[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595852-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595852-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-scoping-review-of-the-demographic-and-contextual-factors-in-canadas-educational-opportunity-gaps","A Scoping Review of the Demographic and Contextual Factors in Canada’s Educational Opportunity Gaps","","A scoping review examines demographic and contextual factors linked to Canadian K–12 academic achievement, addressing which factors are most commonly used and what research gaps remain. Using Arksey and O’Malley’s (2005) framework, 54 studies were reviewed, revealing 40 recurring factors. Socio-economic status, gender, language, immigrant status, family structure, and Indigenous status were most studied, while race, religion, and LGBTQ+ identity were least addressed. Authors recommend consistent use of “educational opportunity gap” terminology, prioritize understudied factors, and outline research design considerations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-scoping-review-of-the-demographic-and-contextual-factors-in-canadas-educational-opportunity-gaps/595852/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-scoping-review-of-the-demographic-and-contextual-factors-in-canadas-educational-opportunity-gaps/595852.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What questions does the scoping review address?","Question",{"text":63,"@type":64},"It asks which demographic and contextual factors are most commonly used in K–12 academic achievement studies in Canada and whether any research gaps exist.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many studies were included and what did the review identify?",{"text":68,"@type":64},"The review identified 54 studies and found 40 demographic or contextual factors, with socio-economic status, gender, language factors, immigrant status, family structure, and Indigenous status among the most common.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors were the least studied in Canadian research?",{"text":72,"@type":64},"Race, religion, and LGBTQ+ identity were identified as understudied factors compared with others.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595852,1792193157,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Scoping Review of the Demographic and Contextual Factors in Canada’s Educational Opportunity Gaps  \nChristine Mayor  \nWilfrid Laurier University  \nEliana B. Suarez  \nWilfrid Laurier University  \nAbstract  \nDespite widespread discussion in the United States, up until now there has not been areview of the demographic and contextual factors associated with Canadian academic achievement. Using Arksey and O’Malley’s (2005) framework, a scoping review was conducted to answer two questions: What demographic and contextual factors are most commonly used in K–12 academic achievement studies in Canada? What, if any, research gaps exist? Fifty-four studies were identified for review. The results reveal 40 demographic or contextual factors, with socio-economic status (SES), gender, language factors, immigrant status, family structure, and Indigenous status being the most commonly studied. Race, religion, and LGBTQ+ identity were understudied factors.  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:1 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nThe authors recommend the adoption of“educational opportunity gap” as a consistent research term, identify understudied factors, and outline several research design considerations.  \nKeywords: educational opportunity gap, achievement gap, scoping review, disaggregated data, academic inequities, Canada  \nRésumé  \nMalgré le débat largement répandu aux États-Unis, jusqu’à maintenant, aucune étude n’a été effectuée en contexte canadien sur les facteurs démographiques et contextuels associésau rendement scolaire. En se basant sur le modèle d’Arksey et O’Malley (2005), un examende la portée a été mené afin de répondre à deux questions : quels sont les facteurs démographiques et contextuels les plus couramment utilisés dans les études du rendement scolairede la maternelle à la 12e année au Canada ? Quelles sont les lacunes, s’il y en a, dans la recherche sur le sujet ? Cinquante-quatre études ont été recensées. Les résultats révèlent 40 facteurs démographiques ou contextuels, parmi lesquels le statut socio-économique, le genre, la langue parlée, le statut d’immigrant, la structure familiale et le statut d’autochtone sont les plus étudiés. L’ethnie, la religion et l’identité sexuelle (LGBTQ+) sont identifiées comme les facteurs les moins étudiés. Les auteurs suggèrent l’adoption du terme de recherche « fossé des possibilités éducatives », repèrent les facteurs encore peu étudiés et font ressortir plusieurs projets de recherche à considérer.  \nMots-clés : fossé des possibilités éducatives, écart de rendement, examen de la portée, données ventilées, inégalités scolaires, Canada  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:1 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nSince James S. Coleman (1966) documented significant racial and socio-economic gapsin academic achievement, US researchers and education policymakers have studied the impact of demographic and contextual factors on academic achievement. Demographic factors are individual-level descriptors, like gender or race, while contextual factors are community-level descriptors, like the ethnic diversity or socio-economic status (SES) of a neighbourhood or community (Hillemeier, Lynch, Harper, & Casper, 2003) . An informal literature search to examine differences in education attainment revealed that while there is widespread research in the United States on the “achievement gap,” Canada lacks a cohesive examination of educational inequities along several contextual and demographic lines. This scoping review will therefore examine the breadth, depth, and gaps in the research on demographic and contextual factors in Canadian K–12 academic achievement.  \nThis review, to the best ofthe authors’knowledge, is the first attempt to date to synthesize this literature. Complicating this review is the lack of an ag","cbCaim0dJGZavyOQ","https://ap.wps.com/l/cbCaim0dJGZavyOQ","pdf",849601,46,"English","# Introduction\n## Background and rationale\n## Method choice and framing\n## Theoretical and intersectional approach","[{\"question\":\"What questions does the scoping review address?\",\"answer\":\"It asks which demographic and contextual factors are most commonly used in K–12 academic achievement studies in Canada and whether any research gaps exist.\"},{\"question\":\"How many studies were included and what did the review identify?\",\"answer\":\"The review identified 54 studies and found 40 demographic or contextual factors, with socio-economic status, gender, language factors, immigrant status, family structure, and Indigenous status among the most common.\"},{\"question\":\"Which factors were the least studied in Canadian research?\",\"answer\":\"Race, religion, and LGBTQ+ identity were identified as understudied factors compared with others.\"}]","A Scoping Review of the Demographic and Contextual Factors in Canada’s Educational Opportunity Gaps | PDF",1792081987,116]