Johnny R. Quintanilla
Equity, Diversity, and Inclusion
Today’s society calls for student affairs practitioners who are multiculturally competent in order to fully support all types of students. To be successful in this field, I need to continue develop within this area by taking part of opportunities that will help me develop my own multicultural competency. Although I believe that I am very self-aware, I need to remind myself that I need to continue to develop my own personal awareness, knowledge, and skill set in this area. Personally, I felt that little experience contributed to my lack of confidence in holding diversity-related conversations. I believe that my coursework at BGSU allowed me to gain more confidence in developing in this area. Additionally, working for a predominantly White institution meant that I, as a student of color, had to help educate the community through informal and formalized programs and presentations. I discovered that I need to create opportunities for the community to hold these conversations and discussions. Therefore, I made a conscious effort to take part in various experiences that would help me increase my confidence in holding discussions as well as making me proficient in this competency area.
Narratives, Activities, & Artifacts
The Functional 15 assignment in my CSP 6010 course was created to teach us about the various functional areas that are commonly associated with the student affairs field. I was fortunate enough have selected the LGBT Resource Center. As part of the assignment, I was required to reach out to a staff member who worked in the LGBT Resource Center in order to inform myself about the service offered through their office. After I interviewed the Assistant Director, I used the CAS Professional Standards to create a flyer that I presented to the rest of my peers. During this presentation I also facilitated a small reflection that introduced my peers to LGBT terminology.
I believe that this assignment helped me become a better ally to the LGBT community. What I gained from the experience was valuable knowledge about the resources at the center as well as the critical role it plays in support the LGBT community on BGSU’s campus. Through my experience here at BGSU, I have learned that students who feel supported are most likely to be retained. Having the LGBT Resource Center provides a safe space for LGBT student and their allies to feel supported. As a minority on BGSU’s campus, the center gives LGBT student ownership and territory. Having this space contributes to the retention of the students, especially in sometimes unwelcoming environments. Spaces like these also promote a community that offers mentorship opportunities for students who need that support.
Aside from learning about the LGBT center, I also was able to learn about sexual identities, LGBT terminology, student organizations, and the needs of the LGBT community. This experience introduced me a student population about which I knew very little and challenged me to be more open to having LGBT-focused conversations. Additionally, I feel that my experience interviewing the Assistant Director also provided me with information that I could disseminate and promote to my staff. For example, many of our staff members became Safe Zone trained shortly after I was introduced to it during my interview with the Assistant Director. Lastly, I personally feel that I am better suited to support LGBT students because I have gained valuable knowledge about the resources that they need and that are available at BGSU campus
Functional Area Project: LGBT Resource Center & Flyer
National Coalition Building Institute (NCBI): Prejudice Reduction Workshop & NCBI Certificate
In order to further develop my confidence in facilitating EDI focused conversations, I registered and participated in the NCBI Prejudice Reduction Workshop. During this two-day training, I gained an understanding of various forms of diversity, examples of prejudices, and various activities that would help promote the dialogue about EDI among the participants. The NCBI workshop focused on introducing attendees to methods and techniques that would help us through facilitating difficult conversations relating to EDI. In other words, this workshop was design to train the trainer and to promote a more inclusive and supportive community at BGSU. I personally gained knowledge about internalized oppression, speaking-out, and becoming an advocate for those who are marginalized. In addition, during this workshop, many of my colleagues shared oppressive experiences they had because of their identities. This introduced me to various forms of oppression and helped me gain a greater understanding for new forms of diversity that I had not considered.
This workshop was a critical experience that initiated my need to become multiculturally competent. Prior to this workshop, I lacked confidence and experience. The only experiences that I had relating to diversity discussion was the training I had as a Resident Advisor. This is why when I went through the workshop that I discovered that I needed to commence in developing in this area. I came out of this experience having learned more about EDI, my identity, how to facilitate EDI conversations, oppression, and finally how to provide educational opportunities for others in my community.
Through this experience, I feel that I have a new knowledge based on promoting spaces were EDI conversations can take place. Using the information I gained from this workshop, I now feel competent in holding conversations with student, staff, and faculty. Additionally, I think that I am capable of talking about EDI with my own staff and making sure that they also continue to develop within this area, through the implementation of training sessions, staff development, and one-on-one conversations. On the other hand, I also discovered that I needed to further pursue additional opportunities to develop my multicultural competency. I felt that I still had a lot to learn about myself, others, and the skills needed to become a better practitioner.
Basic
Integrate cultural knowledge with specific and relevant diverse issues on campus.
Identify the contributions of similar and diverse people within and to the institutional environment
Integrate cultural knowledge with specific and relevant diverse issues on campus.
Assess and address one’s own awareness of EDI, and articulate one’s own differences and similarities with others
Facilitate dialogue effectively among disparate audiences.
Interact with diverse individuals and implement programs, services, and activities that reflect an understanding and appreciation of cultural and human differences.
Recognize the intersectionality of diverse identities possessed by an individual.
Recognize social systems and their influence on people of diverse backgrounds.
Articulate a foundational understanding of social justice and the role of higher education, the institution, the department, the unit, and the individual in furthering its goals.
Design culturally relevant and inclusive programs, services, policies, and practices.
Intermediate
Develop effective multicultural training that expands the cultural knowledge of one’s staff.
Identify systemic barriers to equality and inclusiveness, and then advocate for and implement means of dismantling them.
Apply advocacy skills to assist in the development of a more multiculturally sensitive institution and profession.
Supervise, challenge, and educate other professionals around issues of diversity and inclusion.
Facilitate others’ learning and practice of social justice concepts.
Provide opportunities for self-reflection and self-evaluation on issues of EDI.
Provide opportunities for diverse interactions with professionals in higher education who focus on this work.
I demonstrate competency by