Social justice is defined as both a process and a goal that includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups and seeks to address issues of oppression, privilege, and power (ACPA & NASPA, 2015). The Social Justice and Inclusion (SJI) competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others (ACPA & NASPA, 2015). Educators may incorporate social justice and inclusion competencies into their own practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on their campus communities (ACPA & NASPA, 2015).

 

         I self-assess at the foundation level as I engage in social justice and inclusion efforts but not enough to be intermediate or advanced. Throughout my career leading up to higher education, I did not have much background knowledge of social justice and inclusion. It was not until starting this program that I started to learn more about this topic. Although I have some knowledge, I still have a long way to go to move into the intermediate or advanced level. For a student affairs educator to achieve professional development they need to understand oppression, privilege, and power before they can understand social justice. As an educator reaches the intermediate or advanced level outcomes reflect social-justice-oriented application in practice and then connect between leadership and advocacy (ACPA & NASPA, 2015). 

 

        Two foundational outcomes that I resonate with are understanding how one is affected by oppression, privilege, and power and connecting and building meaningful relationships with others while recognizing the intersecting identities, perspectives and developmental differences people hold (ACPA & NASPA, 2015). Through my assistantship this semester, I have started to develop different skill sets on how to connect with other students of different backgrounds. By having new conversations with students and learning more about them and their backgrounds, we have been able to develop a stronger relationship with one another.

 

        A separate department at my assistantship has also developed a committee that works directly with diversity and inclusion. Although I am not directly on the committee, I have been able to take part in some initiatives they have implemented on campus. An initiative they have started is a pledge to stand against racism. This pledge was presented to the campus community and students, faculty and staff were all able to partake in learning about this topic and sign the pledge. A major part of this pledge was that by signing it you believe that no one should be treated differently because of their skin color. Throughout this process, I was able to meet new people and learn about some of the struggles they have faced. I was also able to show my support and let them know I stand with them by signing the petition. This petition made me rethink how I think about others, although I know I do not treat others differently based on skin color, it has helped me to be more conscious about what I think when meeting new people. I believe the saying “never judge a book by its cover” really fits into this as when meeting someone new I do not know anything about them therefore I cannot say anything negative.

 

        Through this course and student development that I am taking this semester, I have learned more about social justice, inclusion, oppression, privilege, and power. These courses have taught me to look deeper into the details that make up the different topics. For example, in my student development course, we had a class on oppression, we had to all bring an item to class that we felt represented oppression in our lives. Learning about what other students brought I was able to develop an open mindset on this topic. Since then it has allowed me to learn about others in a way I never knew before. I had an opportunity to learn about individuals and their struggles and how they have overcome them. These learning opportunities will assist me in my student affairs career because I will have a wider range of knowledge that will allow me to have more intimate conversations with students. These situations will also provide me with better ways to connect and build meaningful relationships with students and others I cross paths within student affairs.

 

        Although I have a general understanding of social justice and inclusion, I believe that through my courses, positions, and everyday life I will continuously learn new information that will enhance my learning. I believe by further developing my understanding I will be one of the best practitioners I can be in the student affairs field.

 

References:

American College Personnel Association and National Association of Student Personnel Administrators. (2015, August). Professional competency areas for student affairs educators. Retrieved from https://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencie s_FINAL.pdf