ABSTRACT
Ewart's experience reveals the considerable efforts and supports needed to assist him in his pursuit of university (including support and encouragement from adult mentors and corroboration from the Bridging program). However, these external supports—and his own desire for success—could not overcome the barriers posed by ongoing systemic, personal, and familial experiences. Having traveled an unusual educational path to the Bridging program (including being a committed high school athlete and dropping out of high school at age 17), Ewart, of Jamaican background, entered university confident that he was ready. He had good grades, was strongly committed to his family's educational expectations, and was highly motivated for further schooling. Over time, however, Ewart faced a range of academic, administrative, legal, and familial challenges, leading to his disengagement and early departure from the program. Ultimately, he decided that the program and institution did not meet his interests, needs, or desires. Thus, the Bridging program might have crystallized and deepened Ewart's aspirations, but simultaneously it contributed to “cruel optimism”—a false sense of hope. His story reveals how high aspirations and determination do not necessarily translate into opportunities for some marginalized students.
