Being Black on Canadian university campuses, such as at UTSC, presents challenges that are often systematically rooted in the structure of higher education. 

The first day I stepped onto campus, I felt a mix of excitement and apprehension. At 21, I had already lived and worked in Canada for three years, but stepping into academia as a Black student from Nigeria felt like an entirely different world. 

I faced struggles back home as a woman in engineering — discrimination was no stranger to me as I had to work twice as hard to be taken seriously in Nigeria. After arriving in Canada, I feared being Black would add another obstacle where I might be overlooked, underestimated, or even outright dismissed. 

My fears were validated in my very first class. Out of the 200 students, only four shared my skin colour. When I dared to raise my hand, my heart pounded, but the professor never called on me. Whether deliberate or not, I felt invisible.

I coasted through the first few weeks, barely speaking. However, that changed during a discussion when I found myself sitting next to a student from Ghana. Our shared cultural experiences created an unspoken understanding. Yet some Black students with a more Westernized mindset seemed to regard me as too traditional, too different. The way I spoke of my perspectives seemed to be foreign to them, making me feel as though I had to prove my worth in ways others did not. 

It quickly became clear to me that being Black on campus can be very isolating, especially when university faculties lack diversity and support.

Lack of Black faculty in higher education

I believe a critical aspect of these challenges stems from the lack of diverse Black instructors at institutions like UTSC. A 2023 article by the University of British Columbia on racism in Canadian universities showed that the absence of Black faculty members in academia creates a disconnect between students and the academic environment. I felt this firsthand when a professor originally from Africa acknowledged my input in class with warmth and genuine interest, allowing me to gain a sliver of confidence.

This absence is not just in numbers — cultural understanding, communication styles, and perceptions of intelligence are all affected. Black faculty with diverse backgrounds can create classroom environments where Black students’ voices are heard and validated, fostering a stronger sense of belonging and academic confidence.

From my own experience, the lack of representation among faculty members leads to cultural gaps that hinder Black students from feeling fully engaged in their academic journey. When Black students have access to Black instructors, alternatively, they are more likely to feel seen, understood, and supported.

The need for Black instructors is not just important for Black students; it benefits the entire academic community by creating a diverse environment for learning. As well as allowing cultural viewpoints and opinions to be part of the academic experience.

Inclusion and cultural understanding

One major barrier to inclusion I noticed is universities’ failure to recognize the value of students’ cultural backgrounds and experiences. In York University’s book about Canadian campuses, anti-racism advocates and faculty members found that external factors, such as household responsibilities and jobs, can impact their education — similar to my own UTSC experience. As a permanent resident working multiple jobs to pay tuition, I lack the luxury of free time, and these struggles are rarely understood by professors and classmates.

This lack of recognition extends to cultural expression, where Black students may feel their ways of communicating — whether in speech, traditions, or social norms — are undervalued or misunderstood. For instance, different communication styles and dialects such as directness or verbal expressiveness that are common in some communities may be misinterpreted by professors as unpreparedness or lack of intelligence, when in fact these are legitimate forms of academic engagement. 

Growing up, I translated my grandmother’s adages into English to communicate effectively. My accent, influenced by British pronunciation, would often draw an odd look when conversing with someone from the Western community. This would diminish my confidence and heighten anxiety in my speech, discouraging me from taking part in certain conversations. 

Black mental health

A 2023 study by sociologist Jada Charles about campus mental health further highlights the challenges Black students face, including academic alienation, imposter syndrome, and internalized racism. This research emphasizes the importance of diversity groups and other supportive resources on campus. 

At UTSC, such resources exist, but the study points to a key issue: these resources are only accessible to students who have the confidence to engage with them. For Black students grappling with imposter syndrome, these opportunities may feel out of reach. As a result, the students who need support the most may find themselves excluded, which only exacerbates their struggles. 

In the face of such assumptions, Black students may feel the need to work twice as hard to prove their academic worth, constantly battling the presumption of inferiority. 

These biases can undermine Black students’ academic performance, perpetuating the cycle of doubt and devaluation. The emotional toll can lead to feelings of isolation, frustration, and burnout.

To address this issue, I argue that the foundation should be building self-confidence in Black students and challenging Westernized assumptions about the validity of different forms of communication. 

However, additional solutions include increasing representation among faculty and student groups, expanding mentorship programs, creating safe spaces for dialogues, and shining a greater spotlight on Black student associations while advocating for their needs. 

Ultimately, as Canadian universities continue to strive for greater inclusivity, they must prioritize the recruitment and retention of Black faculty. This not only supports Black students, but also enriches the academic experience for everyone, fostering a more equitable and empowering environment for all.

Omolola Ayorinde is a third-year UTSC student studying political science. She is a student ambassador for the Admissions & Student Recruitment Office at UTSC.