Running head: CULMINATION PAPER 1. Culmination Paper. Emily Romo. Azusa Pacific University

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1 Running head: CULMINATION PAPER 1 Culmination Paper Emily Romo Azusa Pacific University

2 Running head: CULMINATION PAPER 2 Culmination Paper During my undergraduate experience at the University of La Verne, I changed my major multiple times and explored various career paths. I was incredibly involved with campus life as a tutor, biology supplemental instructor, orientation week coordinator, and a leader in various student organizations. I developed my identity, gained self-confidence, and felt connected to the campus community, but I lacked a career direction. I earned my bachelor s degree in English and a minor in Biology, but I did not have a sense of calling. I learned about the field of student affairs when I met with a career counselor at the University of La Verne. After talking about my passion for helping students with their academic and personal lives, the career counselor encouraged me to consider the field of student affairs. I researched the field at that time, but I still had a narrow understanding of student affairs. Through my coursework and graduate assistantships, my view on the student affairs profession has expanded on many levels. When I began graduate school, I believed the mission of student affairs was to promote the holistic development of students and to enhance student learning in and out of the classroom. Today, I believe in the same mission of the profession to foster student growth and learning; however, I am now equipped with the knowledge of student development theories and practices needed to foster student learning and holistic development. My comprehension of student affairs also has evolved because I have expanded my understanding of the various functional areas. In addition, I have learned the importance of collaboration among the different functional areas to foster the social, emotional, physical, spiritual, and intellectual development of students. Furthermore, I now realized how powerful partnerships with faculty, staff, and administrators are in influencing student success and learning (Keeling, 2004; Kezar, Hirsch, Burack, 2001).

3 Running head: CULMINATION PAPER 3 Recognizing the importance of diversity and social justice in student affairs has transformed my view of this profession. Since my undergraduate experience, I have been passionate about social justice issues and educating my community about various social problems. During college, I wanted to learn as much as I could about various issues and what I could do to help and inform people about social justice causes, such as environmental justice, human trafficking, and LGBTQ rights. As a student leader, I started student organizations and programs to raise awareness. My undergraduate professors were great mentors for me and involved with a variety of social justice issues. However, I was not sure how my passion for social justice could be fulfilled through pursuing a career in student affairs when I entered this program. In my first year of graduate school, I realized that I could fulfill my desire to make society a better place as a student affairs professional. I was introduced to the importance of diversity, social justice, and multiculturalism as it related to student affairs. I learned how the various forms of oppression and privilege affect our society and higher education. My professors have made great efforts to include issues of diversity and social justice in all classes, and I feel so grateful for the knowledge, awareness, and skills that I have developed in this area. During these last two years, I have learned how student affairs professionals have a great role in creating campuses that are inclusive for diverse student populations. Through my assistantships at Citrus College, Fullerton College, and Azusa Pacific University, I have learned how to help special populations and underrepresented groups succeed and grow in higher education. Overall, my graduate assistantships and coursework have expanded my view of student affairs and prepared me to have the greatest impact on students that I serve as a student affairs professional. Many theories guide my work in student affairs and inform my understanding of the salient issues concerning college students. Identity development is an issue that affects most college

4 Running head: CULMINATION PAPER 4 students as they cultivate their educational, career, and personal goals, develop relationships, and clarify their values and belief systems. Torres, Howard-Hamilton, and Cooper (2003) emphasize the important of identity development when they state that identity development and all its facets is a complex, ongoing, and fluid process that influences and affects many aspects of our daily life (p. 72). Chickering s theory of identity discusses the emotional, interpersonal, ethical, and intellectual components of adult development (Evans, Forney, Guido, Patton, & Renn, 2010, p.67). This theory provides an overview of the developmental tasks that many traditional aged college students encounter during their undergraduate experience. I recognize though that Chickering s theory may not apply to all social groups as he only studied the white middle class (Evans, Forney, Guido, Patton, & Renn, 2010). Gender, race, ethnicity, and sexual orientation influence how a student explores the different vectors (Evans, Forney, Guido, Patton, & Renn, 2010). Some social identity theories that I find applicable in my work include Helm s Model of Racial Identity (1992), Josselson s Women s Identity Development Theory (1987), Cass s Homosexual Identity Model (1979), D Augelli s Model of Lesbian, Gay, Bisexual Development (1994), and Renn s Ecological Theory of Mixed- Race Identity Development (2000). I appreciate these social identity theories because they provide a different perspective from many other student development theories as they focus on individuals who differ from the dominant culture. Identity development theories are helpful, but theory alone cannot explain the rich complexities and unique experiences of college students. I believe that theories can provide a foundation for the student affairs profession, but practitioners need to apply and integrate theories appropriately. For example, Torres, Howard-Hamilton, and Cooper (2003) provide a

