與當地人相比，外來人口在接受素質教育方面面臨着實質性的問題。在20世紀80年代和90年代，加拿大的移民與低收入和收入不平等有關。向發達資本主義國家的移民有助於滿足勞動力和經濟需求，但也有助於產生新的不平等和社會分裂模式(Crompton, 2008)。移民學生把自己置身於分隔的空間。移民來源國的經濟和社會地位都不高。學生來自不同的階層和種族，因此他們的社會階層在決定他們的社會生活方面變得非常重要。根據對語言教育的研究，與種族、性別和民族相比，社會階層並沒有得到很好的探索(Block, 2012)。預計到2017年，加拿大可見的少數民族將佔總人口的20%。
因此，移民成爲加拿大種族多樣性顯著增加的主要原因。種族不平等是決定學生教育成功與否的重要因素。由於經濟上的不平等，移民們很難爲自己找到合適的工作。這些人沒有適當的收入來源，因此他們無法得到適當的住房和生活設施。貧困是農民工子女教育落後的主要原因。“決定移民羣體融入東道國社會某一特定羣體的潛在因素包括父母人力資本和財務資本的實力，以及這些個人因素如何與結構性因素相互作用”(Abada, Hou， & Ram, 2008)。
外國出生人口的種族和經濟狀況影響着他們第二代的學業成績。加拿大的技能選擇移民政策是爲了平衡大多數移民定居在城市地區的事實，因爲有大量的工作(Dei，(2008))。然而，由於本地出生的員工年輕且受教育程度高，這些領域的完成度非常高。語言對移民的教育成就也起着重要的作用(Darvin and Norton, 2014)。
英語是加拿大的交際媒介。對於移民來說，英語學習變得非常困難，因爲他們不能理解學校教的所有東西。這些孩子無法與其他原住民互動，因此受到歧視(Dei，(2008))。即使他們學英語，他們也很難用正確的口音說。即使學生不能理解學校所教的任何東西，他們也沒有信心去問老師。移民的孩子往往不能取得好成績，最終由於歧視而沮喪和憤怒。即使家裏有足夠的錢送他們去好學校，他們的語言問題也會阻礙他們接受高質量的教育(Darvin and Norton, 2014)。
The migrant population has to face substantial issues in receiving quality education in comparison to natives. During the time period of 1980’s and 1990’s, the immigration to Canada was related to low income and income inequality. The migration to advanced capitalist countries helps in fulfilling the labor and economic needs, but it also addresses in generating new modes of inequality and social divisions (Crompton, 2008). The migrant student put themselves in the divided space. The countries from where the migrants come are not well in economics and social status. The students come from different class and races and thus their social class becomes very significant in determining their social life. According to the research in Language education, social class is not highly explored in comparison to the race, gender and ethnicity (Block, 2012). It is projected that, visible minorities in Canada by the year 2017 will constitute 20% of the total population.
Thus, migration becomes the main reason behind the substantial increase of racial diversity in Canada. The racial inequality plays a major role in determining the educational success of the students. Due to the economic inequality, the migrants find difficulty in searching adequate jobs for themselves. These people do not have proper income sources, due to which they are not able to get proper housing and living facilities. Poverty is the major reason behind the migrant students lagging in education. “The underlying factors that determine the integration of an immigrant group to a particular segment of the host society include the strength of parental human and financial capital, and how these individual factors interact with structural factors” (Abada, Hou, & Ram, 2008).
The ethnicity and the financial situation of the foreign born population affect the academic achievements of their second generation. Canada’s skill selective immigration policy is counterbalance for the fact that most of the immigrants settle in the urban areas, as there are plenty of jobs (Dei, (2008). However, the completion is very high in these areas because the native born employees are young and have high educational degrees. Language also plays a significant role in educational achievements of the immigrants (Darvin and Norton, 2014).
English is the medium of communication in Canada. For the immigrants, English learning becomes very difficult due to which they could not understand everything taught at schools. Such children fail to interact with other native people and thus they are discriminated (Dei, (2008). Even if they learn English, they have problem in using it in proper accent. Even if students could not understand anything what they are taught at schools, they do not have the confidence to ask their teachers. Often the children of immigrants fail to achieve high grades and end up in frustration and anger due to discrimination. Even if the family has enough money to send them to good schools, their language problem hinders their way to good quality education (Darvin and Norton, 2014).