Below are true stories from marginalized university students who share their lived experiences with inclusion in both classroom and workplace settings. Their voices reveal the everyday realities, challenges, and hopes for more equitable post-secondary environments.

Recognizing the emotional labour we carry

One thing I wish everyone understood about the experience of marginalized individuals in academia and the workplace is the constant mental and emotional labour we carry. It’s not just about exclusion or microaggressions; it’s the pressure of constantly having to educate others, challenge biases, and navigate systems that weren’t designed with our needs in mind. This can be exhausting. Marginalized people often have to prove their worth, explain their needs, and sometimes hide parts of themselves to fit in. Inclusion isn’t just about policies or quotas; it’s about creating spaces where everyone feels valued and can show up as their true selves without extra burden. Recognizing the emotional labour we carry is key to fostering true inclusivity and making real change.

An ideal inclusive classroom fosters a sense of belonging, where all students feel valued, heard, and supported. Faculty can be more mindful of the emotional labour that marginalized students carry by acknowledging their unique challenges, creating space for open dialogue, and integrating diverse perspectives into the curriculum. Providing flexible policies, such as deadline extensions or mental health resources, can also help alleviate stress. Most importantly, faculty should actively listen to students’ experiences and advocate for equitable practices that ensure everyone has an opportunity to succeed.

By Raspreet, Student

Small actions can make a big difference

If I could address university administrators, instructors, and employers, I would ask them to recognize that small actions can make a big difference in helping marginalized students feel included. One personal experience that stands out was when I felt the tension of being both seen and unseen in the classroom. As an international student navigating academic spaces in Canada, I often found myself hesitant to speak up because I felt my accent or perspective might be dismissed.

There was a moment in one of my classes when an instructor asked me to share a cultural perspective on a topic we were discussing. Although I initially felt nervous, the instructor took the time to listen, ask follow-up questions, and connect my input to the broader conversation. This acknowledgment made me feel valued and gave me the confidence to contribute more freely in the future.

However, not all experiences have been positive. In group settings, I have sometimes felt overlooked, with my ideas ignored until they were echoed by someone else. It felt frustrating to have to prove my worth or adjust my communication style constantly to be taken seriously.

If I could share one message, it would be this: demonstrate care through consistent actions. Normalize conversations around inclusion by making diverse experiences part of the curriculum and day-to-day interactions. Offer cultural sensitivity training for faculty and create anonymous feedback mechanisms to understand the real struggles of students. Simple acts, like pronouncing names correctly, using inclusive language, and showing curiosity about different cultural perspectives, can help create a sense of belonging. When students feel they are heard and valued, they thrive – not just academically, but personally.

By Isha, Student

Having to prove my abilities

I have experienced a situation where I felt I had to “prove” my abilities because of my identity, both as an international student from Punjab and as someone whose first language is not English. During a group project for a class presentation, I was paired with two other students who shared the same cultural background that was different from me. From the very beginning, I sensed that they didn’t really want to work with me. They barely included me in discussions, didn’t ask for my input, and often talked over me when I tried to share my ideas.

It made me feel like I wasn’t smart enough or fluent enough to contribute, even though I had prepared a lot and had strong points to offer. I started doubting myself, wondering if my accent or background made me seem less capable to them. It was really hard to feel like part of the group when they barely acknowledged my efforts. I felt like I had to work twice as hard just to earn basic respect.

This experience definitely affected my confidence and my sense of belonging. I felt isolated and uncomfortable, and it made me question whether I really fit into the academic environment here in Canada. At the same time, it also motivated me to keep pushing and to speak up more, prepare better, and prove (at least to myself) that I belong here just as much as anyone else.

Looking back, I wish our group had been more open-minded and respectful. I also think instructors should pay closer attention to how group dynamics are playing out, especially in diverse classrooms, to make sure everyone feels seen and valued.

