Black Diplomats Academy tackles youth unemployment in Windsor

This past weekend, Kristin S. Williams, Ph.D. and Rebecca Mian presented the youth employment study conducted by the Student Research Lab at the Atlantic Schools of Business Conference. They shared insights directly from youth about their experiences at work. The study has surfaced new ways to help employers create a more inclusive and welcoming environment for youth. #youth #youthemployment #youthempowerment #youthengagement Acadia University Prudentia Institute: Youth Knowledge Exchange Atlantic Schools of Business Conference

Why do the hardest-working kids in America still end up on the outside looking in? Asian-Americans—Chinese, Indian, Korean, Filipino etc—top every chart in education. They study longer, score higher, and graduate at the highest rates. Yet when it comes to elite universities, law schools, and powerful clerkships, their odds quietly drop. Here’s the contradiction: the U.S. system preaches meritocracy but practices inheritance. Legacy and “nepo-baby” status remain one of the biggest admissions boosters in higher education. Studies show that children of alumni are more than twice as likely to be accepted at elite universities as equally qualified applicants without connections. That advantage—rooted in wealth and family name—overwhelmingly benefits white, established families, not first-generation Asian immigrants who built from scratch. So while Asian families pour their lives into education, the real gatekeepers operate behind closed doors: social capital, donor ties, last names that open inboxes. And because many Asian families are new to those networks, they can’t pass down what they never had. The Harvard data made this plain: an average Asian-American applicant with identical scores and extracurriculars had measurably lower odds of admission than a comparable white applicant. The difference wasn’t test scores—it was legacy status, institutional preferences, and subjective “personality” ratings that favored the familiar over the foreign. And yet when affirmative action fell, headlines framed it as an Asian victory. It wasn’t. It was a distraction. Because the structural advantage that really shapes outcomes—the inherited access pipeline—remained untouched. Let’s be honest: the “model minority” myth is a trap. It praises performance but withholds power. It says “work harder” but never says “we’ll open the door.” If we truly care about equity, we must ask uncomfortable questions: Why are we still protecting legacy admissions in the name of tradition? Why do we reward birthright in a system built on merit? Why are we fine with “diversity” as long as it doesn’t threaten inherited privilege? Merit without access is still a disadvantage. What do you think—should legacy and nepo advantages be banned in education and the legal profession? Or is this just how power sustains itself? #Education #Meritocracy #NepoBaby #AsianAmerican #Equity #LegacyAdmissions #Law #Access

This is the first in our new series, Leading the Conversation. In it, Girls' Schools Association headteachers and educators will share more personal perspectives, and reflections, on girls’ education and the wider issues shaping our world. Richard Tillett, Principal of Queen's College, London reminds us that progress is not parity. Richard said: “There has to be a place for schools where girls can be who they are, building their self-worth and self-confidence away from the still too often superficially judgemental eyes of teenage boys.” We need to remember that today: 👉 41% of MPs are women, not 50%. 👉 81 women get management jobs for every 100 men. 👉 Just 9 female CEOs lead FTSE100 companies. Girls may outperform boys throughout education on many metrics, yet the workplace still reveals gaps in confidence, leadership and opportunity. That’s why girls’ schools remain vital spaces where the ambition and self-belief of young women can be fully realised. Donna Stevens Lindsey Hughes Alex Hutchinson Helen Jeys Rachel Donati Natasha Hampton-Street Jenni Gladman Helen Hill

We are delighted to share our latest article in FE News: “Advancing Representation and Equity: Why Colleges Should Embrace the Ethnic Representation Index (ERI).” The piece explains how the ERI provides a clear snapshot of outcomes and representation for Black* students and staff, highlighting both where disparities exist and where performance is strong, so colleges can learn from each other. Read here: https://lnkd.in/eDfJF34M ‘Black’ is used inclusively for people from ethnically diverse backgrounds who share a lived experience of racism.

Last week, on September 22, 2025, William Inboden, the Executive Vice President and Provost at University of Texas at Austin, authored an article in National Affairs, a magazine by the American Education Institute. In this article, titled, "Restoring the Academic Social Contract," Inboden laments the downfall of the American University's failure to keep its commitment to its Social Contract--a large part of which is "upholding American ideals and the values of citizenship." I think this article is problematic for a number of reasons, one of which is its intentional vagueness (*which/whose* American ideals? *which/whose* values of citizenship? No account for how within the long history if higher education in America, the Social Contract has been unevenly experienced?). That said, surprisingly, following Inboden's claims, I think he makes a really strong argument for disciplines like ethnic studies and women's and gender studies as central disciplines within the future of liberal arts (though I'm unsure he'd agree with that assessment). #fridaywrapup #fridayrecap #phdjourney #phdlife #highered #ethnicstudies

