8 Breaking Ground: Black Student Transitions in Canadian Higher Education

Adrian Leckie

Current State of First-Year Black Student Engagement

Since 2020, more intentional programming has focused on Black student success and retention in Canadian higher education institutions. Due to the murder of George Floyd in 2020, higher education institutions were all facing the question of how to respond to the anti-Black racism embedded not only in society but within research, teaching and the student experience at colleges and universities. The Scarborough Charter was created as a direct response to this tragedy in the National Dialogues and Action for Inclusive Higher Education and Communities conference (Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education, 2021).

With the established calls to action, over 50 higher education institution signatories have held an ongoing responsibility to address anti-Black racism through the four principles of Black flourishing, inclusive excellence, mutuality and accountability (Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education, 2021). These factors acted as a catalyst for innovations for Black student programs within a Canadian context. It is also essential to recognize that many institutions have started and set foundations for Black student programming support before this time. There are still multiple challenges present for Black students in Canadian higher education institutions, including experiences of racism, lack of culturally relevant resources, and lack of representation and presence of Black faculty, staff, or students.

Cameron and Jefferies (2021) underscore the pervasive impact of anti-Black racism in Canadian education, emphasizing the urgent need for systemic change to support the next generation of Black students. This systemic racism manifests in disparities in resources, harsh disciplinary practices, limited access to academic programs, and a lack of representation and support for Black students, staff, and faculty.

Systemic racism and oppression persist within Canadian educational institutions, resulting in disparities and marginalization for Black students (Cameron & Jefferies, 2021). Despite aspirations for higher education, many face barriers to accessing and remaining in undergraduate programs.

Another essential aspect to consider for the Black student experience is the perspective of navigating predominantly White institutions (PWIs). These are institutions with a majority of White students, faculty, and staff. Predominantly White universities often lack representation and support for Black students and faculty, leading to experiences of isolation and microaggressions (Cameron & Jefferies, 2021).

In their transition to university, Black students have reported feeling marginalized and isolated due to institutional racial bias and lack of racial representation in the university environment (Robson et al., 2018), including the demographic of students, staff, and faculty. In addition, there is social and academic isolation when finding a supportive campus community. Establishing a sense of belonging and community is an essential aspect of the first-year experience for building resiliency and the foundations for success (Goodchild et al., 2023).

Despite the challenges, excellent interventions have been established within the Canadian higher education context to develop a sense of belonging and tailored services for Black students. Interventions have fallen into three main categories: creation of Black student space, development of Black student programming, and creation of roles for Black students, staff and advisors.

Recognizing the foundations of established Black student support systems that Black undergraduate students have developed is essential. Black/culture-based student groups and organizations have been central to the development of building community and engagement for Black students in post-secondary education. Through socials, study hubs, conferences, faculty mixers, and more, Black student clubs have taken a communal approach to building intentional connections for Black students. These clubs have also been ground-breaking for many communities. Canada had its first Black student graduation in 2017, spearheaded by the Black Student Association at the University of Toronto St. George Campus (University of Toronto Black Student Grad, n.d.). The work of community building, student support, and advocacy had foundations with the legacy works of these student clubs.

Students have also been the forerunners for many of Canada’s curriculum and program updates. In a report by CBC News, between 2016 and 2021, four Canadian universities introduced Black Studies programs (Benchetrit, 2021). These topics and offerings have varied from Black Studies, Black Canadian Studies, African Studies, Caribbean Studies, and more. The inclusion and expectation for Black focused curriculum have been a call to action for the Scarborough Charter to decentre Eurocentrism in education and to include Black expertise and knowledge (National Dialogues and Action for Inclusive Higher Education and Communities, 2021). With the increase of Black students in post-secondary education, there has been more awareness of the gaps in course offerings and degree options. Institutions like the University of Waterloo, which has offered Black Studies courses since the 1960s, have recently developed a Black Studies degree. There have also been more Black faculty and staff who occupy leadership roles and can influence the direction of the curriculum (Benchetrit, 2021).

Black identity development plays a crucial role in influencing the academic achievement of Black college students at PWIs. Research suggests that when Black students have a positive racial identity and feel connected to their campus community, they are more likely to have a positive academic self-concept and, consequently, higher academic achievement (Jerome, 2022).

