Navigating the Unseen: An Autoethnographic Exploration of Disparities in Post-Secondary Educational Access among Sanctuary Scholars

Abstract

This thesis examines how Canadian immigration and postsecondary education policies shape the access, experiences, and wellbeing of Sanctuary Scholars – students with precarious immigration status in Ontario. Using critical autoethnography, memory work, and constructivist grounded theory, I analyze institutional gatekeeping, emotional and psychological impacts, and the structural contradictions between diversity rhetoric and practice. Findings highlight the barriers Sanctuary Scholars face, along with the resilience, strategies, and community support they mobilize to navigate postsecondary education. The study concludes with policy and institutional recommendations to improve equity, advising, and financial accessibility, emphasizing the need for systemic change to support precarious-status students in Canadian higher education.