The Black Student Success Centre welcomes new wellness counsellor to support Black students in overcoming mental health barriers
Foluke Akinboyo, the Black student wellness counsellor at the Black Student Success Centre, recently transitioned into her new role. Previously, she was a wellness counsellor in student affairs in Undergraduate Medical Education.
Akinboyo is a registered psychotherapist with over a decade of experience in community mental health, student support and culturally considerate care. In this new role, she focuses on providing a supportive space where Black students can address their mental health needs and feel understood.
The BSSC is a dedicated space for Black-identifying students, aiming to support and uplift their academic, personal and professional success. It is a space that aims to combat racial isolation and connects Black students to resources, peers, programs and faculty to foster their academic and personal growth.
Akinboyo currently offers individual counselling and group wellness programs for Black-identifying students.
Akinboyo’s motivation to take on this role at the BSSC came from her own experiences as an immigrant student. She reflected on the difficulties she faced, such as feeling isolated, struggling with unfamiliar systems and lacking adequate support. Her own journey led her to realize the importance of creating spaces that help students overcome these barriers.
“Even if I cannot impact everybody, even if it was just one little tear at a time that we could change, let me try,” said Akinboyo.
Even if I cannot impact everybody, even if it was just one little tear at a time that we could change, let me try.
Foluke Akinboyo, Black Student Wellness Counsellor Black Student Success Centre
Addressing stigma and mistrust in health care
Akinboyo discussed the stigma surrounding mental health within the Black community. According to her, mental health concerns are often viewed as a sign of weakness.
“How dare you not have that mental toughness to be able to function? What is really bothering you that you cannot function?” said Akinboyo, describing some of the thought processes behind this stigma.
She explained that these attitudes can discourage individuals from seeking help. She further elaborated that the cultural expectation that Black individuals should remain strong and resilient in the face of adversity often leads to mental health issues being minimized or ignored.
The 2017 Pan-Canadian Health Inequalities Data Toolfound that between 2010 and 2013, 64 per cent of young Black women aged 12-17 reported their mental health as excellent or very good. However, this was significantly lower than the 77.2 per cent of young white women who reported excellent or very good mental health.
Akinboyo also pointed to a long-standing mistrust in health care systems among many Black communities, stemming from historical injustices such as unethical medical experimentation.
“When we look at the history of unethical experimentation, the Tuskegee Syphilis Study . . . our parents and our ancestors raised us to be wary of things that are like that because we could be thrown into spaces that we don't understand,” she explained.
When we look at the history of unethical experimentation, the Tuskegee Syphilis Study . . . our parents and our ancestors raised us to be wary of things that are like that because we could be thrown into spaces that we don't understand.
Foluke Akinboyo, Black Student Wellness Counsellor Black Student Success Centre
In addition to stigma and mistrust, Akinboyo noted that mental health issues in Black individuals are often overlooked or misunderstood, as they may be seen through a lens shaped by racism and bigotry. She explained that symptoms such as irritability or aggression may be misattributed to stereotypes rather than recognized as signs of an underlying mental health condition.
“Some women may show aggression—quote-unquote this ‘aggressive Black woman’ type of talk. However, what if she's actually depressed?” said Akinboyo.
Akinboyo also pointed out that Black men in particular face barriers to seeking therapy and are less inclined to reach out in comparison to Black women. The cultural expectation of Black men to be strong, protective figures can make it difficult for them to embrace vulnerability.
“Black men are supposed to protect, provide, serve, you know, be the person that we women or society could lean on,” said Akinboyo, detailing the cultural and societal expectations of Black men.
This societal pressure leads to emotional challenges being viewed as a sign of weakness, creating additional obstacles to accessing mental health support.
“We’re all emotional beings. So why can't they be emotional?” said Akinboyo, emphasizing that creating safe spaces for Black men to express their emotions and seek support is essential.
The role of Black wellness counsellors
Akinboyo emphasized that her role now focusing on Black students is not meant to exclude other students or invalidate the work of other counsellors. Instead, it is aimed at helping Black students who feel vulnerable or misrepresented and combating the unique barriers they face in accessing mental health support.
