Black undergraduate students experiences in navigating PSE


Anika Forde, York University; Sonia Lewis, York University

Using a qualitative research methodology, this study employed a Critical Race Theory and an Intersectionality theoretical framework to examine the experiences of Black undergraduate students, as they navigate post-secondary educational spaces, within a Canadian context. Data was collected from 25 Black undergraduate students between the ages of 19 and 40. The data was analyzed and coded to identify commonalities and to distinguish characteristics that enabled their success and/or challenges within the educational system. Key findings suggest that the participants encountered a complex array of factors which intersect with systemic barriers to mediate their academic outcomes.

This paper will be presented at the following session: