BLOG

These questions for career professionals call for intentional action to address anti-Black racism 

Tracey Lloyd  

We are living through unsettling times. Almost a year into the pandemic and on the heels of disturbing incidents of racial strife and injustice, many of us find ourselves reflecting deeply on what this all means for our personal and professional lives. Both the novel coronavirus and the Black Lives Matter movement have converged as daunting influences on our well–being and caused us to grapple with uncertainty.  

Career development professionals have traditionally supported their clients in navigating periods of ambiguity and anxiety, whether it be a transition from school to work, job loss, career change or upskilling. Some work with those from underrepresented groups already displaced and disadvantaged in the labour market. The pandemic is deepening the social and economic divide, causing career professionals to feel challenged in their capacity to instill hope and be of service to their clients.   

Many organizations have responded to public pressure to address anti-Black racism. While institutions have a responsibility to develop inclusive policies and practices to enhance the lives of marginalized groups, career development professionals also have an important role in facilitating meaningful career and employment opportunities for their clients. Whatever position you hold in the field, I invite you to consider some questions that call for deeper awareness, intentional action and personal accountability. I will share some reflections on the root causes and systemic factors that limit career success for Black people, the impact of recent world events and social justice movements on career conversations, and the critical role of advocacy and employer engagement. 

Understand the context 

Hirschi (2012) describes four capabilities necessary for career success:  

• Identity resources: A person’s aspirations and sense of themselves in relation to work; 
• Human capital: Acquired knowledge and skills;  
• Social resources: Personal relationships and professional connections; and 
• Psychological resources: Levels of optimism, hope and resilience.  

Anti-Black racism affects the development of these capacities for many of our clients. Numerous studies have documented the impact of racism and the disparity in educational, employment and health outcomes for diverse Black communities in Canada (Environics Institute, 2017, 2019; Maynard, 2018; Government of Canada, 2020). The Black experience continues to be affected by systems of oppression rooted in colonialism and white supremacy.  

More from Careering

Diversity in corporate sponsorship critical to help talent rise

Hiring a Chief Diversity Officer isn’t enough to make workplaces safer for racialized employees

Anti-racism from the inside out: Challenging white supremacy in the workplace

In applying Hirschi’s four career resources in my own work, I consider the Black experience in the educational system, which is shaped by low teacher expectations, academic streaming, disproportionately higher suspension, expulsion and drop-out rates. Lack of representation in the curriculum and the classroom affect career identity. I am also mindful of the impact of the socio-political climate and media images of the Black community on a person’s perception of self, feelings of belonging, hope and overall psychological well–being. As Hooley (2020) asserts, “Our careers are not just an expression of our psychology or personal will; they are embedded in social structures.”  

Career conversations with your Black clients must be grounded in an appreciation of the history and context affecting their career outcomes. It also requires an understanding of positionality – in other words, one’s identity, social location and worldview. How does your own positionality and privilege influence your work as a career development professional? How does this understanding of history and the Black experience show up in your practice? How comfortable are you engaging clients in conversations about their fears of discrimination?   

Challenge the system 

McMahon, Arthur and Collins (2008) remind us of the historical relationship between career development practice and social justice reform. The authors call upon professionals to examine the social, economic and political contexts of their work. We are encouraged to balance our attention on the individual with a more critical assessment of the systems that determine access, status and career outcomes. Hooley (2020) advances that sometimes clients are helped by individual supports, other times by system change, but more often by both at the same time. How might your approach to career guidance be endorsing standards of the dominant culture and what is the message conveyed to your clients?   

“How does your own positionality and privilege influence your work as a career development professional?”

In order to ensure representation and foster a sense of belonging for Black clients, consider the composition of your team, career events, and the images and language that are more prevalent in your promotional and learning materials. What names do you typically use on resume samples? What faces are reflected in program brochures and PowerPoint presentations? If clients are part of your service–delivery model, are Black student leaders or peer helpers engaged? Do you involve Black professionals, industry experts and alumni in career events? I encourage facilitators of these sessions to pose equity–related questions to guest speakers, because some of your Black clients may be uncomfortable raising their concerns.  

Employer engagement is also a critical component of our work and allows us to address systemic bias in recruitment and retention. Career services need to rethink their approach to employer relations by asking questions such as: How do you assess an employer’s commitment to anti-oppressive practice? How do you respond to employers that discriminate? What resources can we develop to support clients in assessing a prospective employer’s commitment to anti-Black racism? 

Career services should also collect race-based data and engage in regular evaluation to assess the effectiveness of programming. Evaluation data will reveal who is participating, the quality of the experience and the outcomes for Black clients. Some important metrics to guide data collection are:  

• The rate at which Black clients are securing jobs and placements compared to other groups  
• The types of opportunities they are securing and their experience on placement  
• The quality of supervision  

Refusal to collect and reflect critically on race-based data upholds systemic racism. Challenging the system means that we continually question the structures we work within, interact with and promote as career development professionals.   

Cultivate strengths 

The career conversation is inherently relational and aimed at unearthing the strengths of the client. Belief in oneself is linked to success. In maintaining positive regard for the client, the career development professional helps to strengthen this belief and conveys what Amundson (2018) refers to as “mattering” to the client.  

Challenging our own assumptions and again being mindful of our own positionality and unconscious bias will allow us to move toward more meaningful career development interventions at both the individual and systems level. As a result, the client’s career aspirations and sense of possibilities will naturally expand. A social justice orientation in our work drives us to facilitate professional connections, quality work experiences, valuable mentorship and enlist supervisors as champions to ensure that members of marginalized groups can be successful. This is particularly important for Black clients, who are often the minority in many work environments.  

Continue the conversation 

Career development is a social justice imperative. I close with Hooley’s (2020) five signposts: build critical consciousness, name oppression, question what is normal, encourage people to work together and work at a range of levels. For me, this continues to be a reflective exercise and learning journey in considering my work and leadership in the field.  

