Menée en Ontario, la présente étude porte sur la prise en compte de la diversité ethnoculturelle dans l'enseignement des sciences en milieu minoritaire francophone. Dans le champ de recherche sur la prise en compte de la diversité ethnoculturelle dans l’enseignement des sciences de la province, aucune attention n’a été accordée à l’analyse du contenu des manuels scolaires, et ce, en dépit du rôle central que le manuel joue dans la détermination et la structuration des savoirs enseignés et dans la représentation que les élèves ont des sciences. Notre étude vise tout d’abord à dresser une première évaluation de la place réservée à la diversité ethnoculturelle dans les manuels scolaires de sciences de l’Ontario. Elle permet aussi d’incorporer, dans la littérature scientifique, une recherche sur la diversité ethnoculturelle des manuels scolaires qui, contrairement aux études semblables menées à l'extérieur de la province, ne se limite pas aux perspectives autochtones et à l’analyse d’images. C’est ainsi que notre étude a pour fondement la question de recherche suivante : de quelle manière est-ce que la diversité ethnoculturelle est prise en compte dans les manuels de sciences de langue française du secondaire de l’Ontario? Afin de répondre à cette question, nous avons mené une analyse de contenu qualitative de deux manuels de sciences de langue française de 9e et de 10e approuvés par le ministère de l’Éducation de l’Ontario. Cette analyse s’appuie sur la typologie des approches de l’éducation multiculturelle de Banks (1999) qui encourage l’intégration de diverses perspectives culturelles et préconise la sensibilisation aux réalités auxquelles sont confrontés les peuples minoritaires. Les résultats de la présente étude révèlent que les manuels renferment de nombreux contenus ethniques. En revanche, une place négligeable serait réservée aux connaissances scientifiques actuelles des pays non occidentaux et aux contributions des peuples non occidentaux au savoir scientifique contemporain.

In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge.

In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge.