ACPA and NASPA (2015) define social justice as “both a process and a goal” to create more equitable learning environments and “to address issues of oppression, privilege, and power” (p. 30).  The Social Justice and Inclusion (SJI) competency area emphasizes the ability of student affairs educators to reflect on their own positions of privilege, power, and responsibility to others, while working to enhance the support they provide to diverse campus communities (ACPA & NASPA, 2015).  Knowledge of institutional policy and resource distribution are important in the SJI competency, as each can have a significant impact on sustaining (or harming) equitable learning environments.  This competency represents the importance of communities that are respectful of diversity, inclusive, and socially just to create better learning and working environments.

​

I currently have a foundational level of competency in SJI.  I understand how the intersection of multiple aspects of identity, such as one’s race, ethnicity, gender, sexual orientation, physical ability or disability, age, and socioeconomic status, impacts self-perception, the perceptions of others, and lived experiences.  I am also aware of how my involvement in undergraduate and graduate educational communities provided me with opportunities to build relationships with others and expand my worldview.  Through class discussions, internship projects, student organization event planning, study abroad experiences, and my daily job responsibilities, diversity in individual perspectives and values enhanced my learning and development in the SJI competency.  While I am confident in my understanding of social justice and concepts of inclusion, power, privilege, and oppression, I am interested in applying my knowledge by seeking out action and advocacy-oriented opportunities.  I would like to participate in professional development opportunities, such as lectures and workshops, that focus on building inclusive environments and methods for enhancing cultural competence to support unique needs of diverse populations.  I am also interested in joining professional organizations and exploring SJI involvement opportunities on a local and national level to continue learning from a wide range of ideas and perspectives.

​

As discussed in HEA 616: American Higher Education, access to higher education and opportunities for advancement were historically rooted in a lack of inclusion and social justice, where the status quo maintained a division of power and exclusion for certain populations.  While considerable progress has been made, the residual effects should not be ignored.  SJI requires continuous examination of social and cultural norms and deliberate efforts to create and maintain equitable living, learning, and employment environments in higher education for women, people of color, persons with disabilities, and individuals from varying socio-economic backgrounds. In HEA 617: Student Development and Learning, I am learning about social identity development concepts such as racial identity, ethnic identity, sexual identity, gender identity, disability identities, social class identity, and the role of faith and spirituality in identity development. Through reading, discussing, and reflecting on systems of power and oppression and theories guiding identity development of diverse populations, I am better able to understand my own developmental path and am building a mental toolkit for understanding and supporting developmental phases of others around me. 

​

Artifacts

​

Blog: Words Can Say More than we Realize

By reflecting on the context and significance of words, I am able to articulate my understanding of the preferred vocabulary within a higher education setting. Carefully choosing words and understanding the meaning behind words is an important aspect of creating inclusive environments.

​

Professional Development Event

I planned and promoted a professional development event for student affairs educators, faculty, and alumni that focused on methods for supporting the unique needs of marginalized groups, such as LGBTQ students.

​