Although what I have shared is also relevant to other marginalized groups, I elected to focus on the Black experience to ensure that it is not lost in the larger equity, diversity and inclusion conversation. Within current frameworks, Black clients and students remain at a disadvantage. My hope is that the questions posed throughout encourage a critical view of our practice and highlight our role as career professionals in elevating the career conversation and enhancing career outcomes for diverse Black communities.  

Tracey Lloyd is the Director of Career Services and Co-operative Education at Centennial College, located in Toronto. Prior to joining Centennial, Lloyd was the Director of Employment Programs at Tropicana Community Services. She also taught in the Career and Work Counselling program at George Brown College. Lloyd holds a PhD in Adult Education from OISE/ University of Toronto. 

References

Amundson, N.E. (2018). Active Engagement: The being and doing of career counselling, anniversary edition. Richmond, B.C: Ergon Communications. 

Environics Institute (2017). The Black Experience Project in the GTA. Toronto, Ontario. environicsinstitute.org/docs/default-source/project-documents/black-experience-project-gta/black-experience-project-gta—1-overview-report.pdf?sfvrsn=553ba3_2 

Environics Institute and Canadian Race Relations Foundation. (2019). Race Relations in Canada: A survey of Canadian public opinion and experience. Toronto, Ontario. crrf-fcrr.ca/images/Race_Relations_in_Canada_2019_Survey_-_FINAL_REPORT_ENGLISH.pdf 

Government of Canada. (2020). Social Determinants and Inequities in Health for Black Canadians: A snapshot. Ottawa, Ontario. canada.ca/content/dam/phac-aspc/documents/services/health-promotion/population-health/what-determines-health/social-determinants-inequities-black-canadians-snapshot/health-inequities-black-canadians.pdf 

Hirschi, A. (2012). The Career Resources Model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, Vol. 40(4), 369-383. http://dx.doi.org/10.1080/03069885.2012.700506 

Hooley, T. (2020, January 26th). Career Development and Social Justice: Developing emancipatory practice. Cannexus 2020 Conference, Ottawa, Ontario. cannexus.ceric.ca/?page_id=1770&limit=&q=tristram+hooley&catid=23 

Maynard, R. (2018). Policing Black Lives: State violence in Canada from slavery to present. Black Point, Nova Scotia: Fernwood Publishing. 

McMahon, M., Arthur, N., & Collins, S. (2008). Social Justice and Career Development: Views and experiences of Australian career development practitioners. Australian Journal of Career Development, 17(3), 15-25. 

New Brunswick’s Future Ready Learning K-12 strategy aims to meet needs of all learners 

Tricia Berry  

There is a sense of urgency as we face the educational, societal and financial uncertainty resulting from a global pandemic. Additionally, a focus on issues of diversity, equity and inclusion have ignited important conversations. As a Learning Specialist for Universal Design for Career Education for the New Brunswick government, I believe it is more important than ever to continue implementing a universally designed career education strategy for K-12. This is a pathway to meeting the needs of all learners.  

It has long been predicted that our young people would face a future unlike anything we have experienced. However, we were unprepared for labour market disruption to happen so rapidly, and because of COVID-19. Regardless, great change is upon us and will only continue to gain speed and momentum. If we do not focus on universally designing career education in K-12, many young people – especially our most marginalized – will struggle to access the associated educational, societal and financial benefits. Therefore, we must consider diversity, equity and inclusion in our design and delivery of career education.  

Universal design for career education  

Universal Design for Learning (UDL) is a framework based in cognitive neuroscience that allows educators to design learning experiences that work across a wide spectrum of learners. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students. UDL allows educators to anticipate learner variability and provide every student with equal opportunities to learn (cast.org).  

“If we do not focus on universally designing career education in K-12, many young people – especially our most marginalized – will struggle to access the associated educational, societal and financial benefits.”

Universal design for career education is designing career development experiences to meet the needs of all learners. Using the CAST UDL Guidelines tool, the New Brunswick Department of Education and Early Childhood Development (EECD)’s Future Ready Learning K-12 strategy was designed and is being delivered using multiple means of engagement, expression and representation. Using UDL allows us to address systemic barriers that result in inequitable access to career education. This is a means to social justice.  

Developing an equitable career education strategy  

Using UDL principles, Future Ready Learning K-12 was developed in consultation with all those it represents. The government prioritized the inclusion of diverse perspectives in identifying the best practices that prepare young people for success today and into the future. We conducted student and educator focus groups province-wide to ask what they felt was needed to prepare for the future. We also formed consultative partnerships with organizations representing students with disabilities, the LGBTQ2+ population, newcomers to New Brunswick and Indigenous students. This input informed our career education strategy, including the identification of our future-ready learning best practices. These practices are not subject-specific, allowing them to be universally and intentionally integrated across the curriculum.  

Delivering career development across the curriculum K-12 creates equitable access to career education. Adriano Magnifico’s article “Making Career Development ‘Stick’ in K-12” (2020) does a remarkable job outlining the steps needed to sell, prioritize, plan and scale career development programming in K-12 schools. Inclusive and equitable career education requires the use of future-ready learning best practices starting in kindergarten and continuing throughout all grades and subjects.  

Traditionally, career education has been the responsibility of a few and takes place only within designated classes, which limits access. We are working diligently at changing the narrative surrounding the idea of career development. We are helping educators to see career education as the development of students’ skills, strategies, supports and resilience needed to successfully transition and pursue their preferred futures. When framed in this way, all educators, regardless of grade or subject, become career influencers.  

