Question: What students work to build pride and self esteem, and whose ancestors fled the Colonial United States as slaves or freeman?

Context paragraphs:
List of Mexican Jews: Mexico has had a Jewish population since the early Colonial Era.  However, these early individuals could not openly worship as they were persecuted by the Spanish Inquisition for practicing Judaism.  Independent Mexico eventually adopted freedom of religion and began receiving Jewish immigrants, many of them refugees.  The book "Estudio histórico de la migración judía a México 1900-1950" has records of almost 18,300 who emigrated to Mexico between 1900 and 1950.  Most (7,023) were Ashkenazi Jews whose ancestors had settled in Eastern Europe, mainly Poland.  A further 2,640 Jews arrived from either Spain or the Ottoman Empire and 1,619 came from Cuba and the United States.

Dred Scott v. Sandford: Dred Scott v. Sandford, 60 U.S. 393 (1857) , also known simply as the Dred Scott case, was a landmark decision by the United States Supreme Court on US labor law and constitutional law.  It held that "a negro, whose ancestors were imported into [the U.S.], and sold as slaves", whether enslaved or free, could not be an American citizen and therefore had no standing to sue in federal court, and that the federal government had no power to regulate slavery in the federal territories acquired after the creation of the United States.  Dred Scott, an enslaved man of "the negro African race" who had been taken by his owners to free states and territories, attempted to sue for his freedom.  In a 7–2 decision written by Chief Justice Roger B. Taney, the court denied Scott's request.  The decision was only the second time that the Supreme Court had ruled an Act of Congress to be unconstitutional.

Supplemental instruction: Supplemental Instruction (SI) is an academic support model developed by Dr. Deanna Martin at the University of Missouri–Kansas City (UMKC) in 1973 that uses peer-assisted study sessions to improve student retention and success within targeted historically difficult courses.  The SI program provides peer support by having students who succeeded in traditionally difficult academic courses (e.g., Organic Chemistry, Biology 101, Logic) help other students complete these courses.  SI is a non-remedial approach that provides regular review sessions outside of class in which students work collaboratively by discussing readings, comparing notes, working together to predict test items, and sharing ideas for improving class material.  Courses selected for SI tend to be “gatekeeper” courses for first and second year students—generally those classes that have a 30% or higher proportion of students who receive a “D”, fail, or withdraw (the "DFW" rate) from the course.  Out-of-class review sessions are led by “SI leaders,” students who took the class already and did well.  SI leaders attend all class lectures, take notes, and act as models to those currently taking the course.  The SI model is used for selected courses at the undergraduate, graduate, and professional school levels, and has been adopted by colleges and universities in the United States and internationally.

Lord Ligonier (slave ship): The Lord Ligonier was an 18th-century British slave ship built in New England that unloaded slaves in Annapolis, Maryland in 1767.  The ship was made famous by Alex Haley's novel, "", in which it brought his ancestor, Kunta Kinte, from the Gambia to the colonial United States.

Work college: Work colleges are distinctive liberal arts colleges in the United States that promote the purposeful integration of work, learning, and service.  At a work college all students work regardless of their academic program or their financial need.  A work college is a public or private non-profit, four-year degree-granting institution of higher learning where student work is an integrated, essential and federally required core component of the educational work-learning-service program.  Unlike Federal Work Study, which is solely need-based, work colleges do not differentiate between those that can afford to pay for their education from those that must work to cover their educational costs.  At work colleges, students are regularly evaluated and assessed on their work performance and can be dismissed from the institution for non-performance in the work program.  Students do not have the ability to "buy" their way out of the work requirement.  Students perform essential institutional functions in every area imaginable on their campuses and gain a strong sense of ownership and responsibility for their campus community.  Student labor enables work colleges to be far more operationally efficient and administratively lean (compared to more traditional colleges).  This, in turn, contributes to lower operational costs which results in lower – and more affordable – tuition.

Speak It! From the Heart of Black Nova Scotia: Speak It!  From the Heart of Black Nova Scotia is a 1992 documentary film by Sylvia Hamilton, focusing on a group of Black Nova Scotian students in a predominantly white high school, St. Patrick's in Halifax, Nova Scotia, who face daily reminders of racism.  These students work to build pride and self-esteem through educational and cultural programs, discovering their heritage and learning ways to effect change.  Produced by the National Film Board of Canada, this 28-minute documentary received the Canada Award at the 1994 Gemini Awards from the Academy of Canadian Cinema and Television, as well as the 1994 Maeda Prize from NHK.

Children of the plantation: In the context of slavery in the colonial United States, the expression "Children of the plantation" was a euphemism used in the 13 Colonies to identify the offspring of black female plantation slaves by their white slave owners, by the owners' sons or by overseers.  Such children, who were legally born into slavery, were seldom acknowledged by their white fathers.

Igbo Americans: Igbo Americans, or Americans of Igbo ancestry, (Igbo: "Ṇ́dị́ Ígbò n'Emerịkà" ) are residents of the United States who identify as having Igbo ancestry from modern day Nigeria.  There are primarily two classes of people with Igbo ancestry in the United States, those whose ancestors were taken from Igboland as a result of the transatlantic slave trade before the 20th century and those who immigrated from the 20th century onwards partly as a result of the Nigerian Civil War in the late 1960s and economic instability in Nigeria.  Igbo people prior to the American Civil War were brought to the United States by force from their hinterland homes on the Bight of Biafra and shipped by Europeans to North America between the 17th and 19th centuries.

Black Nova Scotians: Black Nova Scotians are Black Canadians whose ancestors fled the Colonial United States as slaves or freemen, and later settled in Nova Scotia, Canada during the 18th and early 19th centuries.  As of the 2011 Census of Canada, 20,790 black people live in Nova Scotia, most in Halifax, though a large number of Black Nova Scotians have migrated to Toronto, Ontario, since the 1950s.  Before the immigration reforms of the 1960s, Black Nova Scotians formed 37% of the total Black Canadian population.

Canadian Americans: Canadian Americans are American citizens or nationals who were born in and/or largely grew up in Canada, but later moved into the United States.  It can also be used to refer to American-born citizens who either have parents who immigrated from Canada or have significant Canadian ancestry and/or identity.  The term is particularly apt when applied or self-applied to people with strong ties to Canada, such as those who have lived a significant portion of their lives or were educated in Canada, and then relocated to the United States.  To others, especially for those living in New England or the Midwest, a Canadian-American is one whose ancestors came from Canada.

Supporting paragraphs: Speak It! From the Heart of Black Nova Scotia Black Nova Scotians
Answer: Black Nova Scotians