The Dance of Diversity

Last fall, the eyes of the nation were transfixed upon the University of Missouri and the rise of the Concerned Student 1950 movement. As students put forth their list of grievances, leaders of institutions of higher education throughout the nation were reviewing their own campuses to survey the local campus climate. Additionally institutions are appraising their policies in order to safeguard free speech protections of students while providing inclusive and welcoming environments for all campus community members. 

While Mizzou was definitely in the forefront of the news, they were far from alone with student protests. In January graduate research associates with ACE’s Center for Policy Research and Strategy presented findings from their qualitative analysis of BlackAlliance.org, a website assembled to provide a platform for the grievances and concerns stemming from 76 institutions and organizations. The mission for BlackAlliance.org was clearly articulated: “Across the nation, students have risen up to demand an end to systemic and structural racism on campus. Here are their demands”. Chessman and Wayt’s (2016) analysis yields seven themes of campus grievances, including demands for changes to institutional revising policy, demands for leadership, increasing resources, increasing diversity, increasing diversity training, revising the curriculum, and increasing student support. Our history of higher education tells the story of a created system that has worked to exclude “others” for the betterment of the few. The US system of higher education that is often lauded and praised on the national and international stage is rooted in this history of exclusion. This history is foundational to the “systemic and structural racism” to which TheDemands.org refers.

Student Affairs has historically been at the forefront of movements that have helped disrupt the system of higher education by increasing access and expanding opportunities for underserved and diverse populations. In recent years, this has been manifested through important work in the field, including:

• Establishment of NASPA’s Division of Public Policy to address and advocate for social change on matters of inclusion on important issues in higher education.
• Social justice and inclusion in ACPA & NASPA’s revisions of Professional Competency Areas for Student Affairs Educators;
• Utilizing elements of Diversity, Equity & Access within all Council for the Advancement of Standards (CAS) Standards and Guidelines as well as companion text, Framework of Assessing Learning Development Outcomes;
• Increased contribution and instruction of student development theories that better reflect the students in academe today.

NASPA has made great strides in changing public policy and promoting equity for all members. At NASPA conferences and regional meetings, we are more likely to encounter sessions and engage in conversations of elements of power and privilege, access, and admission policies. Dialogues on oppression and social justice continue to gain traction as we move from discussions around diversity awareness to the importance of changing systems. New professionals are being trained in graduate programs and entering the field with an expanded understanding of student developmental theory and encouraging seasoned professionals to implement diverse theories in their practice.

At an organization level, NASPA has shepherded and instituted movements toward social justice. Though not comprehensive, some of these NASPA initiates can be found through:

• NASPA’s  Commitment to Diversity, Inclusion, and Equality Statement
• support of the Multicultural Institute
• encouraging the growth of knowledge communities for underrepresented group
• presentations at regional and national conferences
• professional NASPA publications to promote scholarship and emergent research
• ensuring gender neutral bathrooms
• use of preferred pronouns and NASPA gatherings
• changing from Chief Student Affairs Officer to Senior Student Affairs Office
• continued support of NASPA’s undergraduate Fellows program (NUFP)
• international exchange programs for NASPA participants

While student affairs professionals have been receptive and often willing agents of change in diversifying campuses, it is critical to remember that elements of access and diversity are not an end goal. This is found in Vernã Myers (2012) subtle reminder that “Diversity is being invited to the party, inclusion is being asked to dance”. As student affairs professionals, we know a thing or two about planning an event. As we examine our work, we need to be vigilant and mindful that we are creating spaces, planning programs, and working toward creating communities that engage all students.