“The work that we're doing is tapping into the minds who are very vulnerable, who are questioning, who are scared to raise their hand up, who don't have a voice, who are afraid to even use their voice, because their voices have been misrepresented many times,” she said.
Akinboyo has several initiatives in mind to support Black students. One of her upcoming services is titled Power Emotion, a wellness group designed to help Black men connect with their emotions and seek mental health support.
Akinboyo also hopes to introduce a program titled Success Beyond the Degree, which would help upper-year and graduate students transition from academic life to their professional careers, while maintaining a strong sense of self.
“You can still be you beyond that degree that you have,” she said.
Ultimately, Akinboyo believes that the presence of Black wellness counsellors is essential for creating inclusive and supportive environments for students who may feel overlooked. She argued that without adequate representation, universities risk failing to provide the quality of care their students deserve.
“There is a lack of not just representation, [but] a lack of voices on tables that matter . . . And when we continue to remove voices or not create spaces for the voices that are represented in the student body, especially on those types of tables, then we run the risk of pretty much failing our students. We take the money, but we don't give the quality,” said Akinboyo.
There is a lack of not just representation, [but] a lack of voices on tables that matter . . .
Foluke Akinboyo, Wellness Counsellor Black Student Success Centre
For anyone who connects with Akinboyo, she wants to leave them with the following message:
“Stop bullying yourself . . . Be gentle with yourself as you forgive yourself . . . You have to start forgiving yourself so you can actually love yourself again.”
Akinboyo’s role at the BSSC focuses on supporting Black students’ academic, emotional and mental well-being. Through initiatives aimed at fostering safe and inclusive spaces, she works to help students navigate challenges and build resilience.
To learn more about the work that Akinboyo and the BSSC are doing, visit their Instagram and website. Students interested in booking a session with her can email bss@mcmaster.ca.
Despite the impacts of slavery that still permeate today, the richness of Black history deserves to be platformed and taught
As a Black person, when I was younger, I never questioned who we were before slavery. However, I had a general understanding that most people, including myself, saw Black history largely through the lens of slavery, its repercussions and the decades of institutionalized and systemic racism that followed.
As I grew older, I began to question this narrative and way of thinking, especially as I became increasingly drained by the constant stream of racist content and controversial debates in the news and on social media.
These debates often force people to relive and explain the pain they’ve endured to ignorant audiences who refuse to understand that we don’t want to live with this reality. Yet, we are forced to learn it, endure it and overcome it, only to explain it again and again.
Even when it wasn’t blatant racism, the ongoing discussions about issues like racial disparities in health care, beauty industries or employment felt exhausting. While extremely important, I felt these conversations would continue to go in circles without addressing the root issue: education about Black history, or rather, the lack thereof.
Education boards and universities must reflect the crucial perspectives that only Black people or people of colour can provide. If an educational institution is to adequately deliver education about marginalized communities, it is essential that it includes marginalized voices.
Misunderstandings and a lack of awareness of Black history highlight an education system that overlooks these vital topics in primary, secondary and post-secondary education. Correcting misrepresented history and integrating accurate, comprehensive accounts of Black and BIPOC experiences could shift these often polarizing debates toward a more informed, constructive dialogue that fosters understanding and empathy.
Many Western countries profited from slavery and to this day profit from the work of immigrants. The enduring consequences have left other countries economically disadvantaged following the era of colonialism. Yet, the knowledge of how our ancestors survived before these traumatic events is rarely discussed or acknowledged. Why is this important history so often left out of mainstream conversations?
Black history, both before and after slavery, is vast. Its influence continues to shape the world today in countless ways.
Including Black history before slavery in education could help humanize Black communities by shifting the narrative from one of pity to one of strength and depth. It would show just how devastating the impact of slavery was, highlighting the rich cultures and histories that were interrupted.
Including Black history before slavery in education could help humanize Black communities by shifting the narrative from one of pity to one of strength and depth.
The more Black history is omitted from education, the more I question whether there is genuine intent to create change. Black history should not be confined to Black people; it is part of the broader history of humanity and must be taught to everyone. A country that profits off a community’s culture and boasts diversity should teach the full history.
Black history should not be confined to Black people; it is part of the broader history of humanity and must be taught to everyone.
