I. Research/Programming Development--First Generation College Students and Involvement in Service Activities (M.A. Project)
LO 4: Understanding and fostering diversity, justice, and a sustainable world formed by a global perspective and Jesuit Catholic tradition
The entry contains the final report for my graduate project that I submitted in Winter 2013 (SDAD 595). I chose to examine the experiences of first generation college students who were involved in the Center for Service and Community Engagement.
This entry shows my understanding and commitment to diversity, justice, and a sustainable world as visible through my commitment to professional reflection through research, willingness to search for unfolding narratives, and advocacy for the needs of underrepresented students.
The entry contains the final report for my graduate project that I submitted in Winter 2013 (SDAD 595). I chose to examine the experiences of first generation college students who were involved in the Center for Service and Community Engagement.
This entry shows my understanding and commitment to diversity, justice, and a sustainable world as visible through my commitment to professional reflection through research, willingness to search for unfolding narratives, and advocacy for the needs of underrepresented students.
- Self-awareness. One must continually remain self-aware and open to learning about the world that we are socialized into. This awareness and vulnerability is important in setting a foundation for practice and in being able to relate to others across difference. I brought this perspective into my M.A. project, and was excited to have an opportunity to reflect on my own college experience as a White, non-FGCS. I worry sometimes that because I have these identities, I will fall into the “well-meaning White woman” archetype, in turn doing more harm than if I had not been involved at all. In my work with the CSCE, I have worked very intentionally to improve my cultural competency and understand the needs of diverse students. I was humbled to find that my relationships with students led me to have an incredibly diverse sample, including students who were comfortable being honest about their experiences with me. I am deeply committed to changing the culture of higher education to be more welcoming and appreciative of the wealth of knowledge, experience, and insight FGCS of color bring to the table, particularly in community engagement and service learning.
- Unfolding narratives. There is a lack of literature examining the experiences of FGCS who are involved in service activities (including academic service learning and volunteerism); because of this, I wanted to hear as many voices as I could so I could weave a narrative from the individual stories. With this project, I wanted to ensure that I remained true to the students and their stories, communicating to them that I appreciate and value their contributions. I forge relationships across difference because I listen fully, deeply, and humbly, and I value the truth that each person speaks. I acknowledge that I have shortcomings in my ability to understand. I believe this attitude greatly contributed to the quality of the reflections the students offered.
- Advocacy for underrepresented students. The students who participated in my focus groups shared deep reflections indicating the value of their service experience in terms of examining their own social identities, working toward a greater purpose, and feeling connected to the community. I noticed that FGCS of color who were from the Seattle area were able to more clearly articulate the meaning of this experience, which leads me to believe there is a differential impact of involvement in service activities depending on FGCS status, racial/ethnic identity, and/or geographic location; most FGCS and students of color who are involved in the CSCE are either Work Study or involved in service learning. Because of this, I wanted to utilize my findings to advocate for more paid opportunities for leadership development and community engagement through our office. I know that I have learned so much from my students through these focus groups, and I know their perspectives are needed in our student leadership groups.
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