@article{Mayor_Suarez_2019, title={A Scoping Review of the Demographic and Contextual Factors in Canada’s Educational Opportunity Gaps}, volume={42}, url={https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3397}, abstractNote={<p>Despite widespread discussion in the United States, up until now there has not been a review of the demographic and contextual factors associated with Canadian academic achievement. Using Arksey and O’Malley’s (2005) framework, a scoping review was conducted to answer two questions: What demographic and contextual factors are most commonly used in K–12 academic achievement studies in Canada? What, if any,<br>research gaps exist? Fifty-four studies were identified for review. The results reveal 40 demographic or contextual factors, with socio-economic status (SES), gender, language factors, immigrant status, family structure, and Indigenous status being the most commonly studied. Race, religion, and LGBTQ+ identity were understudied factors. The authors recommend the adoption of “educational opportunity gap” as a consistent<br>research term, identify understudied factors, and outline several research design considerations.</p>}, number={1}, journal={Canadian Journal of Education/Revue canadienne de l’éducation}, author={Mayor, Christine and Suarez, Eliana B}, year={2019}, month={Mar.}, pages={42–87} }