Equity, Diversity, and Inclusion: The Gateway to Retention of Students of African Descent in Nova Scotia

Ifeyinwa Mbakogu; Querida Quarshie; Lotanna Odiyi; Fidelis Okonkwo

doi:10.53103/cjess.v5i4.372

Authors

Ifeyinwa Mbakogu Dalhousie University
Querida Quarshie Independent Researcher, Canada
Lotanna Odiyi Dalhousie University, Canada
Fidelis Okonkwo Independent Researcher, Nigeria

DOI:

https://doi.org/10.53103/cjess.v5i4.372

Keywords:

Retention of students of African Descent, Students of African Descent, Social work students, Racism, health and Retention, EDI, Nova Scotia

Abstract

This paper is informed by ongoing research on the effect of racism on the health and retention of students of African descent (SAD) in universities and colleges in Nova Scotia, Canada. The research participants, comprising 20 students (including both current and former students), identified as immigrants, African Nova Scotians, and international students with the narratives of social work students included for this paper. The research participants allowed us to understand what racism means to them and how they experience it, as well as the effect of racial tensions on their health, professional careers, academic success, and retention. Students’ narratives showed a disconnect between equity, diversity, and inclusion (EDI) statements and claims projected by their institution or program, and actual classroom culture and dynamics which affected their health and well-being. Participant narratives highlighted unhealthy classroom dynamics, the need to put in additional effort to succeed, experiencing racism from anti-racism advocates, faculty composition, the absence of inclusive institutional support networks, and the inconveniences of becoming the face of diversity. Information derived from the study will provide concrete evidence for improving student success and retention in post-secondary institutions in Nova Scotia.

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