The Power of Identities

In student affairs job search processes, the “diversity question” is pretty much to be expected. In almost every interview I have participated in, the question has focused on how I plan on creating an inclusive environment for individuals of all identities within my residence hall. Since the events in Ferguson, MO brought to light racial concerns in today’s society, many of these questions are even more specific and hone in on racial justice in particular. We often focus a lot on the community as a whole, but one question in particular got me thinking about the ways privileged and marginalized identities can play into power dynamics within a group of student staff members.

I’m sure most people can identify a time where they were a part of a group in which a specific member or group of members dominated conversations and seemed to always be trying to push their own ideas forward. I used to assume that this was just due to having strong personalities in the room, but as a result of my experience with the job search process, I started thinking more critically. Historically speaking, some voices are often valued more than others, so what if some staff members speak more than others because their previous experiences have reinforced the idea that their opinions are more valuable than others’? What if other members are hesitant to contribute because they have been conditioned to think that they do not have enough intellectual capacity or, on the flip side, are tired of being overshadowed even if they do have confidence in their ideas?

In my opinion, it is the responsibility of student affairs professionals to create spaces that allow student staff members to discuss the identities (i.e. race, gender, ethnicity, sexual orientation, religion, age, etc.) that they find most salient in their own lives and dialogue about the ways these identities manifest on a daily basis. When facilitating these conversations, however, it is important to know your audience. Some students, especially those who identify with underrepresented identities, may be uncomfortable talking about their own experience due to fear of being ostracized, labeled, or further discriminated against. Therefore, in some cases, relations between individuals of varying identities may be better addressed by using third party examples such as those provided in an activity recently conducted by Housing and Residence Life here at Virginia Tech.

As I move forward in my professional career, I plan to continue to make identity a central consideration when it comes to establishing and enhancing team dynamics. Not only will educating my staff on topics of diversity and inclusion help them model the way for the community at large, but I also believe it will create a space where all team members feel more valued in their roles and ability to contribute to the success of the team.