Social Justice Statement

As a woman and a person of color, intersectionality of gender and race has played a major role in shaping my worldview. “Diversity, Inclusion and Equity (DEI) is not about the headcount but making head counts” was perhaps the most profound statement I took away from PwC’s invite-only Diversity and Inclusion Conference aimed towards the firm’s high potential Pan-Asian employees. While I thought myself to be incredibly fortunate to have been unanimously selected to participate in the conference, it was not until I started my CCSD journey when I learned the difference between DEI and Social Justice. We cannot make heads count if they are taken out of the picture because they are subjected to systemic inequities and oppression before making it to the headcount. It was only recently that I developed an understanding of how the other D8 social identities also play an equally important role in predicting a college student’s academic and career outcomes.

 

There seems to be a popular misnomer that only students of the highest calibre can pursue a higher education. Although academic prowess is an important piece, it is not the entire puzzle. The idea of meritocracy was socialized to me from an early age and constantly reinforced throughout my undergraduate education. Therefore, I have viewed the world of higher education largely through the rose-colored glasses of my privileged upper middle class social identity and practiced code-switching adeptly without ever truly acknowledging or questioning the discomfort it caused me and those around me while in college. The onus of succeeding at a higher education institution falls on both the students as well as the university resources at their disposal. It is hence imperative that traditionally underrepresented minorities are equipped with the knowledge, skills and resources they need to succeed. We, as student services personnel hold the power to play a key role in shaping the path of minority groups as they navigate higher education. While systemic inequality cannot be solved by one individual alone, each student services professional can make a difference in the lives of their students. I directly increasingly channel this realization in my Graduate Assistantship work, especially with the ACCESS STEM program. I have switched my advising approach to be more holistic by seeking to develop a deeper understanding of barriers to academic excellence faced by my students before making assumptions or offering advice that calls into question or invalidates their experiences of social injustices. Some examples of how I have done this is by asking students about their commitments outside of classes that affect their ability to do homework (working 2 jobs so that they are able to afford food and clothing) or why they are reluctant to apply for an out-of-state internship (not having access to a car, commitments to their family). 

 

Societal perceptions and expectations of certain groups of individuals also greatly impact the opportunities and roles they are boxed into, in terms of study options. Harmful stereotypes against women, BIPOC and LGBTQ+ are pervasive in higher education; it is largely unusual to come across faculty who identify with any of these historically marginalized groups. This deficit in role models makes it less likely for underrepresented minorities to seek help when they are struggling in classes. This turns into a self-fulfilling prophecy of academic failure and perpetuates the erroneous belief that a college education is beyond the reach of underrepresented minorities.

 

On the other side of the coin, the idea of a model minority also makes higher education impervious and inaccessible. It is a historically oppressive tool used to create divisiveness amongst minority groups. Model minorities are falsely made to believe that they have relinquished their right to question the prejudice that they are inevitably subjected to both academically and professionally. Additionally it is important to note that model minorities are not monoliths. For example, women and LGBTQ+ communities in STEM’s model minority groups are disadvantaged despite their perceived advantageous position. It is an erasure of their varied experiences and circumstances which shifts the blame from systemic oppression to individualistic failing. Furthermore minorities who are not considered “model” are pitted against their “model” counterparts and wrongly accused of not working hard enough or being intelligent enough instead of attributing their STEM achievement gap to socioeconomic inequality. 

 

Another startling realization for me was recognizing the importance of the NASPA and ACPA ethical codes, principles and standards in informing our problem solving approach and our decision-making process as student affairs educators. It has become clear to me that social justice is not separate from my role as a student affairs educator. Not working directly work in identity offices such as MSS, LBGT Resource Center, Women Center, does not free me from my responsibility to create and advocate for safe and empowering spaces for marginalized groups. Solving and discussing case studies in our Professional Orientation and Ethics course with Dr. Macari and my peers enabled me to embrace perspectives and ideas that were different from my own. I have always regarded myself as a social justice warrior who only sees situations and people as “black and white”. Through our class discussions, I learned the existence of a “gray” area and faced the uncomfortability that comes with making this acknowledgment. Balancing my commitment to students with my commitment to my supervisors and the institution, was one of the most challenging themes that was uncovered for me. Attending the Safe Space training geared towards strengthening our understanding of the LGBTQ+ community and presenting at the 2021 MNACPA conference about unique barriers to STEM education faced by underrepresented groups, has reinvigorated my inner social justice warrior. 

 

All in all, social injustices and systemic inequity continue to persist in higher education that prevent underrepresented minorities from flourishing as college students. With my MS in CCSD, I aspire to make my mark in the realm of student services by building on my past experiences and newly acquired schooling to foster brave spaces and help my students leverage and expand their community cultural wealth. I also aim to be proactive in serving underserved student populations by devising programs with inclusive messaging and promoting a culture of equal opportunity. I hope that my contributions to the collegiate experience can help remove some of the barriers in the way of traditionally marginalized groups and enable them to prosper.