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Running Head: AUTOETHNOGRAPHY

Autoethnography: Part I - IV
Beth Ann Carkuff Simpson
University of Memphis

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Autoethnography: Part I
Early Childhood Development
The question of Who am I? in a multicultural context is comprised of an

accumulation of my environments, experiences, and encounters through the course of my

life. My composition of values, beliefs, and biases are a result of my development that
begins as early as birth.
I was born, the only girl with four brothers, to two happily married parents in a
small, predominately white town in Alabama. My birthplace is where I spent a large part
of my childhood, and this environment plays a significant role in my personal cultural
development and the lack of multicultural awareness in my early childhood years.
I spent the first thirteen years of my life in a small town of five thousand people,
most of which were middle to upper class, white, southern, and American. Upon
reflection, I realize my foundation of perspectives is that of the privileged white majority.
Without realizing it until maturation, being middle class and white brought about a sense
of safety, comfort, and feelings of the norm that shaped my views of the world around
me.
Another major factor in the development of my beliefs and values comes from
being raised in a Christian home and, more specifically, affiliated with the United
Methodist Church. Growing up in the Deep South, going to church on Sunday morning
was socially expected. Even more so, the question was not whether someone was
Christian but rather which protestant denomination you declared. In my early childhood, I
doubt I ever questioned whether or not others believed in the same God but instead
labeled people Southern Baptist, Church of Christ, or non-denominational. My parents

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did not necessarily give us a choice to attend church; it was just something we got up
every Sunday expecting to do. Being a part of a community of like-minded people who
strive to uphold similar ideals and values gave me a sense of belonging and acceptance to
another family. My religious practices are a component of who I am and influence how I
treat others. My upbringing specifically in the United Methodist Church speaks a great
deal about my moderate political views and stance on womens roles and equality in
society.
While Christianity is a major theme running through Southern culture, gender
roles, specifically my role as a woman (i.e. wife, daughter, sister, aunt), are engrained in
American society and often difficult to deviate from in the South. My parents are a
heterosexual couple that seems to demonstrate typical gender roles with a slightly more
modern position. My mom works full-time outside the home and currently makes more
money than my father. While my fathers teaching schedule allowed him to take on
domestic duties, like cooking dinner or running kids to soccer practice, my mother was
still perceived as the nurturer and caretaker of the children and home. I feel this dynamic
of two working parents demonstrated a balance of shared roles within the home, and it is
in large part the reason why I feel desire for both career and homemaker. Although she
worked outside the home, my mother taught me to value nurturing children, maintaining
a home, cooking for a family, and being hospitable to guests. She also instilled a sense of
independence and empowerment that I could do anything as a woman. My mother gave
me the confidence that what men viewed as weaknesses in women were actually our
strengths to be used to compete and even outdo men.

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I not only saw equality in my home, but also in church leadership with female
associate pastors and youth leaders. I was encouraged to take on leadership positions
within my youth group and never told my call in ministry would look different because of
my gender. Currently, my role as a modern woman, free to balance both work and family,
is further supported by my husband. Although he grew up in the South with a stay-athome mom and working father, he is an advocate for equality and would do nothing less
than fully support me in my endeavors, despite rigid gender roles.
My father, while depicting many masculine gender characteristics, is emotional
and affectionate. In our home, he was still seen as the disciplinarian and provider, but he
demonstrated a balance of domestic and nurturing qualities as well. I think because of my
fathers age and value on tradition, he did hold me to a different standard in regards to
etiquette and manners compared to my brothers. It was not uncommon to hear my father
say, thats not lady-like, a value of southern culture. In addition, my parents
emphasized table manners, saying yes mam and no sir, and writing thank you notes for
gifts and kind gestures. My parents, while more conservative in political views, always
demonstrated open-mindedness and acceptance of all people, despite differences. They
instilled in us the importance of hard work, education, and making a comfortable living.
My grandparents, both educated and highly respected, placed value on intelligence and
physical health and appearance. With my familys value on taking care of the body and
looking clean-cut along with media pressure in regard to health and beauty, I
unfortunately have tendencies to equate unhealthy lifestyles and obesity with ignorance
and laziness.