Factors such as racial identity conflict and the inability to understand Black identity have been linked to adverse outcomes, including early departure from college (Jerome, 2022). Positive racial identity development can help Black students navigate challenges related to academic, racial, and social issues they may face on PWI campuses. Additionally, establishing a sense of belonging predicts academic achievement among Black students at PWIs, including connections with faculty members (Jerome, 2022).

Staff and Student-Based Research on the First-Year Black Student Expereince

Before exploring the data, it is essential to note some access barriers to race-based data in some Canadian Higher Education Institutions. As researcher Evelyn Asiedu states, “Canada’s identity as a ‘cultural mosaic’ restricts candid discussions about unfairness in our country” (Asiedu, 2020, para.6). Compared to our counterparts in the United States, there are more candid conversations on race and how these experiences and Blackness, especially within the Post-Secondary Educational System, create a gap of understanding that we have recently started to shed light on within this industry.

As a response, higher education professionals have been tasked with developing their own surveys and research to better understand Black students’ experiences across Canada and within their institutions. I will highlight two data results showing nationwide responses through the research on the first year of study report (found in Chapter 2) and local observations through the University of Toronto Scarborough campus.

Racialized Student Supports from 2023 First Year Experience in Canadian Post-Secondary Education Survey

As discussed in Chapter 2, the focus of the research on the First Year of Study report was to capture data concerning the first-year experience at Canadian post-secondary institutions to produce this Canadian monograph. One important aspect of exploring the Canadian post-secondary experience for Black first year students was understanding the existing available services and resources. While specific “Black student” based questions were not asked, educational resources were explored for racialized students. One important aspect of exploring the Canadian post-secondary experience for Black first year students was understanding the existing available services and resources. Based on the participants’ feedback, 27.5% of schools had targeted programs or offices that support racialized students or have optional programming centred towards racialized students. Eight of these institutions (57%) indicated dedicated Black student-centred advising/support resources available. The resources available for Black students ranged from academic advisors, lounge spaces, support programs, success centres or teams focused explicitly on the Black student experience (Dalhousie University, n.d.; Humber College, n.d.; McMaster, 2023; St. Francis Xavier University, 2023; Toronto Metropolitan University, n.d; University of British Columbia, 2024; University of British Columbia Okanagan Campus, n.d., University of King’s College, n.d., York University, n.d.)

In addition, most institutions that responded do not track retention rates for racialized students. Out of the 14 that indicated having racialized student services, 71.4% of institutions either did not track retention rates or needed clarification on how they tracked them. Various barriers exist to tracking retention rates for racialized students, including general access for professionals to track race-based data for students, capacities to do so within job roles, and lack of systematic optional identifiers for students to identify as members of the Black community.

University of Toronto Scarborough Black Student Community Survey

The Black Student Community team in the Office of Student Experience and Wellbeing develops programs and initiatives for all Black-Identifying students at the University of Toronto Scarborough. We also provide referrals and community connection opportunities with Black staff, faculty, and students to support Black student success.

Our mission is to provide intentional support for Black students in the University of Toronto Scarborough campus to ensure their co-curricular opportunities and personal success.

Existing programming offered by the Student Life Programs office for Black students that were evaluated included:

Let’s Talk

Let’s Talk is a weekly holistic program for Black students that integrates social, academic, and career conversations. With the support of the Black student staff, the Black Student Engagement (B.S.E.) team (led by Andria Lewis-Alexander) developed discussions and guest speakers to reflect the needs of Black students. Holding the space as a program for all years, it invites informal mentorship for transitioning first-year students and the development of a diverse mix of Black students and staff members for their university careers.

Black Student Orientation

Within Black student orientation, the Black Student Engagement team developed a full-day program to support students in finding resources, clubs, and community within their first month at the University of Toronto Scarborough. This orientation included a resource and clubs fair with multiple groups centred towards Black students at the University of Toronto Scarborough. It also had a first-year orientation social with activities, culturally engaging activities, and introductions to staff who supported it with mentorship, academic resources, careers, and more.

Imani Black Academic Mentorship Program

The Imani Black Academic Mentorship Program is a two-fold program emphasizing community support and access programming for local middle and high schools in the Scarborough area. Through site days that combine individual mentorship, tutoring, and racial justice-based workshops, and in addition to experiential off-site programming, Imani prioritizes post-secondary access, racial identity, and consciousness, building cultural capital and encouraging healthy relationships for both participants and Black undergraduate mentors. Through this programming, the Imani Black Academic Mentorship Program team has built frameworks to ensure that Black undergraduate student students receive support with leadership monthly sessions, focused on referring students to academic and social resources available on campus, along with bursaries to reward students who have effectively balanced community service through the program with academic success.

