Inclusivity

Bensimon et al.’s manuscript on “Doing research that makes a difference” argues that scholars should be more inclusive in the knowledge production process, which will narrow the gap between research and practice in higher education. Draft an entry for your course blog that is approximately 300-500 words in length reflecting on the extent to which your action research dissertation project exemplifies the practitioner-as-researcher model versus the traditional model. Think about: which stakeholder groups are most central to the project and why; what have you done already to engage them; what strategies could you implement to make your project even more participatory in nature; and how can you best position your innovation for permanent adoption in your context? 

Note: These thoughts could be useful to return to when you are writing your dissertation manuscript’s discussion & conclusions chapter.

Theres is an inherent inclusivity element within my research project. My intent is develop a potential blueprint where administrators may use my research positionality as a way to redefine interactions with their staff members and fellow committee members to redistribute power and encourage collaboration and collective learning. Staff members may use my research for its opportunity for refining their interpersonal communication skills, developing more meaningful workplace relationships, and preparing for increased responsibility in their current or future roles. I have two overarching goals of my study. The first is to lay the groundwork that may lead to the development of a culture inquiry as it relates to improving the relational and functional elements within a community college student services unit. The second is to develop empowering work structures within our student services unit where power elements are subdued in favor of a community of practice where all contributors are valued in pursuit of a shared enterprise. In the most recent iteration of research, I conducted mentoring activities as a pilot innovation. My positionality was that of a learner and guide. A key outcome of the pilot was to learn how to create a safe place for open discussion. Initially, I chose an area that the participants were not comfortable with. I read their body language and listened to their responses and changed to a more appropriate space for all meetings thereafter. The participants responded well to this change and communicated this to me during our interactions. Another key outcome was to determine the how mentoring may support personal and professional growth. The participants all responded positively to having an opportunity to share the career goals, discuss key challenges in higher education, and have their opinions heard and appreciated. The sample size was all females of varying work experience. There were two Caucasian females and one African American female. I did not set out to represent a every demographic. Rather, I reached out to every available participant via email and offered them an opportunity to participate.

Drawing from Manning’s article on the “Philosophical underpinnings of student affairs work on difference,” draft an entry for your course blog that is approximately 300-500 words in length reflecting on how you see yourself fitting into the various paradigms she identifies. Which paradigm seems to most reflect your beliefs about and definition of diversity within higher education administrative practice? How have you seen this philosophy represented in the action research you’ve done so far, and how do you anticipate it might continue to emerge as you complete your dissertation?

Anti-Oppression

I identify most readily with the anti-oppression paradigm. A common thought that runs through my mind is "there has to be a better way". Often times when employing this philosophy, cultural norms are trampled and social capital within context is damaged. I have had to learn to expressed myself through use of vocabulary that speaks to the hearts and minds of those I work with to prevent such injury. This liberatory and transformational paradigm is at the heart of my research. I truly believe that mastery of individual work both professional and personal is where organizational objectives are truly achieved. I have no desire to lord over subordinates. Rather, I would prefer to exchange ideas with colleagues and build upon those ideas no matter how loosely coupled toward a common synergistic outcome. I arrived at mentoring as the innovation that best addresses the historically oppressive elements within our current organizational structure. I recognized that staff members first need a safe place to share and learn in order to see themselves for first times. They also needed a leader to redistribute power in such a way that the culture consequence is replaced by the culture of inquiry, discussion, and resolution. I understand social justice and reading Manning (2009) has reinforced that understanding. However, I know that philosophically, intellectually, and personally I am not there yet. I feel that there is still much work to be done in tearing down these historically oppressive structures before we are on the path to social justice. I also have to note that I have benefitted from some of these structures even as an African American male. In my view, this simply mean that I need to be willing to struggle with my own challenges and engage in my own transformation just as I encourage transformation through my work and research.

References:

Manning, K. (2009). Philosophical underpinnings of student affairs work on difference. About Campus, 11-17.