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The work that I first did around Social Justice and Inclusion was
primarily self-reflection. Growing up in a community with few resources to
devote to public education, but that concentrated resources on highachieving or gifted students, I perceived that I was benefitting from the
public education system more than students of backgrounds different than
my own. I read in passing about systemic inequality, as well as clandestine
processes through which students of color (particularly Black men) are
criminalized and channeled into the criminal justice system. For the course
Multicultural Competence in Student Affairs, I took a closer look at the
nature of systemic inequality, studying and observing local urban schools,
and reflecting on the dimensions of my identity that confer unequal status.
These reflections and actions connect directly to the NASPA ACPA
foundational outcomes of this competency, specifically linked to
understanding ones own socialization, reflecting critically, as well as
understanding ways that we perpetuate systems of inequality. Designing an
inclusive training or program is an intermediate outcome.
Artifact: Presentation from Multicultural Competency course
The workshop began with a focus on identity awareness, based
primarily on Pieterse and Collins (2007) notion that dialogues on diversity
are best approached when participants start to become aware of the role
their socialization has in the way that they have come to understand society.
After a discussion of identity, I played a short clip that illustrates the social