More from Careering and CareerWise

Current approaches to career education risk impeding students’ exploration

Evaluating the impact of career programming on youth choices

Ed Hidalgo: ‘Every child should know there’s a place in the world for them’

Examples of New Brunswick’s universal design for career education  

New Brunswick has many new initiatives to help ensure career development is reaching all learners, from professional learning for educators to experiential learning at the middle school level. Here are a few examples of universal design for career education:  

Train the trainer: Educators need career development training to be able to offer career education to all students (Councils of Ministers of Education, Canada). EECD has developed a series of professional learning modules for educators that include various instructional strategies and ideas for engaging, expressing and representing career learning. Educators develop a “toolkit” that provides the resources and ideas for offering universal career education. Further, educators are provided with an online course called Culturally and Linguistically Diverse Classrooms that will increase their proficiency in working with newcomers and English Language Learners.  

The early years: In elementary schools, educators were given the opportunity to select from a list of curated, free classroom books for facilitating children’s exploration of occupations while also considering the social-emotional competencies needed to prepare for the future. Based on the chapter “Children’s Reasoning about Career Development: The Conceptions of Career Choice and Attainment Model” (K. Howard & S. Dinius) in CERIC’s 2019 publication, Career Theories and Models at Work: Ideas for Practice (ceric.ca/theories), educators were encouraged to incorporate UDL and storybooks to help students understand occupations and careers. Each educator applied the UDL principles to meet the needs of their learners. Multiple means of expression included reading aloud independently, with reading buddies or using audio recordings. Educators engaged students through independent work, small and whole group experiences, and with the use of assistive technology. Most importantly, the students had choice in how they would represent their knowledge. To support the use of UDL, the educators were provided with a UDL Checklist and a UDL Lesson Plan Template to ensure all learners were considered in the development of the career learning associated with the books/lessons.  

Middle school experiential learning: The New Brunswick Investigate! Invent! Innovate! (I3) Careers pilot, developed with The Learning Partnership, was used across the middle school curriculum and entire classes were able to participate. In this model of experiential learning, students focus on solving a real-world challenge and then work backward to discover more about the careers and skills related to their areas of interest, rather than job titles. Using UDL principles, educators were able to provide multiple means of representation such as online research, informational interviews with community members and/or guest speakers. Further, students were engaged through co-operative learning, station learning, independent work or the use of technology. Finally, expression of learning included the use of digital portfolios and/or poster presentations.  

Considering culture: Recognizing that we have students and families who may have difficulty accessing information due to language barriers, we have been working with local immigrant-serving agencies to have provincial Education Support Services materials translated into the 14 most common languages spoken in New Brunswick (including two Indigenous languages and American Sign Language). This includes a recent career development document titled “Hope for the Future: The Benefits of Planning for the Future,” using myBlueprint. MyBlueprint is an online career/life planning tool that is available to all educators, students and families in New Brunswick. It provides 24/7 assess to career development tools and can easily be used in a variety of languages.  

Conclusion  

As we take stock of our current situation and consider the challenges that have surfaced because of COVID-19, we are reminded that the time is now to systemically advance universal design for career education. As we work to bridge the career education gap, let us not forget the guiding principles of Universal Design for Learning. Every young person needs to be provided with equal opportunity for Future Ready Learning.  

Tricia Berry, BA, BEd, MEd, is a Learning Specialist for Universal Design for Career Education with the New Brunswick Department of Education and Early Childhood Development. She comes to her position with 16 years of guidance-related teaching experience and training as an employment counsellor. Further, Berry works part time in the School of Education at St. Thomas University.  

 References

Arthur, N. (2019). Career Theories and Models at Work: Ideas for Practice. CERIC  

CMEC Reference Framework for Successful Student Transitions. cmec.ca/Publications/Lists/Publications/Attachments/372/CMEC-Reference-Framework-for-Successful-Student-Transitions-EN.pdf   

Council of Atlantic Ministers of Education and Training (CAMET). (n.d.). camet-camef.ca/   

Magnifico, A. (2020). Making Career Development Stick K-12. Careering. ceric.ca/2020/10/making-career-development-stick-in-k-12/  

Novak, K., & Thibodeau, T. (2016). UDL in the cloud: How to design and deliver online education using universal design for learning. Wakefield, MA: Cast Professional Publishing. 

Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264085374-en   

Stewart, J., & Martin, L. (2018). Bridging two worlds: Supporting newcomer and refugee youth: A guide to curriculum implementation and integration. Toronto: CERIC. 

Thoma, C. A., Bartholomew, C. C., & Scott, L. A. (2009). Universal design for transition: A roadmap for planning and instruction. Baltimore: Paul H. Brookes. 

Universal Design for Learning. cast.org   

Career professionals must come together to challenge systems that limit clients’ ability to reach their potential 

Tristram Hooley 

Life isn’t fair.  

The fact that life isn’t fair won’t be news to anyone involved in career development work. Everyone has seen a client or a student who has enormous potential, but whose life is so complex that it is impossible for them to build the career that they dream of. Or been frustrated that the educational system is so rigid or the employment or benefit regulations so limiting. And everyone has felt empathy for clients who are struggling, bullied and undervalued. But what can you do about it? 

As career development superheroes, we want to empower our clients and give them the best chance to fly. We can fill them with hope and optimism, support them to tell their story, help them to decode the labour market and aid them to apply for jobs and courses. But in many cases this won’t be enough. The cards are stacked against so many people.  

Everyone has a career, but not all careers are equal. Maybe you are a woman facing a pay gap, which means that you only earn 87 cents for every dollar a man earns (Statistics Canada, 2019). Or perhaps you are someone born in a low socio-economic community realizing that you have less chance of achieving a university degree and a professional job than those born in the richer neighbourhood down the road. Or you might be an immigrant struggling with getting your qualifications recognized. Or someone growing up in the Global South, learning about the wealth and opportunity that exists to the north, but with little opportunity to access it. 

Career is where our hopes, dreams, skills and potential interact with wider social, political and economic systems. And all too often these systems are not fair. They constrain rather than enable; they oppress rather than empower.  