5 Running head: CULMINATION PAPER 5 rationale for the use of multiple theories especially in regards to racial/ethnic identity, they state that: varying models should be used because to fit a racial/ethnic group into one monolithic category does no more than what society has done for years that is generalize and stereotype a group of people based on the assumption that their behaviors, beliefs, values, and levels of consciousness are all the same. (p. 48) I agree with this statement because we should not place students in monolithic categories, we need to consider all the factors that influence identity. I feel that I understand the different factors that shape a person s identity as described in Jones and Ewen s (2000) conceptual model of multiple dimensions of identity. Student affairs professionals can use this theory when helping students recognize the multiple layers of their identity. Jones and McEwen developed a three-dimensional model that encompasses the core sense of self, which includes one s personal identity, personal attributes, and other factors significant to the individual. Surrounding the core sense of self is the context within which identity forms (family background, sociocultural conditions, current experiences, career decision-making, and life planning). Significant identify dimensions (race, culture, gender, family, education, sexual orientation, social class, and religion) are also part of this model. I feel this is a comprehensive theory that influences my view of social identity and my work with students, other student affairs professionals, and faculty. Two other theories guide my philosophy of student affairs and understanding of the salient issues for student development: Baxter Magolda s Theory of Self-Authorship (2003) and Rendón Theory of Validation (2002). Baxter Magolda (2003) defines self-authorship as the internal capacity to make meaning of one s beliefs, knowledge, identity, and relationships to others.

6 Running head: CULMINATION PAPER 6 During the journey towards self-authorship, one will move from being dependent on external authority for decision-making to trusting one s internal voice. Self-authorship is a critical aspect of development that higher education needs to promote among college students. However, Baxter Magolda found through her research that a majority of adults developed self-authorship in their late 20s when they were working their first professional job or during graduate school. Baxter Magolda (2003) states that the delay in developing an internal sense of self is a result of social and educational environments that reward reliance on authority rather than a sign that it cannot happen until one s 20s (p. 236). I see this delay in developing self-authorship among college students as an important issue, and I believe change is needed in higher education to create better learning environments for students. I feel committed to fostering environments for students to develop self-authorship. Creating partnerships with students and validating their experiences in the learning process are two methods that help promote self-authorship in young adults. I try to employ these practices along with others to help encourage the development of self-authorship in students. Lastly, Rendón s theory of validation is a cornerstone of my student affairs philosophy and informs my view of issues facing college students in our society today. Rendón (2002) writes validation theory poses that college faculty, counselors, and administrative staff take a proactive role in reaching out to students to affirm them as being capable of doing academic work and to support them in their academic endeavors and social adjustment (p. 645). Rendón s theory of validation addresses how to serve non-traditional students, which she defines as students who do not consider themselves to be college material (Rendón, 1998, p. 3). Nontraditional students include first-generation students, working students, single parents, veterans, returning adult students, students with disabilities, underprepared students, and underrepresented students. I am

7 Running head: CULMINATION PAPER 7 passionate about helping nontraditional students recognize that they are capable of academic success and building their confidence as college students. Through my assistantship at Citrus College s Extended Opportunities Programs and Services (EOP&S) department, I see the need to help nontraditional students navigate higher education and to assist them on their journey towards success. I believe that the growing population of nontraditional students creates new salient issues for student development, but through proactively validating and supporting nontraditional students, we can help promote academic success among diverse populations of students. During the last two years, I have developed counseling skills, multicultural awareness, knowledge of student development theories, and other components of the student affairs profession. I have worked with special populations of students, such as international students, underrepresented groups, and non-traditional students, in both private and public institutions. I have gained extensive experience in facilitating workshops that foster student learning and success. By planning and facilitating various workshops, I have become more comfortable with public speaking. I have also received training for my future work as a counselor at a community college through learning about transfer requirements, career counseling resources and theories, and other relevant knowledge and skills through my internship at Citrus College. After graduation, I will continue my internship at Citrus College s Extended Opportunities Programs and Services (EOP&S) and further my professional development. My short-term professional goals include becoming a counselor at a community college and advancing my knowledge and skills needed to be a successful counselor. Exercising and spending more time with my partner and family are two personals goals that I will accomplish after I complete my master s program.

8 Running head: CULMINATION PAPER 8 As I look to the future, I want to pursue academic advising and career counseling within the California community college system. I believe this special area of higher education best matches my passions and talents for promoting student success. I am passionate about the community college mission to promote educational access for all students. I thrive when supporting, encouraging, and advising students in individual settings. Also, I feel that I have the knowledge of career resources, assessments, and theories to assist students with their career developmental needs, such as career exploration and informed career decision-making. In addition, I am interested in helping students with the transfer process to public and private institutions. As a first-generation college student, I had different role models and mentors that guided me and helped me to navigate higher education. I have experienced first-hand the difference that a compassionate and knowledgeable counselor can make on students success and development, and I want to have the same impact by counseling community college students.