Running head: CRITICAL REFLECTION 3 1

Running head: CRITICAL REFLECTION 3 1 CSP 6035: Critical Reflection 3 Samantha Keltner Bowling Green State University

CRITICAL REFLECTION 3 2 CSP 6035: Critical Reflection 3 Introduction Throughout my participation in the course I have worked to gain a better understanding of my personal identity. I began the year by exploring my identity and continued to examine how my identities impacted my work as a practitioner. Our subsequent course readings and discussions prompted me to further explore how issues of multicultural knowledge, awareness, and skills influence my work in student affairs. For my final critical reflection I will examine my personal growth during the semester, my understanding of topics discussed in the course, and my awareness of how multicultural competence applies to my work as a student affairs practitioner. Understanding My Personal Identity Developing my understanding of my membership in both privileged and marginalized groups has allowed me to explore my individual identity. In previous critical reflections I explored this through examining my racial identity, gender identity, and sexual orientation. These reflections allowed me to gain perspective on my thoughts and feelings about my membership in various groups. As I reread my earlier critical reflections it was easy to see that I was trying to make meaning of my various identities. For my final reflection I will explore my racial and gender identities because these are two of my most salient identities. Racial Identity: A Privileged Identity At the beginning of the semester I struggled to understand my racial identity. Reason (2007) explained the White individuals typically have difficulty articulating their racial identity and often explain their Whiteness in one of three ways: racist, anti-racist, or non-racial (p. 128). I resonated with the dilemma that Reason (2007) articulated. As a White individual I had not previously been asked to define what it meant to be White and I did not have the language

CRITICAL REFLECTION 3 3 available to explain how I felt about my race. Reading Power, Privilege, and Difference provided me with some of the language I had previously been missing. Johnson (2006) clearly defined issues of power and privilege in the context of American society. The illustrations in this text helped me make sense of my thoughts about my race. Previously, I had not spent a significant amount of time exploring my racial identity. As Johnson (2006) explained, exploration of White identity is not something that is encouraged in American society; because exploration of Whiteness would allow White individuals to fully understand the systematic inequalities that are in place in our society. White individuals resist acknowledging these inequalities because to do so would be to remove power from White individuals. Wise (2008) echoed the framework that Johnson (2006) laid out. I appreciated the Wise (2008) reading because he suggested specific strategies for White individuals to resist systems of power and privilege. I found this particularly helpful. I had an increasing awareness of issues of power and privilege, but felt very overwhelmed in determining what individual action I could engage in that would promote change. As I end the semester I have a much better understanding and awareness of my privileged racial identity. My challenge going forward is to look for ways to continue to resist the privileges associated with my White identity. Utilizing the suggestions from Johnson (2006) and Wise (2008) will be helpful in accomplishing this goal. I know that this will be an ongoing process and I believe it will be one that becomes habitual with heightened awareness and practice. Gender Identity: A Marginalized Identity As I review my previous critical reflections it is clear to me that I had a more developed understanding of my gender identity (especially in comparison to my understanding of my racial identity). At the beginning of the semester we read Young (1990), which illustrated five types of

CRITICAL REFLECTION 3 4 oppression. I found this article useful in naming different types of oppression that I was already familiar with in relation to my identity as a woman. As I reread my first reflection I remember how easy it felt to identify different examples of oppression related to gender identity. Additionally, the Johnson (2006) reading provided me with additional examples of power and privilege as it related to my gender identity. I especially found the discussion about the role of capitalism to be enlightening. It is clear to me that my awareness of my marginalized identity was much higher than my awareness of my privileged identity. I believe this awareness developed over time through both direct and covert messages. Societal messages about the value of women are communicated through inequalities in pay scales. Other messages came through advertisements and marketing about what types of commodities women should want. Even from an early age women are taught what types of jobs are appropriate. My membership in a marginalized identity made the disadvantages and inequity much more obvious. In comparison, my awareness and understanding of the privileges associated with my racial identity were much less clear. I believe this is because members of privileged groups rarely stop to consider systems that are working in their favor. As I look back on my progress throughout the semester I can see that I have gained an increased awareness about the privileges associated with my racial identity and have been able to acquire a basic understanding about what I can do to create a more equitable society. Reflection on Course Content In previous critical reflections I focused on specific readings and course discussions that had occurred prior to the date of the reflection. For my final reflection I would like to take a different approach. I would like to highlight three areas where I have made significant growth during this semester. In the following discussion I have classified these into broad themes. I

