Pluralism, Inclusion, and Social Justice
Graduates should possess the attitudes, beliefs, values, and self-awareness necessary
to serve students who are culturally different from themselves, fostering their full participation
in higher education. Specifically, graduates should:
a) critically examine their own values, world view, assumptions, and biases;
b) develop critical consciousness about ways in which gender, class, race and ethnicity, language,
nationality, citizenship, sexual orientation, age, religion or spirituality, disability, ability,
and institutional power affect individuals and their experiences in college;
c) function as allies to groups different from themselves, challenging and supporting individuals
and systems around social justice issues.
to serve students who are culturally different from themselves, fostering their full participation
in higher education. Specifically, graduates should:
a) critically examine their own values, world view, assumptions, and biases;
b) develop critical consciousness about ways in which gender, class, race and ethnicity, language,
nationality, citizenship, sexual orientation, age, religion or spirituality, disability, ability,
and institutional power affect individuals and their experiences in college;
c) function as allies to groups different from themselves, challenging and supporting individuals
and systems around social justice issues.
Reflection of Museum of Tolerance Visit
In The Role of Diversity in Student Affairs Practice course I was assigned to visit the Museum of Tolerance and write a reflection paper. The reflection paper described what I learned, my most significant experiences, and questions that were prompted as a result of my experience there. Spending the day at the museum was very impactful in educating me more in social justice issues. I was educated about sex trafficking, gender issues, homosexuality violence and was fortunate enough to listen to a World War two survivor from the holocaust My visit made me realize how essential it is for college students to be educated about the hate crimes and intolerances around the world. A curriculum focused on social justice issues can help students to recognize inequalities and develop the confidence to work toward a more equitable world (Cavallerro, 2013).
Cavallero, J. J. (2013). Engaging Millennial Students in Social Justice from Initial Class Meetings to Service Learning. New Directions For Teaching & Learning, 2013(135), 75-80.
In The Role of Diversity in Student Affairs Practice course I was assigned to visit the Museum of Tolerance and write a reflection paper. The reflection paper described what I learned, my most significant experiences, and questions that were prompted as a result of my experience there. Spending the day at the museum was very impactful in educating me more in social justice issues. I was educated about sex trafficking, gender issues, homosexuality violence and was fortunate enough to listen to a World War two survivor from the holocaust My visit made me realize how essential it is for college students to be educated about the hate crimes and intolerances around the world. A curriculum focused on social justice issues can help students to recognize inequalities and develop the confidence to work toward a more equitable world (Cavallerro, 2013).
Cavallero, J. J. (2013). Engaging Millennial Students in Social Justice from Initial Class Meetings to Service Learning. New Directions For Teaching & Learning, 2013(135), 75-80.
Chit- Chat Mentor Night
As a mentor of the Puente Program I participated in the “Chit-Chat Mentor Night.” The goal of the evening was to break bread and talk about current issues the mentees were facing transitioning to college life. It is clear that Latina(o) students are not attending or graduating from college at the same rate as their peers. It is also evident that a number of factors affect students’ transition to college (Rios-Aaguilar and Kyama, 2012). After dinner the group of mentors and mentees were divided into two groups based on gender. The division of gender was made so the mentees could feel more comfortable in discussing personal issues. In the group of professional women and Chaffey “Puentistas” we discussed issues such as unsupportive boyfriends/husbands, household duties, gender barriers, familial pressures, motherhood, work and school balance, dating, money struggles and culture barriers.
Rios-Aguilar, C., & Kiyama, J. (2012). Funds of Knowledge: An Approach to Studying Latina(o) Students' Transition to College. Journal Of Latinos & Education, 11(1), 2-16.
As a mentor of the Puente Program I participated in the “Chit-Chat Mentor Night.” The goal of the evening was to break bread and talk about current issues the mentees were facing transitioning to college life. It is clear that Latina(o) students are not attending or graduating from college at the same rate as their peers. It is also evident that a number of factors affect students’ transition to college (Rios-Aaguilar and Kyama, 2012). After dinner the group of mentors and mentees were divided into two groups based on gender. The division of gender was made so the mentees could feel more comfortable in discussing personal issues. In the group of professional women and Chaffey “Puentistas” we discussed issues such as unsupportive boyfriends/husbands, household duties, gender barriers, familial pressures, motherhood, work and school balance, dating, money struggles and culture barriers.
Rios-Aguilar, C., & Kiyama, J. (2012). Funds of Knowledge: An Approach to Studying Latina(o) Students' Transition to College. Journal Of Latinos & Education, 11(1), 2-16.
Multi Ethnic Presentation
As apart of the Theoretical Application Project/Class Presentation in the Process of Adult Development course I presented on Kristin Renn’s Ecological Theory on Mixed-Race Identity Development. Kristin Renn’s Ecology Theory of Mixed-Race Identity Development focuses on various elements, which contribute the identity process by mixed race, and various racial backgrounds. Renn dissects ecological influences, identity patterns, and theory and applies them to college students (Renn, 2008). The goal of this presentation was to educate the cohort about the underrepresented students of mixed- races.
Renn, K. A. , & Shang, P. (2008). Biracial and Multiracial Students. San Francisco: Jossey-Bass
As apart of the Theoretical Application Project/Class Presentation in the Process of Adult Development course I presented on Kristin Renn’s Ecological Theory on Mixed-Race Identity Development. Kristin Renn’s Ecology Theory of Mixed-Race Identity Development focuses on various elements, which contribute the identity process by mixed race, and various racial backgrounds. Renn dissects ecological influences, identity patterns, and theory and applies them to college students (Renn, 2008). The goal of this presentation was to educate the cohort about the underrepresented students of mixed- races.
Renn, K. A. , & Shang, P. (2008). Biracial and Multiracial Students. San Francisco: Jossey-Bass