In a controversial move last month, York University announced it would pause enrollment in 18 undergraduate programs, predominantly cultural studies programs, including Indigenous studies and gender and women’s studies. The university cited low enrolment numbers and the need to maintain financial sustainability in the face of shifting provincial and federal policies affecting higher education. These policies notably include the federal government’s tightening of international student study permit regulations and the provincial government’s chronic underfunding of post-secondary institutions.
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While the decision was framed as a response to financial pressures, it’s clear that York’s suspension of these vital programs marks a disturbing trend. As we witness the rise of ‘anti-wokeness,’ anti-Indigenous sentiment, misogyny, and an increasing backlash against civil rights, this decision highlights a broader societal shift that places economic interests over education’s transformative and societal roles. These programs, often marginalized in popular discourse, are critical to promoting social justice, fostering a sense of belonging, and advancing reconciliation in Canada.
The Underlying Problem: A Fragile Post-Secondary Funding Model
York University’s decision to suspend cultural studies programs underscores the fragility of the Canadian post-secondary funding model, which has grown overly reliant on international student tuition. These programs, which many mistakenly view as “non-essential,” play a vital role in nurturing critical thinking, social justice advocacy, and personal transformation among students. The narrative that these fields lack “real” market value fuels the stereotype of the “college-educated barista” and diminishes the importance of humanities education.
Studies have consistently shown that humanities and STEM graduates report similar levels of career satisfaction and financial contentment, contradicting the myth that only technical degrees lead to career success. Beyond the financial and professional arguments, programs like women and gender studies and Indigenous studies hold intrinsic value by addressing pressing societal issues. These programs are central to defending social justice and providing a space for marginalized voices to be heard.
In particular, gender and women’s studies departments serve as bastions of social justice within academic institutions, providing students with the tools to engage with contemporary issues related to gender, sexuality, and inequality. As we witness increasing attacks on gender and LGBTQ+ rights, exemplified by violent incidents such as the 2023 stabbing at the University of Waterloo, these programs are more essential than ever.
Indigenous Studies: A Vital Program in the Fight for Reconciliation
Equally concerning is the suspension of Indigenous studies programs, which directly contradicts York University’s own commitment to reconciliation as outlined in its Decolonizing, Equity, Diversity, and Inclusion (DEDI) Strategy. The suspension of these programs threatens the university’s ability to meet its obligations under the Truth and Reconciliation Commission, which calls for greater recognition of Indigenous rights and cultures in academic settings.
York’s Indigenous studies program has long served as an essential cultural and academic home for Indigenous students, and its removal risks undermining the university’s promises of meaningful reconciliation. The suspension of this program could be seen as emblematic of the performative allyship that many institutions exhibit toward Indigenous communities — expressing support for reconciliation while failing to uphold commitments in practical, meaningful ways.
The Bigger Picture: A Broken Funding Model and Shrinking Resources for Public Education
York University’s suspension of these programs is framed as a necessary step toward “financial sustainability,” but cutting programs is not the solution to the university’s financial troubles. Instead, the university should join forces with student organizations, advocacy groups, and unions to demand increased public funding for post-secondary institutions.
York’s decision is not an isolated case. Across Ontario, post-secondary institutions are facing significant budget cuts, particularly in the wake of the federal government’s decision to reduce international student study permits by 35% in 2024 and 10% in 2025. This move has exacerbated the financial vulnerability of universities, which have become overly reliant on the higher tuition fees paid by international students.
For instance, in 2021, international students contributed to 68% of all tuition revenue at Ontario’s public colleges. At the University of Toronto, international tuition made up 42% of the total revenue in 2024. With these cuts to international student enrollment, institutions like York are now scrambling to maintain financial stability, putting programs that serve marginalized groups at risk.
This shift highlights the dangers of a funding model that prioritizes international students as revenue generators while leaving core programs vulnerable to cuts. The provincial government’s longstanding underfunding of post-secondary institutions only exacerbates the issue. Ontario universities, under Premier Doug Ford’s leadership, have seen the lowest per-student funding in Canada — nearly $4,000 less than the national average. This reliance on international student fees has turned Canadian universities into increasingly profit-driven entities, eroding their ability to offer diverse and inclusive educational experiences.
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The Path Forward: Protecting Education and Social Justice
York University’s suspension of cultural studies programs is part of a larger pattern that threatens to undermine the integrity of the Canadian education system. Instead of yielding to economic pressures and sidelining marginalized students, universities have a responsibility to mobilize against further cuts and demand increased public funding for higher education.
This situation calls for a strong collective response from students, faculty, unions, and advocacy groups to protect the values of diversity, equity, and inclusion that are fundamental to a just society. Universities must resist the corporatization of education and work to ensure that programs that promote social justice, advance reconciliation, and foster critical thinking remain integral parts of their curricula.
It is imperative that post-secondary institutions stand in solidarity with marginalized communities, particularly Indigenous peoples and women’s rights advocates, and safeguard the role of higher education in fostering a dynamic, diverse, and inclusive society. By doing so, they can help ensure that Canada’s universities continue to contribute meaningfully to the nation’s journey toward reconciliation and social justice, independent of volatile political decisions regarding immigration and international students.
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