Untitled

stress in my hands

ancestors stressors

my hands are capable in spaces of places inaccessible to everyone before me

3 staff division

Marketing and Communication 

calendar, posters, listserv, emails

Ongoing and External Partners

any on going programs in the center, contracts with talent

One time and Campus Connections 

big events, CORE, SPOKE panel, academic outreach (FYE, peer mentors, CSAs, etc)

All

Whole person/whole systems development 

mind

body

spirit

relationship

shadow

writing prompt on these areas:

intro to PWI shaped my entire understanding o self. i was in the shower and had my ah-ha moment. my sensation and environment was brand new and i saw everything differently. because of it the new context.  i found feminist language. 

poetry reading show asking my mom questions talking sharing

WGS Vagina monologues, ResLife, my supervisors

i hated McNair scholars. made me feel incapable 

This prompt was asked of us during the start of our staff training for the cultural center portion of my position.

My family culture is the reason i am here. being POC @ PWI brought me here. my family’s experience way before me shaped my parents, shaped me. i am here for students who have marginalized experiences. my profession is a commitment to POC and marginalized students. their strength, determination, heartbreak, history has shaped me. i did what my family wanted. took classes. stood up. stepped forward. had a voice. elbowed my way into spaces. shared their story.  called them. code switched. code switched a million times. lost sleep. made them proud. 

environments that honored me supported me. vagina monologues- all women <3 WGS - queer reading. Partner at the time - grew with me, affirmed me a long the way. Q/POC mentors. learning my history and the generational desire and anger and determination.

family culture, by all meas necessary. media isn't truth. normalized anything isn't truth. social justice was taught without language. i provide language. scholarship and inequity were in high regard.

8th grade English teacher. drama/theater/expression/spoken word. research/me-search. surrounding myself with people who i dont have to hide from. 

loving people who pieces of me must hide from. the church. the quiet. my inner voice. my trust. my heart. my family. 

In preparation for a presentation on “Intersectional Activism: Communicating across difference” I was asked, as a WOC, to write my experiences working with white white people. Most of it was microagressions. This list was created while I sat in a single meeting. Most of these example occurred during that meeting or the evening before. 

social justice centered white folks who are exempt from being aware of their own actions and practices (ex: social justice centered white person overtly/verbally hypersexualizing men of color)

priority on “classic”/”tradition” (ex: listing certain movies as more important than others because they are “classic”, when in reality those classics were during a time that racism and segregation were legal and have no representation to POC)

invite people to meetings when they plans on having  the entire meeting by themselves

not asking for POC input

actively  disengaging white POC are speaking

making fun of POC for not being familiar with white cutlure (ex: “hahaha i cant believe you have never BLANK WHITE CULTURE THING)

needing to fact check POC (ex: POC KNOWS something “hm... well... let me google it - oh you were right”)

talking over/interrupting 

taking credit - not acknowledging 

defensively holding on to white supremacy (ex: NEEDING a white president/HATING a president because they are black)

turning off the conversation, thought process - think/talk about it later, no time, not right now (Ex: in the middle of social/racial justice conversations “ugh i really dont have time for this” “this sucks and i would rather talk about it later” “now is not a good time for this”)

acting shocked or progressive for suggesting POC to participate 

POC offering noteworthy ideas and not being acknowledged/thanked then turn around and thank/applaud white people who make the same suggestion

ignoring systematic oppression (ex: sustainability/vegan/pruis as though any one who doesnt engage in saving the earth are horrible people, instead that there is a system in place that requires some people - POC/low income - to have bigger life concerns than a vegan meal, maybe like A MEAL)

visceral reaction when POC are in charge

hardcore correcting POC in front of audience

communicating through stereotypes (ex: “you dont want any? BUT IT HAS MANGO”)

Areas of Co-responsibility

Theoretical Considerations and Meta-Praxis

Utilize the perspectives and theories of gender and sexuality - as well as other critical theories/philosophies of difference - as vehicles to discuss other intersecting markers of identity, culture, and community. 

Utilize the perspectives and theories of student development and integrative thinking/design as vehicles to develop and enact HUB programs.

Become an “expert” on the HUB’s integrative meta-curriculum (“whole person and whole systems development”) - the foundation of CORE Leadership and HUB Program Areas.

Assist with CORE Leadership program offerings

HUB Program Areas: Gender and Sexuality Programs/Platforms 

Help coordinate gender and sexuality related programs through the HUB's six primary program areas: 

cross-cultural community building and civic engagement

difference, inequity and activism

identity, embodiment and creative expression

social innovation, technology and vital systems

global interdependence and international connections

wisdom traditions and spirituality

Help coordinate and amplify student, staff, faculty and community collaborations, including gender and sexuality program partnerships. In the past these collaborations have included, but are not limited to, student organizations (e.g., Queer Straight Alliance, multicultural sororities and fraternities, the Vagina Monologues), Counseling and Psychological Services, the Health Center, the Departments of Women and Gender Studies and American Multicultural Studies, Campus Life, Associated Student Productions, etc.

Special Projects and Initiatives, etc 

Participate in program and University committees as appropriate and assigned. Help coordinate or facilitate special events and/or projects.Help organize and facilitate HUB committees, meetings and retreats. Support the HUB’s “Special Projects and Initiatives”: Further develop and help coordinate SSU's Safe Zone training;  assist in promoting diversity/transition video as part of the Bias Response Team; support in and out of classroom requests for diversity-related support (e.g., “Cross-cultural Community Building and Civic Engagement” programs/services: orientation, peer mentor training, classroom visits, diversity panels, etc.)

Participate in program and University committees as appropriate and assigned. Help coordinate or facilitate special events and/or projects.Help organize and facilitate HUB committees, meetings and retreats.

Learning Outcomes

Students’ context

Articulate the complexity of the integrative approach, integrative theoretical foundation, the mission, and the values of The HUB, including the CORE Leadership program

To submerge myself in The HUB and learn the most that i can. This will allow me to make well informed decision regarding The HUB. It will allow me to contribute invested ideas and forward moving programming.

Foundation, missions, and values of The HUB

Demonstrate understanding and actively identify the best uses for lenses of gender, sexuality, cultural, developmental, and integrative theories

To continue to build my understanding of varied and related theories. This allows me to work smarter and prepares me for future goals of being eligible for a PhD program in Sexuality, Gender, Culture, and/or Popular culture.

Theoretical understanding and use

Analyze systems that impact experiences of students’ understanding of self, skills, interdependence, and power/privilege dynamics 

First and foremost I would like to remain at the service of students. Their experiences in the context of their socialization, intersecting identities, and the systems of this university will be a priority in my work

Critical Deliverables

Programming support

Provide students with support, resources, and education to best navigate their intersectional experience through Sonoma State, including be an advocate amongst staff/faculty

Men & Masculinities

Women of Color Collective

Safe Zone Training

Allyship Education

Gender website/Sexuality website

Bias response, bias reporting

Task management infrastructure

Provide infrastructure to The HUB student staff programming and office tasks

Task management: Trello, Asana, Google Drive, GroupMe

Liaison and partnerships with campus entities 

Act as a liaison between The HUB and campus partners to share the education and mission of The HUB and to incorporate integrative thinking across campus

WGS liaison

Clubs and Org resource