Pope and Reynolds (1997) distinguish the differences between multicultural awareness, multicultural knowledge, and multicultural skills. Multicultural awareness is the validation that these differences of cultures, values, and behaviors exist. Multicultural knowledge seems to be further investigating these differences of cultures, values, behaviors, and working to better understand these internally. Finally, multicultural skills is employing what one has observed and learned and sharing it through meaningful conversation and leading by example (Pope & Reynolds, 1997). Combining these unique abilities enable a student affairs professionals to create engaging learning environments where diverse cultures, viewpoints, worldviews, and people are respected and validated.

 

To meet the needs of an ever-changing student population in the equity, diversity, and inclusion competency, professionals must demonstrate ethos, inclusion, and open-mindedness. When coordinating note taking services at Framingham State University, I strived to partake in hiring practices that were fair, inclusive, and nondiscriminatory. I accepted all applications for open note taking positions and determined who I would hire based on quality of notes, GPA, and, if applicable, past history as a student note taker. This open-mindedness has carried over to my current position at MCPHS University, where I meet with students daily; often, I have no indication what the student needs or is seeking through visiting our office until we are actually sitting down and meeting. It is through maintaining an open mind, making no assumptions, and utilizing counseling skills that one begins to get a clearer picture of what brings each student in to the office. Here, my perceptions are often challenged and called into check; a student with low-levels of processing information, for example, could have a hard time carrying a conversation, but may perform above-average on a complicated examination involving pharmaceutical policy. 

 

In addition to working for the delivery of fair and inclusive services at Framingham State University, I also served as an adviser our first-generation college student affinity group, called GenerationOne, or G1 for short. Framingham State’s first-year cohort for the 2014-2015 academic semester was comprised of over 35% self-reported first generation college students. G1 seeks to celebrate student accomplishments in relation to being the first in one’s family to attend college, while also validating the challenges many of these students endure on a daily basis. During these crucial discussions, we checked in with students, asking those willing to share both successes and challenges they were currently facing/have faced. Through recalling my own experiences with navigating the college environment, I challenged my own privilege and honed my cultural sensitivity to students whose experiences did not mirror my own (Pope, Reynolds, & Mueller, 2004). 

 

Attached you will find a flyer from the mid-semester check-in held for G1 students in November 2014. Upperclass first-generation college students were also invited to attend, and they offered their unique perspective on the various hurdles many of the first-year students were facing. We also integrated cultural knowledge by sharing various statistics with students in regards to their first-generation status; many reported feeling ostracized or misunderstood by family and/or friends due to their status. By validating these feelings, the group worked towards facilitating an effective dialogue about diversity issues among audiences (NASPA & ACPA, 2010).

Students with disabilities are often forgotten when discussing diversity matters, and this in of itself is telling of the lack of representation and marginalization those with disabilities face on a daily basis (Madaus, 2001). Modern efforts to meet standards for students with disabilities have focused more on physical access to buildings and services, and less about inclusiveness of or attitudes towards these individuals (Madaus, 2001). As a professional who identifies as having a disability, this is a salient identity for me that I have been able to explore over my two years working in disability-heavy settings such as Framingham State University and MCPHS University. 

 

In particular, I noticed at an undergraduate commencement ceremony I attended that there was virtually no room for people with wheelchairs to sit and enjoy the ceremony; additionally, the path that led to the ceremony was hilly, grassy, and included no accessible restroom facilities. This was a nightmare for anyone with any sort of mobility need, and it was noticed by many. From my perspective as a graduate student who has taken the time and effort to study perspectives of people with disabilities, I integrated the knowledge I had and applied this to a relevant issue on campus (NASPA & ACPA, 2010). I worked with my boss, the director of Disability Services, to come up with a respectful way to raise this issue during a post-ceremony wrap-up meeting. This occurrence, in part, reignited my passion for examining the marginalization and exclusion people with disabilities face from mainstream society. Attached you will find my access analysis paper, which touches upon attitudes towards individuals with disabilities, and addresses the rich history of disability in the institutional setting. I found that shortcomings preparing for people with disabilities at special events is just the tip of the iceberg. By understanding our nation's history with oppressing people with disabilities, I am better able to identify current barriers in place, while assessing my own institution's role in removing these barriers (ACPA & NASPA, 2010). 

 

In addition to validating experiences for students with disabilities, it is increasingly relevant in our rapidly turning climate to examine issues that impact the LGBTQ+ community; specifically, identity development formation and the heteronormativity that many are inundated with time after time. These slights and misrepresentations can be characterized by the idea of receiving a paper cut. One paper cut may be palatable, but many happening frequently can lead to unbearable circumstances (Harper & Quaye, 2009).

 

One way I reflected on heteronormativity and identity formation process in relation to Equity, Diversity and Inclusion is by shifting my focus to LGBTQ+ students and the messages they receive long before they arrive at their respective institution. However, while this population, at times, experiences similar issues and messages, Dugan and Yurman (2011) convey a fundamental truth, and one that has stuck with me for some time now: student affairs professionals must avoid clumping students who identify as LGBTQ+ together; rather, we must acknowledge these differences and abstain from focusing on just one group, or treating their trials tribulations as representative of the entire LGBTQ+ population. By viewing each student as a unique being, and their various identities as pieces of a puzzle that comprises their overall identity, I have been more effective in serving my student populations. Attached you will find my Multicultural Issues Report, which focuses on the heteronormative messages society sends to our LGBTQ+ students, and how this can impact individual identity development.