6 Insufficient/underdeveloped conflict resolution pathways, racial trauma services, and pedagogical supports

As the effects of harmful discourse, unsafe environments, and lack of representation infiltrate the emotional, physical, spiritual, and academic lives of students of colour, racialized students continue to feel a lack of support. Insight from participants in our study shows that these feelings stem from insufficient information around navigating and addressing these experiences in a white-dominated institution (also known as “Predominantly White Institutions” or “PWIs”). Often having to search for support and resources independently, students of colour describe the disappointment around limited options available to assist with these complex experiences and the added labour of having to manage these things alone.

Unfortunately, the institution does not currently have a crisis or counselling pathway specific to students of colour that can speak to, acknowledge, and address their intersectional experiences. While some strides have been made and some on-campus services are leading new initiatives (e.g. the Black Student Success Centre, Indigenous Student Services, etc.), there continues to be a gap in providing equitable and inclusive services to all racialized students. Having spaces for consistent academic and emotional counselling around experiences of racial trauma has been named as a resource that would be highly beneficial to students of colour to aid in unpacking harmful experiences, externalizing them, developing critical consciousness, and assisting in continuing their academic journeys.

Additionally, students reported the need for conflict resolution pathways that would assist in navigating the uncomfortable and intimidating terrain that students of colour avoid or feel silenced in when having to address racist discourse in the classroom from students, TAs, or instructors, offer feedback to faculty and instruction around feelings of harm in the classroom, and have tangible change/solutions implemented when these situations arise. The reality is that many racialized students are isolated in the classroom; participants in our study described being one of the only students of colour in many of their courses. Fear around being labelled as aggressive or uncooperative, having no vocalized peer support or advocacy, and experiencing punitive grading practices as a result of their attempts to hold instructors accountable become considerations when students of colour seek to resolve pedagogical conflict. Coupled with a lack of understanding for the nuance and presentation of the situations amongst faculty and department administrations, students of colour end up continuing to feel unsupported, silenced, and displaced. Formalizing conflict and crisis resolution pathways to racial harm and race-based trauma that becomes precedent, institution-wide, is a need, not a want.