Black Student Community Survey Details

In 2022, a survey was created and distributed to learn about the opportunities to support Black-identifying students at UTSC and any barriers they may be facing on campus. We hoped to integrate the feedback of Black-identifying students on campus to inform our programming and approaches to creating opportunities and experiences to enhance the Black student experience at UTSC.

We intended to share our anonymized findings with various offices at UTSC to work with our community partners to understand and eliminate barriers to and in post-secondary education and ensure support for Black students.

Demographic Information of Survey Respondents

The survey sample consisted of 27 first-year full-time students, 56% women, 41% men, and 3% who preferred not to disclose their gender identity. Additionally, 33% of the participants identified as first-generation students, while 41% were international students.

Impactful Initiatives and Resources

Within the survey, we have also explored which resources students utilized throughout the year that have provided support. As perceived by the participants, the most impactful initiatives were centred around our Black Student Engagement initiatives (including participation in events and programming that supported community building specifically for Black students on campus, Black History Month activities) and the Imani Black Academic Mentorship Program.

Among the campus resources utilized by first-year students, Academic Advising and Career Counselling office emerged as the most frequently accessed service, followed by Athletics and Recreation, Student Housing & Residence life, the Office of the Registrar, and Health and wellness services.

Social media (specifically Black Student Engagement and Office of Student Experience and Wellbeing channels) were identified as the most effective channels for reaching and advertising to first-year students, followed by word of mouth, posters, and email.

Challenges and Opportunities for Support

While most first-year Black students did not report specific barriers to academic success, some cited transitional challenges such as adjusting to new teaching styles, course load, commuting, time management, and tuition concerns. Mental health and burnout, building community in classes and on campus, motivation, and mindset were also significant hurdles.

These areas overlap with the general observations of the survey results outlined in chapter two. Additionally, issues related to attending a commuter school, the academic culture on campus, and a perceived lack of community were highlighted as challenges.

While most first-year Black students expressed a need for additional academic-related support such as study groups and peer support, especially in the sciences, there was also a demand for mental health support services like talk therapy. Some students expressed interest in more events and clubs focused on activities like cooking and dancing to foster community connections. Furthermore, there was a lack of awareness among students regarding where to access support for issues related to racism and discrimination, starting student groups, finding international student resources, opportunities for studying abroad, registering for accommodations for disabilities or health considerations, and accessing financial support or financial aid.

It is important to note that while no trends/responses were highlighted regarding experiences of racism and microaggression among first-year Black students, this should not negate the unsaid testimonials or experiences of students who might not have responded. These experiences were expressed among senior students in response, pinning them to interactions with the institution or instances with faculty.

What We Have Learned

The findings underscore the importance of tailored support services and initiatives to address the diverse needs of first-year students, particularly those from underrepresented backgrounds. Strategies to enhance community engagement, academic support, mental health services, and awareness of available resources should be prioritized to promote a positive and inclusive campus environment conducive to student success.

Opportunities and Considerations

State of Black Staff Members

In addition to the transition of first-year Black students, addressing the invisible labour of Black staff members in higher education institutions is crucial. In much of the work for Black students, Black staff members/faculty are often placed at the forefront as organizers and creators of these spaces, which is essential.

There is an invisible labour that comes from identity-based work. In many Canadian higher education spaces, positions focused on Black students are novel, and many are setting the foundations for Black student programming and support at their given post-secondary institutions. In addition, many connect to students’ lived experiences through echoes of trauma from their past higher education experiences. A common sentiment among professionals creating and building these spaces for students is, “I wish I had something like this within my post-secondary experience.” These echoes highlight a balance of not only building support for Black students but, for many, building the support that could have supported them through the instances of prejudice, isolation, and struggle they may have experienced within higher education. Balancing these expectations along with institutional expectations can be a heavy burden.

With this in consideration, institutions must ensure that adequate and intentional staff are hired for specific Black Student-based support. This is reflective of the call to action in the Scarborough Charter 2.1.2.2, which states that intentional hiring practices for Black managerial, administrative, and support staff across campus are required (National Dialogues and Action for Inclusive Higher Education and Communities, 2021).