Including this history would help us better understand concepts like cultural appropriation versus cultural appreciation. It would create a space for other BIPOC communities to also share their histories. Canada, as a diverse nation, is home to vastly different lived experiences based on race, and this diversity is not accurately reflected in the education system.
History is essential because it shapes our present. Without understanding our history—its beliefs, systems and laws—we are doomed to repeat the same mistakes. Slavery and colonization left deep scars on BIPOC communities, dismantling Black culture in profound ways—economically, systemically and culturally.
But what was taken from us? How did our ancestors live before slavery? What were the beauty standards? What religions did we practice? How was wealth measured, and who was considered wealthy?
These questions should be explored in more classrooms at all levels of education—not only in Black history courses but across various disciplines. This is not just to uplift or educate Black students, but to offer a new perspective to non-Black communities and highlight the beauty of Black cultures that existed before they were nearly erased by the colonial period.
It is time to make these discussions more productive and less divisive.
Empowering young minds, Mac iSTEP is fostering a new generation of Black innovators in science, technology, engineering and math
Mac iSTEP is an after school STEM program for Black youth developed by McMaster University’s science and engineering faculties. Mac iSTEP will begin their After-School STEM Club at the end of February. The program will run from February up until May of 2025.
The After-School STEM Club is an annual free program that features bi-weekly STEM workshops where students in grades 10 to 12 can gain volunteer hours, explore McMaster’s campus and engage in hands-on science activities. The workshops are two hours and take place in the Life Sciences Building at McMaster University.
Dylan Marshall, outreach director of Mac iSTEP, discussed the goals of the program.
"Our focus has historically been black high school students, due to the fact that there is a clear underrepresentation of black scientists in all fields of STEM. And so our main goal is to show black students that they can be a part of STEM," said Marshall.
Our focus has historically been black high school students, due to the fact that there is a clear underrepresentation of black scientists in all fields of STEM.
Dylan Marshall, Outreach Director Mac iSTEP
The program will be delivered by four black-identifying mentors who are graduate students at McMaster.
"We do have a training session for them [the mentors]. We try to do it at different points throughout the year, just so we desensitize them to specific things to stress the ideas of what a mentor should look like. Understanding that we're working with students who are underrepresented and [from] equity deserving groups and how to approach that," said Marshall.
Mentors are carefully selected to deliver the best experience for students.
"We do go through a rigorous selection process. We actually hire our mentors, so mentors apply as you would for any job . . . we had a preference for Black students just because we want the students to be able to see themselves in their mentors," said Dylan.
Transportation was heavily considered to increase the program's accessibility. "In the case of our after-school program, we actually provide the transportation," said Marshall.
Students are recruited through the Hamilton-Wentworth District School Board and the Halton District School Board. Interested students apply through the program's registration form.
Marshall discussed the main difference between the After-School STEM Club and other programs they have offered.
"The after school club is going to be directly exposing them to all aspects of STEM. So we try to cover various workshops that are all STEM focused in the realm of biology, chemistry, physics, engineering . . . just trying to cast as wide a net as you can to expose them to a lot of different branches of STEM that they might not even have known existed in the past," said Marshall.
The necessity of the program for Black youth is rooted in the need for representation to diversify all fields in STEM. "A lot of them don't have that kind of role model essentially, to look up to, to see that it was possible beforehand. And so I think it's so important that we are proactive in showing them," said Marshall.
Marshall urges that students and faculty continue to push for more accessibility that fund programs such as the After-School STEM Club.
"Because, again, the reason why we have these gaps in STEM as of right now, is because there are issues in getting certain demographics into these positions. And so I think we have to push a bit more at this point to make sure that everybody has a seat at the table," said Marshall.
. . . there are issues in getting certain demographics into these positions. And so I think we have to push a bit more at this point to make sure that everybody has a seat at the table.
Dylan Marshall, Outreach Director Mac iSTEP
If you're interested in Mac iSTEP's work, you can explore their programs, discover undergraduate and graduate student opportunities and follow their journey in supporting BIPOC youth by visiting their Instagram.
