(Re)designing for equity, access and inclusion in work-integrated learning

Abstract

Equity-seeking groups of students participating in work-integrated learning (WIL) face disparities in access, retention, and future employment, reflecting challenges and barriers associated with their intersectional identities and dimensions of diversity. These disparities include international students facing cultural discrimination, students with disabilities facing bullying, and 2SLGBTQIA+ and female students facing discriminatory attitudes and underrepresentation within WIL placement. Through the lens of the social model of disability, where limitations are viewed as barriers in the environment rather than personal deficits, designing for equity is essential. This paper offers guidance to WIL employers and educators wrestling with expanding diversity and improving equity. Practical strategies for enhancing WIL access, inclusion, and equity are described for five identified design factors: context, timing, level of independence, degree of scaffolding (support), and connection with theory. © 2024 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

Student success Students with disabilities inclusion Diversity equity Work experience programs

Index Keywords

Author Affiliations

Carleton University, Ottawa, ON, Canada

University of Saskatchewan, Saskatoon, SK, Canada

Funding & Acknowledgements

No funding information

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(Re)designing for equity, access and inclusion in work-integrated learning

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