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Grounded in descriptive statistics, binary logistic regression, and categorical inequality and social reproduction frameworks, the analysis evaluates how high school programs and pathways relate to university attendance and graduation. Results indicate that neither high school nor university programs provide Black students the educational experiences needed for graduation and academic success to reach their fullest social and economic potential.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fixed-trajectories-race-schooling-and-graduation-from-a-southern-ontario-university/596946/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fixed-trajectories-race-schooling-and-graduation-from-a-southern-ontario-university/596946.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dataset and student population does the study analyze?","Question",{"text":112,"@type":113},"The study follows 11,417 students from a large urban school district to a local university in Southern Ontario, using self-reported racial identity data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which educational factors are examined in relation to university graduation?",{"text":117,"@type":113},"It examines relationships between students’ high school program of study, their high school-to-university pathway (direct and indirect), and their graduation from university.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about Black students’ educational experiences?",{"text":121,"@type":113},"Compared with peers, neither high school nor university programs provide Black students with the educational experiences needed for university graduation and academic success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596946,1792170931,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Fixed Trajectories: Race, Schooling, and Graduation from a Southern Ontario University  \nCarl E. James York University  \nGillian Parekh York University  \nAbstract  \nAccording to Statistics Canada, during this decade (2019–2028) about 75% of new jobs will require a post-secondary education (Government of Canada, 2017) . This study explores a unique dataset that follows students (n = 11,417) from a large urban school district to a local university in Southern Ontario. Using both descriptive statistics and a binary logistic regression and a framework of categorical inequality (Domina et al., 2017), we examine the academic trajectories of students—particularly of Black students. Findings show that, compared to their peers, neither high school nor university programs provide Black students with the kinds of educational experiences needed for university graduation and academic success that would enable them to realize their fullest social and economic potentials.  \nKeywords: Black students, university graduation, categorical inequality, secondary programming, university pathways, student demographics  \nRésumé  \nSelon Statistique Canada, au cours de la présente décennie (2019-2028), environ soixante-quinze pour cent des nouveaux emplois nécessiteront une formation postsecondaire (Gouvernement du Canada, 2017) . Cette étude explore un ensemble de données unique qui suit les étudiants (n = 11 417 étudiants) d’un grand district scolaire urbain jusqu’à une université locale du sud de l’Ontario. En utilisant à la fois des statistiques descriptives et une régression logistique binaire et un cadred’inégalité catégorielle (Domina et al., 2017), nous examinons le parcours éducatif des étudiants, en particulier des étudiants noirs. Les résultats démontrent que, par rapport à leurs pairs, ni les programmes d’études secondaires ni ceux du niveau universitaire n’offrent aux étudiants noirs les types d’expériences éducatives nécessaires à l’obtention d’un diplôme universitaire et à la réussite scolaire qui leur permettraient de réaliser pleinement leur potentiel social et économique.  \nMots-clés : Étudiants noirs, diplomation universitaire, inégalité catégorielle, programmes d’enseignement secondaire, parcours universitaires, démographie étudiante  \nIntroduction  \nDue to the increase in high skills occupations during the decade 2019–2028, 75% of all new jobs are expected to require a post-secondary education (Government of Canada, 2017) . Including apprenticeship and/or trades diplomas/certificates, just over 60% of Canadians have completed a diploma or degree at the post-secondary level (Statistics Canada, 2021) . And insofar as not all ethnoracial groups have equitable access to post-sec-  \nondary education, which is recognized as “one of the most influential and instrumental tools available to society”(Serna & Woulfe, 2017, p. 3), it is important to establish who attends, or has attended, colleges and/or universities, and therefore are able to maximize access to job opportunities. Research has shown that factors such as race, gender, school readiness, academic program, educational guidance, proximity to post-secondary institutions, support systems, and discriminatory practices help to shape and determine schooling opportunities  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 51:4 (2021)   \nand educational trajectories of students (James & Turner, 2017; Parekh, 2013; Parekh, et al. , 2020; Strayhorn, 2017) . Furthermore, apart from attending post-secondary institutions, what role might demographic characteristics and secondary school programs play in university attendance and successful graduation of students?  \nIn this article, we explore the educational trajectories of students from public school through to graduation from a university in southern Ontario. Specifically, using self-reported racial identity data of students, we explore the relationships between students’ high school program of study, their high","cbCaim8su06HlSfa","https://ap.wps.com/l/cbCaim8su06HlSfa","pdf",221330,18,"English","# Abstract\n# Introduction\n# Theoretical Scaffolds: Categorical Inequality and Social Reproduction","[{\"question\":\"What dataset and student population does the study analyze?\",\"answer\":\"The study follows 11,417 students from a large urban school district to a local university in Southern Ontario, using self-reported racial identity data.\"},{\"question\":\"Which educational factors are examined in relation to university graduation?\",\"answer\":\"It examines relationships between students’ high school program of study, their high school-to-university pathway (direct and indirect), and their graduation from university.\"},{\"question\":\"What do the findings suggest about Black students’ educational experiences?\",\"answer\":\"Compared with peers, neither high school nor university programs provide Black students with the educational experiences needed for university graduation and academic success.\"}]","Fixed Trajectories: Race, Schooling, and Graduation from a Southern Ontario University | PDF",1792084059,45]