In addition, as this development of Black student supports starts to develop, as per the recommendations of the Scarborough Charter (2021), building positions focused on the Black student experience is essential; however, many of these interventions are holistic. Programming usually targets academic success, mental health, personal development, and culture. Many of these elements intersect in student success. Some areas may overlap with multiple offices and departments in a respective institution. So, ensuring that these efforts are collaborative amongst different staff/offices is essential.

It is important to ensure that the Black staff and faculty developing these spaces are supported continuously. Employee resource groups centred toward Black faculty and staff can lead to clarity and understanding of services and initiatives for Black staff members and a communal space for connection in navigating the challenges within a higher education institution (Wilson, 2023).

Addressing Intersectionality and Transition  

Another growing field of curiosity for Black students transitioning into post-secondary education is understanding the intersectionality of culture and domestic/international students. Continuous research within this area falls in line with the Scarborough Charter Governance recommendation regarding inclusion (2.1.1.) stating: “identifying the extent of (under)representation through baseline data compilation and analysis, to provide demographic knowledge of Black faculty, staff and students within their institutions – with suitable disaggregation of data to reflect domestic and international student populations – starting with recruitment at each university and college as an initial focus for action to foster inclusion” (National Dialogues and Action for Inclusive Higher Education and Communities, 2021).

Understanding the domestic/international student perspective is essential to understanding the nuance of experiences for domestic Black students transitioning into their first year of higher education compared to those of international students. While Black domestic and international students may encounter racism and discrimination, Black international students may have additional challenges such as xenophobia, cultural misunderstandings, and feelings of displacement/isolation in a foreign environment (Madriaga & McCaig, 2022).

In addition, there is an ongoing observation of students who say that their identity of being “Black” is being questioned based on their lack of understanding/familiarity with these terms. So, in addition to some of the observations for the first-year student experience, students are exploring an aspect of identity. Having spaces that connect with their identity through culturally relevant clubs and events, paired with shared culture spaces (mix of different identities and groups), provides an opportunity to understand the experiences of their peers while having a space to stay connected to their culture.

Through research in the Black student community survey, we also observed a general student perspective of international vs. domestic students. International students who filled out our survey (12) highlighted that their primary concerns revolve around academic success and grades. Domestic students (17) focused on identity, community building, and receiving support. Understanding these needs as students transition is vital, and it should be handled with care instead of categorizing all Black students and their experiences as a monolith.

Recommendations

Focus and Advocacy for Black Student Staff, Space and Services (Oasis Spaces)

Through the recommendations of the Scarborough Charter, along with the growing research within the Black student experience, there needs to be a continued focus on the development of Black student spaces in higher education institutions to uproot the systemic barriers present for Black students in Canada. Beverly-Jean Margaret Daniel (2021) refers to physical spaces designed to increase their exposure to positive racial identities and strategies for coping with racism as “racial oases.” The development of racial oases acts as a counter space for higher education institutions, especially PWIs, to support and mentor Black students in navigating institutions. Within Canada, we have seen the growth of many physical spaces. As of 2024, various higher education institutions had opened Black student spaces, including McMaster’s Black Student Success Centre, York University’s Black student lounge, The University of British Columbia’s Black student space, and the Black Student Centre at Dalhousie. (Dalhousie, n.d.; University of British Columbia, 2023; McMaster, 2023; York University, 2023). The goal of each is to provide students with a sense of belonging and safe spaces, which are essential to the success of Black students in Canada (Baig, 2023).

Physical space is an ongoing conversation at many institutions. Finding reliable and consistent spaces for Black first year students to find community and have support in navigating academic success develops trust and resilience for their experiences (Basken, 2023).

In addition, it is important to consider the experiences of Black professionals creating these spaces, ensuring that communal resources exist through employee resource groups/affinity groups for idea exchanges and employee support (Wilson, 2023). It is also critical that there are proper foundations and commitment against anti-Black racism for employees to ensure that staff members are supported. Lastly, employers should be held accountable for hiring Black staff members to ensure that the Black student experience is represented throughout various offices within the post-secondary institution.