Facing up to the system 

The constraints that people face in their career are not just the fault of bad luck. So many people face barriers in their career because inequality is systematic and structural. People have come up with lots of names for the system that oppresses and constrains us. Some call it patriarchy, others neoliberalism, the political philosophers Hardt and Negri (2001) refer to it as “Empire” because it describes how the powerful bring the rest of us under their control. I like this terminology because of its simplicity.  

“Career is where our hopes, dreams, skills and potential interact with wider social, political and economic systems.”

Whatever you call the system, the philosopher Iris Marion Young (2004) reminds us that “For every oppressed group, there is a group that benefits from that oppression and is privileged in relation to that group.” In other words, some are kept weak, so that others can be powerful; some are poor because others have all of the wealth. Our world is carefully designed to ensure that some people find it easy to build a fantastic career, while for others it is incredibly hard to do anything beyond survive.  

More from Careering

Improving access to career supports is essential to Canadian sector’s maturity

Career development as a social justice imperative

To help others reach their career goals, use your privilege for good

The five signposts

Paying attention to the systematic oppression that exists across the world can lead us toward despair. If so much is wrong with the world, what can career development possibly do to challenge it? 

In the book Career Guidance for Emancipation, which I co-authored with Ronald Sultana and Rie Thomsen, we drew together a range of ideas that have been articulated by researchers, practitioners and theorists and proposed the five signposts to a socially just approach to career development. If career development practitioners want to challenge oppression, help people realize their dreams and undermine corrupt systems they need to: 

1. Build critical consciousness. Help people understand the bigger picture and not see every problem as wholly their fault and their responsibility. This is about building an understanding of students’ and clients’ situations and helping them to link these situations to the wider context; 

2. Name oppression. Recognize the specific needs of oppressed groups, listen to their experiences and help them to identify injustice and inequities in careers. It is also about organizing in solidarity with them to ensure they can access a decent career; 

3. Question what is normal. Spend time discussing what people assume to be normal and natural in their careers and consider where these assumptions come from; 

4. Encourage people to work together. Facilitate social interaction, solidarity, collaboration and collective action. Help people to recognize that their friends, colleagues and communities are resources for their career and that, often, we can all move forward together; 

5. Work at a range of levels. Recognize that career development isn’t just about work with individuals. It also requires intervention into social systems. This includes advocating on behalf of clients when they find it difficult to represent themselves, identifying common problems experienced by multiple clients, suggesting reforms to systems and processes, and campaigning to remove systemic barriers from your clients’ careers.  

Come together, right now 

The movement for social justice in career development is an international one. It is gathering pace all around the world in the UK, Norway, Brazil, India and many more countries. There is no single template, no “right” way to “do” social justice in career development. The signposts are a useful starting point, but they are designed to be inspirational rather than prescriptive.  

Social justice is a movement, not a theory. It is the coming together of lots of people with lots of ideas and a desire to increase equality and expand the possibilities available to people in their career. Because of this, one of the most important things that we can do is to share our dreams, practices and frustrations. To talk about the challenges that we and our clients face and to explain things that we have done to help people overcome them.  

This is why a group of us have started the Career Guidance for Social Justice website. It is designed as a global meeting place for careers practitioners and researchers interested in social justice, as a clearing house for ideas and experiences and as a growing repository for practice, resources and materials.  

If you are inspired to engage more deeply with social justice, please visit the site. We are looking for people to read, comment, write articles and spread the world. As the placards say, “there is a world to win.”  

Tristram Hooley is a researcher and writer on career and career guidance. He holds professorial roles at the University of Derby, Canterbury Christchurch University and the Inland Norway University of Applied Science and is the Chief Research Officer for the Institute of Student Employers. He has published seven books, including Career Guidance for Emancipation: Reclaiming Justice for the Multitude. 

Don’t miss Tristram Hooley’s popular CareerWise article: Moving toward emancipatory career guidance

References 

Hardt, M. & Negri, A. (2001). Empire. Cambridge, MA: Harvard University Press. 

Hooley, T., Sultana, R. and Thomsen, R. (2018). Career guidance for social justice: Contesting neoliberalism. London: Routledge. 

Hooley, T., Sultana, R. and Thomsen, R. (2019). Career guidance for emancipation: Reclaiming justice for the multitude. London: Routledge. 

Statistics Canada. (2019). The gender wage gap in Canada: 1998 to 2018. www150.statcan.gc.ca/n1/pub/75-004-m/75-004-m2019004-eng.htm 

Young, I.M. (2004). Five Faces of Oppression. In Heldke, L. & O’Connor, P. (Eds.). Oppression, privilege, & resistance. Boston: McGraw Hill. 

To be an ally, we must first know who we are and what shaped us 

 Natasha Caverley and Kathy Offet-Gartner 

 “I tell my students, ‘When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else.” Toni Morrison (2013) 

Toni Morrison’s quote provides a foundation to explore the topic of allyship. Specifically, anti-oppressive practices such as engaging in allyship aid in challenging oppression, racism and colonialism that harm BIPOC (Black, Indigenous and people of colour) clients. At the same time, Morrison’s remarks are a call to action for individuals to engage in advocacy and join efforts geared toward reconciliation, equity and inclusion. This article invites readers to join in the important reflective practice of allyship – in the spirit of working with and alongside BIPOC individuals and groups who face oppression and discrimination in society. 

Self (social) location 

My name is Natasha Caverley. I am a multiracial Canadian (of Algonquin, Jamaican and Irish heritage) who resides on the unceded traditional territory of the W̱SÁNEĆ people on the Saanich Peninsula in British Columbia, Canada. I am a cis-gender educated woman who endeavours to seamlessly live and work as a “boundary walker” – walking softly within and between diverse cultures as a helper, recognizing that allyship is a source of strength that can aid in uniting voices and populations across cultures and the lifespan. 

