Changing the Face of the Student Stakeholder: How to Promote Student Exploration and Self-discovery Within the Context of Social Justice Wednesday, March 13, 2019 | 8:00 – 8:50 a.m. 403 A - LA Convention Center Jen Luettel Schweer, MA, LPC, Director of Sexual Assault Response and Prevention, Georgetown University Jennifer Wiggins, MA, Assistant Director of Sexual Assault Response and Prevention, Georgetown University

Learning Objectives Identify techniques to assist students in fostering their development using a social justice framework Learn strategies and gain tools necessary to engage marginalized communities on their campuses, through partnerships and learning more about the changing face of the student stakeholder Explore strategies for supporting the student stakeholder and learn how to help them flourish in different capacities both on and off campus Understand ways to navigate balancing our capacity as administrators

Social Justice Paradigm for Prevention Work- (Developed by Luoluo Hong) Traditional Paradigm Social Justice Paradigm Does not acknowledge the salience of identity, power, and privilege in human interactions Violence and its prevention are defined from the perspective of and controlled by the dominant group Peer health educators implement programming Prevention work tends to occur in isolation; efforts are fragmented and inconsistent Requires care and competence Intersections of identity, power, and privilege are essential to understanding and deconstructing interpersonal dynamics The single story is challenged, and understandings of violence are complex and informed by many counternarratives Peer health leaders are embedded in existing social groups Prevention work is infused across multiple entities working collaboratively to build and sustain community capacity Requires care, competence and courage

Campus Social Justice Issues Undocumented Status Interpersonal Violence Race & Institutional Racism LGBTQ Issues Reproductive Health Fossil Fuel Divestment

Chickering’s Theory - Establishing Identity (taken from https://www.slideshare.net/newrinrada/chickerings-theory )

Chickering’s Theory Applied Year 1 (including transfer students) Educated on social justice issues Passionate, but unsure how to channel energy Identity formation Building community Year 2 Committing to organizations Connecting with like minds Year 3 Emergence of leaders More critical of issues More organizing Year 4 Leadership Independence Mentorship Transitioning out Internal conflict first year remembering that some students are more passionate and having more education in first year, (and transfer students) and also have year 1 students who are trying to dig in, learn and understand between first and sophomore- identity development for lgbtq students, communities of color and impact on their activism sophomore- emergence as leaders, more critical of issues, perhaps joining committees, connecting with other activist students junior- more confidence, partnering administration, more organizing senior- leadership, independence, mentorship and transition

How is your campus including diverse voices? In quads, identify concrete ways your campus is diversifying the dialogue

Activist Narratives in Social Justice History of marginalized communities being made invisible and silenced within social justice movements Example: Women of Color leading anti-rape efforts long before the 70’s, but White women have been credited and seen as face of the movement Marginalized communities not necessarily seen as or see selves as activists, but rather it’s often matter of survival “White Savior” complex Danger of a Single Narrative Narrative Change Marginalized communities do not necessarily see selves as activists, but rather it’s survival

Strategies to Develop Inclusive Resources First Wave: Hiring multi-culturally proficient staff Visual representation Campus community outreach Align with campus partners whose primary focus is driven by diversity initiatives Partner with student organizations that are culturally diverse Second Wave: Ethnically diverse students as stakeholders Peer fellows Creating partnerships with external community partners Bringing diversity to the academic realm

Pulling It All Together: How Does This Look at Georgetown? Programs Wellness Wednesdays Thriving Thursdays BLAST GLOW Shades of Saxa Partnerships Student organizations Community stakeholders Internal External Recruitment Peer educators Awareness campaigns Volunteer opportunities Office employment Future Plans Diverse students as stakeholders Fostering relationships Building stronger bridges with faith communities

Outreach Strategies Be present Build trust Allow students to take space Provide education/be knowledgeable Enlist feedback and critique Be creative Acknowledge shortcomings Provide guidance Encourage activism

Sustainability and Continuity How does this look for others, ourselves and those who work for us. Burnout spoken about in general and passive way- but what are we doing about it? How do you promote sustainability and continuity for students, self and peers?

Vicarious Trauma & Burnout Vicarious trauma is a state of tension and preoccupation of the stories/trauma experiences described by students Burnout is generally something that happens over time and as it builds up a change How does this look for us as advisors/mentors- managing our own burnout, in addition to that of the students we are supporting? Note our role as advisors/administrators and support

Tips What can we do better together rather than separately? Work-life balance? Defining your own self-care Acknowledge students as stakeholders Holding colleagues accountable (stay in your lane!)

Q & A

See you next year in Austin, Texas! Thank you! See you next year in Austin, Texas!