from diversity to inclusion a snapshot of fleming demographics

From Diversity to Inclusion

A snapshot of Fleming demographics

BELONGING accessibility

diversityequitysafety

respectINCLUSION

“Inclusion respects the wide range of human qualities and attributes that make up a college community (Diversity) and allows individuals to flourish within an environment of fairness

and respect (Equity)”

We serve a regionally diverse population (students from urban centres, small towns, rural and northern communities) but a relatively ethnically homogenous population compared to the Ontario college system:

4% international students 3% immigrant students (plus 13% who are first

generation Canadian, with 1 or both parents born outside Canada)

6% members of racialized communities (visible minority)

8% Aboriginal students 28% from towns, 20% from rural areas (declining)35% First Generation PSE

Fleming diversity portrait

Fleming Equity Stats Overview¹200

62007 2008 200

9201

02011 2012

Aboriginal students

5% 4% 4% 4% 3% 6% 8%

Visible minorities

4% 4% 4% 4% 5% 6% 6%

Students with disabilities

13% 11% 13% 11% 10% 11% 12%

First generationPost-sec. ed.

18.5%

22.8%

20.4%

20.9%

40%² 38% 35%

International (#)Immigrant (%)

406%

424%

444%

29 3%

253%

1494%

2743%

Countries of origin2011-13

Bahamas Brazil

BhutanChina Tunisia

UK USA

VenezuelaZambia

PakistanRussia

St Lucia Taiwan Trinidad

Mexico Italy

Japan Korea

Nigeria

India

El SalvadorEcuadorFinland

Hong Kong Hungary

1. These statistics were taken from the First Year Student Survey, last updated in Fall 2012. For the full report, please go to the Fleming Data Research web page located at:

2. In 2010, First Generation numbers doubled due to a reformulation of the question based on the following definition: “A First Generation student is defined as a student whose parent(s)/guardian(s) have not attended a postsecondary institution (college or university)."

http://fleming0.flemingc.on.ca/SEM/FlemingDataResearch/PDF/First%20Yr%20Survey/rep1112_FINAL.pdf