Narrative
The course that I completed called CSP 6035- Multicultural Competence in Student Affairs helped me grow tremendously in this competency area.
Through course readings, class discussions, group activities, and class assignments, I developed increased self-awareness of what it means in the United States to be a person of my race, ethnicity, sex, gender, social class, age, ability, and religion. I also learned how these categories intersect and affect those who are different from me and how this impacts their experiences in higher education. Over the course of the semester, I submitted three critical reflections that made me more keenly aware of my own identity and mental frameworks and how my personal experiences influence how I approach difference. These critical reflections included my thoughts on my evolving understanding of who I am as an individual of both privileged and marginalized groups and how multicultural competence applies to my career as a student affairs professional. (See copies of my critical reflections
below.) At the end of the course, I had a strong desire and passion to continue to develop my awareness, knowledge, and skills in multicultural competence through my own research, future training opportunities, and work experiences. The semester started with me trying to pinpoint who I am and how my background and experiences have influenced my own life. I learned about ways in which I am privileged and oppressed and I had the
opportunity to explore and unpack some of my own biases, stereotypes, and assumptions. I also discovered situations and events that serve as “triggers” for me when engaging in difficult dialogues. As a result, I see how these things can negatively affect my work with students. One of the most important things that I learned early on in the semester is that one’s beliefs, values, and behaviors are not the way, but a way of viewing and responding to life (Pieterse & Collins, 2007).
Learning about power, privilege, and difference and the impact of history through reading books from different authors’ perspectives was very insightful. It stimulated my interest and made me realize how race and racism are systemic issues with no easy answers. In addition, I have a better understanding of within group differences and how unfair it is to place people in a position where they are the “token” person speaking on behalf of an entire group. Learning about words such as sexism, classism, racism, and ableism and how we cannot get rid of one of the “isms” without doing something about the others is also something I will not soon forget. These words are often difficult to talk about because they point to complex, systemic issues with no easy answers. People often put up their defenses when these words are discussed and I have made a point of talking with friends, family, and colleagues about these words in an effort to gain confidence and uncover the issues.
I also found it helpful to realize that what is important is not so much what we think about certain diversity issues, but how we think about these issues (Stewart, 2008). I plan to continue to learn about marginalized groups and underrepresented populations in an effort to serve as a student advocate and change agent. I want to build a reputation on campus as being an advisor, colleague, and friend who builds and maintains relationships across difference and advocates for students from underrepresented and marginalized groups.
Two other assignments that I completed as part of my master’s course work also helped me to grow in this competency. In CSP 6020- Theory and Assessment of College Student Development, I did a Voice Project and in CSP 6030- Theory and Assessment of Educational Environments, I did an Immersion Project. The purpose of the Voice Project was to raise our consciousness about the implications of race, nationality, class, gender, age, sexual orientation, disability, and religious beliefs. ClickHere I selected the voice of a Caucasian male with visual impairments and I developed my expertise in this voice by examining the literature relevant to this voice and interviewing students presumed to speak in this voice. The challenge we have as student affairs professionals is to actively seek out alternative voices that are different from our own and to assure that these voices are heard and understood. As a result of this project, the thing that I understand most is that students are unique and have multiple identities. As a result, they have various needs. Our job as a student affairs practitioner is not to assume what students need. Rather, I think it is to engage in discussions with students that allow students to share the way that they are making meaning of their world. These discussions will allow us to apply student development theory to our work with students and give meaning and purpose to the interactions. In doing so, we will be able to challenge and support students to further grow and develop. The Voice Project allowed me to see how gender, age, social class, ethnicity, sexual orientation, disability, and race
help to define how we draw meaning in our lives. In addition, realizing that these identities do not operate separately from one another has been significant. In doing the Immersion Project I developed sensitivity to the impact of college environments on African American students. ClickHere I found that some of my initial assumptions, perceptions, and beliefs about this group were accurate, but several were incorrect and based on commonly held stereotypes about African Americans. For example, my assumption about the graduation rate for this population was true. The college completion rate of African Americans continues to fall behind other racial and ethnic groups (Owens, Lacey, Rawls & Holbert-Quince, 2010). In addition, during two of my interviews, students mentioned that they had very little or no family support or encouragement regarding pursuing a college degree. This, too, was
one of my initial perceptions about African American students. I realized that most of my assumptions about African Americans focused on negative aspects. I assumed African American students come from under-privileged families, struggle academically, and have difficulty managing anger, and often abuse drugs and alcohol. In reading the literature on this student population, I learned that most of the research on this population focuses on African Americans negative outcomes rather than their educational success (Hughes, 2010). Very few studies actually address high-achieving and gifted African American college students, but that is not to say that these students do not exist.
