Running head: DIVERSITY STORY IN HIGHER EDUCATION 1

Diversity Story in Higher Education

Stephanie Swigart

Wright State University

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I am committed to being a lifelong learner. That is one of the main reasons that I chose to

work in Student Affairs. The helping professions require that practitioners constantly be open to

learn and grow in order to be successful in serving those with which they work. One topic that is

of utmost importance in working with people is diversity. In this paper I will share my own

personal diversity story by reflecting on the experiences that have developed my sense of culture

and personality, how my time in college has impacted my views on diversity, my most

memorable experience in dealing with diversity thus far, and how I plan to continue expanding

upon my knowledge in regards to diversity in the future.

I grew up in a very homogeneous, conservative, and fairly affluent white suburb in Ohio.

My childhood and adolescence spent in this type of environment led to a very narrow perception

of diversity and of what life was like outside of the Springboro bubble. I really didnt have a

sense of my culture because I was surrounded by those who were similar. I knew that my

ancestors came from Germany but if you were to ask me about my culture, I would have most

likely just answered that I was American without really knowing what that truly meant. It wasnt

until I travelled overseas that I was able to see the way in which other countries perceive the

United States in both negative and positive ways.

I believe that my personality was shaped mainly by my family and by modeling what I

saw from my father in terms of working hard. Neither of my parents attended college, so from a

very young age my father insisted that I get good grades and earn a degree. Being an excavator,

he didnt want me to have to put in the kind of long and laborious hours that he had to in order to

make ends meet. While I identify as an INFP according to Jungian theory, I believe that the

feeling tendency was reinforced by the gender roles of our society that encourage women to

always be nurturing and emotion-driven.

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In reading Beverly Daniel Tatums The Complexity of Identity Who am I, I was able

to look at my own experiences through a more theoretical lens. This self-reflection and analysis

of my own identity, I believe, is a critical first step in trying to understand others. The article

made me think about the complexity of my own identity and the intersectionality of the dominant

and subordinate categories that I fall under. One very eye-opening piece in the reading for me

explained why I had never given much thought to my own culture growing up in Springboro.

Since being white, Christian, heterosexual, able-bodied, and English-speaking are what make up

the dominant culture here in the United States, I had never been forced to really acknowledge

those parts of my identity. However, I have always been aware of being female as this is a

subordinate role in our society.

Looking back at my undergrad experience, I am sad to say that it was not nearly

as diverse as it could have been. Sure, attending Sinclair Community College provided a greater

diverse population than some other institutions in the area, however, as we have learned so far,

one must seek out new perspectives and opportunities to learn about and interact with those who

are different. I mainly hung around people that I knew and those who were similar to me out of

comfort. The same thing happened when I transferred over to Wright State to complete my

bachelors degree. It wasnt until I started grad school that I became aware of all of the fantastic

opportunities available and the importance of seeking out these opportunities to grow in my

knowledge and understanding of diversity. So far in the program, my classes, readings, and

projects have been pivotal in exposing me to the wide spectrum of diversity that exists. However,

it has been interacting with and hearing the stories of those who are different than me that has

had the most impact.

This awareness that I gained by simply interacting with other groups is a concept
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that has been a common thread throughout my SAHE program when it comes to diversity.

Listening to Tim Wises powerful lecture on White Privilege illustrates that point in a very raw

and impactful way. Tims reflections on his own experiences in seeing systemic oppression

played out before his very eyes is what propelled him to become a change agent and speak out

about racial oppression. Additionally, as pointed out in The Journey to Understanding

Privilege: A Meta-Narrative Approach, an integral part of becoming aware is cognitive

dissonance which can come from experiencing something that is in conflict with previously held

assumptions or beliefs.

