{"id":200443,"date":"2025-09-12T09:00:00","date_gmt":"2025-09-12T13:00:00","guid":{"rendered":"https:\/\/inrs.ca\/?p=200443"},"modified":"2025-09-12T09:37:34","modified_gmt":"2025-09-12T13:37:34","slug":"regional-disparities-in-access-to-education","status":"publish","type":"post","link":"https:\/\/inrs.ca\/en\/news\/regional-disparities-in-access-to-education\/","title":{"rendered":"Regional Disparities in Access to Education\u00a0"},"content":{"rendered":"\n

Observatoire qu\u00e9b\u00e9cois des in\u00e9galit\u00e9s has just released its Bulletin de l\u2019\u00e9galit\u00e9 des chances en \u00e9ducation 2025<\/em>, the third edition of this report. Professor Xavier St-Denis and Banting postdoctoral fellow V\u00e9ronique Grenier, both from Institut national de la recherche scientifique (INRS), contributed to this year\u2019s publication.<\/strong><\/p>\n\n\n \n

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For the past three years, the report<\/a> has documented inequalities across Qu\u00e9bec\u2019s education system, from early childhood to postsecondary education, using provincial indicators. This year, for the first time, the report also includes regional data. <\/p>\n\n\n\n

\u201cIt is essential to examine regional inequalities in order to provide up-to-date descriptive data and knowledge about disparities in Qu\u00e9bec\u2019s education system, for both local stakeholder and the general public,\u201d explains Professor St-Denis. <\/p>\n\n\n\n

Marked Interregional Inequalities <\/h2>\n\n\n\n

A key finding in the section on postsecondary education, co-authored by Professor St-Denis, is the very low rates of access to college and university for young people from disadvantaged families in rural areas. Among this group, only 23% of men and 46% of women<\/strong> pursue college studies, while just 7% of men and 18% of women<\/strong> continue on to university. <\/p>\n\n\n\n

These rates stand in stark contrast to those of young people from more privileged families, over 70%<\/strong> of whom pursue college, as well as to those of disadvantaged youth from urban areas (46% of men and 67% of women<\/strong> pursue college). For students from advantaged families, however, growing up in a rural region carries little to no disadvantage. <\/p>\n\n\n\n

\"Professeur<\/figure>\n\n\n\n

\u201cOur findings support and highlight the conclusions of a previous CIRANO<\/a> report on social mobility in Qu\u00e9bec: young people from disadvantaged rural backgrounds face persistent disadvantages, both in terms of access to education and income levels as adults,\u201d adds the social statistics expert. <\/p>\n\n\n\n

\n

Another important finding noted by Professor St-Denis is the significant gender gap in access to postsecondary education in favour of women\u2014especially at the undergraduate level\u2014across all regions and contexts. <\/p>\nXavier St-Denis<\/strong><\/a>, Professor at INRS Urbanisation Culture Soci\u00e9t\u00e9 Research Centre<\/a><\/cite><\/blockquote>\n\n\n\n

\u201cI hope the release of this Bulletin<\/em> will encourage government agencies to recognize the importance of making their data available to facilitate research and better inform both the public and education stakeholders.\u201d <\/p>\n\n\n\n

A Valuable Tool for the Education Community <\/h2>\n\n\n\n

This is also the goal of researcher V\u00e9ronique Grenier<\/a>, who co-authored the section on preschool to secondary education. She sees the Bulletin de l\u2019\u00e9galit\u00e9 des chances en \u00e9ducation<\/em> as a way to build bridges between the research community, public institutions, and education stakeholders. <\/p>\n\n\n\n

Grenier was tasked with compiling quantitative data from Minist\u00e8re de l\u2019Education and other organizations, from a historical perspective, in order to track students\u2019 educational pathways according to different characteristics (gender, special needs, etc.). <\/p>\n\n\n\n

Understanding to Act More Effectively <\/h2>\n\n\n\n

At the elementary level, one key finding is that the proportion of students experiencing academic delay (late entry into the second and third cycles) is higher in the public system than in the private system. The overrepresentation of students from advantaged backgrounds, and of students with few or no learning difficulties, in the private network helps explain, at least in part, the lower proportion of delayed students in that system. Delays are also more common in remote regions and among boys. <\/p>\n\n\n\n

Differences between regions in the proportion of delayed students can partly be explained by the fact that school service centres and school boards have different policies on grade repetition. <\/p>\n\n\n\n

Another noteworthy finding is the strong concentration of private schools in urban areas, especially in Montr\u00e9al, where more than one in three students attend private school. The report also notes that high school graduation rates are rising overall but remain lower in remote regions. <\/p>\n\n\n\n

\"<\/figure>\n\n\n\n
\n

\u201cCompiling data\u2014often previously unpublished\u2014allows us to build a quantitative picture of how social inequalities accumulate throughout educational pathways. That\u2019s where our added value lies: we don\u2019t just collect data, we provide the necessary sociological and critical analysis to help social organizations act on it,\u201d says Grenier. <\/p>\nV\u00e9ronique Grenier<\/strong>, INRS Banting postdoctoral fellow<\/cite><\/blockquote>\n\n\n\n

Tailored Strategies to Address Inequalities <\/h2>\n\n\n\n

The regional disparities highlighted in the Bulletin<\/em> underscore the need to implement public policies adapted to local contexts, conduct longitudinal studies to better understand educational trajectories, and facilitate access to administrative data. <\/p>\n\n\n\n

Read the Bulletin<\/em><\/a> <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Observatoire qu\u00e9b\u00e9cois des in\u00e9galit\u00e9s has just released its Bulletin de l\u2019\u00e9galit\u00e9 des chances en \u00e9ducation 2025, the third edition of this report. 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