Addressing Black Inclusivity Within a Canadian Post-secondary Engineering Faculty: a Critical Perspective

Area of Science:

• Educational Equity
• Higher Education Policy
• Sociology of Science

Background:

• An anti-Black racist incident at the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) prompted institutional change.
• Black student groups criticized the mishandling of the incident, highlighting a need for improved inclusivity.
• Existing initiatives were reviewed and enhanced to address systemic issues.

Purpose of the Study:

• To outline initial steps taken by U of T FASE towards becoming an anti-racist institution.
• To address Black inclusivity through targeted programs and dialogues.
• To identify barriers and facilitators for implementing race-equity initiatives in engineering.

Main Methods:

• Implementation of three key initiatives: K-12 outreach, race-based data collection, and faculty-wide race-centric dialogue.
• Application of critical race theory (CRT) and personal reflection for analysis.
• Qualitative assessment of implementation challenges and successes.

Main Results:

• Initiatives focused on K-12 outreach, data collection, and dialogue faced barriers including time constraints, financial concerns, institutional policies, and engineering culture.
• Whiteness and color evasiveness were identified as significant obstacles.
• Key success factors included designated champions, managing discomfort with race discussions, senior administration advocacy, and self-empowerment.

Conclusions:

• Addressing systemic racism and promoting Black inclusivity in engineering requires sustained effort and strategic interventions.
• Overcoming barriers necessitates dedicated leadership, open dialogue, and institutional commitment.
• The identified facilitators offer a roadmap for driving future anti-racist initiatives within academic settings.