My name is Kathy Offet-Gartner. I am a white, cis-gender, educated woman, who is privileged to be a mother and nana/Kukom. I have a home, a stable job and an occupation that I love. I live and work on the hereditary homelands of the Niitsitapi (the Blackfoot Confederacy: Siksika, Piikani, Kainai), Îyârhe Nakoda and Tsuut’ina Nations, which is home to the Métis Nation of Alberta, Region III. As a counsellor, I have worked with and alongside BIPOC clients for nearly four decades. I am aware of the many privileges that I have – both earned and bestowed. I am also cognizant of the power that these many privileges accord me and strive to use them as an ally. Allyship is not mine to proclaim, it is accorded to me by those I work and interact with, like Dr. Natasha Caverley. 

Don’t miss Part II of this article: Allyship terms, tips and tools to support career development work

In earlier editions of Careering magazine, Jodi Tingling (2020) shared suggestions on how to assist BIPOC clients. It is an important read and sets an excellent stage for this article. Likewise, Lindsay Purchase (2020) wrote – in the Tips and Training section of CERIC’s CareerWise website – a wonderful piece on including social justice in our career development practices. Together, these two seminal pieces provide much of the preamble to this article. Both articles remind us of the oppression and “ism’s” BIPOC clients face on a daily basis – a weight they should not have to bear on their own, but far too often do. To assist BIPOC clients and individuals and groups who face oppression, allies are needed who can and will use their power and privilege(s) to challenge the status quo (e.g. the colleague who makes an offhand discriminatory remark; the policy that privileges one individual or group over another). 

What is allyship? 

Allyship requires listening, seeing, reflecting, learning about, appreciating and respecting all aspects of cultures and identities. This begins with each of us examining our own cultural identities and influences: where we come from; how we got to where we are; at whose expense we arrived; our values, beliefs, principles, biases and self (social) locations. To be an ally, we must first know who we are, and what and who shaped us, addressing the good, the bad and the ugly we find, so that we can acknowledge all of oneself. Understanding oneself and the historical and present-day influences on who we have become better prepares us to accept the “other” and their realities, influences and truths. Even though we might not be able to relate to another person’s perspective, it is vital to recognize their experiences of racism and oppression are real, hurtful and far too common. 

Engaging in allyship 

Allyship requires action and using one’s power and privileges to confront injustice and oppression. It is not good enough to call oneself an ally; one must be an ally. In Dare to Lead (2018), Brené Brown shares that if we want to learn about race and oppression, we must first listen. Brown also states that difficult conversations take courage and reminds us that silence is never courageous. In Strong Helpers’ Teachings: The Value of Indigenous Knowledge in the Helping Professions, Cyndy Baskin (2016) echoes the same sentiment. Inspired by the works of Brown (2018) and Baskin (2016), and many others, allyship is about … 

• Examining your own social location, privilege and worldview: Be aware of your biases, values and cultural norms, and how these shape your worldview. Recognize that worldviews influence how we self–locate and how we locate others. Know the privileges and power you hold.  

• Expanding your knowledge: Expand your knowledge about ways of life that are different from your social location. Learn about the impacts of oppression, racism, discrimination and stereotyping. Never assume that an individual and/or group feels oppressed. Hence, never speak for an individual and/or group’s lived experiences and never take credit for what is not one’s own (e.g. cultural appropriation). Ask, listen and learn. 

• Using power and privilege effectively: Endeavour to live and work in the service of others; choose carefully how to use what powers and privileges that we have in a “good way.” This includes a willingness to share power and privileges with individuals who do not possess them. Ensure actions are always focused on assisting individuals whose voices are silenced, and not for personal gain. Do not expect praise for doing what is right. 

• Honouring BIPOC ways of healing and helping: Recognize differences between BIPOC helping and mainstream helping. Use a strengths-based approach that recognizes individuals and groups of people have competencies, including resilience, which they can draw on to identify and address their own concerns. 

• Being open to receiving feedback – actively listening and learning anew: Examine blind spots and check common assumptions. Ensure there are congruent and mutually held expectations within the helping relationship. Do not dismiss or de-emphasize social and political systems that affect clients’ challenges and needs. Actively seek feedback. 

• Engaging in anti-oppressive practice: Engage in activism on a structural and system-wide level. This includes calling out oppressive practices and language even if there are personal and professional consequences. Challenge ideas such as the “colour blind” myth (ignoring and failing to take culture and diversity into account). Choose to be uncomfortable rather than silently complacent. Surround yourself with like-minded people who will assist in the fight for justice, harmony and equity. 

• Maintaining a learner’s stance and curiosity: Be humble; own your errors and faux pas. We cannot know everything we need to, so use mistakes as learning opportunities. 

Angela Davis (n.d) states, “In a racist society, it is not enough to be non-racist, we must be anti-racist.” Drawing from this quote, allyship is about transforming awareness and words into tangible actions. From recognizing one’s own social location and privilege to challenging system-wide oppressive, racist and colonial laws, policies and practices, allyship is an ethical responsibility as citizens and professionals. 

Dr. Natasha Caverley is the President of Turtle Island Consulting Services Inc. She holds an MEd in Counselling Psychology and a PhD in Organizational Studies from the University of Victoria. 

Dr. Kathy Offet-Gartner is a Registered Psychologist whose counselling research, teaching and practice focuses on strengths-based, culturally informed career-life development. 

References 

Baskin, C. (2016). Strong Helpers’ Teachings: The Value of Indigenous Knowledge in the Helping Professions (2nd ed). Toronto, ON: Canadian Scholars’ Press. 

 Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. New York,  Random House.

 Davis, A. (n.d.). Angela Y. Davis – Quotes – Quotable Quote. goodreads.com/quotes/8731136-in-a-racist-society-it-is-not-enough-to-be 

 Morrison, T. (2003, November). The Truest Eye: On The Greater Good. O, The Oprah Magazine, 4. 

