To Critique the System or Internalize a Belief in Meritocratic Ideology? The Voices of Racialized Students of Haitian Origin Attending University
This article explores the postsecondary pathways of Montreal students of Haitian origin, a group whose drop-out rate is among the highest in Quebec and Canada. Drawing on critical race theory and adopting a critical interpretative epistemology, we analyze life stories collected from five undergraduate students to understand how race-based social relations have shaped their postsecondary pathways. Our findings, which largely align with the existing literature, reveal how racialized students experience a variety of microaggressions at school, college, and university. The interview data also show how students rely on different strategies—including role flexing, the creation of counterspaces, dodging, and fighting for change—to better navigate the system and ward off feelings of alienation. The article’s conclusion calls on education system stakeholders to reflect on the role of the university and its relationship with Black communities, as well as its official and hidden curriculum.