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
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
President and CEO: Certified Clinical Sociologist
Non-profit Executive | Social Innovator | Philanthropy disruptor
President and CEO: Omega Graduate School
Foundation for Black Communities
American Centre for Religion/Society Studies (ACRSS)
Toks Fatimehin, MBA Adebayo, Dada OTU, PhD
Organizational Change Mgt
Professor of Organizational Psychology
Lead - Window 10 Deployment & Cloud/
Kwantlen Polytechnic University,
Exchange Transformation at Alberta Energy Regulator (AER)
Surrey, British Columbia, Canada.
Calgary, Alberta, Canada
Curtis D. McClane, DPhil
Eric Kazenga, PhD
Chief Student Success Officer (CSSO), Executive Team
Hope Leadership Institute
Director of Admissions & SEVIS, Professor of Leadership Studies
Adjunct Associate Professor
Omega Graduate School
Nations University
Blessing Ude, M.Litt, DBS
Raphael Okoye, MSc
Family Life Educator
Business Analyst at EuroLine Windows Inc.
Director of Operations
Computational Biophysics
Kingdom Acts Foundation
Simon Fraser University, BC., Canada
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
4
Tables of Figures
60
Figure 1
71
Figure 22
5
Abstract
60
Figure 2
72
Figure 23
6
Executive Summary
61
Figure 3
72
Figure 24
7
Introduction
61
Figure 4
73
Figure 25
8
1.1 Background Information
62
Figure 5
73
Figure 26
9
LITERATURE REVIEW
63
Figure 6
74
Figure 27
9
2.1 Introduction
63
Figure 7
74
Figure 28
9
2.2 Theoretical Framework
64
Figure 8
75
Figure 29
10
2.3 Conceptual Framework
65
Figure 9
75
Figure 30
15
2.9 Knowledge Gap
66
Figure 10
76
Figure 31
16
Results
66
Figure 11
76
Figure 32
54
Discussion
67
Figure 12
77
Figure 33
57
Recommendation
67
Figure 13
77
Figure 34
58
References
67
Figure 14
78
Figure 35
60
Appendix
68
Figure 15
78
Figure 36
68
Figure 16
79
Figure 37
69
Figure 17
79
Figure 38
69
Figure 18
70
Figure 19
70
Figure 20
71
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’
of
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.
5
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
is
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.
2
Increasing
the
financial
aid
towards
the
However, numerous factors limit
students’ academic progress in schools.
education of poor immigrant African Canadian
In
children.
many
immigrants,
countries, ethnic
including minorities,
Canada, and
poor
children face most impediments to academic
3
Educating African Canadian parents on the
performance (Campbell, 2020). As Isik et al.
importance
(2018) note, academic performance levels are
of
their
involvement
in
their
typically standard at the commencement of the
children’s school activities.
education journey. Reforming hiring policies to ensure diversity
4
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
5
increase
throughout
the
rest
of
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).
6
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
of
grade
suffer from a much higher school dropout rate Creating
7
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
8
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).
11
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).
12
Academic Performance among African Canadian Children
2.7 Home-Related Factors and Academic Performance It
is
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).
13
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).
14
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.
15
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
5%
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
1%
Unacceptable
0%
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%
14%
15% 10%
% Number of parents and their rating of their Children's academic performances
3%
5%
el le nt Ex c
oo d G
ep ta bl e Ac c
en t em pr ov
im
N ee ds
U na cc
ep ta bl e
0%
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
4%
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
0%
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
8%
Peer Pressu re
6%
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%
5%
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
0%
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
7%
Language barriers Inclement weather…
6% 6%
Family financial challenges
7%
Bullying
8%
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
8%
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%
5%
10% 15% 20% 25%
% number of sampled teachers
Figure 7: Sampled teachers’ views regarding factors affecting African Canadian children’s school attendance.
