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Black law student room

Submitted on behalf of the Faculty of Law.

Building on efforts, such as the Admissions Pathway for Black students, that have acknowledged and worked to mitigate the unique barriers experienced by Black students, the Faculty of Law has created a dedicated physical space for Black students.

The idea of an allocated room within the Fraser Building emerged from ongoing conversations with students, staff, and faculty about the importance of culturally affirming spaces on campus as well as feedback from Black students who expressed that existing communal areas did not always foster a sense of belonging or cultural safety.

The initiative was developed collaboratively with student input and faculty support and led by the Racial Justice Program Committee for Black Law Students. After identifying an appropriate location, the space was furnished and resourced to reflect its purpose as a vibrant hub for connection and community.

Connection to the EAP

 This activity advances Equity-centred culture, Action 3:

Continue to advance the principles of the Canada Research Chairs Program, the Scarborough Charter and future national and/or government initiatives related to equity, diversity, inclusion and belonging. Lead: All portfolios

Impact

The room has been available for one year and has become a valued space used by students to relax, study, hold informal gatherings, and engage in peer support. For many the room offers a much-needed alternative from the broader student lounge, allowing them to recharge in an environment that feels culturally affirming and offers a space to connect with peers who share similar lived experiences. Beyond its physical use, the space has contributed to a stronger sense of visibility and inclusion for Black law students.

Learnings and reflections

Prioritizing authentic relationship building was a key focus of this project. As Zubaida Khan, Law Student Support Coordinator remarked “Acting on student input not only demonstrated respect but also helped build trust and foster collaboration.” To be able to do this required an openness to hearing feedback and creating an environment where students felt empowered to share their thoughts.