By Shivpartap, Student

A time when I felt my cultural background was misunderstood

There was a time when I felt my cultural background was misunderstood in the classroom. During a group presentation in one of my courses, I suggested using an example from a Punjabi festival to support our topic on cultural diversity. However, one of my group members quickly dismissed it, saying, “Let’s stick to something everyone understands.” That comment made me feel like my culture wasn’t valid or relevant, and it left me feeling invisible in that moment.

I didn’t speak up right away, but the experience stayed with me. I realized that my silence was also contributing to the lack of understanding. Later, I asked the instructor if I could incorporate the cultural example into my individual reflection. To my surprise, the instructor was very supportive and even encouraged me to share more about Punjabi culture in future discussions.

This experience taught me the importance of standing up for my identity and sharing it with confidence. I also learned that sometimes misunderstandings come from a lack of exposure, not necessarily from bad intentions. Since then, I’ve made more of an effort to speak up and help others understand the value of different cultural perspectives. It also reminded me of the importance of creating inclusive environments where everyone feels seen and heard. Being proud of where I come from helps me contribute more meaningfully to academic and professional spaces.

By Saranbir, KPU Student

Uniqueness has its own strength

The first thing I notice when I enter a new classroom or place of employment is how different I feel from everyone else. Occasionally, it’s my speech, my attire, or simply my demeanour. I pause for a moment because of this subtle awareness that I’m different from the others, not in a negative way. I inhale deeply and remind myself that being unique is something to be proud of rather than something to hide.

I will always remember my first day of university. As soon as I entered the classroom, I saw that the majority of the students were already seated in groups and conversing comfortably. I felt alienated. I could tell that people were viewing me differently that day because I was dressed traditionally. I considered turning around and walking away for a moment. However, I reminded myself that I was there to grow, learn, and be authentic.

We were required to participate in a group discussion in pairs later that day. In the end, I sat with a girl who inquired about my attire. I explained its cultural significance without feeling bashful, and to my surprise, she showed genuine interest. After that one conversation, we became friends, and I gradually began to feel like I fit in.

I’ve discovered that uniqueness has its own strength. It may lead to more in-depth discussions and genuine connections. Accepting who I am has always brought me to the right people and places, even though it’s not always simple.

By MC, Student

My ideas matter

At my previous job as a customer service representative in a logistics company, I had a time when I felt like my ideas were not being heard because of who I am. I was part of a team where most of my coworkers were American natives, and sometimes it felt like they didn’t appreciate my suggestions. I come from a Punjabi background and follow Sikh culture, and I noticed that some people made assumptions about me without really knowing me.

I remember a meeting where I had an idea to help improve our service. I practiced my words beforehand, hoping to show my teammates that my idea was useful for everyone. When I finally spoke up, I made sure to use simple language and clear examples so that everyone could understand. Even though it was a bit scary, I stood up and explained my thoughts. I also found a kind manager who encouraged me to share more and helped explain to others why my ideas mattered.

Over time, I learned to keep talking about my ideas and also took the time to listen to others. I realized that by being patient and respectful, I could open up conversations about our different cultures. I also asked for feedback so I could understand how to communicate better with my team. Slowly, my coworkers began to ask me for my opinion and even said they liked my suggestions. This taught me that even when things seem unfair at first, standing up for yourself with kindness and clear words can help everyone see the value in diverse ideas.

By Sonia, Student

Feeling misunderstood

In my first semester, I felt a bit nervous because I was meeting new people from different cultures, and I am Punjabi. One day, our professor made groups for a project, and I was placed in a group with a student from a different cultural background. The student asked me, “why you Punjabi came here?” This made me feel excluded and sad because it seemed like they didn’t understand my background. I also felt that my ideas weren’t being heard much by the group. I did not say anything to anyone, but that was depressing for me. I decided to share this with my professor, and she told me not to worry and that she would discuss it in class.

