ABSTRACT
Despite the many benefits of work-integrated learning (WIL), systemic barriers prevent equity-deserving groups from accessing and participating fully in WIL programming. After discussing the importance of language as it pertains to equity, diversity, inclusion, and access, this chapter outlines the barriers that equity-deserving students face throughout their participation in WIL. Drawing on scholarly research, grey literature, and the experiences of students and practitioners, the chapter provides a five-stage framework to address barriers and increase equity in WIL programming. A series of reflection questions for practitioners are presented across the stages of program design, promotion and outreach, student preparation and supports, reflection and assessment of learning, and program evaluation. Several case studies are supplied to further illustrate how choices and processes within programming can increase equity in WIL for specific student identities.
