What are some solutions to achieve equality and equity in education for vulnerable populations including those with disabilities and low socio-economic status? 

 

Professor Richan suggests that “grants, government funding programs, private sector and international aid programs” are possible solutions. Funding can be used to better equip vulnerable populations in academic settings such as “teacher training” and “retrofitting schools”. Most proposed solutions require government and communal efforts. Furthermore, Professor Richan states that “it is critical that vulnerable populations are not taken advantage of” and to eliminate this, academic institutions require monitoring and support of vulnerable populations.   

 

What do you think of the differences of social inclusion in education for vulnerable populations? 

Professor Hoda did not have the opportunity yet to engage with the issues regarding those who are economically unfortunate. He articulates that tuition is one of the fundamental factors in terms of financial issues, suggesting that the source of the fee should be provided with a wider range of programs for more people to be entitled to scholarships. The usage of social media plays a crucial role in education, providing adequate amounts of programs. However, he suggests that for students to flourish and thrive through social media is to have “digital literacy skills”. In the research team’s point of view, digital literacy skills are a set of competencies that allows us to communicate, create and consume the content that best suits you to flourish and prosper through social media. This indicates that the mandatory educational years are vital for each student to nurture “digital literacy skills”.  

 

Professor Richan emphasizes the idea of differences in funding models for vulnerable populations in education. She states that these differences vary depending on global regions and circumstances. For developing countries, no funding is allocated for the vulnerable populations as resources are already scarce for the general population. For rich western countries, Professor Richan notes that “most realize the importance of independence for all individuals... achieved through education” however this realization has only started to recently include inclusion as a factor.  

 

What do you consider are the first steps for university students to take to contribute to equality and equity in terms of socio-economic status in education?  

Professor Hoda advises to find a mentor, both professor and senpai (a Japanese term for someone who is more senior) to gain information and a supporter throughout your university life and even the life after graduation. This contributes to narrowing the information gap, indicating the importance of the relationship established affects your future potential. 

 

Professor Richan explains that vulnerable voices need to be shared to recognize the needs of the most vulnerable. Mutual respect must also be present across groups and the sharing of perspectives and strategies is a vital part of improving equity. Lastly, it is essential that university students are realistic, considering the budgets, regulations, and policies.   

 

Do you think teachers influence students’ confidence?

Yes. Humans want to be praised, thanked, acknowledged and recognized by others for their actions. Professor Hoda remarks that even minor but positive comments or compliments may have a huge impact on the student’s level of confidence. Some students have traumatic experiences which cause them to negate their studying knowledge, hindering their potential to flourish from their sensitivity.  

 

Professor Richan concurs that positive and reaffirming comments have an impact on a students’ confidence. Additionally, she believes that “knowing when to nudge and encourage a student to step out their comfort zone is vital to academic and personal growth”.   

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Do you think teachers influence students’ sense of belonging?  

From both interviews, our research team found that in the small size classroom, professors can make connections between students and establish trust. In lecturer style on the other hand, teachers find it difficult to communicate with students individually while students need mentors. 

Our research team therefore suggests that we should promote small size classrooms, namely the “active learning style” to provide students with more educational and mental support. 

 

Professor Richan shares an example of when she believes she changed a students’ outlook on their inclusion in the classroom.  

 

“When teaching in an outdoor education school for elementary students in Toronto, one young male student flourished and developed outstanding leadership skills when outside of the four walls of a traditional classroom. Within the traditional classroom he was known as a troublemaker but in this new environment he thrived. His peers looked at him differently—now as a leader and friend rather than as the troublemaker and someone who they wanted to avoid. By allowing that student to have new responsibilities and roles he realized he had potential to excel in non-traditional learning environments.” 

 

(For Professor Hoda) What are some differences between the USA and Japan in terms of experiences with gender equality within companies?  

Professor Hoda states that there are many female leaders in the United States, whereas in Japan, there are only a few female leaders in a company. This suggests that stereotypes are still relevant in the Japanese society. 

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(For Professor Richan) Based on your experience working in developing countries, what differences did you observe in how equity was achieved in education compared to Canada? 

In comparison to Canada, Professor Richan notes that developing countries have not yet achieved educational equity for vulnerable populations. The main sources for these disparities include “lack of financial and human resources, cultural bias, and misunderstanding the potential of those more in need”.