摘要：Post-secondary education has increased in importance as the world’s economies become more knowledge-based. Employment trends suggest that a high school diploma may be insufficient in some jurisdictions to meet the skills and demands of the 21st century workplace (HRSDC, 1998). In addition, immigration trends are resulting in more ethnic and cultural diversity in North American schools (cf., Goldenberg, 2006). The problem is that little research has been conducted to explore the participation of students from a variety of language or ethnic groups in Post- Secondary Education Programs (PSEPs) or to explore factors that may influence their eligibility to participate. According to Statistics Canada, by 2031, one in four Canadians will have been born in another country. Immigrants from Asia make up the largest group moving to urban centres around North America (CBC, 2010). This trend has implications for teachers who need to know how to meet these learners’ needs. While participation rates in PSEPs in Canada are steadily increasing (Shaienks, Gluszynski, & Bayard, 2008), it is unclear how immigrant student groups are faring. The goal of this exploratory study was to explore factors that influence Asian students’ eligibility for PSEPs.
