Running head: ESSAY 2 EQUITY AND DIVERSITY

Essay 2 Equity and Diversity: EDLD 6570

Lisa Newhouse
Western Michigan University

ESSAY 2 EQUITY AND DIVERSITY

Essay 2 Equity and Diversity

Prior to this class, I was admittedly oblivious to my identities of privilege and the systems
of privilege that supported these identities. I had always considered myself a fair and just person
who believed in equality for everyone, and as such I fought against racism, sexism, and the
myriad of other isms that are present in everyday life. However, as I read Privilege, Power, and
Difference (Johnson, 2006), I became aware that my efforts to promote equality were in the
realm of individual actions and roles, believing that would be sufficient. Acknowledging and
attempting to gain greater insight regarding my identities of privilege, and how I participated in
the systems of privilege, is the foundation that I have built upon this term. I am now aware that
privilege, power, and difference is the underlying foundation that supports all forms of
discrimination and inequality; in order to dismantle the imbalance of power, you have to first
accept your own privilege and how you may be unconsciously participating in the systems of
privilege. For this paper I will provide a reflection of the following: what I learned from the
readings and discussions in class, how this increased knowledge has provided me with a greater
understanding of my work in student affairs, and areas that I still need to work on as I go
forward.
What I Have Learned
My initial stage of learning was gaining awareness of the systems of privilege. Taking
that awareness and understanding how pervasive and systematically it has been woven into our
national identity and unconsciousness was the next phase of learning. According to Manning
(2009), it is important to understand the history of marginalized and underrepresented groups in
order to have an awareness of the current struggles that they may face. During the course of the
readings, my awareness grew exponentially with each week that passed. Readings which

ESSAY 2 EQUITY AND DIVERSITY

revealed the long history of the systematic legalization of discriminatory practices for persons of
color pursuing education (Chester, Lewis, & Crowfoot, 2005), the cruelty without ambiguity
towards those whose looks, culture, and way of life are different (Bray, 1997), and the
participation of higher education in preventing the healthy growth and development of identities
that were not within the excepted norm (Dilley, 2002).
As my knowledge of our countries history of discriminatory practices increased, I found
myself feeling disgusted, angry, and ashamed regarding my ancestors and their possible
participation in practices that make my stomach turn. When attempting to understand the past, it
is easy to retreat or withdraw from things that cause us to feel discomfort or guilt, however only
individuals who are privileged have the option to retreat. For groups that have systematically
been the recipients of continual discrimination, there is no option to retreat. Reality is
unrelenting and the cumulative effects of discrimination cannot be ignored. According to
Chester et al. (2005), we cannot allow ourselves to be off the hook, we need to own our history
and move forward to apportion the burden of unfairness (p. 46). Ignoring the past allows those
with privilege to remain oblivious to intergenerational benefits, which have been inherited due to
the discriminatory practices of the past. It is only by accepting and understanding the past that
you can move forward and work for positive sustaining change.
Johnson (2006), indicated that only those with privilege have the luxury of being unaware
of privilege. It is this concept that I continued to reflect upon as the term progressed, and it was
during the time spent with my discussion partner that I started to understand how pervasive a
minority identity could be. My discussion partner was a heterosexual, Christian, married, high
school and college graduate, Black woman, and although she did have identities that were
privileged, it was her Black identity that was always first and foremost. Unconsciously people

ESSAY 2 EQUITY AND DIVERSITY

tend to categorize or sort others into groups by what can be visually processed, and the color of
skin is the predominant means utilized to sort others into categories. During our conversations, it
became obvious that being a Black person was always at the forefront of any other identity that
she possessed, and any other identities of privilege were continually negated by this undisputable
fact. Regardless of her many other identities, her identity as a Black person would always put
her in the position of a minority. Whereas being White is always my identity that is at the
forefront, which provides me with the innumerable privileges associated with this identity.
With each marginalized group that I learned about, my identities of privilege became
more apparent to me. I am a White, heterosexual, educated, married woman and even though I
have had struggles in my life, overall my life has been easier than most. That is not something I
should be ashamed of, rather it means I have a responsibility to be aware of my privilege and
work to help others who have not been as privileged as me. I consider this the last stage of
learning, which involves putting into action your awareness and knowledge regarding the history
of privilege, and how it has perpetuated a continual cycle of discrimination and unfairness.
Understanding My Role in Student Affairs
In order to try and understand my future role in student affairs, I needed to reflect on how
I approached things in the past and how I planned to approach them in the future. Reading the
article Philosophical Underpinnings of Student Affairs Work on Difference (Manning, 2009), I
began to understand that my views on race that I had in the past will not work for the future. For
the majority of my adult life I considered myself a liberal democrat, and as such liked to imagine
a world where the color of skin would not be an issue. However, the reality is that not only is
this most likely never going to occur, but it would also requires individuals to deny race and
culture.