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Growing up in a quiet neighborhood where I rode bikes with friends until dark
and walked to church on warm mornings made for a blissful childhood free from many
worries. Although I was surrounded by accepting and supportive examples, there were
not many opportunities to be challenged with cultural differences. This lack of diversity
in my early childhood led to naivety in a multicultural context.
Transformative Experiences in Adolescence
One of the first experiences I remember disrupting my nave perspective was a
pivotal moment when racial tension became apparent to me. In a predominately white,
wealthy town, I saw little diversity in my school and church. My father, a high school
football coach, interacted with the most diverse student population athletes. After
serving as head football coach for fifteen years, my father was fired in essence for
playing an African American athlete over a white boy from a political family. This
traumatic uprooting of my family to a working class town in middle Tennessee opened
my eyes to a world of inequality and discrimination. In my new environment, I was
introduced to different types of people from varying socioeconomic classes, ethnicities,
and religious beliefs.
Another factor in my development of beliefs, values, and biases would also
involve my interaction with the elite. Although my family lived moderately, taking the
occasional vacation or dining out experience, a great deal of my adolescence was spent
with the wealthy. I began babysitting and quickly gained a reputation in the young social
network as responsible and reliable. Often times I was babysitting for the richest families
in town, which lead to fine dining, jet-setting to vacation homes, and learning the social
style and etiquette of the upper class. These experiences gave me insight to this

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privileged culture, which unfortunately demonstrated some validity in superficial,

judgmental, and materialistic stereotypes that accompany the rich.
Another pivotal transition in my life that expanded my cultural competency and
awareness was my decision to attend Lambuth University, a small, private institution. My
liberal arts education opened my mind to critically think for myself and develop my own
opinions and beliefs, which may or may not look like my parents. Though it was
unsettling at times to explore a different opinion or perspective, my enlightenment about
different races, religions, and cultures grew because of increased encounters with diverse
populations. My education not only introduced me to multiculturalism through academia
but also through my interaction with students from various regions of the United States as
well as around the globe. Living on campus gave me an opportunity to live among a
diverse population and gave me perspectives about respecting and tolerating differences.
My religious beliefs have been questioned at stages throughout my life but especially in
my college career while obtaining a biology degree. While I may differ in theological
beliefs on how we got here, especially with conservative Christians, I have found a
balance of science and religion, one that gives me an inclusive perspective to those bound
by either truths.
Following college, I experienced a trip that forever changed my worldview. My
trip to Uganda, Africa gave me an opportunity to immerse myself in an unfamiliar culture
and further examine my own from afar. My time traveling not only allowed for insight
into African culture, but it also forced me to examine American culture, of which I was
not entirely proud. This trip forced me to confront my own biases or more honestly, my

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ignorance of others. These experiences and transformational moments continue to affect
my decisions and perspectives of others today.
Current Multicultural Competency
My current environment and work in student affairs continues to challenge and
change my multicultural competency. Now settled in Jackson, my husband and I are
invested in an impoverished neighborhood where we are often the minority, among
unfamiliar customs and language. This position has given me greater understanding into
the reasons for division within our school system and geographic regions of Jackson. I
have a deeper insight into the obstacles faced by the poor, uneducated, and African
American population in my community.
In addition, when my position in student affairs transitioned from a private to a
public institution, my student population shifted as well. Now I work with a larger
number of students who balance education with jobs and families rather than students

with the privilege to attend college to find themselves. My career in student affairs has
also broadened my lens to the emphasis of diversity and cultural sensitivity.
Multiculturalism is something that has to enter my mind in every conversation with a
student and every program planned in order to be inclusive and not discriminate based on
race, gender, sexuality, physical ability, etc.
Last year, I made a careless decision without stopping to consider all those
involved when choosing the menu for our annual campus picnic. I simply catered local
BBQ, as it is usually a favorite among students, faculty, and staff. I made sure to have
vegetarian and vegan options to be inclusive of varying diets; however, I never
considered the options of BBQ to be cultural sensitive to varying religions. A faculty

