My scholar-practioner journey in graduate school has transformed my philosophy on student engagement in a powerful way. It is through my own engagement in student affairs literature and co-curricular experiences (i.e. assistantship, practicum, internship and study tour) where I have been able to apply theories in real time, and make meaning of scholarship through personal analysis. In doing so I have developed an internal voice strong enough to filter out society's invalidating messages about my worth which has enhanced my self-acceptance, confidence in skills, and ability to empower others. This has helped me define my role in student affairs. I strive to provide spaces for students to take what they have learned in class and make sense of it, or have the agency to critique it, in co-curricular experiences.
My passion for student activities and engagement originates from my sense of willful obligation to give back to my community. As a first-generation college student I could only envision college being a larger version of my high school where I spent all of my time in the classroom, with the exception of an occasional midday pep rally. Once I started college I was fortunate to be immediately supported by peers, faculty and staff most of whom were people of color. People of color not only recognized the knowledge and perspectives I brought to college, they also contributed to my desire to succeed by enhancing my educational experience through mentorship, civic engagement, and leadership opportunities (Pérez & Taylor, 2012). This collectivist culture contributed to my overall sense of belonging (Guiffrida et al., 2012). Being in graduate school has given me the opportunity to validate these experiences from an asset-based framework through student success literature solidifying my own collectivist approach to student engagement.
My collectivist orientation is reinforced by the principles of race-conscious student engagement practices (Harper, 2009). Harper (2009) describes race-conscious student engagement practices as a “consciousness of the environmental factors that either stifle or enable engagement among racially diverse groups of students… compel[ing] educators and administrators to respond in ways that increase their capacity to…distribute the benefits of engagement more equitably” (p. 41). One way I have responded to the current campus environment is by coordinating the Residence Life Leaders of Color Affinity Group. The purpose of this group is to provide communal and social support and to validate the experiences of Resident Assistants of color who are likely one of few people of color living in their building.
The Office of Residence Life regularly espouses its value of diversity and I thought this was a good way to enact that value. Once I received approval to coordinate this group I was nervous to start it because I was afraid of possible backlash from some of the 250 Resident Assistants we employ who might not have understood the purpose of this group. But I knew that the additional challenges of Resident Assistants of color were real and needed to be acknowledged from the department. When I started to focus my attention on providing an equitable experience for students of color I was able to articulate the purpose of this support group and I have not received any negative push-back. The only person I have received critical feedback from is me, and I believe critical reflection is an important skill that increases effectiveness.
Advocating for marginalized students is another way that I accept institutional responsibility for student success (Harper, 2009). Although it is easy to sit in staff meetings and other professional settings and not “share the burden” (Linder & Myer, 2016) of marginalized students it is important that I embody what Peña, Bensimon, and Colyar (2006) call “equity-mindedness” and continue to seek opportunities that will nurture student success and engagement for underrepresented students (as cited in Harper, 2009, p. 43). I currently use my internship in the Student Activities and Greek Life Office to advocate for needs of the members in historically Black Greek-letter Organizations. As a result I have gained the trust of the students which allows me to empower them to advocate for themselves when possible.
I acknowledge that being a part of a collective culture can be taxing but it is more rewarding than anything because I able to do fulfilling work while supporting the communities I cherish. By supporting marginalized students I have been able to create environments that are inclusive and welcoming for all students to get involved.