 Purchase, L. (2020). Tips and Training: Resources on Career Development and Social Justice (Part 2). Careerwise. careerwise.ceric.ca/2020/10/01/resources-on-career-development-and-social-justice-part-2/ 

 Tingling, J. (2020). Supporting the Careers of Individuals who are Black, Indigenous, and  People of Colour. Careering. ceric.ca/2020/10/supporting-the-careers-of-individuals-who-are-black-indigenous-and-people-of-colour/ 

Zabeen Hirji is a strategic advisor to the business, government and universities sectors, and a director on corporate and not-for-profit boards. Prior to that she had a distinguished career at RBC, including Chief Human Resources Officer from 2007–2017. Current roles include Executive Advisor Future of Work at Deloitte, Board Chair of CivicAction, a city-building organization, and executive-in-residence at Simon Fraser University. Hirji is a long-standing champion of building inclusive prosperity through unlocking the potential of people and has been recognized for her leadership through numerous awards.    

Hirji will be delivering the opening keynote address at CERIC’s virtual Cannexus21 conference on Jan. 25, 2021. Cannexus is a bilingual, national career development conference that explores innovative approaches in the areas of career counselling and career and workforce development. 

In a sentence or two, describe why career development matters. 

Career development is about lifelong learning, skill building and choices about the work we do. Work provides meaning to our lives. Career development is about creating our best meaning. What’s life without personal growth?  

Which book are you reading right now and why did you choose it? 

A Promised Land by Barack Obama. Need I say more? “How you build power, not by putting others down, but by lifting them up. This is true democracy at work, democracy earned, the work of everybody.” 

Other takeaways: Leadership is not a title; it is actions and behaviours. (Obama’s team was filled with passion-driven people in the background.) Also, do what’s right, not what’s easy.  

What was your first–ever job and what did you learn from it?  

McDonalds customer service, $2.10/hour. Part time, shortly after my family immigrated to Canada. It wasn’t glamorous, but I learned teamwork and taking initiative. It helped me integrate into my new home.  

What do you do to relax and how does it help you? 

I love hosting conversations – during COVID in my garden or via Zoom. Relaxation is about breathing new life into yourself, and authentic conversations with colleagues, friends and family give me energy. Conventional response: Pilates. Self-care is good for my soul.  

What is one piece of advice you have for Canadians as we navigate these challenging times?  

Don’t waste a good crisis. Dare to dream of the world you want and act boldly to make change. Leadership has become more human: Make it a leadership movement. 

What is the most unusual job interview question you’ve ever been asked and how did you respond? 

Q: Where are you from?  A: Vancouver. Q: Where are you really from? A: Vancouver, and you, where are you really from?  

What’s something you want to do in the next year that you’ve never done before? 

Create a social movement to make meaningful change toward equity, diversity and inclusive prosperity for all. 

Who would you like to work with most and why? 

My father, who died when I was 11. A loving dad, brilliant entrepreneur, feminist ahead of the times, who touched so many lives through his volunteer leadership. He lived a balanced, happy life and taught me about paying it forward.  

Which talent or superpower would you like to have and how would you use it? 

Self-care: healthy, tasty eating, exercise, meditation, enough sleep, time with friends and family, being kind. Why? To be my best self for myself and for others. I’d encourage younger women to build this superpower. 

What do you consider your greatest achievement and why? 

My two children, now in their 20s. They care about people, help others and judge their success by their own standards.   

Students need to become their own brand ambassadors to help align their experiences with employers’ needs

Jolene Sangster and Karn Nichols

The seed for this vital conversation was planted back in 2018 when we observed an international student participate in an interview competition. Chidi brought over four years’ experience and was pursuing a graduate degree. On paper, this student met all requirements of the job. He had the direct work experience to be successful in the role. The second candidate in this competition was a domestic student who was pursuing an undergraduate co-op degree. This individual also benefitted from a strong professional network facilitated by her parents. There was no denying that the domestic student leveraged her privilege and portrayed a level of confidence throughout the interview. She was also able to use examples that related to the interviewer’s worldview.

Regardless of the number of hours Chidi had spent planning, preparing and practising for the interview, it was obvious he would never be able to successfully compete against this candidate. Although he answered all questions appropriately, including identifying examples to educate the employer on the alignment of his experiences abroad to the Canadian context, he was still unsuccessful.

Due to the structure and design of the interview, the employer missed the opportunity to lean in and uncover the important nuances of Chidi’s international experience. Conversely, Chidi was unable to dive into the deeper, richer elements of his work history and demonstrate how his worldview could offer unique breadth and depth of experience and knowledge that would positively impact the organization.

Chidi’s level of confidence and ability to navigate the nuances of the interview simply did not compare to the domestic student, who was able to leverage her domestic privilege and network to easily relate and communicate her experience to all aspects of the interview. It was not lack of confidence or preparation for the international student; it was simply the invisible force that was working against him. Perhaps it was the interviewer’s inability to relate to Chidi’s worldview or Chidi’s inability to relate the interviewer’s worldview. Cultural nuances were present as we watched the interview competition unfold.

Navigating cultural differences

In a school that hosts over 3,300 students from 80 countries, this story plays out in our career services office daily. Saint Mary’s University (SMU) is known as one of the post-secondary institutions with the highest proportion of international students in Canada (Maritime Provinces Higher Education Commission, 2020). From preparing for interviews, to presenting their pitch during corporate tours or having coffee chats with industry leaders and employers, students default to the behavioural tools that are familiar to them.

More from Careering

Helping international students ‘find their voice’ through identity exploration

Working with Muslim clients: Adopting multicultural and social justice counselling competencies

Working with employers to support non-traditional hiring

This impact is demonstrated in a number of ways: students from countries that traditionally practise rote learning and memorization in school often find it difficult to “be themselves” in an interview; cultures that are grounded in a high power distance, where “lower-ranking” subordinates defer to those in power, tend to minimize job titles or dismiss previous leadership experience to avoid perceived conflicts; acting “shy” as a form of politeness or coming across as aggressive when the student was simply trying to be direct in respect of the employer’s time, are other common points of tension.