This past Homecoming, the Black Student Success Centre offered free vendor tables for student entrepreneurs to sell their unique creations
The Black Student Success Centre provided free vendor tables, located at 10 Acre Field, for student entrepreneurs on Oct. 5, 2024 during Homecoming this year. The BSSC invited makers, artists, and entrepreneurs to sell and display their creations on campus.
This provided students with the opportunity to network, market their businesses and gain significant visibility during one of the busiest days on campus. As advertised on the BSSC’s Instagram, interested students were encouraged to fill out an application form a week prior to Homecoming due to the limited spots for vendor tables.
Omolade George is a third-year student in the psychology and human behaviour program. George sold jewelry at one of the vendor tables that the BSSC offered student entrepreneurs. “My business name is Jewels by George … My business actually started earlier this year, I believe in March,” said George.
George shared that her business was inspired by her mom. “Growing up, I watched my mom dress up to go to events, parties, even church. She had this huge chunky chain necklace on her neck . . . I thought that this was very fun and that started my love for jewelry. When the opportunity arose for me to open my business here in Hamilton, I thought it would be nice to recreate that moment with other people to make them feel lovely and beautiful,” said George.
Growing up, I watched my mom dress up to go to events, parties, even church. She had this huge chunky chain necklace on her neck … I thought that this was very fun and that started my love for jewelry.
Omolade George, third-year psychology and human behaviour student
Initially, George started selling her jewelry at her church, focusing on the Nigerian community. When she learned about the vendor tables offered by the BSSC, she was eager to seize the opportunity to showcase her work on campus.
“Last year [in MUSC], I had seen that there were some vendors. I thought if that opportunity arises this year for me, I would really like to grab onto that. I had seen the posting on Instagram and I had written my bio, my name, email and everything. Then somebody reached out to me from the Black Student Success Centre to tell me I got the spot,” said George.
George was very excited to be featuring her business on campus. “I couldn’t even focus on my midterm, I was too excited . . . McMaster is a very huge campus and to have the opportunity to show students this is a part of my culture, this is a part of me that I’m showcasing on the table, was very exciting,” said George.
McMaster is a very huge campus and to have the opportunity to show students this is a part of my culture, this is a part of me that I’m showcasing on the table, was very exciting.
Omolade George, third-year psychology and human behaviour student
George felt the impact of Homecoming on her business was significant. “I feel like the black community really stepped out for me . . . I got to meet so many people. I got to hear feedback on what people really wanted. People were leaning towards bracelets and rings . . . it shifted my perspective on where my business would go,” said George.
When asked about the BSSC’s role in her entrepreneurial journey, George expressed gratitude. “I would say this support was huge . . . I definitely will be reaching out to them to see if they could support me more in the future,” said George.
I would say this support was huge . . . I definitely will be reaching out to them to see if they could support me more in the future.
Omolade George, McMaster psychology and human behaviour student
George also acknowledged some challenges, particularly pertaining to cultural appropriation. “I feel like non-black individuals feel that when they buy my pieces it’s appropriation. I would say it’s open to everybody. The pieces are definitely formal wear. So even if they don’t feel comfortable wearing it everyday I would say to still purchase it, it will make you feel lovely,” said George.
Ultimately, George’s goal is to spread joy through her jewelry. “Seeing the smiles on people’s faces when they purchase the item definitely reinforced me . . . I want people to feel beautiful when they wear my pieces and that definitely inspired me to keep going and find time for my business,” said George.
As she looks to the future, George is excited about expanding her reach and establishing a more accessible online presence. “From this experience, I definitely learned that packaging and advertisement is huge,” said George.
The BSSC's vendor tables during Homecoming 2024 was a significant event for student entrepreneurs, particularly for those like Omolade George, who showcased their talents and connected with the campus community. The BSSC's initiative to provide free vendor tables not only created networking and visibility but also fostered a sense of cultural pride and creativity among participants.
McMaster's African and Black Diaspora Studies hosted a transformative discussion exploring the vital intersections of decolonization, creativity and cultural expression
The African and Black Diaspora Studies interdisciplinary minor at McMaster University kicked off its seminar series on Oct. 8 with a session called Decolonizing Arts, Music And Communications. This session featured a panel of three Black-identifying professors that engaged in an in-depth discussion about the significance of representation in the arts.
