers perceiving the challenges African Canadian Children face in Schools

% Number of Teachers perceiving thechallenges African Canadian Children face in Schools

None – They don’t face any problems [ANCHOR]

Bullying

Racism and racial segregation

13%

Family financial challenges

15%

Language barriers

11%

Learning difficulties

12%

Family issues

12%

Mental health issues such as anxiety, depression, ADHD

10%

Peer Pressure

Not sure

210

Academic Performance among African Canadian Children

Appendices 5 11. What Makes it hard for children to study at school

Factors

Frequency

% Number of parents and their views concerning barriers against children’s study at school

Nothing – my child(ren) doesn’t have a hard time studying at school [ANCHOR]

22%

Lack of teachers’ support or validation

10%

Racism and racial segregation

Bullying

Family financial challenges

Inclement weather conditions during winter

Language barriers

Learning difficulties

10%

Family issues

Mental health issues such as anxiety, depression, ADHD

10%

Peer pressure

Distraction

laziness

442

Academic Performance among African Canadian Children

Appendices 6 12. Sample teachers’ opinion regarding factors affecting African Canadian Children’s school attendance

Factors Affecting School Attendance

Number of Sampled teachers expressing their views regarding factors affecting African Canadian Children’s school attendance

% Number of Sampled teachers expressing their views regarding factors affecting African Canadian Children’s school attendance

Bullying

Racism and racial segregation

10%

Family financial challenges

12%

Language barriers

Learning difficulties

13%

Family issues

20%

Mental health issues such as anxiety, depression, ADHD

11%

Peer pressure

None of the above

11%

205

Appendices 7 15. The % of African Canadian children missing school because of financial issues

% range

The Number of teachers expressing their opinions regarding the % range of African Canadian Children missing school because of financial issues

% Number of teachers expressing their opinions regarding the % range of African Canadian Children missing school because of financial issues

None

23%

1-25%

26%

26-50%

17%

51-75%

12%

76-100%

Not sure

21%

Academic Performance among African Canadian Children

Appendices 8 11. Sampled Teachers’ perception of factors distracting African Canadian Kids in School

Distractor

Number of teachers’ views regarding factors distracting African Canadian Children in School

% Number of teachers expressing their views regarding factors distracting African Canadian Children in School

Bullying

Racism and racial segregation

11%

Family financial challenges

15%

Language barriers

12%

Learning difficulties

16%

Family issues

14%

Mental health issues such as anxiety, depression, ADHD

11%

Peer pressure

None of the above

244

Academic Performance among African Canadian Children

Appendices 9 15. Children’s reasons for missing School Reason

Frequency

% Number of Children missing school and their reasons

None – my child(ren) hasn’t missed any school from these issues [ANCHOR]

21%

Lack of teachers’ support or validation

Racism and racial segregation

Bullying

Family financial challenges

Inclement weather conditions

15%

Language barriers

Learning difficulties

Family issues

Mental health issues such as anxiety, depression, ADHD

Peer pressure

Not sure

Sickness

Relocation

Fear of exams

426

Academic Performance among African Canadian Children

Appendices 10 5. Challenges kids faced before Covid-19 Challenge

Number of parents reporting challenge

% number of parents reporting challenge

Lack of teachers’ support or validation

16%

Racism and racial segregation

12%

Bullying

12%

Family financial challenges

11%

Inclement weather conditions during winter

Language barriers

Learning difficulties

10%

Family issues

Mental health issues such as anxiety, depression, ADHD

Peer pressure

469

Appendices 11 12. What Makes it hard for children to study at home

Factors

Frequency

% Number of parents and their views concerning children’s hardship studying at home

Nothing– my child(ren) doesn’t have a hard time studying at home [ANCHOR]

26%

Poor accommodation/Housing problems

Lack of study materials such as books or computer

12%

Parents are working or unavailable

13%

Too much time spent playing video games

18%

Too much time interacting with friends online

14%

Lack of internet connection or poor internet connection

Peer pressure

Distraction from family members

353

Academic Performance among African Canadian Children

Appendices 12 16. Children’s Absenteeism frequency in a single School Calendar Absenteeism

No of Children

% Number of parents reporting their kids’ frequency of Absenteeism in a single school calendar

Never

Once

Twice

38%

Three times

16%

Four times

14%

Five times

10%

Six times

More than six times

Not sure

127

Appendices 13 8. Frequency of Parents’ follow-up regarding kids’ problems at school Frequency

No of parents

% Number of parents and their frequencies following up on their kids at school

Always

44%

Regularly

25%

Sometimes

22%

Rarely

Never

163

Appendices 14 9B. Reasons for Difficulty in Paying School costs Reason

Frequency

% Number of parents and their reasons for difficulty in paying school-related costs

