Hierarchical institutions are prevalent in our culture. We grow up within a variety of communities that are often structured with clear roles and a clear chain of command or authority. These include our families, faith communities, educational institutions, and government. All are structurally layered with those at the top of the system having more authority, status and decision-making power in regards to policies and practices, budgets, and resource allocation. Regardless of where we are located in the system, developing the skills to advocate for changes within the system to help obtain more equitable resource allocation, support services, programming, and inclusive excellence is vital. This is particularly true in regards to policies and practices.
Policies and practices differentially impact individuals and groups because we have different life contexts. Over time, structures expand to take into account the differing identities and experiences of the populations we serve. However, many of the structures in place have resulted in the creation of silos (or neighborhoods) as a way to provide space and to help address diversity, inclusion, and equity issues that exist in society and on our campuses. For example, we have programs for students of color; LGBTQA+ students; women; veterans and military members; international students; and services for students with disabilities. These neighborhood resources are important because neighborhoods provide visibility and recognition for the community (aka marginalized groups) to participate in the larger community, access resources and their identity communities, along with providing education and programming for the larger campus community.
One outcome of having these neighborhoods is individuals and groups often have to choose which neighborhood is going to be their primary community. Given the structures and often limited resources (of which time is one), we often navigate the campus environment while having one of those neighborhoods as our home base; addressing multiple, intersecting and mixed identities as needed or we are able. We are often under resourced for current demands. This means we are busy (although that may be a word we are not supposed to use as some perceive we are saying we are busy while they are not). We have also been socialized to perceive the world based on what we see and that often means we categorize people based on one or two primary identities. Societally, we often talk about and frame identities on a binary – woman or man; black or white; straight or LGBTQA+; progressive or conservative; and the identities list goes on. Yet, our identities rarely fit into such distinct boxes. When looking at campus climate, and addressing issues, it is often more manageable to address one or two areas rather than the complexity and challenges that accompany looking at the intersections of identities (gender, race/ethnicity, orientation, ability, faith, age, etc.). Developing communities that are truly inclusive while allowing space and recognition for individual and group identities and contexts is needed and challenging; particularly when we consider the socio-political context within a country and world where inequity, privilege, and power varies for individuals and groups and there are differing value systems and approaches regarding differential resources and access.
Working in higher education allows us to advocate for policies and practices that have the greatest benefit for the most people on our campuses in the same way that the constitution of the United States can allow people living at the margins to work with supporters to advocate for more equitable access to the benefits of living in this country. This allows us to build our case for diversity and inclusion and hopefully moves us toward a more socially-just campus community as well as a more socially-just society. While change can be quite slow, and not everyone wants or appreciates change, it does happen. Having worked in Student Affairs for over 25 years has allowed me to witness the progress and resistance to change that has taken place. Some positive changes include adding sexual orientation and gender identity to our nondiscrimination policy; starting a LGBTQA+ center on our campus; the development of a military and veteran success center; changes in policies and practices that include gender inclusive housing, a chosen name option, the ability to change gender markers on records with a changed driver’s license or passport (vs. a changed birth certificate); and the development of a disability club that helps provide community and advocate for a campus climate that moves beyond compliance to inclusive excellence for students of differing abilities.
I have been fortunate to have a career in higher education that has allowed me to advocate for change informed by my education, experience, and multiple, intersecting, and mixed identities. During my career in Student Affairs, I have worked in positions where I was the first and only professional staff person in the role (Sexuality Education Coordinator; Assistant Director in Student Involvement serving as the Director of the LGBTQA+ Resource Center). Being the primary person in a role where I developed the programs and services has provided me opportunities to define the mission of the programs, which have included a focus on diversity, inclusion, equitable access, and social justice education in programming and services. Being a mid-level management position with students as staff and volunteers has also meant helping students develop the knowledge and skills to help create change through information and skills development. This is where the Social Change Model of Leadership Development (Astin & Astin, 1996) has been a useful tool to encourage leadership that can help foster an inclusive environment where anyone and everyone can develop and utilize skills to help create a system that is responsive to individual and group needs, particularly given our diverse identities and experiences. Leadership as a process encourages the concept of leadership as a behavior that anyone can engage in regardless of their position. The model consists of 7 C’s. Three C’s focus on individual values (consciousness of self, congruence, and commitment); 3 on group process values (collaboration, common purpose, and controversy with civility); and the Community/Societal value of Citizenship. These combined values result in an 8th value (or goal), Change (Astin & Astin, 1996).
Whether aware of this model or not, the process in student development and education can be related to the Social Change Model of Leadership Development. Individuals and groups, knowing their values, acting in congruence, and committed to making a difference, worked collaboratively with others on a common purpose, and managing controversy. This can be applied to a variety of situations. Good citizens working for the common good. This process reflects the importance of individual rights and responsibilities; and having a concern for the rights and wellbeing of all members of the larger community.
