{"id":348937,"date":"2024-01-25T15:42:32","date_gmt":"2024-01-25T20:42:32","guid":{"rendered":"https:\/\/yfile.news.yorku.ca\/?p=348937"},"modified":"2025-04-02T12:41:32","modified_gmt":"2025-04-02T16:41:32","slug":"two-faculty-of-health-professors-champion-equity-in-education","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2024\/01\/25\/two-faculty-of-health-professors-champion-equity-in-education\/","title":{"rendered":"Two Faculty of Health professors champion equity in education\u00a0"},"content":{"rendered":"\n
<\/div>\n\n\n\n

Psychology professors Julie Conder<\/strong> and Monique Herbert<\/strong> have their sights set on improving access, success, and equity in university experiences for marginalized and under-represented students.  <\/h3>\n\n\n\n
<\/div>\n\n\n
\n
\"Julie
Julie Conder and Monique Herbert
(Photo credit for Hebert image: Sofia Kirk)<\/figcaption><\/figure>\n<\/div>\n\n\n

Conder, named the Faculty of Health\u2019s inaugural Distinguished Fellow in Learning and Teaching Excellence in March 2023, is engaged in research that will result in a set of interactive learning modules for first-generation university students, while Herbert, an associate professor (teaching stream), served as adviser for a pilot CEWIL Canada (Co-operative Education and Work-Integrated Learning Canada) initiative to provide Black psychology students with summer opportunities to obtain career skills that will ensure they are competitive when applying for jobs or graduate programs. The pilot was spearheaded by the experiential education office for the Faculty. <\/p>\n\n\n\n

\u201cBoth of our programs are about supporting marginalized and underrepresented students in gaining skills for the next phase of their lives,\u201d Herbert said. \u201cWe are working from the bottom up, from the grassroots level. After hearing from students, we can determine what actionable pieces we can put in place to support them. We are trying to plant seeds and build a sustainable foundation that will endure even after we\u2019re not involved.\u201d <\/p>\n\n\n\n

Conder is committed to improving outcomes for first-generation students, those whose parents and caregivers didn\u2019t attend university. York has the highest population of such learners in Ontario, at about 30 per cent of its student body.  <\/p>\n\n\n\n

\u201cI care deeply about investing in the first-generation student experience. I was a first-gen student myself and few resources existed for us at that time,\u201d said Conder. \u201cI have created a three-year plan to support students, starting with a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis to determine what the first-gen experience is like at York. In general, research shows that first-gen students are more likely to be racialized, financially insecure and have more family responsibilities. They are also more likely to be unaware of academic norms and culture and less likely to ask for help than students whose caregivers attended university. <\/p>\n\n\n\n

\u201cOnce we determine their needs, we can create modules that address the soft skill sets that will benefit them.\u201d <\/p>\n\n\n\n

Herbert\u2019s CEWIL-funded pilot project, Work Integrated Learning for Black Students in Psychology, offered in 2022, was driven by the vision to address the gap in representation of Black professionals in psychology and related fields. It provided summer field placements for Black undergraduate psychology students in their field of interest. Twelve students participated in the program, working in positions at a variety of health services organizations. In summer 2023, the opportunity was extended to include kinesiology and global health students. <\/p>\n\n\n\n

\u201cMany of these students are working multiple jobs and juggling them with their university requirements, trying to get skills they don\u2019t even know they need,\u201d said Herbert. \u201cThis pilot project offered opportunities for acquiring these skills and for helping them to understand where their degree can lead, that there are many different options.\u201d <\/p>\n\n\n\n

The pilot participants also received one-on-one mentorship from both York faculty members and staff, a real bonus for the students.  <\/p>\n\n\n\n

Jama Maxie<\/strong>, a final-year specialized honours psychology student, took part in the 2022 program and was appreciative of the placement opportunity. <\/p>\n\n\n

\n
\"Jama
Jama Maxie<\/figcaption><\/figure>\n<\/div>\n\n\n

\u201cGoing into psychology, I know I would face barriers that separated me from my peers,\u201d he said, citing the challenges of getting into research labs during the COVID pandemic, and having an African name he worried wouldn\u2019t necessarily put his curriculum vitae (CV) first in consideration. \u201cThe work-integrated experiences for Black students in psychology gave me the upper hand I so desperately needed at the time,\u201d he said, as he ended up working over the summer in a research lab at St. Michael's Hospital that aimed at reducing inequalities in HIV outcomes for Black Canadians. \"After finishing the experience, I started to confidently apply to research labs because I now had a CV that included research-relevant skills,\u201d he said. \"The foot in the door I got from the work-integrated experience was just what I needed and gave me an equal opportunity to be just as successful as any other student in psychology.\u201d <\/p>\n\n\n\n

Conder, who mentored one of the CEWIL students, said, \u201cI could see the student transformation from thinking they couldn\u2019t do this to \u2018I am <\/em>doing this and if I have questions, there\u2019s support for me.\u2019\u201d <\/p>\n\n\n\n

A debrief and celebration session where students had the opportunity to discuss the teachings and learnings from their CEWIL experiences was held once the placements were completed. The event offered\u202fan opportunity for networking and allowed for suggestions about how students could incorporate their experiences into their CVs and cover letters. <\/p>\n\n\n\n

Conder\u2019s three-year project is in the research phase at present, with plans to employ innovative assessment strategies and create an e-learning Interactive Skills Hub and related resources in the Faculty of Health to increase equity for first-generation students. Her undergraduate thesis student Celina Lieu<\/strong> has taken on the role of research assistant to help Conder explore whether media examples of student success motivate first-generation students. Conder is evaluating existing resources for these students before creating skills modules to give them a helping hand as they begin considering placement and career opportunities. <\/p>\n\n\n\n

\u201cHaving such a program for first-generation students will allow them to take this information with them wherever they go,\u201d Conder said. <\/p>\n\n\n\n

Lieu, a specialized honours psychology student, emphasized the importance of the work being done by Conder, a testimonial that might apply equally to Herbert\u2019s CEWIL work. <\/p>\n\n\n\n

\u201cAs a first-generation student myself, this work is important to me because many studies demonstrate the barriers that first-generation students face, and this work has the potential for implications that can combat that,\u201d wrote Lieu in an email. \u201cI connected to Dr. Conder\u2019s work on first-generation students because I relate to it a lot and felt I could provide a student perspective in this research process. I also strongly believe in this line of research and in its ability to create support for first-generation university students.\u201d <\/p>\n","protected":false},"excerpt":{"rendered":"

Psychology professors Julie Conder and Monique Herbert are advancing initiatives that ensure first-generation and under-represented students are gaining the learning and skills they need to succeed. 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