Completing the immersion project affected me in ways that I was not expecting. While I feel more informed about African American college students, I am more aware of the role that my assumptions and perceptions play in working with any group that is not like me. I have a desire to become more knowledgeable and informed about groups that are not like me because I strongly believe it will make me a better student affairs practitioner and a better person. I need to be aware of who my cultural “lens” includes and who it leaves out and treat each student as an individual with multiple identities.
In addition, to grow in this competency, I attended Safe Zone training, a professional conference on multicultural advising, and a conference called “Does Race Matter?” during my graduate program.
Resources:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Bledsoe,T. (2011). About the SAAB organization. Retrieved from http://saabnational.org/about.htm
Hughes, R. L. (2010). Engaging African American males for educational success. Gifted Child Today,33(2), 55-60.
LaVant, B. D., Anderson, J. L., & Tiggs, J. W. (1997). Retaining African American men through mentoring initiatives. In M. J. Cuyjet (Ed.), Addressing the unique needs of African American
students. New Directions For Student Services, 80 (pp. 43-53). Hoboken, NJ: John Wiley & Sons.
Owens,D., Lacey, K., Rawls, G., & Holbert- Quince, J. (2010). First-generation African American male college students: Implications for career counselors. Career Development Quarterly, 58(4),
291-300.
Pieterse, A. L.& Collins, N. M. (2007). A socialization-based values approach to embracing diversity and confronting resistance in intercultural dialogues. College Student Affairs Journal, 26(2), 144-
151. Stewart, D. L. (2008). Confronting the politics of multicultural competence. About Campus, 13(1), 10-17.
Photo from http://butler.osu.edu/topics/community-development/news/diversity-equity-and-inclusion
Through course readings, class discussions, group activities, and class assignments, I developed increased self-awareness of what it means in the United States to be a person of my race, ethnicity, sex, gender, social class, age, ability, and religion. I also learned how these categories intersect and affect those who are different from me and how this impacts their experiences in higher education. Over the course of the semester, I submitted three critical reflections that made me more keenly aware of my own identity and mental frameworks and how my personal experiences influence how I approach difference. These critical reflections included my thoughts on my evolving understanding of who I am as an individual of both privileged and marginalized groups and how multicultural competence applies to my career as a student affairs professional. (See copies of my critical reflections
below.) At the end of the course, I had a strong desire and passion to continue to develop my awareness, knowledge, and skills in multicultural competence through my own research, future training opportunities, and work experiences. The semester started with me trying to pinpoint who I am and how my background and experiences have influenced my own life. I learned about ways in which I am privileged and oppressed and I had the
opportunity to explore and unpack some of my own biases, stereotypes, and assumptions. I also discovered situations and events that serve as “triggers” for me when engaging in difficult dialogues. As a result, I see how these things can negatively affect my work with students. One of the most important things that I learned early on in the semester is that one’s beliefs, values, and behaviors are not the way, but a way of viewing and responding to life (Pieterse & Collins, 2007).
Learning about power, privilege, and difference and the impact of history through reading books from different authors’ perspectives was very insightful. It stimulated my interest and made me realize how race and racism are systemic issues with no easy answers. In addition, I have a better understanding of within group differences and how unfair it is to place people in a position where they are the “token” person speaking on behalf of an entire group. Learning about words such as sexism, classism, racism, and ableism and how we cannot get rid of one of the “isms” without doing something about the others is also something I will not soon forget. These words are often difficult to talk about because they point to complex, systemic issues with no easy answers. People often put up their defenses when these words are discussed and I have made a point of talking with friends, family, and colleagues about these words in an effort to gain confidence and uncover the issues.
