Addressing Barriers Experienced by Students from Equity-Deserving Groups in Co-Op Programs: A Student-Centered Approach
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| Title: | Addressing Barriers Experienced by Students from Equity-Deserving Groups in Co-Op Programs: A Student-Centered Approach |
|---|---|
| Language: | English |
| Authors: | Idris Ademuyiwa, David Drewery, Anne-Marie Fannon, Soumya Garg, Naomie Cecyl Seh Abomo, Anushka Kuwar, Emily Dang, Veronica Nhio-Son |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):13-27. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cooperative Education, Work Based Learning, Higher Education, Barriers, Minority Group Students, Foreign Countries, Participative Decision Making, Participatory Research, Student Personnel Services, Student Research |
| Geographic Terms: | Canada |
| Abstract: | This study explores student-informed solutions to the barriers faced by students from equity-deserving groups (EDGs) in a co-operative education (co-op) program. Utilizing qualitative data from semi-structured interviews with 32 students and guided by a students-as-co-contributors framework, the study identifies strategies to tackle key challenges related to information access, discrimination and harassment, accommodations, and inclusive workplace practices. Participants proposed actionable recommendations for both co-op administrators and employers, including improving institutional communication and access to information, streamlining reporting processes, expanding student support mechanisms, aligning academic and co-op schedules to alleviate stress, and providing additional training and capacity building for employers to foster more inclusive policies and practices. The findings emphasize the importance of sustained collaboration among students, post-secondary institutions, and employers to advance equity goals in work-integrated learning (WIL). This study contributes to the expanding literature on student-centered approaches in WIL, offering practical, evidence-based strategies to ensure that WIL programs are equitable, inclusive, and responsive to the needs of all students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506281 |
| Database: | ERIC |
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