It was a difficult experience, but it helped me realize the importance of inclusion and understanding different perspectives, and I also learned that sometimes people get things wrong because they don’t know much about it, not because they mean any harm. Due to the passage of time I started participating with confidence and also tell to others about my Punjabi culture. But yes, that time was difficult for me because that was my first semester, and I felt excluded.

By Manureet, Student

Inclusion must be more than simply a term

If I got the opportunity to address employers, instructors, or university leaders personally, I would advise them that inclusion must be more than simply a term. It can only be shown by our daily activities. Posting about diversity or claiming that a place is friendly is insufficient. People need to feel a genuine sense of connection.

Checking that rules and procedures are truly benefiting people who need them the most is one important adjustment. Additional support for students with disabilities, more cultural sensitivity training for staff and more open debate about what inclusion actually means are a few examples of this. Everyone should be invited to the table, not just a few voices.

Representation is important as well. Students feel more secure and welcomed when they witness teachers, leaders or coworkers who have similar experiences or backgrounds. It shows that everyone can achieve success.

If you want to show that you care and really listen when students or employees share their experiences then never ignore or dismiss what they are saying. Request feedback and act upon it. Establish safe areas where people can tell their stories without worrying about being judged.

Little actions, such as speaking inclusively, ensuring that areas are physically accessible or reaching out to someone who might be having difficulties can ultimately result in major improvements. Being flawless is not the goal of inclusion. It is about learning, experimenting and letting others know they are important.

By Rajat, Student

Challenging assumptions

I’ve personally experienced many situations where people judged me or made assumptions about me based on how I dressed or looked. One particular moment that stands out was when my friend once asked me if I was a lesbian simply because they never saw me wearing feminine clothes. They were very careful and mindful when asking, not wanting to offend me. In the end, they even apologized, thinking I might have felt uncomfortable.

I understood why they made that assumption after all, society has trained people to associate certain styles with specific identities. There’s this common belief that if you’re a girl, you’re expected to wear skirts, dresses, or something pink. On the other hand, boys are often discouraged from liking the colour pink, wearing makeup, or dressing in cropped clothes.

I just laughed and reassured my friend, saying, “No I just feel more comfortable dressing this way rather than in traditionally feminine clothes.” Another experience I had was when I first started school in Canada in grade 9. At that time, I had short hair, almost like a boy, and my style was more on the masculine side. Because of this, many of my teachers automatically assumed I was a boy. They never asked me about my gender; they simply made assumptions based on my appearance. It was annoying to deal with this throughout grade 9. I was tired of being confused for someone I wasn’t. So I chose to grow my hair out and maintain it long. I have never been confused for a boy again since.

I’m now more aware of how deep assumptions can be. People frequently make quick decisions based on appearances, failing to recognize that a person’s identity is not defined by their attire or haircut. It serves as a reminder that rather than categorizing people according to social norms, we ought to take the time to get to know and value them for who they really are.

By Eriko, Student

Unconscious biases exist, even in spaces that promote diversity

Throughout my academic journey, I have encountered moments where my cultural background and language created barriers to feeling fully included in the classroom. As an international student from Punjab, India, my mother tongue is Punjabi, and English is my second language. While I am confident in my communication skills, there have been instances where I felt my accent and way of expressing ideas were misunderstood or overlooked.

One particular experience stands out. During a group project, I shared my thoughts on an assignment, but my suggestion was dismissed without much consideration. A few minutes later, another student restated a similar idea, and it was immediately accepted. I felt invisible at that moment, as though my voice carried less weight because of my background. While I did not address it directly at the time, I made a conscious effort in future discussions to speak more assertively and ensure my contributions were recognized.

This experience taught me that unconscious biases exist, even in spaces that promote diversity. I wish more faculty and students understood that individuals from diverse linguistic and cultural backgrounds bring valuable perspectives to discussions. Instead of making assumptions based on accents or phrasing, a little patience and active listening could make a significant difference.