Continued Research on the Black Student Experience

As discussed, access to race-based demographic data heavily depends on higher education institutions and staff/faculty positions. However, continued research on our communities and exploration of the effects of intersecting identities on Black first year students will be an essential next step in our development in student affairs. University of British Columbia professor Annette Henry argues that it is problematic because being forced to rely on American data “means (we) don’t know what is going on in (our) own country” (Arce, 2022, para 12). Through the work of researchers and faculty, we are starting to establish the foundations of understanding in our Black Students; however, continuous research (via surveys and focus groups) of our communities is required to tailor our approaches accordingly.

In addition, researching and understanding the needs of Black students should start with intentional research on the High School experience of Black Students. One of the problems of imposter syndrome when applying to university, is that many students need to see themselves in higher education (Arce, 2022). Understanding where Black students are coming from based on their needs in High School and integration of community access programming creates a reciprocal relationship between opportunities for potential Black students to see themselves in higher education and the efforts of the institutions to understand barriers holistically, pre-acceptance, and pre-transition for incoming students.

Establishment of More Resources for Black Students Tailored Towards Different Demographics

Understanding the international experience and domestic experience variation in needs, and first-year experience may differ depending on the situation. Research on the ethnic differences in Black students’ perception of race on campus has shown differences between second and 2.5-generation (referring to individuals who are born in a country (ie. Canada) and have one parent who was born inside that country as well and one parent who was born outside) Black immigrants versus native Black students regarding their experiences. Griffin, Cunningham and Mwangi (2016) have shown that second and 2.5-generation Black immigrants exhibit distinct perceptions of racial climate compared to native Black students. The former group is more likely to perceive a lack of racial diversity on campus and experience stereotypes in the classroom. At the same time, the latter often faces social marginalization based on stereotypes and interactions with peers outside of academic settings.

Additionally, first-generation immigrants report encountering less racial discrimination and emphasize more campus diversity in their experiences. These findings underscore the complex interplay of ethnicity, nativity, and generational status in shaping Black students’ perspectives on campus racial climate. Continued and intentional work in understanding the differences in these experiences has potential for creating services that meet the needs of Black first year students not just by the complexion of their skin but also in addressing and celebrating cultural diversity.

Intentional Orientation and Transitional Programming (First Year and Communal)

Finally, developing holistic programming for Black first year students will continue to be essential to their transition to higher education. An ongoing observation regarding the challenges faced by Black students is a lack of representation and community on campus. Ensuring that their transitions include culturally aware community building and opportunities will be essential to their success on campus.

In addition to having a space to connect students with faculty, staff, and resources (like campus clubs), ensuring that there is an opportunity for formal and informal mentorship and support through shared community spaces (e.g., a Black student welcome, social, community mixer) develops an opportunity for senior students to build connections with incoming students and welcome them in the community informally. An essential aspect of this is developing trust through building safe spaces for students so they feel invested in relationship building and support for incoming students.

Conclusion

In conclusion, building support for Black first-year students within Canadian higher education institutions is an essential part of the work of staff and faculty. Through initiatives like the Scarborough Charter on Anti-Black Racism and Black Inclusion, Canadian higher education institutions are held accountable for their work in establishing wider communities that represent and support the Black community. Systemic racism is still well rooted in colleges and universities and requires intentional programming, spaces, and staff to support the ongoing effort to overcome it. Establishing racial oases for Black first-year students, staff, and faculty, as well as furthering research efforts focusing on the intersectionality of Black students, are essential to ensure we are building inclusive environments. By embracing these principles and translating them into actionable strategies, Canadian universities can create transformative educational experiences that empower Black students to thrive academically, socially, and personally.

Acknowledgements

I extend our deepest gratitude to Andria Lewis-Alexander, whose unwavering dedication as the Black Student Engagement Coordinator at the University of Toronto Scarborough has been instrumental in fostering a supportive and empowering environment for Black students. Her tireless efforts, insightful guidance, and passionate advocacy have greatly enriched the experiences of Black students on campus, ensuring their voices are heard, valued, and celebrated.

Additionally, I would like to acknowledge Etinosa Oliogu for her invaluable support in reviewing the Black Student Community Survey. Tosa’s expertise, attention to detail, and commitment to excellence have played a crucial role in ensuring the accuracy and effectiveness of our survey instrument, thereby enhancing our ability to gather meaningful insights and address the needs of the Black student community more effectively.

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