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Guided by Bronfenbrenner’s ecological framework, the study examines student achievement through parents’ perspectives in Nova Scotia via interviews and focus groups across rural and urban settings. Thematic findings highlight difference, lack of connection, perceived challenges, parents’ resistance, and perseverance amid injustice, concluding with recommendations to improve Black learners’ educational success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-call-for-change-in-the-public-education-system-in-nova-scotia/596158/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-call-for-change-in-the-public-education-system-in-nova-scotia/596158.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What inequities affect students of African descent in Nova Scotia’s public education system?","Question",{"text":112,"@type":113},"Students of African descent continue to experience inequities, including low teacher expectations, stereotyping, and the absence of culturally relevant curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study examine achievement for children of African descent?",{"text":117,"@type":113},"It explores parents’ perspectives on schooling experiences using individual interviews and focus groups across rural and urban areas in Nova Scotia.",{"name":119,"@type":110,"acceptedAnswer":120},"What major themes emerged from parents’ accounts?",{"text":121,"@type":113},"The dominant storyline and themes include being treated differently, not feeling connected, recognizing challenges, parents’ resistance, and dealing with injustices while persevering.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596158,1792168159,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","A Call for Change in the Public Education System in Nova Scotia  \nBarbara-Ann Hamilton-Hinch Dalhousie University  \nJessie-Lee D. McIsaac  \nMount Saint Vincent University  \nMary-Jane Harkins  \nMount Saint Vincent University  \nSherry Jarvis  \nDalhousie University  \nJohn C. LeBlanc Dalhousie University  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:1 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nThe United Nation’s International Decade for People of African Descent and Nova Scotia’s Ministry of African Nova Scotian Affairs recognize that students of African descent continue to experience inequities. As previous studies indicate, parents of Black learners identified that many educators lack knowledge and experience in understanding students of African descent.This study explored student achievement from the perspective of parents of children of African descent attending public schools in Nova Scotia. Participants included individual interviews and focus groups with parents from rural and urban areas. Based on Bronfenbrenner’s ecological theory framework, a thematic analysis of the data was conducted, a dominant storyline related to the families’ experiences in school and subsequent themes emerged: we are treated differently; we don’t feel connected; we know there are challenges: the resistance of parents; and we deal with injustices but persevere. These findings provide recommendations to improve the educational success for Black learners.  \nKeywords: African Canadian, academic achievement and success, Black students, education, schooling challenges, students of African descent  \nRésumé  \nLa déclaration des Nations Unies de la Décennie internationale des personnes d’ascendance africaine et le Ministre des affaires Afro-néo-écossaises reconnaissent que les élèves d’ascendance africaine continuent à vivre des inégalités. Des études antérieuresdémontrent que les parents d’apprenants Noirs ont identifié que plusieurs éducateurs manquent de connaissances et d’expérience quant à la compréhension d’élèves d’ascendance africaine. Cette étude explore la réussite scolaire de la perspective des parents d’enfants d’ascendance africaine fréquentant des écoles publiques en Nouvelle-Écosse. Les participants incluent des entretiens individuels et des groupes de discussion avec des parents provenant de régions rurales et urbaines en Nouvelle-Écosse. Basée sur le cadre théorique écologique de Bronfenbrenner, une analyse thématique des données a été entreprise, un fil conducteur dominant lié aux expériences scolaires des familles, et des thèmesrésolutoires ont émergé : nous sommes traités différemment ; et nous ne nous sentons pas connectés ; nous sommes conscients qu’il y a des défis ; la résistance des parents ; et nous  \nCanadian Journal of Education /Revue canadienne del’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nfont face à des injustices mais nous persistons. Ces constats fournissent des recommandations pour améliorer le succès académique des apprenants Noirs.  \nMots-clés : Afro-canadiens, performance et succès académique, élèves noirs, éducation, défis scolaires, élèves d’ascendance Africaine  \nCanadian Journal of Education /Revue canadienne del’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe response by the United Nations (UN) Human Rights Council to the United Nation’s International Decade for People of African Descent stated that people of African descent represent a distinct group whose human rights must be promoted and protected (UN Human Rights Council, 2017). The Council (2017) identified the anti-Black structural racism found within the core of many Canadian institutions, which continues to have a negative impact on the human rights of African Canadians. To ensure the rights ofAfrican Canadians are promoted and protected, one must examine the long-term impact of ensl","cbCaiiO59ISeCb46","https://ap.wps.com/l/cbCaiiO59ISeCb46","pdf",226781,29,"English","# Abstract\n## Introduction","[{\"question\":\"What inequities affect students of African descent in Nova Scotia’s public education system?\",\"answer\":\"Students of African descent continue to experience inequities, including low teacher expectations, stereotyping, and the absence of culturally relevant curriculum.\"},{\"question\":\"How does the study examine achievement for children of African descent?\",\"answer\":\"It explores parents’ perspectives on schooling experiences using individual interviews and focus groups across rural and urban areas in Nova Scotia.\"},{\"question\":\"What major themes emerged from parents’ accounts?\",\"answer\":\"The dominant storyline and themes include being treated differently, not feeling connected, recognizing challenges, parents’ resistance, and dealing with injustices while persevering.\"}]","A Call for Change in the Public Education System in Nova Scotia | PDF",1792082552,73]