Our changing social and political contexts indicate the need to move in the direction of working at the intersections of identities and understanding the commonalities that impact all of us and working toward social justice education. According to Adams, Bell and Griffin (2007), social justice is both a process and a goal; and “The goal of social justice education is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure.”
In order to work at the intersections, we have to be aware of specific topics and needs. We need space for marginalized populations, as well as ways to integrate all members of the community. We need interdisciplinary approaches; and we need equitable funding. We need transparency in budgets and decision making criteria. We also need to be able to work toward achieving balance. We are here for the students. How do we find those who are here for us? How do we achieve a healthy workplace and work-life balance if we are the primary professional attempting to meet the needs of a marginalized population, which also means changing the culture of the larger campus community? It takes time, it takes clarity, and it takes our supporting each other in our work. We need space, resources, and support. We need to manage emotions, not only others, but our own. We have to recognize that we are impacted by the same minority stress and microaggressions that those we serve experience. We need to take care of ourselves so that we role model for others that self-care is valued. One way to approach our work is to work with primary identities while recognizing and acknowledging that we need to work at the intersections of identities and stretching our own comfort zones. We need to recognize that almost every identity label is more than a primary identity or label; and every identity is incorporated into other identities.
LGBTQA+ people are within other identity categories and need to be recognized in the same way that other identities within the LGBTQA+ community need to be recognized. Working collaboratively across identity groups will help achieve the common goal of social justice if we can accept and support each other in moving toward equity and social justice for every individual and every group member. Understanding the difference between diversity, inclusion, equity, and social justice is also important (see Dafina-Lazarus Stewart, 2017) because we need to continually strive for moving the conversation from diversity and inclusion to equity and social justice. We need to recognize and claim our own value within the institutions that we work in. This is not a small or easy task. It is an ongoing effort in how we manage our work lives, particularly given the challenges of working from the level of the hierarchy we are in to get the message up the chain of command in order to help create the changes that are needed to shift toward a more equitable campus environment. It is essential for us to build community at work for ourselves as we strive to help create community for students. We need to determine how we can best work at and across intersections of identities while building community and supporting each other in this work, not only with the identity group(s) we work with but across identity groups. We also need to acknowledge and manage the emotional impact of the work we do given that we are also impacted by sociopolitical climate, microaggressions, and inequitable resource allocation. This takes time, consciousness, congruence, commitment, collaboration, and working toward a common purpose while managing controversy with civility. We also need to celebrate our successes and accomplishments. It requires acceptance that we all matter.
Recognizing our own privilege in addition to knowing where we lack privilege is another essential component for it is where we have privilege that we can use it to help make the world a better place. Where we lack privilege can help us with understanding, awareness raising, and with advocacy. We can use our stories and our voices to demonstrate leadership from where we are at to the best of our ability. Having the support of others who do this work is invaluable because there is a commonality of experience and identities. Community is essential, whether it is on our campus or beyond. Knowing and appreciating our commonalities is useful and one area that we all share privilege in higher education is having access to and being a part of higher education. How we use our privilege in this context can make all the difference in the world.
Pat (pronouns: she/her/hers) is the Founding Director of the LGBTQA+ Resource Center at the University of Nebraska-Lincoln. Prior to opening the Center, Pat served as the Sexuality Education Coordinator for the campus and is in her 26th year as a Student Affairs Staff member. Pat is the 5th of 6 children. Her parents were first generation college students, who were both proud of their ethnic heritage. Pat’s mom was Lebanese American and her father was French-Canadian descent with an English great, great grandmother. Both of her maternal grandparents were immigrants. Having grown up in a Catholic, military family influenced and shaped her views about diversity and social justice. She is a published author (articles and book chapters), has presented at international, national, and regional conferences, and has received recognition for her work over the years on her campus and nationally.
Bell, L.A. (2007). Theoretical Foundations for Social Justice Education. In Adams, M., Bell, L.A., & Griffin, P. (Editors) Teaching for Diversity and Social Justice: A Sourcebook, 2nd Ed. Routledge Publishing, New York, NY.
Astin, Helen S. & Astin, Alexander W. (1996, January). A Social Change Model of Leadership Development Guidebook, Version III. Higher Education Research Institute, University of California at Los Angeles.
Dafina-Lazarus, Stewart I2017, March 30). https://www.insidehighered.com/views/2017/03/30/colleges-need-language-shift-not-one-you-think-essay
Dear Colleague Letter on Transgender Students (2016, May 13). https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201605-title-ix-transgender.pdf