If I could speak directly to university administrators and instructors, I would emphasize the importance of fostering an environment where every student feels heard and valued. Simple actions like encouraging diverse participation, acknowledging contributions fairly, and being mindful of biases can go a long way in making academic spaces more inclusive.

To students who have felt similarly, I encourage you to embrace your unique perspectives and advocate for yourself. Our diverse experiences enrich discussions, challenge perspectives, and ultimately contribute to a more inclusive learning environment.

By Amanjot,  Student

Creating spaces where everyone feels they belong

I had the opportunity to witness a meaningful moment of inclusion during a group project at KPU. We were working on a challenging assignment, and one of my teammates, an international student like myself, appeared withdrawn and wasn’t contributing much to the discussion. I realized that a language barrier was making it difficult for her to share her thoughts. Although I didn’t want to single her out, I understood how tough it can be to speak up when you’re not fully confident in a new language or cultural environment.

One of our Canadian-born teammates noticed this as well. Instead of ignoring the situation, she took the initiative to make the environment more inclusive for everyone. She began engaging our teammate directly in a way that made her feel at ease, asking questions and encouraging her to contribute, no matter how incomplete her ideas seemed. She reassured her that every opinion mattered and that we were all willing to work through any language challenges together.

What really stood out to me was how this student used inclusive language. She emphasized that there was no pressure to speak perfectly, and that embracing our differences would only strengthen our project. She then arranged a small meeting outside of class where our teammate could practice her thoughts with us one-on-one, helping her feel less pressure and more confident in joining the group discussions.

This action had a profound impact—not only on our teammate but also on the entire team’s dynamic. It made me feel more comfortable speaking up and sharing my ideas without fear of being misunderstood. I realized that fostering an inclusive space where people feel safe, valued, and heard is key to creating a truly collaborative environment. It also gave me a sense of empowerment, teaching me that inclusion is not just about accepting others but actively ensuring that everyone feels respected.

Because of this supportive environment, I ended up contributing most to the presentation. I felt confident in sharing my ideas and felt encouraged by the openness of the team. That experience has stayed with me, reminding me of the significance of creating spaces where everyone feels they belong. It showed me that even small, thoughtful actions can create a positive ripple effect, fostering deeper understanding and stronger connections among people from diverse backgrounds.

By Gurmeet, Student

My opinion didn’t matter as much as others

During my time working at a bakery, I experienced a situation where I felt excluded and invisible in a professional environment. I had been working at the bakery for almost two years and had moved into a supervisory role. While I had experience working at every station, I began noticing a pattern of blame-shifting among the team. If something went wrong, whether it was the dough not being proofed enough or the bread not baking properly, the blame would always fall on a specific station. The mixing station would blame the bench for not cutting the dough properly, while the bench would blame the oven for not proofing the bread enough.

As a supervisor, I tried to bring attention to the issues I noticed, such as the bench cutting dough too early or not following the necessary steps to properly mould the bread. I also pointed out the issue with overmixing dough, which could cause the product to suffer. However, my suggestions were largely ignored. It became clear to me that there was no transparent communication in the workplace. The bakery manager would address the workers involved privately, which led to a lack of professionalism and made me feel that my honest input wasn’t valued.

Over time, I began to feel frustrated and invisible, especially because I hadn’t been working at the bakery as long as some of the other employees. It seemed like those who had been there longer or who were more vocal in their praise of the owner had more influence. Eventually, I decided to step down from my supervisory role and distance myself from any discussions about improving the bakery’s processes. It was clear to me that my opinion didn’t matter as much as others’, and I became less engaged with the team, focusing only on doing my own job without getting involved in the larger issues.

By Akashdeep, Student

Assumptions about my capabilities based on my accent

In my experience, there was a time when I felt I had to prove my abilities because of my cultural background. As an international student, I often found myself in situations where my peers and even some instructors made assumptions about my capabilities based on my accent and the fact that English is not my first language.

