Increasing Access to Postsecondary Education as a Source of Empowerment for Black Youth In Ontario: With a Particular Focus on Science, Technology, Engineering and Mathematics (Stem) Programs

This study examines issues of educational access encountered by black youth in Ontario’s postsecondary education sector, with a particular focus on Science. Specifically, the paper explores racism and socioeconomic status as two main factors contributing to limitations encountered by racialized youth in their quest for academic access and excellence. To understand better the barriers affecting black youth in this context, the study engages Critical Race Theory as the framework for explaining the imbalanced educational opportunities and issues that limit educational access for racialized youth. Furthermore, this study offers policy options related to bridging programs, mentorship, de-streaming classrooms, and increasing funding, as instrumental in enhancing educational outcomes for black youth.