A Study of the Academic Achievement and Personal and Social Adjustment of Jewish Moroccan Immigrant Students in the English High Schools of Montreal

Sep 2, 2026

Uploaded by Ophelia

This paper examines differences in school life among Moroccan-born and non-Moroccan-born Jewish high school students in English schools of Montreal, focusing on academic achievement, attitude toward school, and personal and social adjustment. A representative sample of fifty Moroccan-born students was matched with a representative sample of non-Moroccan foreign-born Jewish students. Data from school records and instruments including the School Inventory and the California Test of Personality were complemented by interviews with students and teachers. Results show no significant differences in attitudes or adjustment, while Moroccan students earn poorer grades, integrate more slowly, and show more behavior problems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages170

Reading Time7 h 8 min

AccessFree to download

Chapter

I. INTRODUCTION AND BACKGROUND TO THE STUDY

II. STATEMENT OF THE PROBLEM

III. REVIEW OF THE LITERATURE

IV. RESEARCH PROCEDURE

V. ORGANIZATION OF DATA, STATISTICAL TECHNIQUES AND RESULTS

VI. ANALYSIS OF RESULTS

VII. CONCLUSIONS AND RECOMMENDATIONS

APPENDIXES

BIBLIOGRAPHY

Achievement &Adjustment of Jewish Moroccan Students ABSTRACT # TITLE:A Study of the Academic Achievement and Personaland Social Adjustment of Jewish Moroccan ImmigrantStudents in the English High Schools of Montreal DEGREE: Master of Arts DEPARTMENT: Education AUTHOR: Marvin Julian Godfrey The purpose of this paper is to determine how Moroccan-bornand non-Moroccan-born Jewish high school students differ withregard to certain facets of their school life,particularlyachievement,attitude and adjustment. A representative sample of fifty Moroccan-born students wasselected and matched with a representative sample of non-Moroccanforeign-born Jewish students. Information was gathered throughthe examination of school records and through the administrationof The School Inventory and the California Test of Personality.In each area,the difference between the scores of the two groupswas tested for statistical significance. Additional data wascollected through the medium of personal interviews with thestudents and their teachers. The results of the tests indicate that Moroccan and non-Moroccan Jewish students do not differ significantly in theirattitude toward school or in their personal and social adjustment.However,the Moroccan students achieve poorer grades,appear tointegrate more slowly,and experience behaviour problems. An attempt was made to provide an explanation for those aspectsof their adaptation to the school environment in which Moroccan-born pupils compare unfavourably with the other new Canadians.Recommendations were suggested in order to facilitate the adjust-ment and social integration of the Moroccan student body. ● A STUDY OF THE ACADEMICACHIEVEMENT AND PERSONAL AND SOCIALADJUSTMENT OF JEWISH MOROCCANIMMIGRANT STUDENTS IN THE ENGI.ISHHIGH SCHCCLS OF MONTREAL by Marvin J.Godfrey A thesis submitted to the Faculty ofGraduate Studies and Research in partialfulfillment of the requirements for thedegree of Master of Arts Division of Graduate Studies and ResearchFaculty of EducationMcGil7 UniversityMontreal,Quebec July,1970 ◎ Marvin J.Godfrey 1971 # ACKNOWLEDGEMENTS The writer would like to express his sincere appreciationto the administration,teachers and students of Outremont HighSchool for their excellent cooperation in this research project.To Messrs.Rosemarin and Fagan of Northmount High School andMessrs.Sedawey and Silverman of Baron Byng High School,a noteof thanks is extended for help in the collection of data concern-ing the Moroccan-born enrollment at their respective schools.The assistance received from Mr.Ronald Finegold of the JewishPublic Library in the location of much useful information islikewise gratefully acknowledged. The author especially wishes to indicate his deep gratitudeto his advisor,Dr.W.Talley,whose encouragement and guidancehave been very much appreciated. The researcher is also in-debted to his wife for her patience and valuable aid throughoutthis study. ● TABLE OF CONTENTS Page # Chapter ## I. INTRODUCTION AND BACKGROUND TO THE STUDY ·1 A.History of Moroccan Jewry(-1948) B.Moroccan Independence C.Restriction on Freedom of Movement D.Anti-Semitism in Morocco E.Economic Considerationg F.Other Reasons for Emigration G.The Three Periods of Emigration H.Moroccan Jewry Today I.Avenues Open to Those Leaving Morocco J.JIAS K.The Jewish Community of Montreal L。The Education of Moroccan Children ## II. STATEMENT OF THE PROBLEM · · A.Observation B.General Statement of Purpose C.Hypotheses D.Sub-Problems E.Significance of the Study F.Definitions G.Delimitations H.Limitations and Assumptions ## III。 REVIEW OF THE LITERATURE A.Israel B.France C.Canada Table of Contents(continued) # Chapter ## IV. RESEARCH PROCEDURE A.Selection of the Sample B.Research Design and Methodology C.The Measuring Instruments 1.Academic Achievement 2.Attitude Toward School 3.Personal and Social Adjustment ## V.

FAQs

What is the main purpose of the study?

To determine how Moroccan-born and non-Moroccan-born Jewish high school students differ in aspects of school life, particularly achievement, attitude toward school, and personal and social adjustment.

How were data and student samples collected?

A representative sample of fifty Moroccan-born students was matched with a representative sample of non-Moroccan foreign-born Jewish students. Data came from school records, instruments including the School Inventory and the California Test of Personality, and personal interviews with students and teachers.

What do the results show about differences between the two student groups?

The two groups do not differ significantly in attitude toward school or in personal and social adjustment. Moroccan students achieve poorer grades, integrate more slowly, and experience more behavior problems.

Sep 2, 2026

Uploaded by Ophelia