One instance of when I experienced cognitive dissonance came while

working at Sinclairs Tutoring and Learning Center which has also been my most memorable

experience in dealing with diversity in higher education. In my role at the center, I was given the

opportunity to work with students with disabilities. I would assist them in using the computers

and programs available in our center. Additionally, if they needed any assistance in any other

way, I would try to provide that or at least refer them to someone who could help them. Working

at the center opened my eyes to some of the struggles that I dont normally notice as an able-

bodied person. Up until that point, I had taken accessibility for granted and had assumed that

navigating a college campus was an easy task for all. In interacting with these students, I was

able to look at the environment through their lens. Accessibility, or lack thereof, is an issue that I

had not even considered until I witnessed a student struggle to get to where she needed to be. Its

amazing the amount of simple things I take for granted as an able-bodied person, such as

knowing that when I go into a store, I will be able to see the person behind the counter without

any issues due to being in a wheelchair.

Reading Kent Koppelman and Lee Goodharts Ableism:

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Disability Does Not Mean Inability helped to deepen my knowledge by retelling the unfortunate

history of how people with disabilities have been perceived throughout the years. Ranging from

being seen as deviants who should be locked away to eternal children who should be sheltered

from the world, people with disabilities have been viewed as being somehow lesser than their

able-bodied peers. When Jean Denny and Valita Wilholte came in to talk to the class about

disability issues, they reaffirmed the importance of not using terms like handicapped or disabled

but rather people or students with disabilities. Just by simply changing the way in which you

address a group of people can have a profound impact.

The more that I learn about diversity, the more I realize just how

much more work that I have to do. I never want to stop growing and developing my

understanding of this world and the people in it. As I work in the field of student affairs, I will

come across and work with so many different types of people. They will all be unique. They will

all have their own personal story. It will be my job to listen.

I believe that Stephanie Wildmans Language and

Silence: Making Systems of Privilege Visible is an outstanding call to action that not only

Student Affairs professionals should take to heart, but every individual. We all have unique

identities and it is important that recognize the privileges that we do have so that we can work to

create a more inclusive environment. She pointed out that most of us go without taking the time

to acknowledge our privileges and often we live life in a segregated way without even

recognizing it. When I read this, it made me think back to how I have been guilty of this. As

discussed earlier, I was raised in a very homogenous environment and during my undergrad, I

spent most of my time surrounded by those who were similar to myself. By stepping outside of

my comfort zone and being intentional about interacting with those who may be different, I will
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be in a better position to help fight subordination in the future.

As I reflect back on my diversity story in

higher education thus far, I realize that it has only just begun. It is a lifelong learning endeavor

that requires constant self-reflection and openness to new perspectives and ideas. By

understanding my own identity, experiences, privilege, and subordination, I will be able to help

advocate for the students that I will work with in the future. I believe that Michael Jacksons

song, Man in the Mirror illustrates how true social change must begin, and that is with

ourselves.

I've been a victim of a selfish kind of love

It's time that I realize
That there are some with no home, not a nickel to loan
Could it be really me, pretending that they're not alone?

A willow deeply scarred, somebody's broken heart

And a washed-out dream

They follow the pattern of the wind ya' see

'Cause they got no place to be

That's why I'm starting with me

I'm starting with the man in the mirror

I'm asking him to change his ways

And no message could have been any clearer

If you want to make the world a better place

Take a look at yourself, and then make a change

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References

Ballard, G., & Garrett, S. (1987). Man in the mirror [Recorded by Michael Jackson]. On Bad

[Album]. New York City, NY: Epic Records.

Koppelman, K. L. (2013). Ableism: disability does not mean inability. In Understanding human

differences: Multicultural education for a diverse America (pp.268-286). Boston, MA:

Pearson Higher Ed.

Mann, O. [osiris mann]. (2016, January 21). White privilege, racism, white denial & the cost of

inequality [Video file]. Retrieved from https://www.youtube.com/watch?

v=9AMY2Bvxuxc

Middleton, V. A., Anderson, S. K., & Banning, J. H. (2009). The journey to understanding

privilege: A meta-narrative approach. Journal of transformative education, 7(4), 294-

311.

Tatum, B. D. (2000). The complexity of identity: Who am I. Readings for diversity and social

justice, 9-14.

Wildman, S. M., & David, A. D. (1994). Language and silence: Making systems of privilege

visible. Santa Clara L. Rev., 35, 881.