Expensive

27%

Work problems

22%

I have no problem because I have stable work and finances

52%

Academic Performance among African Canadian Children

Appendices 15 9. Difficulty in paying School-related costs Level of Difficulty

Number of parents

% Number of parents expressing their difficulty in paying school-ralted costs

I do not pay any fees for school

Very difficult

34%

Somewhat difficult

22%

Not very difficult

20%

Not at all difficult

15%

267

Appendices 16 17. Participation level of African Canadian parents in their kid’s school activities

Participation Level

Number of teachers expressing their opinion regarding African Canadian parents’ participation in their children school activities

% Number of teachers expressing their opinion regarding African Canadian parents’ participation status in their children school activities

Inactive

Passive

30%

Fairly active

43%

Active

18%

Highly active

Academic Performance among African Canadian Children

Appendices 17 16.The % of African Canadian Children reporting Challenges they face, in a month at school

% range

The number of teachers expressing their opinion regarding the percentage range of African Canadian children reporting the challenges they face to school authorities

% number of teachers expressing their opinion regarding the percentage range of African Canadian children reporting the challenges they face to school authorities

None

20%

1-25%

33%

26-50%

11%

51-75%

15%

76-100%

Not sure

20%

Appendices 18 7. Monthly frequency that kids report to parent about school Problems-Before Covid 19 Frequency at which kids report school problems to their parents before Covid-19

No of parents

% number of parents reporting the monthly frequency their kids report problems

Never

24%

1-2 times

103

48%

3-4 times

12%

5 or more times

16%

214

Academic Performance among African Canadian Children

Appendices 19 10. Parents’ engagement in their Children’s school activities Level of Involvement

No of parents

% Number of parents and their level of engagement in their kids’ school activities

Fully involved with my child(ren)s schoolwork

151

71%

Partially involved with my child(ren)s schoolwork

23%

Not very involved with my child(ren)s schoolwork

Not at all involved with my child(ren)s schoolwork

213

Appendices 20 4. Coping/Integration Problems upon children’s enrollment

Coping problem

Number of parents reporting integration problem

% number of parents reporting integration problem

Peer pressure

Mental health issues such as anxiety, depression, ADHD

Family issues

Learning difficulties

10%

Language barriers

Family financial challenges

Bullying

13%

Racism and racial segregation

11%

Lack of teachers’ support or validation

None

18%

Making new friends

469

Academic Performance among African Canadian Children

Appendices 21 6. Children having non-African Canadian Friends at school? Confirmation

No of parents confirming

% Number of kids with non-African friends at school

Yes

202

94%

214

Appendices 22 18. Parents’ Happiness on how their kids are treated at school

Happy?

No of parents

% Number of parents and their happiness concerning how their kids are treated at school

Yes

177

83%

17%

214

Academic Performance among African Canadian Children

Appendices 23 13. Children’s Sports/Social activity at School Activity

No of children

% Number of Children in each sports activity

Basketball

20%

Soccer

19%

Hockey

Track & Field

11%

Volleyball

10%

Field Hockey

Band/Choir

10%

Yearbook

My child(ren) doesn’t participate in any sports or social activities

13%

Dance

Swimming

Baseball

443

Appendices 24 13. African Canadian Children’s Participation in sports and Social activities

Participation Status

Number of teachers expressing their opinion regarding African Canadian Children’s participation in School sports and social activities

% Number of teachers expressing their opinion regarding African Canadian Children’s participation status in School sports and social activities

Inactive

Passive

11%

Fairly active

35%

Active

42%

Highly active

13%

Academic Performance among African Canadian Children

Appendices 25 14. African Canadian Children’s Overall Performance in sports and Social activities

Performance Rating

Number of Sampled teachers giving opinion regarding African Canadian children’s overall performance in sports and social activities

% Number of Sampled Teachers giving their opinions regarding African Canadian children’s overall performance in sports and social activities

Unacceptable

Needs Improvement

11%

Acceptable

40%

Good

38%

Excellent

11%

Appendices 26 14. Problems Children face in Sporting/social activities at school Problem

Frequency

% Number of parents reporting their kids problems in their social/sporting activities at school

None – my child(ren) doesn’t face any problems in their sport or social activities [ANCHOR]

33%

Racism and racial profiling

16%

Lack of sports equipment

Lack of support from teachers

13%

Bullying

12%

Physical abilities

Not sure

245

Academic Performance among African Canadian Children

Appendices 27 8. Presence of Integration program for African Canadian kids in the Sampled teachers’ schools

Sampled teachers’ Affirmation

No of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools

%No of sampled teachers reporting the presence of integration program aimed at integrating African Canadian kids in their schools

Yes

21%

63%

Not sure

15%

Appendices 28 9. Main objective of integration programs for immigrant African Canadian children among sampled teachers’ schools

