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Fankah-Arthur, H., & Weber-Pillwax, C. (2020). The Influence of African Indigenous Knowledge on Black African Immigrant Student Identities: Education and the Role of Students, Academia, and Government in Multicultural Education. In The 9th Teaching & Education Virtual Conference.
https://doi.org/10.20472/TEC.2020.009.002

has been cited by the following article:

• TITLE: Navigating DEI: African Immigrants’ Experiences with Workplace Inclusivity Policies

  AUTHORS: Henry Dimingu

  KEYWORDS: African Immigrants, Workplace Integration, Northern Canada, Phenomenology, Diversity, Equity, Inclusion

  JOURNAL NAME: Advances in Applied Sociology, Vol.15 No.12, December 4, 2025

  ABSTRACT: This paper explores the experiences of African immigrants in Canadian workplaces through the lens of Diversity, Equity, and Inclusion (DEI) frameworks. While Canada has long celebrated its multicultural identity, systemic barriers such as credential recognition challenges, implicit bias, and exclusionary practices persist. Drawing on literature about immigrants and African immigrants in North America, the paper highlights how DEI policies often overlook the nuanced needs of African professionals, particularly in Northern and remote regions. Recent backlash against DEI further threatens immigrant inclusion, undermining organizational commitments to equity. The paper identifies three major themes: exclusionary design of DEI policies, rigid implementation, and limited accessibility of supports. It concludes with an expanded research agenda addressing unfair discrimination, intersectionality, and the future of African immigrant integration in the Canadian labor market.