21
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
5%
None of the above
8%
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
0%
Relocation
0%
Sickness
1%
Not sure
2% 7%
Peer pressure Mental health issues such as…
8% 9%
Family issues
7%
Learning difficulties
% Number of Children missing school and th eir reasons
5%
Language barriers
15%
Inclement weather conditions Family financial challenges
6%
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
24
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
8%
Mental health issues such as anxiety, depression, ADHD
8%
Family issues
10%
Learning difficult ies Language barriers
Challenges
7%
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
0%
Peer pressure
0%
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
9%
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%
1%
14% 10% 7%
5%
% Number of parents reporting their kids' frequency of Absenteesim in a single sch ool calender
2%
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
0%
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
27
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
9%
0%
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
31
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%
20%
15%
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
0%
0%
% 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
33
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
1%
5%
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
9%
Lack of teachers'…
11%
Racism and racial…
13%
Bullying
Integration problem
9%
Family financial…
7%
Language barriers
% number of parents reporting integration problem
10%
Learning difficulties
6%
Family issues
7%
Mental health issues…
9%
Peer pressure
0%
5%
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
No
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%
5%
6% 4%
1%
1% al l
m in g
Sw im
e…
es n’ do
D
at ip
r
k
tic ar
tp
Ye ar bo o
an d/ Ch oi
oc ke y
B
H
d
yb al l Fi el d
Vo ll e
Fi el &
oc ke y
So cc er
H
Tr ac k
B
as ke tb al l
0%
an ce
0%
as eb
2%
B
4%
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%
9%
7%
5%
N
on
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
e
–
m
y
ch
ild
(r
en
)d
an d
oe sn ’
tf
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
0%
% 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
41
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%
10%
1% n at io
H av e
no t
co m
pl et ed
an y
fo
rm
al ed uc
or at e a
pl et ed Co m
a
M
as
te
D
r’s
oc t
de g
sc ho ol ed
C
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
pl et ed Co m
re e
l
0%
Parents' level of education
Figure 30: Percentage number of parents’ level of education
44
% 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%
3%
7%
7%
5%
% Number of parents' Occupation Status
W
or ki ng
Se lf-
em
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
0%
Occupation status
Figure 31: Percentage number of parents’ Occupation Status
45
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%
8%
5%
3%
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
46
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
6%
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
47
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%
3%
Below $500 0%
5%
10%
15% 20% Percentages
25%
30%
Figure 34: Percentage number of households’’ monthly expenditure on Rent/Mortgage
48
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
by
the
sampled
teachers
regarding
strategies
to
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
0%
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
to
performance.Twelve
percent
of
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
1%
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
52
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
3%
2%
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
2%
Educating all students on racial inclusions and social justice
2% Working to stop b ullying and peer pressure
3%
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
to
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
of
African
Canadian
children
Canada’s K-12 grade school system.
56
in
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
57
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.
58
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.
59
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
1
1%
Needs Improvement
16
19%
Acceptable
39
46%
Good
24
29%
Excellent
4
5%
N
84
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
6
3%
Needs improvement
29
14%
Acceptable
30
14%
Good
60
28%
Excellent
89
42%
N
214
Parents’ Ratings
60
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
0
0%