ESSAY 2 EQUITY AND DIVERSITY

According to Manning (2009), a color-blind approach posits that the best way to fight
and end discrimination is by treating individuals equally without regard to race, culture, or
ethnicity. On the surface, this approach would seem to focus on a shared humanity and common
ground, however it only goes half way. To deny color is to deny the negative experience that
those of color do experience in their everyday lives. It allows a blind eye to be turned towards
injustice and asserts that race does not matter, but as the readings have so aptly revealed this
term; race does matter and injustices occur based on race. If as a student affairs professional I
adopt a color-blind approach, I will not be able to truly assist students of color. Essentially, I
would be blind to the many issues students of color face; issues which contribute to their identity
and affect their day to day existence. In order to be effective with all students, I need to commit
myself to acknowledging and understanding that racial or cultural identity is connected to
development and support of all students. Adopting a multiculturalism approach, which
acknowledges, celebrates and highlights ethnic and racial differences would provide a foundation
to work from in supporting students.
In addition to adopting a multiculturalism approach, I think it is necessary to approach
my learning with authenticity and humility. If I cannot be open to recognizing and accepting my
biases, unconscious or conscious, I will not be authentic in my interactions with students of
different race, culture, sexual orientation, gender identity, or any other identities that are not the
same as my own. Recognizing my own biases goes hand in hand with accepting that I will make
mistakes. It is impossible to not make mistakes and I need to be willing to move forward despite
the mistakes, which is the process of humility. According to Reynolds (2009) student affairs
professionals need to accept that they do not know the unique experiences and perspectives of
individuals from diverse cultural, religious, racial, social class, and sexual orientation

ESSAY 2 EQUITY AND DIVERSITY

backgrounds (p.119) and acknowledge that the work is continual and you may never arrive at a
place of competence, but rather are always working on it. In order to promote positive change,
awareness and knowledge need to be incorporated into a skill set that ultimately leads to action.
I hope to provide students the resources, support, and understanding that encourages true growth
and development, empowers students to direct their learning experience, to be an active
participant, and to effectively transition to college environments.
Moving Forward
An area that I have struggled with quite often this term pertains to my own identity. As
my knowledge has increased regarding identities of privilege I have found myself in an
uncomfortable place at times. I have questioned my identity and who I am, as well as the
unconscious biases that I may harbor that could affect my actions when working with students.
Recognizing that my identity will be challenged working with students outside of my identity
and accepting that it may be an uncomfortable is necessary. Issues regarding my identity that I
have not worked out, may come to the surface and therefore going forward I need to commit and
make time to continuously self-reflect and be aware of how it is impacting my work.

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7
References

Bray, B. (1997). Refusing to kneel. In A. Garrod & C. Larimore, First person first people:
Native American college graduates tell their life stories (pp. 23-42). Ithaca, NY: Cornell
University Press.
Chesler, M., Lewis, A., & Crowfoot, J. (2005). A history of racism in U.S. higher education. In
Challenging racism in higher education: Promoting justice (pp.23-46). Lanham, MD:
Rowman & Littlefield Publishers, Inc.
Dilley, P. (2002). 20th century postsecondary practices and policies to control gay students. The
Review of Higher Education, 25(4), 409-432. doi:10.1353/rhe.2002.0018
Johnson, A.G. (2006). Privilege, power, and difference (2nd ed.). Mountain View, CA: Mayfield
Publishing Company.
Manning, K. (2009, June). Philosophical underpinnings of student affairs work on difference.
About Campus, 14(2), 11-17.
Reynolds, A.L. (2009). Helping college students: Developing essential support skills for student
affairs practice. San Francisco, CA: Jossey-Bass.