Students living in the country deserve the same opportunities as their city peers – yet fewer than 20% of regional, rural and remote Australians attend university. La Trobe's Regional Pathways Program is our response to this persistent equity gap that sees regional students underrepresented in universities, despite their talent and potential. "The program showed me that there isn’t just one way to get into university,” says recent graduate, Abby Hill. "It gave me confidence knowing there were multiple ways to meet my end goal, and the facilitators were always there to support us." By building confidence in young people, and easing their transition from high school to uni, our program helps country kids see themselves more clearly—and visualise a future for themselves close to home. The program achieves a high success rate with 70% of participants now on the path to university. But our ambitions don't end there. We're seeking to: 🎒 Expand the program to support 3000 students over the next 5-years 📚 Extend to new schools in Bendigo, Mildura, Shepparton, and Albury-Wodonga, opening access to more high-need students 📔 Strengthen the program’s impact through continuous improvement and evaluation Help us support a student to dream big. Discover the Regional Pathways program for yourself ✨ https://lnkd.in/gVcq-TdU #latrobeuni #philanthropy #highereducation

Almost 500 women have benefitted from a project to boost the careers of Black, Asian and minoritised ethnic students. Generation Delta, a four-year programme partly funded by Research England and the Office for Students and led by the University of Leeds alongside five partner universities, including the University of Sunderland, was set up to help participants overcome barriers that can hinder the progress of racially minoritised women as they go through their doctoral journey. It was led by six female professors – all members of the Black Female Professors Forum – including Donna Chambers, former Professor of Tourism at Sunderland. Professor Chambers, who is now at Northumbria University, said: "It has been an absolute pleasure leading for the University of Sunderland on the Generation Delta project. "Over the last four years, we have supported racially minoritised women students to develop their confidence and feelings of belonging in higher education research. We have also had many roundtable discussions with representatives from our six institutional partners on how policies and systems can be changed to enhance these women’s experiences.   "Looking after students who are unsure of themselves and working with them until you see them on the graduation stage is very satisfying. It is also great to see postgraduate students get jobs in academia. That makes me feel happy. There is a lot of joy from working with other academics and students to produce something worthwhile." Read the full story here: https://lnkd.in/dFwyVESS

The UK’s ‘most influential’ are five times more likely to have attended a private school https://lnkd.in/eQYCqi94. Not really a surprise but it does highlight a real issue. But what we don't talk about nearly enough is how class intersects with other barriers like ethnicity, age and disability. Just 19% of FTSE 350 board members are from working-class backgrounds. When it comes to disabled graduates, those from lower socio-economic backgrounds are the least likely to enter professional roles. Young people from global majority groups are more likely to grow up in low-income households, limiting access to networks and opportunities. This isn’t about “separate” issues. A working-class Black graduate with a disability doesn’t face three parallel hurdles, they face a compounded interconnected set of barriers that multiply disadvantage at every stage. Organisations should care about this because ignoring socio-economic background doesn’t just exclude one group; it deepens inequalities across ethnicity, disability, gender and beyond. And that means lost talent, less diverse leadership pipelines, and teams that don’t reflect the society they serve. If we’re serious about diversity, equity and inclusion, class has to be part of the conversation.

As we mark #BlackHistoryMonth, we’re spotlighting the important work of Dr. S Osman, winner of the 2025 POWES and Feminism & Psychology Postgraduate Award 🖤💜 Their doctoral research explores the experiences and motivations of Black Muslim female students in UK higher education, particularly what drives these students to pursue higher education, as well as how they navigate issues relating to exclusion, racism and discrimination within UK institutions. Key findings from Sadiya's research include: - Students face numerous challenges on their educational journeys, including feelings of isolation, exclusion, discrimination, racism, and Islamophobia. - Despite these obstacles, participants shared some positive experiences related to inclusivity within UK higher education. - The initiatives aimed at promoting inclusivity have not fully succeeded in addressing the racist attitudes and practices that hinder the advancement of Black Muslim female students. - Participants exercised their agency to cultivate a sense of belonging within academia, which enabled them to persist and complete their studies though often settling for less. 🔗 Read more about Sadiya's work here: https://lnkd.in/eAmkUjeQ Sadiya is currently disseminating her PhD findings in forthcoming publications that critically examine the complexities of race, gender, and religion in higher education spaces. Their aspiration is to contribute to conceptualising the unique experiences of Black Muslim women students in UK higher education, highlighting not only the challenges they face but also the ways in which they enact agency to resist, navigate, and transform negative encounters. Connect with Sadiya and stay tuned for more of their brilliant work.

In Canada, nearly 90% of girls graduate high school on time, a rate that consistently surpasses that of their male peers. This strong performance highlights both the determination of young women to succeed academically and the importance of continued support to ensure they transition into higher education and diverse career paths. Source: https://lnkd.in/eXdy6zyM