CRITICAL REFLECTION 3 5 will explain my understanding of the subject matter to this point and offer insight into my development. Facilitating Discussions and Dialogue One of the areas I believe I have developed the most is my understanding of how to facilitate conversations about difference. We began the semester by discussing triggering events. Obear (2007) provided a clear definition of triggering events and outlined a cycle that describes the feeling of being triggered. This was an invaluable resource. It helped me to better explain past experiences and provided a frame of reference when considering how to react in future events. This was particularly helpful to me when working with a student in a class that I facilitate. I could feel myself being triggered by his sexist remarks and did my best to remain calm and not lose the focus of the rest of the group. While I believe I still have a long way to go in developing control of my triggers I appreciate having a more complete understanding of the emotional response and being able to better articulate how I am feeling. I also gained a better understanding about how to enter conversations about multicultural competence from the Nash (2010) article. I related to the illustration that he provided and appreciated his suggestions on how to engage with others. His recommendations about entering conversations without a pre-determined agenda really resonated with me. I appreciated this perspective because I could see myself using the strategies Nash (2010) had suggested. His approach to discussing issues of multicultural competence felt very natural and authentic. I appreciated how Nash (2010) suggested entering these types of conversations with an open mind and from a place of genuine concern and interest in the other individual. As practitioners we are encouraged to take a similar approach when working with students in a variety of other

CRITICAL REFLECTION 3 6 situations; so I am inclined to believe that this approach would also be successful in discussing issues of multicultural competence. Understanding Social Justice I have appreciated our conversations about the similarities and differences between multicultural competence and social justice. Manning (2009) explained that while many student affairs professionals claim an orientation of social justice they are inadvertently working under one of six other frameworks. Often, I see programs in student affairs stop short of multicultural competence and certainly do not reach a place of social justice. For example, recruitment initiatives on campus often have a diversity approach. As Manning (2009) noted this approach often is synonymous with structural diversity (p.14). Manning (2009) also cautions student affairs educators against approaches that encourage cultural voyeurism, such as the cultural pluralism approach (p.15). Additionally, Strange and Stewart (2011) illustrated the difference between a multicultural competence approach and a social justice approach to graduate preparation programs. A multicultural competence approach focuses on developing awareness, humility, knowledge, skills, and responsiveness (Strange & Stewart, 2011, p. 258). In comparison, a social justice approach educates students about how social systems work to maintain current structures of privilege and provides individuals with the necessary tools to, challenge and transform these systems (Strange & Stewart, 2011, p. 259). Throughout the duration of the course we have compared and contrasted the two approaches, which has allowed me to gain a better understanding of the nuances of social justice advocacy. As a practitioner I believe it is particularly important to understand the difference between the two. Higher education is a social system that needs to be continually challenged to ensure equal access and opportunity for success

CRITICAL REFLECTION 3 7 for all of our students. Infusing social justice advocacy into the work I do as a student affairs practitioner is one way to accomplish this goal. The structure of higher education is certainly one that is not immune to reinforcing systems of privilege and oppression; subsequently, educators who work as social justice advocates can continue to challenge this system and break down barriers to higher education. Multiple Truths When I began this semester I anticipated learning definite answers related to multiculturalism. I expected to find consensus on particular standpoints and different issues in the field. However, as we discussed in CSP 6020, no experience is the same for two students. Individual identities and backgrounds impact how people experience different situations. One of the most valuable lessons I learned this semester was to acknowledge to possibility of multiple truths. Stewart (2008) wrote, multicultural competence requires that we embrace the feasibility of multiple possibilities of truth, reality, and justice along with multiple avenues of reaching these goals (p. 17). This is an area where I still have room to develop and grow as a practitioner. I believe using the approach that Nash (2010) suggested will be helpful as I continue to develop my understanding of multiple truths. If I truly enter into a conversation as a listener and learner rather than as a teacher (Nash, 2010, p. 17) I believe I will be able to honor the option of multiple truths. As Nash (2010) suggested, moral conversation is foremost a means to reach a particular end: a respectful listening to one another, not to promulgate, or to discover, absolute truths, but to enlarge, deepen, enrich, and improve one s own truths (p. 16). As a practitioner in student affairs the ability to acknowledge the reality of multiple truths is one that fits well with my commitment to holistic education. Recognizing the validity of

