{"id":211,"date":"2024-08-24T15:51:09","date_gmt":"2024-08-24T19:51:09","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/communicationstrategies\/?post_type=chapter&p=211"},"modified":"2024-11-12T12:33:52","modified_gmt":"2024-11-12T17:33:52","slug":"barriers-experienced-by-students","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/communicationstrategies\/chapter\/barriers-experienced-by-students\/","title":{"raw":"Barriers Experienced by Students","rendered":"Barriers Experienced by Students"},"content":{"raw":"We also include groups of students who may experience additional barriers because of experiential and situational constraints that can limit their ability to navigate the academic system. The next section outlines some of the barriers faced by students from many of these communities, which could include, international students<\/strong>, <\/span>refugee students<\/span><\/strong>, students from <\/span>diverse religious and faith-based<\/span><\/strong> cultures\/backgrounds, students from <\/span>working-class<\/span><\/strong> families,<\/span> rural students<\/span><\/strong>, mature students, students who are working full-time, students who are considered <\/span>First Generation<\/span><\/strong> Post-secondary students because their parents did not attend post-secondary education, students with low socio-economic backgrounds and students who are <\/span>lone parents or primary-caregivers<\/span><\/strong> in their family systems (see Kirby 2009<\/a>). Lastly, some students may belong to one of the groups listed above, or to many of these groups at the same time.<\/span>\r\n\r\nIndividual biases and systemic barriers are reinforced by stereotypes about different HPSM groups. These inaccurate generalizations about people from HPSM groups influence gross misperceptions about personal character, professional qualities, and competence, as well as academic capabilities and intelligence. These systemic barriers in education prevent people from HPSM groups from fully accessing, participating in, and contributing to academia (al Shaibah, 2022a - unpublished guide)<\/a>. In this way, systemic barriers hinder the pursuit of academic and research excellence. Representation gaps are not \u201cachievement\u201d gaps but rather \u201copportunity\u201d gaps (al Shaibah, 2022b<\/a>). Researchers and institutions must demonstrate actions undertaken to remove barriers to accessing equal opportunities and full participation of HPSM groups in research projects, programs, and professional development, thereby advancing inclusive excellence in research. Everyone within the research ecosystem has a responsibility to grow their awareness of HPSM group identities, experiences, and situational constraints, whether they hold some of these identities as well, and use this information to disrupt the impact these barriers can have on student and researcher populations.\r\n\r\n(click on each group of students to learn more about the barriers they face in the academic setting)\r\n\r\n
First-generation university students<\/span><\/strong><\/summary>\r\n

The \u2018hidden curriculum\u2019 (e.g. unwritten, unofficial processes and procedures that enable researchers to flourish in the research ecosystem) may not be known to first-generation students.<\/p>\r\n\r\n<\/details>

Mature students<\/span><\/strong><\/summary>\r\n

Ageism, financial difficulties, a lack of awareness about how to access learning opportunities, and a lack of flexibility and support from both the postsecondary system and their employers.<\/p>\r\n\r\n<\/details>

Low-income students<\/span><\/strong><\/summary>\r\n

Additional stress caused by financial difficulties, balancing full-time work and full-time study, and limited or no capacity to take on volunteer research positions (which can put them at a disadvantage when applying for graduate school).<\/p>\r\n\r\n<\/details>

Rural students<\/span><\/strong><\/summary>\r\n

The barriers for rural students are not just geographic, but are a combination of personal, social, cultural and socio-economic factors (Friesen and Purc-Stephenson, 2016). Friesen and Purc-Stephenson\u2019s interpretative phenomenological analysis of these factors revealed several themes: distance, cost, fear of the unknown, maintaining a rural identity, parental education, relationships, responsibilities, traditional values and beliefs, gender-role expectations, maintaining social norms, secondary school preparation.<\/p>\r\n\r\n<\/details>

International students and refugee students<\/span><\/strong><\/summary>\r\n

Increased financial burden due to International tuition and other related fees for traveling, documentation, and visas. Inability to access employment opportunities outside of the university or program. Limited scholarship opportunities that can impact International students. Distance from family and other support systems can increase a sense of isolation, compounded by individual, family, and community-related trauma (war, famine, and persecution).<\/p>\r\n\r\n<\/details>

Students from diverse religious and faith-based cultures\/backgrounds<\/span><\/strong><\/summary>\r\n

In addition to limited physical spaces for prayer on campus or on-campus residences, there is often a lack of awareness or flexibility to support religious and cultural days of significance to instructors, and supervisors, especially if these are not aligned with Canadian stat holidays reflected in the university calendar.<\/p>\r\n\r\n<\/details>

Lone parents or primary caregivers<\/span><\/strong><\/summary>\r\n

Limited access to affordable childcare on or near campus can be challenging for lone parents and primary caregivers. Students with aging parents or other family members who need assistance, may need to take time away from their studies to provide support during illness or other health crises. Lack of grants and affordable care makes it challenging for students to attend classes, research meetings, and complete fieldwork and programs in an expected timeframe.<\/p>\r\n\r\n<\/details>\r\n

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\"\"Pause and Reflect<\/h2>\r\nIn reviewing the different kinds of barriers diverse groups face, consider how these barriers might show up in your research project or team setting:\r\n