For most of history, universities catered primarily to society’s most privileged groups. Immense changes following the Second World War – from the shift to a knowledge-based economy to a focus on civil and human rights – reshaped the landscape of higher education for the better.
York University was founded in this postwar period, rooted in the idea that education is not a luxury, but an established human right. Today, universities like York are in a process of ongoing transformation as they strive to create new ladders of opportunity for historically marginalized groups, decolonize ideas and confront persistent systemic inequalities through collaboration.
While York is a leader in reducing financial barriers to entry and welcoming students who may not otherwise have had the opportunity to attend university, our commitment to accessibility is much more comprehensive and has been achieved without compromising academic standards.
Initiatives such as the Kindergarten to Industry (K2I) Academy have been designed with a thorough understanding of the intersectional factors that prevent youth from pursuing higher education and enrolling in competitive programs, and how best to address those barriers and support student success through early exposure, mentoring and a host of other services.
A broad range of experiential and work-integrated learning opportunities also help students advance social networking and career development long after they graduate from university.
There is also another lens to accessibility. In the words of disability and diversity activist Tim Rose, “Accessibility should be built in, not bolted on.” Whether by engaging student groups in the development of culturally relevant placements, recruiting diverse alumni for mentorship programs, advocating for open education resources, launching Indigenous teacher education programs, or creating guides for special education placements and programs, the York community is embodying this view – that accessibility needs to be considered from the outset.
The plans for York’s new School of Medicine exemplify our well-established approach of “built-in” accessibility and inclusion with a rigorous commitment to academic excellence. It is designed to graduate talented primary-care doctors who will learn in the communities from which they are selected, with tailored supports to remove systemic barriers for disproportionately affected students. To that end, we have already forged partnerships with organizations such as the Indigenous Primary Health Care Council to collaborate in areas ranging from curricular development and student placements to joint research.
These kinds of partnerships – with institutions across sectors – help us provide the necessary frameworks to ensure that we are not leaving talent behind. The Métis Nation of Ontario’s gift, which established the province’s first graduate fellowship in Métis studies, and the donation from alumnus Michael Eubanks to create the Lenni Eubanks Memorial Award are just a few recent examples of how these relationships have enriched York. Since no barrier occurs in isolation, neither should our efforts to increase access to higher education.