African and Black Diaspora Studies is an undergraduate interdisciplinary minor that offers courses spanning various departments at McMaster. These courses provide an understanding of African and African/Black-diaspora peoples and societies in an international context.
Decolonizing the arts involves talking about the importance of including diverse perspectives into the arts, as well as the audience that artwork and media caters to and how it is received.
Hosea Patrick, a postdoctoral fellow and the chair of the African and Black Diaspora Studies seminar series committee, provided information about the seminar to the Silhouette via email.
“The rationale is to have a platform for academic and non-academic engagement on issues that affect the Black and African diaspora. This is an opportunity for people doing various work on black studies and experiences to share their work as well as allow others to collaborate with each other,” stated Patrick.
The session took place on Tuesday, Oct. 8, 2024, from 4:00 p.m. to 6:00 p.m. in The Hub. The panel featured associate professors Alpha Abeb and Selina Mudavanhu and assistant professor Syrus Marcus Ware.
The session was split into two main parts: a discussion and social. The discussion began with each panelist presenting their own artwork or other pieces they've encountered firsthand, highlighting the intersections of Black creativity, culture, and communication.
This was followed by the social portion for networking. This itinerary allowed students to engage with panelists to question their perspectives and foster an insightful conversation.
“It means a lot to me … I think it’s really important that there are more of us [Black professors] and that we are connected to each other,” expressed Abebe, who is an associate professor in the faculty of humanities and the lead for African and Black Diaspora Studies.
It means a lot to me … I think it’s really important that there are more of us [Black professors] and that we are connected to each other.
Alpha Abebe, associate professor and lead Faculty of Humanities, African and Black Diaspora Studies
For the first part of the event, the three panelists were introduced along with their works and backgrounds. This was followed by a discussion where the panelists were asked questions regarding decolonization in the arts by the panel moderator and later the audience.
The networking session that followed allowed the panelists, students and other McMaster staff in attendance to meet and discuss the topics with each other. "What you have access to in your classroom is only a sliver of the activity that’s happening on university campuses,” said Abebe, commenting on the importance of networking opportunities such as the seminar.
What you have access to in your classroom is only a sliver of the activity that’s happening on university campuses
Alpha Abebe, associate professor and lead Faculty of Humanities, African and Black Diaspora Studies
Decolonizing Arts, Music And Communications was the first of four seminars in an ABLD series that showcases insightful conversations and networking opportunities for students. “The central theme for the year is "Exploring Black Experiences in Canada." This particular seminar happening eighth October 2024 focuses on decolonizing arts, music and communications. Others will look at other areas of decolonization from science and technology (21st November 2024) to decolonizing history (6th Feb. 2025) and decolonizing business (13th March 2025),” stated Patrick.
“What we’re trying to do here is not replicate the institutional structures that have always alienated us [people of colour] . . . I hope they [students] come and know they are welcomed with open arms and that they feel a sense of ownership and entitlement to be part of this process of dreaming up what this community looks like,” said Abebe.
I hope they [students] come and know they are welcomed with open arms and that they feel a sense of ownership and entitlement to be part of this process of dreaming up what this community looks like
Alpha Abebe, Associate Professor Faculty of Humanities
Students are encouraged to keep up to date with this seminar series and explore other opportunities through the ABLD minor's Instagram.
C/O Jessica Yang
By: Nethra Wickramasinghe
A safe space for Black women to empower each other and build community
Blackspace is a student-run organization at McMaster University aimed at fostering the empowerment and collaboration of undergraduate students who identify as Black women. The group consists of over twenty-five members and has an expansive alumni network dating back to the organization’s initiation in 2019.
Within the club, students are able to join a safe space to discuss issues pertinent to the Black community, taken from a female-centralized perspective.
Blackspace co-presidents Zainab Salami and Nana-Afia Agyeipah aim to fulfill the organization’s mission of connecting Black students, despite the challenges presented with COVID-19.
Salami, a third-year student in the life science program and Agyeipah, a fourth-year honours life science student, are passionate about welcoming first-year students and helping ease their transition to university life.
In response to the restrictions imposed by the advance of COVID-19 in 2020, this year, the organization had pivoted to an online format, with virtual events held over Zoom and Facebook live.
