ABSTRACT
Jamal's story is indicative of the complexity of students’ postsecondary journeys. For Jamal, some form of postsecondary education was an important aspiration. Like many of the other participants, he provided useful insights into the support structures—family, staff, and community members—that enabled him to achieve success, meet his goals, and persist through a system that had often worked against him. The Bridging program clearly played a significant role in supporting participants in their life ambitions—financially, educationally, socially, and occupationally. Community also factored in heavily for many of the students, influencing their decisions both to pursue and subsequently to stay in university. The importance of the Common Hour as a component of the Bridging program emerges from many of the stories, and indicates the need for universities to provide marginalized students with support that is not only financial but also encompasses regular group mentoring sessions to help students take responsibility and make sense of their experiences within the university environment.