Main Integration program Objective

Number of sampled teachers naming their school integration program’s main objective relating to integrating immigrant African Canadian children

% Number of sampled teachers naming their school integration program’s main objective relating to integrating immigrant African Canadian children

To help African Canadian children improve their language/communication skills

21%

To help African Canadian children interact and blend well with other students/pupils

19%

To introduce African Canadian children to their new learning environment

19%

To orient African Canadian children on how to report social problems including bullying, racism, assault, or other social issues affecting their performance in school

27%

Not sure

14%

Academic Performance among African Canadian Children

Appendices 29 23. Parents’ Highest Level of Education Highest Level of Education

Number of Parents

% Number of parents’ level of education

Completed High School

11%

Completed College/University/Trade school

121

59%

Completed a Master’s degree

18%

Completed a Doctorate

10%

Have not completed any formal education

205

Appendices 30 24. Parents’ Occupation Status Occupation Status

Frequency

% Number of parents’ Occupation Status

Self-employed/business owner

Working full-time (at least 30 hours/week for an employer)

140

68%

Working part-time for an employer

Working full or part-time on contract

Student

Homemaker or stay-at-home parent

Not currently employed

206

Academic Performance among African Canadian Children

Appendices 31 22. Number of Household Members Number of household Members

Frequency

% Number of Household members

Two

Three

24%

Four

37%

Five

16%

Six

12%

More than six

217

Appendices 32 25. Annual Household Income

Annual Household Income

Frequency

% Number of household under each income category

Below $20,000

$20,001- $40,000

17%

$40,001- $60,000

13%

$60,001- $80,000

16%

$80,001- $100,000

10%

Above $100,000

30%

Prefer not to say

214

Academic Performance among African Canadian Children

Appendices 33 26. Estimated Monthly Expenditure on Rent/Mortgage

Monthly expenditure on Rent/Mortgage

Frequency

% Number of housholds’ monthly expenditure on Rent/ Mortgage

Below $500

$501 - $1,000

15%

$1,001 - $1,500

19%

$1,501 - $2,000

24%

$2,001 - $2,500

14%

Above $2,500

16%

Prefer not to say

214

Appendices 34 10. Strategies to improve the academic performance of below average African Canadian kids

Strategy

Number of Sampled teachers reporting the strategy to improve the academic performance of below average African Canadian Children

%Number of Sampled teachers reporting the strategy to improve the academic performance of below average African Canadian Children

Provide extra tuition hours

26%

Talk to their parents/guardians to consider extra tuition hours

31%

Warn the students/pupils, and their parents/guardians, about their academic performance

27%

No strategy

16%

123

Academic Performance among African Canadian Children

Appendices 35 18. Suggestions to improve the social involvement and the academic performance of African Canadian children

Suggestion

Number of teachers expressing their suggestion to improve African Canadian Children’s social and academic performance

% Number of teachers expressing their suggestion to improve African Canadian Children’s social and academic performance

Introduce Africa Culture subject or cultural awareness program in the curriculum

44%

Financial help for poor immigrant families

20%

Involving parents in Children’s school activities

36%

Appendices 36 20. Suggestions for improving African Canadians’ academic performance in schools

Suggestion

Frequency

% Number of parents and their suggestions for improving their children’s academic performance at schools

Hire more African Canadian grade schoolteachers

135

16%

Stop racial prejudice against African Canadian children at school

136

16%

Stop racial profiling and bullying of African Canadian children

139

16%

Teach more African-themed courses and curriculum

12%

Help African Canadian children overcome cultural shocks

119

14%

Support African Canadian refugees’ children during integration

104

12%

Help parents understand how the grade school system work

106

12%

Not sure

850

Academic Performance among African Canadian Children

Appendices 37 21. Parents’ comments on measures to improve African-Canadian childrens’ academic performance

common Themes

Frequency

% distribution of parents suggested performance improvement themes

Parents’ involvement in their kids’ education

20%

Integrating African Culture into the curriculum

20%

Introducing anti-racism policies in schools

41%

Introducing counseling/Mentorship programs in schools

Training teachers to reduce bias

15%

Appendices 38 19. Importance of integration factors

Very

Somewhat

Not very

Not at all

Very

Somewhat

Not very

Not at all

important

Ensuring teachers treat all children equally

194

26%

19%

14%

Educating all students on racial inclusions and social justice

186

25%

26%

29%

Working to stop bullying and peer pressure

190

25%

23%

14%

(Re)training teachers on how to be more tolerant and accepting of minority children

177

24%

32%

43%

747

Integration factor

2021 KINGDOM ACTS FOUNDATION 10704 CITY PKW SURREY BC., CANADA

Exploring the Causes of Poor Academic Performance among African Canadian Children in Canada's K-12

Articles inside

Discussion

References

2.9 Knowledge Gap

Abstract

1.1 Background Information

Executive Summary

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