By Elaine Smith

“Education will get you to the station, but can you get on the train and will you know where to get off?” says Professor Carl James, 91��ɫ Jean Augustine Chair in Education, Community and Diaspora, building on a quote by a Ghanaian refugee, Kofi, that refers to the experiences of first-generation students attending university. In other words, being admitted to university is only the first step; the next is navigating the terrain. 

A book written by James and Leanne Taylor, an associate professor in the Faculty of Education at Brock University, profiles 91��ɫ alumni who participated in a 2002 pilot project, or, as Taylor calls it, “an intervention,” as incoming undergraduates. The project was designed to support first-generation university students during their undergraduate years, recognizing that they didn’t have parents who could offer them insights into the world of post-secondary education. 

“The barriers that they face in accessing higher education don’t go away once they’re on campus,” Taylor says.

 catches up with a selection of these students 20 years later and profiles their experiences prior to university, during university and in the years afterward. It is subtitled Counterstories “as a way of pushing back on ideas of the ideal student,” Taylor said. The book highlights the students’ successes and challenges and offers insights into the types of supports that first-generation students find most useful. 

The participating students faced barriers due to race, community, class, gender and/or sexual orientation. 

“We wanted to see how we could assist them when they got to university,” James says. “We as professors don’t necessarily realize that they have no idea how to negotiate university or the campus.” 

The “intervention” 

The pilot project required each participant to take part in an entrance life history interview and follow-up interviews and to keep journals of their experiences. They interviewed family members to learn more about their perceptions and expectation and also had work placements. In addition, Taylor ran a weekly group session, referred to as the ”common hour,” where students could discuss their experiences, goals and aspirations. 

“We worked with two cohorts of students over three years and there was a weekly group meeting, a common hour, where we discussed their experiences, goals and aspirations,” says Taylor, who served as the research assistant for the project while working toward her PhD at 91��ɫ. Combining those sessions with all the other information, “We had a rich, rounded idea of what they needed.”  

During the course of their weekly sessions, Taylor became friends with many of the students, who weren’t much younger than she was. These strong ties made it easy to reconnect with them after many years and arrange further interviews. 

“It was something special to go back and see where their lives have shifted,” she says. 

Many of the students said the weekly common hour was pivotal in their success in navigating the subtleties of university culture and in helping them balance peer and parental expectations with their actual university experiences. They were able to identify the existing conflicts and the areas where there was a lack of support – a gap that parents didn’t always know how to fill. 

“The students also challenged the idea that people from marginalized backgrounds are always behind,” Taylor adds. “They drew on other types of capital, such as community, to help them succeed. They also framed themselves as belonging, but were aware that others saw them as students who were admitted as part of an access program.” 

Taylor says the book challenges the idea that all first-generation students are similar; they are complex and “understood the intersectional pieces of their lives.” She believes universities and schools need to understand from where students draw support and how to help support and mentor them. 

“We also see the counterstories as telling us how students resisted and challenged the university structure and pushed back on the dominant narrative,” she says. “We have to realize that there are inequities in the institution itself.” 

Practical applications 

These discoveries should help inform the ways universities and individual faculty members work with first-generation students and how they address the students’ needs. 

“The book is a useful teaching tool,” James says. “I have used it with teachers and assigned various teachers a student in the book so they could compare their own stories, and participants identified with different stories. Many of them talked of having similar students in their classes.” 

He has also used the book with graduate students when teaching Education in the Urban Context. 

“They liked the book and were able to identify with some of the experiences, and they pointed out that some of the students didn’t always see their own privileges.” The book also dovetails nicely with 91��ɫ’s academic priority, from access to success, as set forth in the University Academic Plan. 

Article originally published on May 18, 2023 on YFile.

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Lucy Horvath (BA ’06) was volunteering at St. Christopher House, an agency serving diverse communities in West End Toronto, when her colleagues recommended that she apply to a unique access program at 91��ɫ for first-generation students. She had no idea what these older women could see in her – leadership that could be augmented by higher education – but today, the successful businesswoman is glad she followed their advice. The Bridging the Solitudes program opened a window to post-secondary education and endless possibilities.

“If I hadn’t gone to university,” Horvath says, “I would not have pushed it, because I wouldn’t have known what it could give me. Those four years – what I got out of them was a lot.”

Now the co-owner and manager of a thriving Toronto landscape design and construction business she runs with her husband, Horvath wasn’t the only student to benefit from the Bridging the Solitudes program, which in 2002 admitted two cohorts of nine students from marginalized communities across the city to a three-year CURA (Community University Research Alliance) developed by 91��ɫ in association with Seneca College, four labour unions and 10 community partners. The goal of this unique project was “to bring to university and college young people who are under-represented in higher education and experience barriers to entering key occupations and professions.” Funding came from a variety of sources, including the Social Sciences and Humanities Research Council of Canada (SSHRC). All who were selected to participate in the project had the desire and ability to succeed at university but, due to a variety of personal factors and systemic barriers, found it extremely difficult to pursue post-secondary study.

For professor Carl James (PhD ’86), and his then research associate Leanne Taylor (MA ’99, PhD ’06), the program presented a unique opportunity to study the impact of higher education on first-generation students and their communities.

His observations, compiled over 20 years, have just been published by Routledge. First-Generation Student Experiences in Higher Education: Counterstories features the accounts of eight students who were the first in their families to attend university, participants in a program that was designed – in many ways as an “intervention” – to support young people who might otherwise have been unable to attend because of their social, cultural or financial circumstances.

A sociologist by training, James holds the Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education, and is the senior advisor on Equity and Representation in the division of Equity, People and Culture at 91��ɫ. Once he became involved in the Bridging the Solitudes program, he wanted to provide an opportunity for students who could succeed in university but would require support, even beyond their financial needs. That support included partial scholarships and the infrastructure for the students to see them through to graduation. “I work with youth, and I’m very interested in that whole process of learning and how youth become the people they are,” says James, recipient of the 2022 Killam Prize for Social Science, which the Canada Council awards to Canadian scholars making significant contributions to their fields.

His new book, co-authored with Taylor, presents several stories of students who participated in that support program at 91��ɫ. It highlights their various strategies, challenges and successes, as well as their complex relationships with community, family and other networks that were essential in shaping their lives and career trajectories.

Read the full article written by Neil Armstrong in the .

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'We just cannot think one approach is going to fit all our students and enable them to be successful.'

After four decades as a community youth worker and sociologist, Carl E. James speaks of Canada's school system as if it were a student baffled by basic math.

"In some ways it might pay attention, but I don't think it's learning fast enough," Professor James told host Nahlah Ayed in an interview about his winning the for Social Sciences.

The sociologist's latest work borrows a technique he has used throughout his career: returning to the same interview subjects across years and decades, updating their life stories and expanding his account of Canada's systemic laws in the process.

In , co-authored with Leanne Taylor, James follows up with eight students who attended 91��ɫ in the early 2000s by means of a special mentorship project devised by the researchers.

Read the full article on the .

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Vidya Shah and Carl E. James

Carl E. James, the Jean Augustine Chair in Education, Community and Diaspora in the Faculty of Education at 91��ɫ, and Vidya Shah, a professor in the Faculty of Education at 91��ɫ, are referenced in a discussion on the misunderstanding and fear of critical race theory and the need for voters to pay close attention to local trustee races as they affect systems of education. “The theory explores race and racialization and is one of several theoretical frameworks that explain how racism is built into our structures and systems,” said James and Shah.

Read the full article in the

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