The concepts of diversity, equity and inclusion (DEI) are at the heart of student success and issues pertaining to access and perseverance. Indeed, college and university student populations have changed considerably in recent decades, requiring that we review our processes to ensure the inclusion of all (El-Hage, 2020). For instance, in the college network, the number of students with self-declared disabilities has increased 16-fold in 12 years (Gaudreault & Gaudreault, 2020). Despite major advances in accessibility to higher education, not everyone has the same chances of graduating from their program of study (Bélec & Doutreloux, 2022). The circumstances surrounding the COVID-19 pandemic have also highlighted inequalities in the conditions for success (Luster & al., 2021).

Students — whether they are LGBTQ+, with disabilities, from diverse ethnocultural backgrounds, first-generation higher education students, etc. — live heterogeneous realities and, as a result, have different needs when it comes to support for student success.

To ensure that as many students as possible gain access to, persevere in and graduate from colleges and universities, higher education institutions need to address the various barriers to academic progress, while taking into account the dynamics of recognition and valuing the uniqueness of each individual student. Colleges and universities are increasingly called upon to move away from the conception of a “typical student” and a standard pathway to educational success (Conseil supérieur de l’éducation, 2022).

In short, a global view of success allows contemplating a wide range of possible educational pathways (ibid.).

Acting for success thus means recognizing the diversity of the student population and acting in support of equity and inclusion for the different groups part of it, insofar as not all students experience the same realities, have the same needs or encounter the same barriers to success.

References

Bélec, C. & Doutreloux, E. (2022). Pourquoi encore parler d’inclusion? Pédagogie collégiale, 35(2), 7-15.

Conseil supérieur de l’éducation (2022). Formation collégiale : Expérience éducative et nouvelles réalités. Le Conseil.

El-Hage, H. (2020). Introduction. Les Cahiers de l’IRIPI, no 3, p.5.

Gaudreault, M. & Gaudreault, M. (2020). Accès, persévérance et diplomation aux études collégiales : ce que l’on en sait. Les Cahiers de l’IRIPI, no 3, 15-28.

Luster, R., Cooper, H. A., Aikman, G., Sanders, K., Jacobs, G. & Tierney, R. (2021). Relational Leadership: Perspectives of Key Constructs on Diversity, Inclusion, and Social Equity in Higher Education. Journal of Leadership Studies, 15(1), 57‑62.