Sociological Factors Influencing Education: A Canadian Perspective

Abstract

The purpose of this study is to answer the question: What are the sociological factors that have influenced the Canadian education system? With document analysis as the adopted research methodology, after a careful review of a significant amount of relevant literature on the education system’s history, structure, governance, and learning outcomes of different student groups, it is concluded that there are inequities in the Canadian education system with regard to race, gender, class, and religion. Indigenous students and Black students have especially been consistently disadvantaged over the years in the education system, lagging behind other student groups in terms of graduation rates and learning outcomes, which have enormous consequences for their lives after they leave school and transition to postsecondary education and eventually enter the labour force. To move forward, Canadian policy makers, education administrators, and teachers need to work together to make the education system inclusive, serving the interest of all students.