5450Phil

I have had the opportunity to live in a variety of states and cities in the United States pointed by differences in culture, traditions, history, language and people. Through these experiences I have come to believe that each person holds a unique perspective of their surroundings and therefore individual value in their community. This alongside my exploration of leadership, student development, and diversity and multicultural theories has informed my current philosophy as a student affairs professional. Margaret Wheatley’s thoughts on organizational dynamics established my belief in collaborative approaches to learning and leading (Wheatley, 1992). Wheatley (1992) describes organizations or team settings as organic entities whereby information is delivered through constant interaction (and exchange of energy) between people. In this sense, communication, collaboration and relationships are essential to the survival of an organization (Wheatley, 1992). This spoke to my personal beliefs that collaboration encompasses the virtues of communication and the development of trust and respect, which encourages stronger relationships and personal growth. Knowing the needs of my community and students affects how I understand and fully realize my role as well as giving me the ability to relate to their individual experience. As a result I have found that I can be an active participant in their growth and development, which in my opinion is one of the main purposes of student affairs. I also believe that addressing your identity in terms of structural power and privilege, thereby creating and cultivating your multicultural competence is essential to the role of a student affairs professional. Johnson (2006) and Pope & Reynolds (2004) are the two most notable forces that have influenced my thinking in this area. Johnson (2006) explains the importance of understanding the framework of discrimination in one’s community and larger society, which elevates certain groups and oppresses others creating an imbalance of opportunities and access. Pope & Reynolds (2004) outlines the importance of addressing one’s identity and expanding one’s multicultural competence given that the average student body is becoming increasingly diverse. Pope & Reynolds (2004) also make the point that before a student affairs professional can help any student through their development, that administrator needs to first know their own identity, perceptions and biases. Denial of the innate differences between people (race, ethnicity, sexual orientation, socioeconomic status, ability, age, etc.) fails to address stereotypes; rather it reinforces discriminatory practices and decreases the chance for true diversity in higher education (Johnson, 2006). These authors have made a profound effect on the way I approach the subject of diversity and multiculturalism and also how I see myself. I have learned how important diversity is to me personally and professionally and the natural passion I have for these issues. Although not every student affairs professional may feel as strongly about these issues as I do, it is important that we all examine our identity and how our role affects those in our community. Another theorist who has influenced my philosophy of student affairs is Marcia Baxter Magolda and her book //Learning Partnerships: Theory and models of practice for to educate for self-authorship//. In this text, Baxter Magolda & King (2004) explore the concept of helping students to become co-producers of their education and development. In this respect educators empower students to find their strengths and competencies and then develop confidence in their abilities by challenging themselves to be active participants. These ideas spoke to my desire to make the educational setting interactive and productive for each individual. Using a single method to reach individual students does not engage their personal development or interests; however, by making them a part of the process, you create an opportunity for them to inform their own learning and in effect gain more from their experiences. I find this aspect of working in student affairs to be necessary in helping students to reach their potential and allowing them to fully utilize their environment and college experience. Strange & Banning (2001) describe the importance of the college setting and how the physical, aggregate, organizational, and constructed environments play a role in the daily life and ultimate journey of a college student. I identify most with their discussion of the influence of campus culture and person-environment fit. Student affairs plays a large role in how and to what extent a student forms a connection with their environment and whether that individual feels congruent with the institution and campus culture. In my position as a student affairs professional I have a great responsibility in how the environment informs a student’s learning and relationship with the college. It is part of my job to make sure that each student feels like they are a valued and respected member of their community. Realizing the influence innate to our environment helps us to best meet the needs of our students. More diverse students are coming to campuses every day. As a result, there really is no such thing as a “traditional” student anymore. Overall, the role of student affairs must acknowledge the differences and unique nature of today’s students. Instead of seeing ourselves purely as service oriented, student affairs must embrace the importance of fostering a learning environment outside of the classroom. By definition, we are educators. As our field kindly reminds us, learning is a life-long art and in that spirit we must teach our students that this is simply the beginning of their journey to self-discovery and self-authorship. How students learn is just as important as what they learn and this fact becomes critical to our roles as facilitators of the student learning and development process. Baxter Magolda, M., & King, P. (2004). //Learning Partnerships: Models and models of// // practice to educate for self-authorship. // Sterling, VA: Stylus Publishing. Johnson, A. (2006). //Privilege, power and difference,// 2nd ed. McGraw Hill. Pope, R., Reynolds, A., & Mueller, J. (2004). // Multicultural competence in student affairs //. San Francisco, CA: Jossey-Bass. Strange, C., & Banning, J. (2001). //Educating by design: Creating campus environments.// San Francisco: Jossey-Bass. Wheatley, M.J. (1992). //Leadership and the new science: Learning about organization from an// // orderly universe. // San Francisco, CA: Berrett-Koehler Publishers.