“There’s this unwritten moral code of culture that exists and has prevailed for Black males to feel compelled to fit within one of two boxes,” says Morris. “Young Black men may feel that if they identify with hip hop culture and dress or look a certain way, subconsciously, it suggests that they are giving up a part of their intellectual capacity and academic priorities.” 

In his book, Morris addresses the specific identity issues he faced in the classroom, when compared to peers of other cultures. He notes the social disadvantage that many students in his community faced. 

“A chapter in my book is titled, “The Fresh Prince syndrome” after the popular TV show in the ‘90s, where I speak about the Will Smith and Carlton Banks characters and how young Black men must feel like they have to choose between one type of identity or the other,” says Morris. “It’s unfair for them to have to deal with this, whereas most other cultures are allowed to exist in a fluid continuum without any contradictions; it boxes them into limited possibilities.” 

Morris’ introspection on his life and his desire to tell his story is partly inspired by his time as a student at York’s Faculty of Education. He recalls the York experience that helped him think about his identity and find his calling as an educator to help inspire and drive positive change in his community.   

“Teacher’s college at �첥��Ƶ was the first time in my life that I started to reflect on my experience as a Black male and how that is juxtaposed with being a Black student,” says Morris. “My time as a York student was originally where I thought of sharing a narrative of what it was like to navigate the school system as a young Black Canadian. Now as a teacher, I want to act as a role model for other young Black men growing up to prioritize academics and just because you look a certain way or prescribe to certain parts of culture, doesn’t mean you can’t prioritize academics.”  

When Morris remembers his time at York, he identifies a York professor who helped shape his experience as a student and consequently the career path he sought out after graduation. 

“There was an instructor named Chris D’Souza, teaching Foundations of Education. As a student, it was really the first time I experienced a teacher who prioritized marginalized people,” says Morris. “I felt like I didn’t have to conform to anything in his class and that experience helped me validate my lived experience and felt like there was something worth reflecting on and eventually writing about.” 

When deciding where he wanted to pursue his plans of one day becoming a teacher, Morris points out the sense of community, acceptance and inclusivity that York provided.  

“York just represents Toronto. When you stop on campus at �첥��Ƶ, it’s a true representation into what Toronto looks and feels like.”
- Matthew R. Morris

“The idea of inclusivity and belonging was key,” says Morris. “When I was at York, it felt like I was back in high school in terms of diversity and representation. York just represents Toronto. When you step on campus at �첥��Ƶ, it’s a true representation into what Toronto looks and feels like.” 

Morris hopes that by giving back to his community, he can inspire future generations of “Black boys like him” to follow in his footsteps and to pay it forward to their own communities. 

“It’s important to try to give back to your community in your own way,” says Morris. “For people from marginalized communities, give back to the next generation so that they have multiple models to look up to.”  

Original article written and posted on the Division of Advancement - Alumni and Friends blog August 1, 2024

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Kate Haiyun Mossop (MLCE ’21) is a community builder with a lifelong passion for strengthening communities and helping people overcome barriers. It was this passion that guided her to �첥��Ƶ.

“My earliest memories include a variety of community experiences,” says Kate. “From wrapping donated medical supplies that my mother shipped to Vietnam, to fundraising for families experiencing hardship, to volunteering for various elections. Community engagement is a core theme in my life, which is why I was drawn to the Master of Leadership and Community Engagement (MLCE) program at York’s Faculty of Education.”

Taking what she learned at York, she served as a YWCA Canada delegate at the United Nations (UN) and World Health Organization’s (WHO) Big Six Global Youth Summit where she was a member of the #ImpactCOVID project, a pan-Canada youth-oriented pandemic recovery plan at the Canadian Council for Youth Prosperity.

“As a Chinese-born Canadian, my interests concern the Asian diaspora, with anti-Asian hate crimes skyrocketing since the onset of COVID-19,” says Kate. “In a post-pandemic world and with the influences of extremism via social media, young people are being impacted in ways we have never seen before. Community engagement plays an integral role. People are healthier when they feel connected, supported, friended and contributing to their own growth and community.”

Further developing her leadership skills, Kate took part in the UN Association in Canada's Building Young Entrepreneurs Programme. While participating in the program, Kate developed Zillennial Women in Leadership, a community of practice supporting young emerging leaders.

“After completing the United Nations Association in Canada’s Building Young Entrepreneurs Programme, it sparked my entrepreneurial interest,” recalls Kate. “I hope to start an initiative supporting and empowering people of diverse backgrounds to enact social change.”

Currently, Kate serves as the director of Community Programs at University Settlement, supporting newcomers, children, youth and seniors. She has taken her passion of community building into volunteer roles as an active member of the community, volunteering on the Board of Directors for the Toronto Council on Aging and Toronto Intergenerational Partnerships.

Kate hopes to inspire future changemakers at York to pursue leadership positions in community building. “As a BIPOC woman, I want to be a role model and influence other generations to disrupt the status quo,” she says. “Now is the opportunity to unite and celebrate equity, diversity, and inclusion.”

Kate was named one of �첥��Ƶ's 2023 Top 30 Alumni Under 30. Learn more about the program and the impressive young alumni on the list.

Original article by Division of Advancement - Alumni and Friends.

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