The Power of Self-Knowledge
As a student affairs professional, I am called on to challenge and support the development of multicultural competence in the students with whom I work. In the past, I might have done that with an activity that asked students with majority identities to place themselves in the shoes of individuals with marginalized identities. All of the learning needed to be directed at understanding the other, and generalizations about the experience of individuals with identities different than my own were acceptable. Although I had good intentions, I know now the irresponsibility of such an approach. According to Bennett (2007), “while such programming looks cultural, it usually does not improve intercultural relations” (p. 21).
According to Komives, Lucas, and McMahon (2007), one of the central challenges of leadership is “to engage in the hard work of understanding others so that together you can form meaningful community and engage in coalitions for group change” (153). The understanding of others to which Komives et al. (2007) referred is also central to numerous identity development theories (Evans et. al, 2010). However, that understanding of others cannot occur in insolation from an understanding of one’s personal worldview (Komives, S. R. & Wagner, W., 2009). Successful programming needs to “address how to understand one’s own and other cultures and how to adapt to cultural difference” (Bennett, 2007, p. 22). Intercultural sensitivity begins with an “ability to experience one’s self . . . in terms of cultural identity and behavior” (Bennett, 2007, p. 20).
My knowledge in this area grew from interactions in several CSP courses and in my struggle to develop my personal multicultural competence. Most transformative for me was my summer as a residential program coordinator with the Community College Scholars bridge program at Bucknell University. Without understanding how I showed up in that space as White person with substantial economic privilege, I never could have built such strong and impactful relationships with my students.
This area of knowledge has guided and will continue to guide my daily interactions with students around issues of controversy, power, oppression, and difference. Although I can claim an understanding that is significantly more advanced than when I came to BGSU, I feel that I have more room to grow and continue learning in this area than any other. I want to be a social justice advocate who knows what to say when triggered and can talk about race without getting flustered. However, I will not be disparaged by the place that I started or how far I have still to go in my journey but will use that as fuel to continue working and learning.
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