Barriers Black-Identifying Students Encounter when Accessing Postsecondary Education in Ontario
DOI:
https://doi.org/10.25071/28169344.185Keywords:
Black-identifying students, postsecondary education, access, intrinsic and extrinsic barriers, OntarioAbstract
Students who identify as Black often encounter significant barriers when accessing and participating in postsecondary education (PSE) in Ontario, which differ from those experienced by their White counterparts. This paper discusses the intrinsic barriers (e.g., discrimination, racism, social exclusion, lack of confidence) and extrinsic barriers (e.g., financial burdens, family responsibilities) that hinder Black-identifying students from attending PSE. The concept of intersectionality is used as an analytical framework to understand how these overlapping social injustices influence Black marginalized students. This paper argues that addressing these barriers requires structural shift in how universities support Black students—moving beyond simple admission toward identity-affirming programs. Current initiatives at York University, such as the Advanced Credit Experience (ACE) and Black Excellence at York University (BE YU) programs, are examined as successful models for this support. The paper concludes with future directions and recommendations for decision-makers, emphasizing the need for community-based support, earlier promotion of PSE, and increased parental involvement to make PSE access more easily attainable.
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