2026-03-17
Stephane Moulin, Marie Blain, Flora Solé
This article aims to analyze the injustices associated with the college performance score formula (R score), used as a selection tool for admission to competitive university programs in Québec. Theoretically, the analysis draws on the framework of organizational justice to distinguish three dimensions of justice perceptions: interactional, distributive, and procedural. Empirically, it relies on a mixed-methods approach combining quantitative analysis of administrative data with qualitative interview analysis. The findings identify three forms of injustice: an interactional injustice stemming from a lack of clarity, transparency, and communication; a distributive injustice linked to the violation of the meritocratic principle whereby individuals with the best results should obtain the highest R score; and a procedural injustice tied to the special treatment of atypical pathways, which contributes to distortions. The article concludes by outlining three avenues for reform of the current system of evaluation and university admissions.
2026-03-05
Thu Thi Kim Le
This autoethnography study examines how social support and a growth mindset shape the adaptation and resilience of a Vietnamese doctoral student in Canada. Grounded in social capital theory and growth mindset theory, it explores how bonding, bridging, and maintained forms of social capital interact with agency to mitigate academic, financial, and emotional stress. Drawing on personal narratives, reflective journals, and memory work, three interconnected themes emerged: (1) family emotional support and cultural continuity, which provided psychological grounding and a sense of belonging; (2) academic networking and institutional support, which fostered esteem, professional identity, and scholarly collaboration; and (3) professional growth through a growth mindset, which transformed challenges into opportunities for development. Findings reveal that growth mindset is not merely an individual trait but also a relational process enacted through networks of emotional, informational, social companionship, and instrumental support. It operates as a mediating force that activates social capital and situates agency within supportive contexts. This research contributes to international doctoral education by offering a nuanced understanding of social capital, social support, and mindset as interdependent dimensions of adaptation. It emphasizes inclusive, relational environments that empower international students to thrive academically and personally.