91��ɫ

Written by Alex Huls (YFile July 25, 2025)

It all began with one day.

In 2022, Black high school students from the 91��ɫ Region District School Board (YRDSB) were invited by 91��ɫ’s Jean Augustine Chair in Education, Community & Diaspora to the Keele Campus to take part in “A Day at 91��ɫ.”

The event was designed to help middle and high school students imagine themselves in a post-secondary environment and explore academic and career possibilities. They toured the campus, attended workshops, participated in Black-led panels and networked with Black tudents, alumni and faculty who shared insight on programs, the application process and more.

It was a success. But one day, it turned out, wasn’t enough. Students had more questions. They wanted more time with mentors who looked like them and shared similar lived experiences.

“Many of them had never been in an all-Black classroom or been taught by Black educators. They didn’t realize how impactful that could be, until they experienced it,” says Anika Forde, program director of the Jean Augustine Chair and founding member of the initiative.

“A Day at 91��ɫ” began to evolve into a broader initiative to support Black students through culturally relevant, experiential learning opportunities rarely found in traditional high school settings.

To co-develop a more comprehensive experience, Forde and Professor Carl James – who holds the Jean Augustine Chair in Education, Community & Diaspora – enlisted Melissa McKay, a co-teacher, PhD student in education and research assistant with the Jean Augustine Chair. Together, with input from Jean Augustine Chair research assistants Alanah Broomfield, LaToya Hinds and Richard Edwards, they developed a summer program that would give students a more comprehensive educational experience.

In summer 2023, they launched the Black Youth Internship Program, a four-week co-op credit course.

The goal was to reimagine what a summer school credit could look like for Black students. “That meant focusing on igniting in the students a sense of self-development, helping them explore who they are, where they see themselves and understanding that despite systemic barriers, there are people and places that will support them,” says McKay.

Initially the program offered creative, culturally relevant activities like art and music, but evolved – guided by student feedback – into a more holistic experience that emphasized mentorship, scholarship support, resume building as well as personal, professional and academic development.

Students also helped co-design future programming, offering feedback so the curriculum emphasized real-world applicability and encouraged students to see themselves as future leaders.

“My interest is in students contributing or giving input into their education," says James. "I see this as what the Chair endeavours to do.”

In 2025, the program expanded again into its current form: Y2 Innovators – Black Leadership and Innovation in Business Management. Delivered in partnership with YRDSB, it offers students in grades 10 to 12 a full Ontario secondary school credit in Business Leadership: Management Fundamentals, which can be included in post-secondary applications.

This July, 25 students came to Keele Campus for the four-week program. They explored leadership styles, financial literacy, human resources and strategic planning. Each module was rooted in community-responsive learning, using case studies – including Black-led and community-based businesses – to demonstrate concepts in action.

“Mentorship has been more powerful than I could have imagined,” says McKay. “There’s a visible difference in students’ body language and confidence when they feel seen and supported. The need for community in their learning is huge.”

Y2 Innovators has grown beyond a summer program. As part of the Securing Black Futures initiative – funded by RBC Future Launch – it continues to deepen insights into the systemic barriers Black high school students face. These findings inform the long-term work of James, who is principal investigator of Securing Black Futures.

“We need to build supports for Black students over time, not just through one-off exposures,” says Forde. “It’s not just about the supports, but also the learnings that can inform and advocate for systemic change.

“It’s about supporting Black students in realizing that their aspirations are within reach,” Forde adds. “With the right supports, they can absolutely achieve the goals they’ve set for themselves.”