To help international students reach their fullest potential, we have had to dig into the context of what it takes to successfully compete in the Canadian job market. We often hear employers defining the soft skills and core competencies their businesses need. How do we best assist our students in demonstrating that they are the right person for the job, despite cultural differences?

A framework to support students

Cross-cultural differences between the interviewer and interviewee can affect interview judgment and evaluation (Manroop, Boekhorst & Harrison, 2013). What is our role as career coaches in mitigating this impact? What role do we play with students, employers and within our career development profession? It is our view that we need to nurture a more holistic approach to our roles. This starts with naming the unconscious bias that exists within ourselves, as well as throughout the systems in which we work. As career coaches, we need to provide a framework to support students and newcomers who are seeking employment, so they are well equipped to present themselves as competent candidates regardless of past cultural influences.

We have developed a framework called You Inc. that offers students the ability to explore, create and own content, enabling them to become the best brand ambassador of themselves. We know that in order to be successful, it is important for businesses to be thoughtful about their strategy. What is their mission and vision? Who is their target audience? What is their brand? In the same way, we ask students to consider their strategy. This approach applies the elements of planning a business to students’ career development. It allows students to discover and define the sweet spot where passion and purpose intersect while being intentional in identifying and developing strategies to communicate this to their target audience.

This work provides them with the fodder to develop their own “mission statement” and become grounded into their power. It has been gratifying to watch the students identify who they are at their core and what attributes of their authentic selves they are able to offer to an employer. Students have the ability to lead from a place of authenticity rather than fitting into a cookie-cutter mold of the do’s and don’ts for successful interviewing or networking.

We further strengthen the students’ ability to deliver on this strategy by facilitating opportunities for them to meet with employers and industry leaders through events such as corporate tours, speaker series and world cafes. Through these platforms, we have been able to witness the energy and alignment that occurs when students connect more deeply with employers because they have agency. Students operate much more effectively as their own brand ambassadors.

Our engagement with the student begins with the completion of a Self Inventory followed by a series of evidence-based activities. This foundation for success is built upon a number of fundamental steps including completing an environmental scan, evaluating market competition as well as other factors such as industry, societal and customer trends. This preliminary research offers students the opportunity to work from a place of curiosity and a desire to ask provocative questions. Simply put, they have gathered the data to ensure that they are well armed to step out into this new world.

This ownership of You Inc. is a framework that has created a foundation for students and an opportunity for employers to navigate within a contextual system without influence of past cultural norms or differences. International students can succeed in the Canadian job market when they are given the right tools to help them effectively express their value to employers.

Jolene Sangster is an Employment Coach for Graduate Career Services with the Sobey School of Business and has over 10 years of experience in the career services industry. She specializes in supporting students in developing career search strategy plans, identifying appropriate skills for resume writing and creating opportunities to strengthen networks. 

Karn Nichols is the Manager of Graduate Career Services with the Sobey School of Business. She enjoys leveraging her 20 years as a human resource professional to work with both students and employers to create the conditions for strong labour force attachment within Nova Scotia and beyond.

References

Laxmikant Manroop, Janet A. Boekhorst & Jennifer A. Harrison (2013) The influence of cross-cultural differences on job interview selection decisions, The International Journal of Human Resource Management, 24:18, 3512-3533, DOI: 10.1080/09585192.2013.777675

Maritime Provinces Higher Education Commission, 2020  http://www.mphec.ca/research/trendsmaritimehighereducation.aspx

Workforce development can bridge the gap between businesses with labour shortages and skilled workers without post-secondary degrees

Denisse Alejo

The benefits of diversity and inclusion in the workplace are undisputed, and now, more than ever, workplaces are paying attention to race, ethnicity, gender, sexual orientation, age, disability and other dimensions when hiring. However, despite an increased focus on building more equitable workplaces, many employers continue to exclude candidates without formal post-secondary education. Also, many candidates facing barriers to higher education also belong to the very same underrepresented communities whom employers are focused on hiring, retaining and promoting.

Research tells us that only about 60% of students who start a post-secondary program will complete their degree or diploma (Grayson & Grayson, 2003). Yet, Canadian post-secondary education is a common requirement listed on job descriptions for even the most junior positions. Newcomers who have completed a degree outside of Canada face an additional barrier, as it can be more difficult to obtain recognition for international credentials. The bias favouring candidates with a post-secondary degree (especially one obtained within Canada) can impede many thoughtful, eager and skilled individuals from accessing sustainable and meaningful career pathways.

At the same time, we are witnessing labour shortages – particularly in the tech sector.  According to the Information and Communications Technology Council (ICTC)’s Revised Labour Market Outlook Report for 2022, increased demand for employment in the Canadian digital economy will total 102,000 workers between 2020 and the end of 2022 (ICTC, 2020). ICTC confirms that the demand for tech talent has grown nationwide and warns that the current Canadian IT workforce is aging rapidly with the skills shortage expected to worsen.

How can workforce development organizations work with employers to ensure they do not miss out on great talent, and work with diverse individuals to prepare them to be productive and valued members of their work teams?

“The bias favouring candidates with a post-secondary degree … can impede many thoughtful, eager and skilled individuals from accessing sustainable and meaningful career pathways.”

For workforce development agencies, working with employers is key to the success of our programs, but employers have value beyond just providing jobs. NPower Canada involves employers in designing programs that equip jobseekers with marketable and relevant skills for in-demand, junior IT roles. Employers inform every stage of program design and delivery, from developing curriculum and assessment tools to co-delivering training to job placement and post-hiring mentorship.

Involving employers in designing programs and curriculum is essential for meeting the challenges and labour market disruptions that we are facing. It is also key to ensuring that those completing employment programs have the skills needed to secure sustainable employment. At each of the following stages, workforce development agencies can help meet employer needs while advocating for skilled jobseekers who do not have post-secondary degrees.