On Feb. 9, Blackspace held its second general meeting via Zoom to allow members to reconnect and discuss plans for the remainder of the term.
In the past, the organization has held initiatives such as the Black Business Space event, which allowed students to connect with Black-owned businesses.
The group has also held an academic panel discussion, Workspace, which allowed Black professionals in the arts, business and science industries to speak to students about their achievements and career paths.
Salami and Agyeipah both stress the importance of showing undergraduate students success stories of Black women and building community on a smaller, close-knit scale.
“It’s so rewarding to be supported by other women and knowing that we’re working towards something bigger. Seeing other women succeed, I think, I can do it too,” said Agyeipah.
“It’s so rewarding to be supported by other women and knowing that we’re working towards something bigger. Seeing other women succeed, I think, I can do it too."
Nana-Afia Agyeipah, Co-President of Blackspace
Seeing representation in undergraduate studies allows students to enter a community where their experiences and voices are validated, and their opinions are heard. Fostering a community is essential for undergraduate students, both co-presidents expressed, especially when the majority of students surrounding you neither look like you nor share your experiences.
Salami attributes the importance of this sense of solidarity to the broader context of education.
“A large determinant of academic success is social support,” said Salami.
“A large determinant of academic success is social support."
Zainab Salami, Co-president of blackspace
Not only does this foster more robust academic success, but it also creates a ripple effect in uplifting a greater population of BIPOC students, creating a university environment that supports diversity, and values the distinct perspectives of all students.
In recognition of Black History Month, Blackspace held an event that took place on Feb. 28 on Zoom.
At this event, Blackspace facilitated discussions focused on the mental health of Black women and non-binary members of the Black community. This includes topics such as pretty privilege, colourism and texturism.
The event also included a raffle draw with prizes such as a Google Nest Mini and McMaster Campus Store gift card.
Blackspace is an integral part of McMaster and essential to the promotion of Black female voices and perspectives. By creating a space for undergraduates to see the achievements of fellow Black women and finding solidarity in a safe community, members have the opportunity to explore their potential, both as students and as individuals.
Students are welcome to join Blackspace at any point during the year. Students interested in joining the organization or learning more about upcoming events can contact Blackspace on Twitter, Instagram or email at blkspace@mcmaster.ca.
C/O Yoohyun Park
How a student’s dual identity has impacted her life
By: Kimia Tahaei, Opinions Staff Writer
We tend to generalize the types of racial identities that may be found within the Black community. We often forget the diversity that exists within the Black community itself, a community filled with different cultures, ethnicities, traditions and struggles.
To gain a deeper insight on the extent of the matter, I interviewed Lina Hamed, a third-year chemical engineering student who proudly identifies as an “Afro-Arab.” She comes from a Sudanese background but was born and raised in the United Arab Emirates prior to moving to Canada.
“When I started looking for my future university, I would without exception check their student demographics to see if there were other Sudanese people like me. I craved a sense of community with other Afro-Arabs so badly,” explained Hamed.
Knowing that Lina and most likely many other individuals in underrepresented communities have to check for their demographics to feel a sense of community made me think whether underrepresentation causes feelings of doubt. Feelings of insecurity and doubt become more common among racialized minorities as they don't often see people from their culture presented in a positive light in their circles.
“It’s strange because if you see that no one who looks like you made it, you question whether you can make it. You ask yourself if my people didn’t go through it, can I truly go through it? As a woman in STEM, these are the types of questions I ask myself often that unfortunately ignite my feelings of self-doubt,” said Hamed.
Being of both Sudanese and Arab descent can affect one’s sense of identity in many different ways. This can be intensified when one may not feel welcomed in their communities.
“The thing is, I grew up in the Middle East. So, often, I identify more as an Arab. I spoke Arabic and was more in touch with the Arab culture that was within Sudan. However, people in the Middle East really didn’t consider me Arab and I was often labelled as African. That’s not to say I’m not proud of being African — I take a lot of pride in being a Black African. It’s just that the Black community wasn’t too accepting either since I was more in touch with my Arab roots. It wasn’t the best feeling knowing that I’m part of two communities, yet neither fully accept me,” explained Hamed.
