Acadia University and the University of New Brunswick (UNB) are spearheading crucial initiatives aimed at bolstering the representation and academic success of Black students in higher education across Atlantic Canada. These efforts, rooted in Africentric philosophies and a commitment to social justice, are designed to address persistent disparities in graduate studies and research opportunities, particularly in a region where Black populations are underrepresented within academic institutions. The Black Brilliance Research Circle at Acadia and the advocacy work of Joanne Owuor at UNB exemplify a growing movement to create more equitable and inclusive academic environments, even amidst institutional challenges and resource constraints.
Addressing the Underrepresentation of Black Students in Higher Education
Statistics Canada data from the 2023-24 academic year starkly illustrate the disparity in Black student representation within Nova Scotian universities. Out of 6,180 domestic first-year students, only 3.9 per cent, or 240 individuals, identified as Black. This underrepresentation becomes even more pronounced at the graduate level. In the same academic year, a mere 20 Black Canadian students were enrolled in master’s programs, and only 10 began doctoral studies in Nova Scotia. This contrasts with the broader provincial demographic, where Black Nova Scotians constitute approximately five per cent of the population.
The situation in New Brunswick mirrors these trends, with even fewer Black students pursuing higher education. During the 2023-24 academic year, only 60 Black Canadian students registered for undergraduate studies, making up 1.9 per cent of first-year domestic students. Alarmingly, no Black students registered for graduate-level programs in the province. This reflects the smaller proportion of Black individuals in New Brunswick’s general population, which stands at about 1.6 per cent.
This persistent underrepresentation, particularly at advanced academic levels, signals a critical need for targeted interventions and systemic change within Canadian universities. The Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education, first published in 2025, highlights the systemic issues contributing to these disparities, noting a frequent lack of funding and dedicated staff for developing robust equity policies. The report also underscores the significant burden placed on a small number of Black faculty and staff who often lead these change-making efforts.
The Black Brilliance Research Circle: An Africentric Mentorship Model
In response to these challenges, Professor Alicia Noreiga-Mundaroy and Chaplain Marjorie Lewis launched the Black Brilliance Research Circle at Acadia University during the 2025-26 academic year. This pilot program is a direct effort to encourage students of African descent to pursue graduate studies by providing a supportive and culturally relevant research mentorship experience.
The program is intentionally grounded in an Africentric pedagogical approach, drawing inspiration from Ubuntu, a philosophy that emphasizes the interconnectedness of humanity and the importance of community in individual growth and development. Dr. Lewis described the program’s initial meetings as taking place in "a collective space where research is intended to serve the community, give a voice to often marginalized or ignored perspectives and strengthen social ties through work that helps improve our society."
The curriculum of the Black Brilliance Research Circle diverges from conventional university offerings by introducing students to methodologies less commonly taught in mainstream academic settings. These include auto-ethnographic, autobiographical, and case study approaches, which allow for the exploration of research through personal experience and community engagement. Core themes explored in the workshops encompassed social justice, the ongoing fight against anti-Black racism, and critical analyses of decolonization and post-colonialism, all examined from a Black and African perspective.
As the program progressed, the focus shifted from theoretical exploration to practical research projects, tailored to the students’ individual interests and lived experiences. Topics ranged from the dynamics of friendship to the strategies for academic perseverance. To further support students and mitigate potential financial barriers that could lead to attrition, Dr. Noreiga-Mundaroy actively assisted participants in securing on-campus employment as research assistants. This practical support aimed to reinforce their academic learning and provide a stable economic foundation.
Navigating Institutional Challenges and Celebrating Successes
The implementation of the Black Brilliance Research Circle highlights the often-unrecognized efforts of racialized academics in driving equity initiatives. Dr. Noreiga-Mundaroy noted, "As racialized professors, we often find ourselves – especially in predominantly white settings – doing work that isn’t fully recognized and that goes beyond our official duties."
The pilot program operated on a volunteer basis by Drs. Lewis and Noreiga-Mundaroy, with essential administrative support from Janique Ellis Panza, Acadia’s coordinator of Black student affairs. While the program received a modest Social Sciences and Humanities Research Council (SSHRC) grant of $2,890, students did not receive official academic credit for their participation, a point of regret for the mentors.
Despite these limitations, the impact of the program is already evident. Dr. Noreiga-Mundaroy reported that one participant was successfully accepted into an undergraduate honours program, a crucial stepping stone towards postgraduate studies. Buoyed by this success, she expressed a strong desire to continue the program with Dr. Lewis in the upcoming academic year. The inaugural cohort comprised exclusively women, and the mentors are keen to recruit male students for future iterations to ensure broader representation.
University of New Brunswick: Amplifying Black Scholarship
In the neighbouring province of New Brunswick, the University of New Brunswick (UNB) has also taken significant steps to advance equity and inclusion for Black students. Approximately a year before formally adopting the Scarborough Charter in February 2025, UNB established a Human Rights and Equity Office and appointed Joanne Owuor as its advocacy and education officer.
Ms. Owuor’s role, guided by an Africentric framework, is dedicated to addressing "blind spots" within the university’s equity framework. She emphasizes the vital contributions of Black students in research across various disciplines, stating, "Black students are doing amazing research across multiple fields. But universities don’t give that research the support it needs and deserves."
During Black History Month, Ms. Owuor organized UNB’s inaugural showcase dedicated to highlighting the scientific contributions of Black students. The event was open to the general public, sending a deliberate message that science is accessible and inclusive to all. The showcase featured qualitative research projects from students across diverse fields, including education, immigration, nursing, and history. These projects consistently brought attention to a significant gap in academic research: the underrepresentation of perspectives from Black communities.
Leveraging her expertise in social justice, Ms. Owuor also provided mentorship to students participating in the showcase, assisting them in integrating their research, which was "rooted in lived experience," into relevant institutional structures. Her responsibilities within the Human Rights and Equity Office are multifaceted, encompassing advocacy, education, and the implementation of institutional initiatives to combat anti-Black racism. A key objective is to enhance the visibility and recognition of Black scholarship and foster more meaningful engagement opportunities for Black students and communities throughout the university.
Broader Implications and the Road Ahead
These emerging initiatives at both Acadia University and UNB are particularly significant given the precarious economic climate facing the university sector in Atlantic Canada. Their commitment to advancing the scientific potential of Black students demonstrates a strong institutional dedication to meaningful change. The Scarborough Charter Secretariat, tasked with monitoring the progress of signatory institutions in combating anti-Black racism and supporting Black individuals, is closely observing these developments.
The efforts spearheaded by Drs. Noreiga-Mundaroy and Lewis at Acadia, and Ms. Owuor at UNB, represent a crucial step in dismantling systemic barriers and fostering an academic environment where Black students can thrive. By centering Africentric philosophies, introducing alternative research methodologies, and actively working to elevate Black scholarship, these initiatives are not only supporting individual students but also contributing to a broader redefinition of academic excellence and inclusivity in Canadian higher education. The success of these pilot programs and ongoing advocacy efforts may well serve as models for other institutions seeking to address the persistent underrepresentation of Black students and ensure a more equitable future for all within the academic landscape. The long-term impact will depend on sustained institutional commitment, adequate resource allocation, and a continued willingness to challenge existing paradigms in pursuit of true equity.