Needs Improvement
13
15%
Acceptable
34
40%
Good
34
40%
Excellent
3
4%
N
84
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]
8
4%
Bullying
19
9%
Racism and racial segregation
28
13%
Family financial challenges
32
15%
Language barriers
24
11%
Learning difficulties
25
12%
Family issues
26
12%
Mental health issues such as anxiety, depression, ADHD
20
10%
Peer Pressure
12
6%
Not sure
16
8%
N
210
61
Academic Performance among African Canadian Children
Appendices 5 11. What Makes it hard for children to study at school
62
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]
98
22%
Lack of teachers’ support or validation
43
10%
Racism and racial segregation
36
8%
Bullying
32
7%
Family financial challenges
28
6%
Inclement weather conditions during winter
27
6%
Language barriers
30
7%
Learning difficulties
44
10%
Family issues
24
5%
Mental health issues such as anxiety, depression, ADHD
43
10%
Peer pressure
32
7%
Distraction
4
1%
laziness
1
0%
N
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
17
8%
Racism and racial segregation
21
10%
Family financial challenges
25
12%
Language barriers
14
7%
Learning difficulties
26
13%
Family issues
42
20%
Mental health issues such as anxiety, depression, ADHD
22
11%
Peer pressure
16
8%
None of the above
22
11%
N
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
19
23%
1-25%
22
26%
26-50%
14
17%
51-75%
10
12%
76-100%
1
1%
Not sure
18
21%
N
84
63
Academic Performance among African Canadian Children
Appendices 8 11. Sampled Teachers’ perception of factors distracting African Canadian Kids in School
64
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
20
8%
Racism and racial segregation
27
11%
Family financial challenges
36
15%
Language barriers
29
12%
Learning difficulties
40
16%
Family issues
34
14%
Mental health issues such as anxiety, depression, ADHD
26
11%
Peer pressure
19
8%
None of the above
13
5%
N
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]
88
21%
Lack of teachers’ support or validation
31
7%
Racism and racial segregation
24
6%
Bullying
31
7%
Family financial challenges
27
6%
Inclement weather conditions
66
15%
Language barriers
20
5%
Learning difficulties
28
7%
Family issues
37
9%
Mental health issues such as anxiety, depression, ADHD
32
8%
Peer pressure
29
7%
Not sure
7
2%
Sickness
4
1%
Relocation
1
0%
Fear of exams
1
0%
N
426
65
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
76
16%
Racism and racial segregation
57
12%
Bullying
57
12%
Family financial challenges
52
11%
Inclement weather conditions during winter
42
9%
Language barriers
30
6%
Learning difficulties
45
10%
Family issues
32
7%
Mental health issues such as anxiety, depression, ADHD
39
8%
Peer pressure
39
8%
N
469
Appendices 11 12. What Makes it hard for children to study at home
66
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]
92
26%
Poor accommodation/Housing problems
33
9%
Lack of study materials such as books or computer
41
12%
Parents are working or unavailable
45
13%
Too much time spent playing video games
62
18%
Too much time interacting with friends online
49
14%
Lack of internet connection or poor internet connection
29
8%
Peer pressure
1
0%
Distraction from family members
1
0%
N
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
1
1%
Once
10
8%
Twice
48
38%
Three times
20
16%
Four times
18
14%
Five times
13
10%
Six times
2
2%
More than six times
9
7%
Not sure
6
5%
N
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
71
44%
Regularly
40
25%
Sometimes
36
22%
Rarely
14
9%
Never
2
1%
N
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
16
27%
Work problems
13
22%
I have no problem because I have stable work and finances
31
52%
N
60
67
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
24
9%
Very difficult
92
34%
Somewhat difficult
58
22%
Not very difficult
53
20%
Not at all difficult
40
15%
N
267
Appendices 16 17. Participation level of African Canadian parents in their kid’s school activities
68
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
2
2%
Passive
25
30%
Fairly active
36
43%
Active
15
18%
Highly active
6
7%
N
84
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
17
20%
1-25%
28
33%
26-50%
9
11%
51-75%
13
15%
76-100%
0
0%
Not sure
17
20%
N
84
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
51
24%
1-2 times
103
48%
3-4 times
26
12%
5 or more times
34
16%
N
214
69
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
48
23%
Not very involved with my child(ren)s schoolwork
11
5%
Not at all involved with my child(ren)s schoolwork
3
1%
N
213
Appendices 20 4. Coping/Integration Problems upon children’s enrollment
70
Coping problem
Number of parents reporting integration problem
% number of parents reporting integration problem