Unfortunately, this is the reality for many multi-ethnic individuals. There are feelings of uncertainty, doubt and confusion when it comes to their sense of identity as they don't feel fully accepted by either community. Often, these feelings of insecurity heighten when stereotypes are attached to one’s ethnicity and race.
Oftentimes, multi-ethnic individuals such as Afro-Arabs will face negative stereotypes regarding the various communities to which they belong.
“As a Black woman, I’m often called unintelligent. As a Muslim Arab woman, I’m classified as a terrorist. And as a Sudanese, I’m characterized as lazy,” said Hamed.
Such deplorable labels can discourage minorities as they already have feelings of doubt due to underrepresentation.
Through all of the struggles and obstacles that individuals like Lina face, many come out stronger than before. They embrace their identity, culture, traditions and history and gain a sense of empowerment.
“Identifying as Afro-Arab was something I didn’t think of until I was 16 or 17. Finalizing my decision to identify as Afro-Arab made me embrace both aspects of me. It felt as if I’m in touch with all the parts of me — that made me who I am. Even if my sense of identity gets lost sometimes and I question who I am, proudly calling myself an Afro-Arab reminds me of my roots and where I came from,” she responded.
Unfortunately, unlike Lina, many individuals who come from different backgrounds still cannot fully embrace their identity and culture as they don’t see themselves represented in academia and media. It is crucial to understand that through a positive representation of minorities as they can gain confidence and flourish. Furthermore, although many people don't see it as necessary, having essential information on different ethnic backgrounds is vital. Not only does education on different cultures help us better understand individuals who come from diverse backgrounds, but I also believe that through education a sense of empathy is formed — a sense of empathy that can help us create a healthier and safer space for underrepresented communities like Afro-Arabs. Hopefully, when we discuss inclusivity in the future, we should consider each and every sector of different ethnic groups in hopes of an all-embracing society.
C/O Chana/Unsplash
McMaster has more supports in place for Black students than I expected
By: Bianca Perreault, Contributor
Countless people think that being a Black student has always been the same as being a "regular" student. Obviously, many students can relate to being a minority visibly: not looking like everyone else, having different types of hair, skin tones and culture. Especially when coming from a small village or town, that receptivity can be even more dominant. But how is it at McMaster? What does it feel like to be a Black student in 2021 at McMaster University?
Perhaps before 2021, the experience was different or even the same in its own way, but I believe that McMaster has improved its role in the Black community since last year. The Black Lives Matter movement in 2020 trulyimpacted the whole world. It was a beautiful and poignant reunion of a community fighting for its rights and Mac did not let these circumstances leave in a mist. As a matter of fact, McMaster put in place many different initiatives in support of our Black student community. As a Haitian student myself, I was more than pleased to discover all the opportunities and programs awaiting me and I can confidently say that I feel welcomed in my own skin.
First and foremost, McMaster’s Student Success Centre was a forum established to direct students towards the resources they may need. Perhaps the most marvelous thing about the organization is that they have specifically created a division for students of Black/African descent: the Black Student Success Centre. It is entirelydedicated to supporting and championing the success and well-being of Black students. Through fostering a positive student and athlete experience, they intend to value us at any level, whether that be academic, professional or personal. As a Black student myself, feeling like you have access to resources as much as any student is of the utmost priority. I believe that this division is a safe space for us to connect with people who feel comfortable nurturing our academic and personal growth at university. BSSC is guided by Unbuntu, an ancient African philosophy which means, "I am because you are.” Connection, community and collective success are emphasized by this word.
BSSC is not the only support we have at McMaster. In fact, the department of communication studies & multimedia and the department of history have created bursaries for up to $2,500 per year for many Black students based on their financial needs. It’s amazing to not only see the impact of these two initiatives on the Black community at McMaster, but also to recognize the true impact of the two programs supporting such bursaries. Through communication arises our ability to share milestones and recognition of one another. Through history, arguably the most critical part of our African-descendant story is shared and valued towards achieving shared, common knowledge. Even the fact that the bursary was put in place is in itself a form of thoughtful acknowledgement.
