Running head: Narrative Reflection

Jah’s Narrative Reflection

Jah Thomas

Loyola University Chicago

As a student in the M.Ed. Higher Education program, I believe the most important

content I learned was to find ways to support programs, interventions, and solutions

with theory and research. Before attending the Loyola program, I let my passion for

wanting equity drive my decision making and practice. Although being passionate about

equal access is not inherently a flaw, I needed to back my claims with research and

theory present in the field of higher education. In addition, the program has provided a

brave space in order to reflect on the research as events occur outside of the classroom,

specifically in the larger higher education landscape.

I appreciate the program teaching the importance of trying on other’s ideas

especially when the ideas do not match one’s own view point. In my opinion, the

program stresses the value of inquiring about opposing thoughts and how to create a

collaborative space, which sees value in all voices of the conversation. The collaboration

of voices is stressed in the highlighting of Trans* individuals and the many

conversations around ability status. I believe these two specific areas allowed for a more

comprehensive look at identities that may not gain a lot of attention or are glossed over

in discourse relating to equity. I value the learning of theories such as Baxter Magolda’s

Self Authorship that stresses the internal voice of students; Schlossberg’s Transition

Theory that places emphasis on a student naming the experience of transition; and

Yosso’s Cultural Wealth Model that sees value in cultural capital.

The journey to Loyola University Chicago’s higher education program has helped in

building a solid foundation for which I can step into a professional role. Prior to

attending the program, I was in the beginning stages of building a professional voice.

After two years, I decided to leave a full-time job with steady income to pursue a
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master’s degree. I contemplated if this was the correct move to leave my life and follow

my dreams. I am happy to say that the chasing of my dreams worked out in my favor.

As a growing professional, I have learned to embrace my identities and to think critically

about my view point about being more oppressed than privileged. By taking a critical

look at my identities and experiences, I can see that my view point has change on the

amount of privilege I believe is present in my life.

Along the journey, I learned that I reserve the right to change my mind about any

ideas. I am not a horrible person should I not see a concept in the same way I once did

years ago. Also, I am allowed to disagree with trusted colleagues and professors, so long

as I am critical of ideas, not people. In addition, my practice leads to wanting to have

conversations with folks that I do not agree with, to gain a better understanding of

opposing viewpoints. I have learned so much by pushing myself to take various

viewpoints into account when speaking on topics, as a means to strengthening my point

of view.

Honestly, some of the biggest learning experiences came from my graduate

assistantship at Saint Xavier University (SXU) and my summer role at University of

Chicago Harris School of Public Policy. At Saint Xavier, I work in both the Office of

Residence Life and Student Activities. In the Office of Residence Life, I learn to not only

build my professional voice, but to distinguish it from the voices of others. As a Resident

Director, I manage all aspects of the three buildings I oversee and develop community

with residents, including taking the lead on sanctions in the conduct process for the

area. This aspect of my role has helped me gain patience in understanding that

community building takes time. In addition, I learn to create an advocacy space for

residents and using my voice in spaces out of reach for students. My experiences in my
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residential life role have ignited courage to ensure my voice is heard. As a young

professional, I needed to be open to possibly disagreeing with superiors. Under the

supervision of TJ Martin, Assistant Director of Residence Life, I found a brave space to

find language to disagree and hopefully not offend. This skill of finding language not to

offend is important as a Conduct Officer and Coordinator of Community Inclusion in

Student Activities.

As a conduct officer, finding the right language to speak with students is important

in fostering learning and holding students accountable for violating policy. My approach

is to find the delicate balance between having an honest conversation and educating the

student. I am not perfect at always gaining the most pleasant result, but I hope students

feel heard when speaking with me. My support for not feeling defeated in working with

students in the conduct process comes from folks in Residence Life such as TJ and

Sarah the Associate Director, as well the Associate Dean of Students, Samantha Maher

Sheahan.

As the Coordinator of Community Inclusion, I assist, and support initiatives related

to inclusion on the SXU campus. With the support of my supervisor, Alexa Zaharris, I

have created SXU SPEAKS, an intercultural dialogue series that connections the

conversations around diversity and inclusion on the campus with the larger global

society. This project has taught me to believe in my abilities and knowledge around

diversity and inclusion. Also, this project has given me the skills to assess the impact of

the program and using relevant theory and research to justify the need for this project.

Overall, my experiences at Saint Xavier have sharpened my skills around inclusion

work, help to continue the building of my professional voice, and assisting me with skills

to hold space for others to share their experiences.

Building on my learning from classes and my assistantship, I had the opportunity of

working at the University of Chicago Harris School of Public Policy (Harris) in the

Career Development Office (CDO) during the summer of 2018. At Harris, I worked with

the graduate school population, which is different than working with undergraduate

population. My supervisor Nick Fahdners facilitated a space for me to reflect on my use

of the word intentional and how I use my age as a crutch to not seek opportunities. I

investigated that my use of intentional was a filler word, which could easily be replaced

with purposeful or deliberate.

My use of the word intentional was a signal that I had thought about my actions

before performing a task to benefit a student, staff member, faculty or the institution at

large. I learn the value of showing my intentions through my actions rather than

vocalizing them. In regard to using my age as a crutch, I had to unlearn this behavior.

My Afro-Caribbean background places the elders as the individuals with the knowledge

and the younger folks are required to learn. This principle showed up many times at my

job, but Nick help me work through holding space for respect and at the same time

having a voice. My experience at Harris help me find more of my voice in the often-

confusing space of being a younger professional.

I came to Loyola University Chicago because of the social justice focus education.

However, I gained so much more than a social justice education. I have gained skills for

life. In the beginning of the program, I had trouble with seeing myself as having

privilege. My race of being black would be at the forefront of my thinking about being

more oppressed than privileged. I learn to think about all my identities and realize many

identities that grant me privilege are not salient. This realization forces me to work

harder to not cast judgement because folks may have outward facing privileged
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identities but does not speaks to possible hidden target identities. I have learned to be

cognizant of providing space to individuals in an effort to name their experiences. By

employing the practice of letting people name their experiences, I am hoping for a space

that is brave enough to invite students, staff and faculty into sharing lived experiences.

As a future educator, I believe the biggest takeaway about social justice is that not all

allies will share similar identities with one another. I find that often when allies do not

share identities of the group, they are providing advocacy for, the message is stronger to

folks that do not understand.