Peer pressure
42
9%
Mental health issues such as anxiety, depression, ADHD
32
7%
Family issues
29
6%
Learning difficulties
48
10%
Language barriers
34
7%
Family financial challenges
42
9%
Bullying
60
13%
Racism and racial segregation
53
11%
Lack of teachers’ support or validation
44
9%
None
84
18%
Making new friends
1
0%
N
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%
No
12
6%
N
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%
No
37
17%
N
214
71
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
88
20%
Soccer
84
19%
Hockey
27
6%
Track & Field
50
11%
Volleyball
45
10%
Field Hockey
16
4%
Band/Choir
43
10%
Yearbook
23
5%
My child(ren) doesn’t participate in any sports or social activities
56
13%
Dance
2
0%
Swimming
6
1%
Baseball
3
1%
N
443
Appendices 24 13. African Canadian Children’s Participation in sports and Social activities
72
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
0
0%
Passive
9
11%
Fairly active
29
35%
Active
35
42%
Highly active
11
13%
N
84
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
0
0%
Needs Improvement
9
11%
Acceptable
34
40%
Good
32
38%
Excellent
9
11%
N
84
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]
82
33%
Racism and racial profiling
40
16%
Lack of sports equipment
23
9%
Lack of support from teachers
31
13%
Bullying
29
12%
Physical abilities
23
9%
Not sure
17
7%
N
245
73
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
18
21%
No
53
63%
Not sure
13
15%
N
84
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
15
21%
To help African Canadian children interact and blend well with other students/pupils
13
19%
To introduce African Canadian children to their new learning environment
13
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
19
27%
Not sure
10
14%
N
70
74
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
23
11%
Completed College/University/Trade school
121
59%
Completed a Master’s degree
37
18%
Completed a Doctorate
21
10%
Have not completed any formal education
3
1%
N
205
Appendices 30 24. Parents’ Occupation Status Occupation Status
Frequency
% Number of parents’ Occupation Status
Self-employed/business owner
0
0%
Working full-time (at least 30 hours/week for an employer)
140
68%
Working part-time for an employer
19
9%
Working full or part-time on contract
7
3%
Student
15
7%
Homemaker or stay-at-home parent
15
7%
Not currently employed
10
5%
N
206
75
Academic Performance among African Canadian Children
Appendices 31 22. Number of Household Members Number of household Members
Frequency
% Number of Household members
Two
17
8%
Three
53
24%
Four
80
37%
Five
34
16%
Six
26
12%
More than six
7
3%
N
217
Appendices 32 25. Annual Household Income
76
Annual Household Income
Frequency
% Number of household under each income category
Below $20,000
17
8%
$20,001- $40,000
36
17%
$40,001- $60,000
27
13%
$60,001- $80,000
35
16%
$80,001- $100,000
22
10%
Above $100,000
64
30%
Prefer not to say
13
6%
N
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
7
3%
$501 - $1,000
32
15%
$1,001 - $1,500
41
19%
$1,501 - $2,000
52
24%
$2,001 - $2,500
30
14%
Above $2,500
35
16%
Prefer not to say
17
8%
N
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
32
26%
Talk to their parents/guardians to consider extra tuition hours
38
31%
Warn the students/pupils, and their parents/guardians, about their academic performance
33
27%
No strategy
20
16%
N
123
77
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
11
44%
Financial help for poor immigrant families
5
20%
Involving parents in Children’s school activities
9
36%
N
25
Appendices 36 20. Suggestions for improving African Canadians’ academic performance in schools
78
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
99
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
12
1%
N
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
8
20%
Integrating African Culture into the curriculum
8
20%
Introducing anti-racism policies in schools
17
41%
Introducing counseling/Mentorship programs in schools
2
5%
Training teachers to reduce bias
6
15%
N
41
Appendices 38 19. Importance of integration factors
Very
Somewhat
Not very
Not at all
Very
Somewhat
Not very
Not at all
important
important
important
important
important
important
important
important
Ensuring teachers treat all children equally
194
17
2
1
26%
19%
2%
14%
Educating all students on racial inclusions and social justice
186
23
3
2
25%
26%
2%
29%
Working to stop bullying and peer pressure
190
21
2
1
25%
23%
2%
14%
(Re)training teachers on how to be more tolerant and accepting of minority children
177
29
5
3
24%
32%
3%
43%
N
747
90
12
7
Integration factor
79
2021 KINGDOM ACTS FOUNDATION 10704 CITY PKW SURREY BC., CANADA