Exploring diversity and inclusion in work-integrated learning: An ecological model approach

Abstract

This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challenges to inclusive WIL in Canada at the macro-level by looking at government funding for WIL programs; the meso-level by considering employer participation in WIL programs; and at the micro-level, by analyzing individual students’ demographic characteristics. In considering micro-level factors, a quantitative approach is used to analyze the demographic characteristics of WIL applicants, while for meso-level factors, the paper utilizes a qualitative analysis of semi-structured interviews designed to capture employer perspectives. The study provides recommendations for policy-making, considers practical implications, and makes suggestions for future research. © 2021 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

work-integrated learning Diverse groups Ecological model approach Postsecondary students Systematic exclusion

Index Keywords

Author Affiliations

Toronto Metropolitan University, Toronto, ON, Canada

Funding & Acknowledgements

Government of Ontario

This Project was funded in part by the Government of Canada and the Government of Ontario. The Government of Ontario and its agencies are in no way bound by any recommendations contained in this document.

Government of Canada

This Project was funded in part by the Government of Canada and the Government of Ontario. The Government of Ontario and its agencies are in no way bound by any recommendations contained in this document.

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Exploring diversity and inclusion in work-integrated learning: An ecological model approach

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