Besides BSSC and Black Student Excellence scholarships, McMaster has established postdoctoral fellowships for Black graduates, a coaching program for Black scholars called Thrive, and launched employee resources for staff who identify as Black, Indigenous or a person of colour. While there are some that I haven't even mentioned yet, Mac iscommitted to amplifying voices that can share our concerns and elevate their attention to an institutional level. Being a Black student at McMaster, I can fully expect to be supported and heard.
Photo C/O Afro Canadian Caribbean Association
Please note that this event has been postponed until further notice due to the COVID-19 Virus. For more information please visit: https://accahamilton.com
Since 1979, the Afro Canadian Caribbean Association has been creating a sense of community and empowerment in the African-Canadian Caribbean community in Hamilton. Evelyn Myrie, the president of ACCA, says that even though African-Canadians have been here for hundreds of years, they are still treated as though they don’t belong in this country. On March 13-14, ACCA will be holding an event called “We Are Planted Here: Narratives in Belonging”. The event will combine art and advocacy to dismantle this assumption, establishing the right that African Canadians have to feel at home in Canada, because it is their home.
“[T]he objective of this initiative, symposium, celebration is to assert our existence and long-standing presence on these lands, on this land of Canada . . . there is still a perception [when] you're walking on the streets, there's an assumption that you are from another place. So it's really to situate our position as Canadians in various locations, to have conversations about our rich and diverse contributions to this land and to reassert our presence here . . . We're located here socially, politically and economically,” said Myrie.
Not only is the physical presence of the Black community ignored, but so too are their contributions to Canada. Myrie says that she hopes the event will help to educate people both inside and outside of the Black community about Black history in Canada. She says that many of the social and human rights that we currently have were fought for by the Black community.
“[P]eople don't know that human rights laws, housing laws, we were the ones who were the canary in the mine, because we were the ones who suffered those experiences [and fought] to change laws, immigration laws, especially; Black people were not allowed to come to Canada and it was Black people who fought against [that]. And now we have a whole slew of different people coming to Canada—and wonderfully so—racialized people, who sometimes forget or don't know that they are benefiting from the struggles of the Black community,” said Myrie.
“[P]eople don't know that human rights laws, housing laws, we were the ones who were the canary in the mine, because we were the ones who suffered those experiences [and fought] to change laws, immigration laws, especially; Black people were not allowed to come to Canada and it was Black people who fought against [that]. And now we have a whole slew of different people coming to Canada—and wonderfully so—racialized people, who sometimes forget or don't know that they are benefiting from the struggles of the Black community,”
In the early days of mining, miners are said to have brought canaries with them into mines they worked in. Canaries are more vulnerable to carbon monoxide and other poisonous gases than humans, so a dead or sick canary would alert the miners to danger. In this metaphor, Myrie is suggesting that because Black people are far more likely to experience human rights violations, it frequently and unequally falls on their shoulders to fight for social change. Because they are so unequally adversely affected, they are the first to know when laws need to be changed. They were and are the canary in the coal mine.
Myrie hopes that this event will educate attendees on the pervasiveness of anti-Black racism and the othering of Black people, and the ways that this continues to be perpetuated in Canada, and that it will also encourage allies to examine their own actions and biases, and how they can seek to call out this behaviour in their day-to-day lives. Othering is a part of colonial discourse that creates an “Us versus Them” narrative, where the dominant group becomes accepted and the marginalized group is dehumanized and made into the “Other”. This manifests itself as increased violence towards marginalized groups, and removing them from mainstream media and discourse.
“So to us, anti-Black racism is a key part of this, because it's really just like white supremacy in that it keeps knowledge away . . . So we're telling our stories, because we know that anti-Black racism has kept those stories away from curriculums,” said Myrie.
“So to us, anti-Black racism is a key part of this, because it's really just like white supremacy in that it keeps knowledge away . . . So we're telling our stories, because we know that anti-Black racism has kept those stories away from curriculums,”
“We Are Planted Here: Narratives in Belonging” is a two day symposium. On Friday, March 13, there will be an evening of art and spoken word at the ACCA Banquet Hall (754 Barton St. E), and on Saturday March 14 there will be academic and community discussions at the Hamilton Central Library (55 York Blvd.). Both events are free.