CRITICAL REFLECTION 3 8 multiple perspectives and ways of understanding allows me to honor the student as a whole person. Implication for Student Affairs Practitioners In previous critical reflections I centered my discussion about implications for practice around my own development of multicultural awareness, knowledge, and skills. I would like to organize my final reflection differently. Washington (2007) described a series of practices that combine multicultural awareness, knowledge, and skills with action. This description resonated with me because it seemed to sum up many of the discussions that we have had this semester. As a practitioner I will work to be mindful of the principles that Washington (2007) provided and evaluate my work in terms of this framework. Washington (2007) explained that multicultural awareness involves an awareness of self and personal identities. Throughout the semester I have gained a better understanding of my personal identities and increased my awareness of how those identities impact others around me. I have more work to do on this front. I have significantly developed my understanding of my racial identity, but I want to further explore the less overt privileges associated with this identity. Additionally, Washington (2007) explained multicultural knowledge as an awareness of what you know and what you do not know. As an educator I appreciate this approach. It is essential for student affairs practitioners to acknowledge what they know and also to recognize we all have opportunities for personal growth and development. Washington (2007) described multicultural skills as the ability to work effectively across difference. The work we have done this semester to identify triggers, discuss approaches to advocacy, and consider our personal facilitation style all work to meet this goal. Skill development is one of the areas I believe I can gain more confidence in with practice. This is also an area where I need to remember that the

CRITICAL REFLECTION 3 9 work of multicultural competence is not always comfortable, but that discomfort is a sign of growth (Washington, 2007). I appreciate the insight provided by Washington (2007) because it encourages practitioners to view themselves in a constant state of growth. Developing multicultural awareness, knowledge, and skills is not a process with a definite end. I also thought it was important that Washington (2007) included action as a final step in the process. Including action with awareness, knowledge, and skills is what can help practitioners take the next step toward working as social justice advocates on campus and in their community. For me, this final step is essential because it is the application of the previously developed awareness, knowledge, and skills. How and Where I Enter As I reread my previous critical reflections I have seen a definite growth in my awareness about my personal identities. Throughout the course of the semester I have gained a better understanding privilege and oppression and the social systems that work to reinforce these structures of power and inequality. Since the first week of the semester I have also increased my understanding of the role that student affairs practitioners play in creating a more socially just community. I have also learned strategies to incorporate a social justice perspective into the work that we do on college campuses. As the semester comes to a close I am excited to continue my journey to develop my multicultural awareness, knowledge, and skills. As Washington (2007) explained much of this work is self work and requires an intense amount of introspection and reflection, but I am looking forward to this challenge. I am reassured by my understanding that multicultural competence is a continual journey rather than a final destination.

CRITICAL REFLECTION 3 10 References Johnson, A. G. (2006). Privilege, power, and difference (2 nd ed.). Boston, MA: McGraw Hill. Manning, K. (2009). Philosophical underpinnings of student affairs work on difference. About Campus, 14(2), 11-17. doi: 10.1002/abc.284 Nash, R. J. (2010). What is the best way to be a social justice advocate? : Communication strategies for effective social justice advocacy. About Campus, 15(2), 11-18. doi: 10.1002/abc.20017 Obear, K. (2007). Navigating triggering events: Critical skills for facilitating difficult dialogues. Generational Diversity, 15(3), 23-29. Reason, R. (2007). Rearticulating whiteness: A precursor to difficult dialogues on race. College Student Affairs Journal, 26(2), 127-135. Strange, C. C., & Stewart, D. L. (2011). Preparing diversity change leaders. In D. L. Stewart (Ed.), Multicultural student services on campus: Building bridges, re-visioning community (pp. 254-266). ACPA Books and Media Publication. Sterling, VA: Stylus Publishing Stewart, D. L. (2008). Confronting the politics of multicultural competence. About Campus, 13(1), 10-17. Washington, J. (2007). Social justice in higher education: From awareness to action. Leadership Exchange, 5(3), 12-15. Wise, T. (2008). White like me: Reflections on race from a privileged son (revised and updated). Brooklyn, NY: Soft Skull Press. Young, I. M. (1990). Five faces of oppression. In Justice and the politics of difference (pp. 39-65). Princeton, NJ: Princeton University Press.