I also found it helpful to realize that what is important is not so much what we think about certain diversity issues, but how we think about these issues (Stewart, 2008). I plan to continue to learn about marginalized groups and underrepresented populations in an effort to serve as a student advocate and change agent. I want to build a reputation on campus as being an advisor, colleague, and friend who builds and maintains relationships across difference and advocates for students from underrepresented and marginalized groups.
Two other assignments that I completed as part of my master’s course work also helped me to grow in this competency. In CSP 6020- Theory and Assessment of College Student Development, I did a Voice Project and in CSP 6030- Theory and Assessment of Educational Environments, I did an Immersion Project. The purpose of the Voice Project was to raise our consciousness about the implications of race, nationality, class, gender, age, sexual orientation, disability, and religious beliefs. ClickHere I selected the voice of a Caucasian male with visual impairments and I developed my expertise in this voice by examining the literature relevant to this voice and interviewing students presumed to speak in this voice. The challenge we have as student affairs professionals is to actively seek out alternative voices that are different from our own and to assure that these voices are heard and understood. As a result of this project, the thing that I understand most is that students are unique and have multiple identities. As a result, they have various needs. Our job as a student affairs practitioner is not to assume what students need. Rather, I think it is to engage in discussions with students that allow students to share the way that they are making meaning of their world. These discussions will allow us to apply student development theory to our work with students and give meaning and purpose to the interactions. In doing so, we will be able to challenge and support students to further grow and develop. The Voice Project allowed me to see how gender, age, social class, ethnicity, sexual orientation, disability, and race
help to define how we draw meaning in our lives. In addition, realizing that these identities do not operate separately from one another has been significant. In doing the Immersion Project I developed sensitivity to the impact of college environments on African American students. ClickHere I found that some of my initial assumptions, perceptions, and beliefs about this group were accurate, but several were incorrect and based on commonly held stereotypes about African Americans. For example, my assumption about the graduation rate for this population was true. The college completion rate of African Americans continues to fall behind other racial and ethnic groups (Owens, Lacey, Rawls & Holbert-Quince, 2010). In addition, during two of my interviews, students mentioned that they had very little or no family support or encouragement regarding pursuing a college degree. This, too, was
one of my initial perceptions about African American students. I realized that most of my assumptions about African Americans focused on negative aspects. I assumed African American students come from under-privileged families, struggle academically, and have difficulty managing anger, and often abuse drugs and alcohol. In reading the literature on this student population, I learned that most of the research on this population focuses on African Americans negative outcomes rather than their educational success (Hughes, 2010). Very few studies actually address high-achieving and gifted African American college students, but that is not to say that these students do not exist.
Completing the immersion project affected me in ways that I was not expecting. While I feel more informed about African American college students, I am more aware of the role that my assumptions and perceptions play in working with any group that is not like me. I have a desire to become more knowledgeable and informed about groups that are not like me because I strongly believe it will make me a better student affairs practitioner and a better person. I need to be aware of who my cultural “lens” includes and who it leaves out and treat each student as an individual with multiple identities.
In addition, to grow in this competency, I attended Safe Zone training, a professional conference on multicultural advising, and a conference called “Does Race Matter?” during my graduate program.
Resources:
ACPA & NASPA (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Bledsoe,T. (2011). About the SAAB organization. Retrieved from http://saabnational.org/about.htm
Hughes, R. L. (2010). Engaging African American males for educational success. Gifted Child Today,33(2), 55-60.
LaVant, B. D., Anderson, J. L., & Tiggs, J. W. (1997). Retaining African American men through mentoring initiatives. In M. J. Cuyjet (Ed.), Addressing the unique needs of African American
students. New Directions For Student Services, 80 (pp. 43-53). Hoboken, NJ: John Wiley & Sons.
Owens,D., Lacey, K., Rawls, G., & Holbert- Quince, J. (2010). First-generation African American male college students: Implications for career counselors. Career Development Quarterly, 58(4),
291-300.
Pieterse, A. L.& Collins, N. M. (2007). A socialization-based values approach to embracing diversity and confronting resistance in intercultural dialogues. College Student Affairs Journal, 26(2), 144-
151. Stewart, D. L. (2008). Confronting the politics of multicultural competence. About Campus, 13(1), 10-17.
Photo from http://butler.osu.edu/topics/community-development/news/diversity-equity-and-inclusion
Artifacts:
Critical Reflections:
|
Safe Zone Training: |