More from Careering

Keeping hope alive for clients in the criminal justice system

Case Study: Bridging the digital-literacy gap for mature workers

Equipping international students to navigate culture difference in job search

1. Consultations with employers

NPower Canada develops its curriculum through frequent and ongoing consultations with employers to identify their junior-level IT hiring needs and skills requirements. By understanding employer needs and the future trends they forecast, we can design programs to equip participants with the key skills and credentials needed for in-demand roles. Deep involvement of employers in curriculum design also builds trust and buy-in around the program quality and outcomes. The result is that even those candidates without Canadian post-secondary credentials are considered and hired for a variety of positions.

2. Developing skill-specific programming

We work to understand the technical skills and professional attributes employers need for key roles. This informs our development of micro-credentials: accessible, short-term, project-based courses and certifications. Micro-credentials allow individuals to demonstrate competency in key areas and earn industry-specific certifications that can support their career advancement.

Following consultations with our employer partners, NPower Canada has built several IT and digital micro-credentials into its programs, providing no-cost access and learning supports to program participants. For youth who have not completed post-secondary, or are facing other barriers to employment, these are key to securing entry level positions and continued career growth.

The impact of the COVID-19 pandemic meant an immediate pivot to online delivery for many workforce development programs. The growth and accessibility of micro-credentials through digital platforms like Coursera, LinkedIn Learning, Microsoft Learn and others provide opportunities for individuals to upskill, outside of traditional colleges and universities.

3. Skill marketing for non-traditional hires

NPower Canada advocates for jobseekers without post-secondary degrees through a strengths-based approach, marketing its graduates to employers by focusing on skills rather than credentials. NPower Canada equips jobseekers with project-based, work-simulated, applied learning to hit the ground running once hired. When graduates interview with employers, they can speak to the skills they have gained by completing these projects and can concretely explain how they would apply their newly acquired technical knowledge to their job duties. By demonstrating their readiness to perform these roles, at or above the standard that employers expect, NPower Canada’s candidates are able to reassure hiring managers of their skills and qualifications, despite lacking a four-year degree.

4. Full-cycle recruitment services for employers

From the beginning of the talent acquisition process, NPower Canada adds value by providing employers with candidate pre-screening, referral, interview scheduling and post-hire quality checks, all at no cost to the employer.

Once offers are made and new hires are in place, NPower Canada consults with supervisors on how the candidates are performing during their first three months of employment. These touchpoints throughout the probation period help us identify areas of strength and opportunities for growth, helping youth to be confident and successful, while ensuring that employer expectations are met. NPower integrates feedback into continuous program improvement

Consultation with our employer partners sheds light on youth talent being driven, motivated and willing to work hard to earn their place in the tech industry. This encourages employers to consider a new (non-traditional) pool of candidates within the tech space.

NPower Canada also provides immediate on-call support to navigate challenges that may arise in the workplace. This affords both the youth and the employer opportunities to work through challenges and build trusting employee and employer relations. Ultimately, this pro-active approach to supporting workplace success helps to achieve strong job performance and retention outcomes.

A proven approach

By demonstrating to employers that non-traditional candidates can perform equal to or better than hires with more conventional qualifications, NPower Canada has influenced employers’ hiring practices to become inclusive of candidates with less formal education.

Several employers that NPower Canada initially engaged as hiring partners had traditionally only hired candidates with four-year Canadian post-secondary degrees. However, upon recruiting candidates from NPower Canada with less formal education, often for short-term paid co-ops or internships, many of these once-skeptical employers were won over by the work ethic, positive attitude, skills and eagerness to learn demonstrated by these youth. This led to employers expanding their hiring practices to candidates without post-secondary degrees.

By proving to employers that non-traditional candidates represent a compelling, custom-trained pipeline of talent, NPower Canada has also helped these employers diversify their workplaces, developing more inclusive hiring practices, talent acquisition outcomes and work environments. Of the 182 NPower Canada graduates hired by CIBC, TD and RBC since 2015, 105 (58%) identify as female, transgender and/or non-binary, 172 (95%) are racialized and 77 (42%) are immigrants and refugees. These inclusive hiring outcomes far surpass industry norms in what continues to be a cis white male-dominated field.

Though NPower Canada’s model has proven to be a framework that supports non-traditional candidates in securing and sustaining meaningful employment, there are also challenges that arise. Specifically, insights from industry have been based on employment needs of organizations largely based in Toronto and more recently Calgary. Other regions of the country will have distinct industry talent needs and labour market challenges, necessitating the continued adaptation. Additionally, building trust and deepening employer relationships takes staff time that can be difficult to carve out with increasing front-line program demands.

While we continue to work to address these challenges, our program results encourage us to keep advocating for hiring practices that are inclusive of candidates without traditional credentials. Workforce development professionals can continue to support jobseekers’ career development through deep engagement with employers in program development and delivery.

Denisse Alejo is NPower Canada’s Director, Employer Engagement, responsible for growing the organization’s placement strategy from inception to action over the last five years. Her team is responsible for placing over 2,000 diverse youth into Junior IT and digital roles with some of Canada’s top employers. Alejo leads the Account Management and Alumni Services team across Canada, consulting with employers to understand their talent strategy and hiring needs, and to support their diversity targets. 

References

Grayson, J., & Grayson, K. (2003). Research on retention and attrition. The Canada Millennium Scholarship Foundation: Montreal, QC. https://www.tru.ca/__shared/assets/Grayson_2003_research_on_retention_and_attrition23683.pdf

ICTC. (2020). The Digital-led New Normal: Revised Labour Market Outlook Report for 2022. https://www.ictc-ctic.ca/wp-content/uploads/2020/08/Outlook-ENG-FINAL-8.24.20.pdf