I remember during a group project in my second year, I noticed that my suggestions were frequently overlooked, and I was often assigned less critical tasks. I felt that though my contributions were undervalued simply because of my background. This situation made me feel invisible and questioned my place in the academic environment.

To address this, I decided to take a proactive approach. I started by having conversations with my group members, expressing my feelings and emphasizing my eagerness to contribute meaningfully. I also made sure to back my suggestions with well-researched data and clear arguments, which gradually helped in gaining their respect and trust.

This experience taught me the importance of self-advocacy and resilience. It also highlighted the need for greater awareness and sensitivity towards diversity in academic settings. Although it initially affected my confidence, overcoming this hurdle ultimately strengthened my sense of belonging and empowered me to support others facing similar challenges.

Advice for Instructors: I think instructors can support students by fostering an inclusive classroom environment where all voices are valued. This can be done by providing equal opportunities for participation and being mindful of any biases. Additionally, offering constructive feedback and recognizing the unique strengths of each student can help build confidence and a sense of belonging.

By Muskandeep, Student

Fairness and recognition in building an inclusive workplace environment

While working at a restaurant, I encountered a moment that emphasized the significance of breaking stereotypes. A customer, noticing my name tag, remarked, “I didn’t expect someone with your name to be so professional.” While they may have intended it as a compliment, the comment made me feel reduced to a stereotype, as though my work ethic and skills were unexpected based on my background.

In team settings, I noticed occasions where certain employees received more recognition than others for similar efforts. For instance, during a busy evening shift, I devised a plan to handle the rush more efficiently by reorganizing tasks among the team. While the plan was effective, the credit went to a senior colleague who casually supported the idea afterward, leaving my contribution unnoticed. This experience made me more aware of how hierarchy and unconscious biases can influence acknowledgment in the workplace.

Despite these challenges, I also experienced the positive impact of inclusive leadership. During one shift, a manager implemented a system that allowed every team member to voice ideas during pre-shift meetings. When I shared a suggestion to improve communication between the front-of-house and kitchen staff, it was not only implemented but publicly credited to me. This small act of recognition reinforced the value of creating spaces where everyone’s voice is heard.

These experiences taught me the importance of fairness and recognition in building an inclusive environment. Ensuring that contributions are acknowledged and avoiding assumptions about someone’s background can significantly enhance morale and teamwork. I aim to carry these lessons into future roles to help foster respectful and equitable workplaces.

By Akash, Student

Diversity and respect for all communication methods

In academic and professional settings, as an Indian girl, I have encountered both respect and misinterpretation regarding my cultural origin. During a group assignment in one of my undergraduate classes, I had one noteworthy encounter. I discovered that many of my suggestions were originally disregarded during our talks when working on a collaborative assignment with a team. I think a cultural misunderstanding was one of the causes because despite my well-considered recommendations, they were frequently rejected because they didn’t fit the classroom’s prevailing communication style. I tend to approach ideas more cautiously since I come from a society that values deference to authority and a more formal approach to debates. My ideas might have gone unnoticed because of this contrast with the more straightforward and honest communication style that predominated in my group.

However, one of our subsequent sessions marked a sea change. I deliberately tried to be more assertive in my communication, bringing my thoughts to the fore with more assurance. In an effort to close the gap, I also took the time to explain to my peers my cultural background and preferred methods of communication. I was surprised to find that this transparency sparked a more inclusive discussion and that my ideas started to get the credit they merited.
The significance of being open and honest about one’s cultural background and communication style was brought home by this encounter. It also helped me realize how important it is for professional and academic settings to be more sensitive to different cultural viewpoints. I think I could have added even more to the project if my background had been valued from the start, without feeling the need to “prove” myself or change my natural style to fit in.

To sum up, I learned from this experience how important it is to recognize and respect cultural differences in both academic and professional contexts. In order to make sure that everyone, regardless of background, feels heard and appreciated, it also reaffirmed the importance of diversity and respect for all communication methods.

By Baggishah, Student