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Collins  \nUniversité de Montréal  \nMarie-Odile Magnan Université de Montréal  \nAbstract  \nThe aim of this article is to develop a better understanding of the educational pathways experienced by Haitian youth in Montreal when it comes to their post-secondary studies. The qualitative analysis of their life stories within the educational and learning pathways framework (Doray, 2011) reveals an assortment of pathways. Many are characterized by various sources of constraint (financial, institutional, social) and negative experiences with guidance counsellors during the transition to post-secondary studies. Perceived discrimination and racism also emerge as significant themes in the students’ discourses. In conclusion, future research and intervention strategies are suggested.  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:2 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: post-secondary pathways, immigrant students, Haitian community, black visible minorities, minority education  \nRésumé  \nCet article vise à développer une meilleure compréhension des parcours postsecondaires vécus par les jeunes d’origine haïtienne à Montréal. L’analyse qualitative de leurs récits de vie menée à partir du concept de parcours éducatifs et scolaires (Doray, 2011) révèle une variété de cas de figures. Il s’avère que leurs parcours sontjalonnés par diverses formes de contraintes (financières, institutionnelles, sociales) ainsi que par des expériences négatives avec les conseillers d’orientation au cours de la transition vers les études postsecondaires. Également, des effets perçus de racisme et de discrimination ont émergé dans les discours des jeunes. En conclusion, des pistes de recherche et d’intervention sont envisagées.  \nMots-clés : parcours postsecondaires, jeunes issus de l’immigration, communauté haïtienne, minorités visibles, éducation et minorités  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:2 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nPost-secondary education (PSE) is well-documented as being beneficial to individuals and to society as a whole. Individuals who pursue PSE have greater chances of success in the labour market, enjoy better economic security, and have better health (Shaienks & Gluszynski, 2007), while society advances in achieving its national equity and global economic goals (Finnie, Childs, & Wismer, 2011) . In Canada, although PSE access continues to widen (Kamanzi et al., 2009), not everyone who pursues PSE perseveres (Shaienks & Gluszynski, 2007) . In particular, this is the case for students from Caribbean backgrounds, who are underrepresented in PSE completion compared to other immigrant groups that generally fare well in the PSE market (Fuligni & Witkow, 2004; Kamanzi & Murdoch, 2011). In Quebec, the educational portrait of this group raises concerns as it reveals significant academic and social challenges, which often persist or worsen overtime (Mc Andrew & Ledent, 2008) .  \nThis article complements existing quantitative studies (see Abada, Hou, & Ram, 2009; Kamanzi & Murdoch, 2011; Kamanzi & Collins, 2018) by exploring the defining moments in the educational pathways of Haitian youth attending CEGEP 1 in Montreal, spanning from primary school to PSE. From a micro-sociological perspective, the results obtained from the analysis of their life stories (Bertaux, 2010) will be presented by highlighting their PSE pathway profiles. In order to provide context and underscore the social significance of the study, this article begins with a general portrait of the populations at risk of not completing PSE in Canada and Quebec. Additionally, a literature review, as well as the conceptual and methodological frameworks guiding this research, will be presented prior to introdu","cbCaioLGJRw18CFr","https://ap.wps.com/l/cbCaioLGJRw18CFr","pdf",356119,28,"English","# Introduction\n## Post-Secondary Education, Immigrant Populations, and Vulnerable Groups","[{\"question\":\"What is the article’s main focus?\",\"answer\":\"The article focuses on how Haitian-origin second-generation immigrant youth in Montreal experience post-secondary educational pathways and how these pathways develop from earlier schooling to PSE.\"},{\"question\":\"Which analytical approach does the article use?\",\"answer\":\"It uses qualitative analysis of students’ life stories within an educational and learning pathways framework (Doray, 2011) and presents pathway profiles from their narratives.\"},{\"question\":\"What challenges shape students’ post-secondary transitions?\",\"answer\":\"The findings emphasize financial, institutional, and social constraints, negative experiences with guidance counsellors during the transition, and themes of perceived discrimination and racism.\"}]","Post-Secondary Pathways among Second-Generation Immigrant Youth of Haitian Origin in Quebec - article | PDF",71]