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member confronted me regarding the option for chicken BBQ for a specific Muslim
student who does not eat pork. I was mortified at my lapse of judgment and lack of

consideration that may have isolated a group of students. I simply made a decision based
on my white, Christian, Southern culture assuming it was fit for all. After making a
quick adjustment and apologizing to the concerned student, I reflected on my
multicultural competency and realized there is still a great deal to learn.
Autoethnography: Part II
I believe it is our environment and education that determines how we will respond
and interact with others. The campus picnic decision was a result of my lack of cultural
awareness, but upon discovery and reflection I was able to experience transformational
learning, which led to a change in perspective. This transformational learning occurs
when learners reexamine their normal assumptions and realize new perspectives
(Mezirow, 1991). In reflecting on my multicultural competency, key experiences and
literature both in my personal and professional life stand out as influential in shaping my
interactions and relationships with others.
Personal Influences
My father, a high school history teacher, made a rule in our house that required
each of his children to read To Kill a Mockingbird before entering the seventh grade. We
had to read it then report back to discuss its implications. My father considers Lees
(1960) classic novel one of the most influential books of our time, and we should
acknowledge the controversial content to further understand the deep-rooted issues of our
Southern culture. My fathers value of education means he never misses an opportunity to
teach history because he believes we must be educated on our past in order to make better

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decisions in the future. After reading the novel, watching the film, and seeing the play
performed in the courthouse in Monroeville, Alabama, I can say To Kill a Mockingbird
made a lasting impression on my childhood. While I was not aware at the time, this
literature began shaping my multicultural lens and continues to influence how I view
others today.
Although I was introduced to diversity and acceptance of others in my home, I
also recognize my education growing up in a small, predominately white town was
skewed in favor of white men. Through furthering my education, I continued to expand
my perspective of the race and class divide still alive in our country. However, it was not
until this course that I accepted myself in the concept of white privilege. I had not
considered the automatic advantages given to me because of the color of my skin and my
socioeconomic class. I had not considered how my starting point influenced my current
place in life, my education, my home, my job, my level of security, my financial stability,
my access to resources, or my happiness. My education on the realities of our class
system and minority oppression has discouraged me and burst my American Dream
ideology bubble. Ultimately, my awareness has led to compassion and understanding of
those who did not start in the same place or share the same opportunities. My white
privilege brings with it a sense of responsibility to take care of others and influences my
desire to empathize, sympathize, and defend the oppressed whether in my own
neighborhood or across the globe.
My journey to Uganda, Africa brought about a wealth of experiences and
relationships that shaped how I interact with others today. Our American team made of
six women from varying regions of the United States met only a few days before flying

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overseas to live in a foreign culture for three months. We were given a book to read and
discuss as part of our orientation once arriving in Uganda, and this literature became a
resource not only for understanding our new environment but also for considering the
differences among our own team. Foreign to Familiar: A Guide to Understanding Hot
and Cold-Climate Cultures illustrates the differences and similarities among cultures
based on geographic region and climate (Lanier, 2000). Reading this book during the first
two weeks of our trip allowed us to reflect individually and as a group about our
transition to a new unfamiliar culture and to living with strangers. My roommate from
San Diego and I, a Southerner, adjusted better to African culture due to our warm climate
characteristics. We were comfortable with inviting natives into our space due to our
customs of hospitality and being relationship-oriented. Our teammates from northern
states expressed difficulty in this behavior because they were not accustomed to sharing
their personal space and belongings with unfamiliar people. According to Lanier, our
warm and cold climates play a role in the differences among customs and values (2000).
In addition, our team learned that our perspective on time differed significantly from
African culture. While we were initially frustrated by the local pastors tardiness to a
meeting, after reading the literature we recognized these actions as variance in values
rather than rudeness (Lanier, 2000). The concepts presented in Laniers book added to
my cultural identity and continue to influence the way I view others in a multicultural
context.
Professional Influences
These examples of cultural development in my personal life have influenced my
professional work as well. My student affairs experience and coursework in the student

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personnel program have expanded my cultural competency and enables me to better serve
students in a diversified higher education system. As a student affairs practitioner, I pull
from a combination of theories and principles unveiled in the field. However, I think we
have to recognize we always take our own perceptions and experiences into our work in
student affairs. As practitioners, we should look to theories for guidance in planning and
anticipating how to best handle a situation or a specific student because, student affairs
educators rarely possess all there is to know about a particular situation, individual, or
dilemma (Jones & Abes, 2011, p. 162). In the chapter The Nature and Uses of Theory
in Student Services: A Handbook for the Profession, I am reminded that we need to
utilize the theories within our field, but let us not miss the unique individual or the
opportunity to think outside the lines because our understanding of students continues to
evolve (Jones & Abes, 2011).
In addition to the accepted principles within student affairs, an institutions and an
individuals virtues play a role in decision-making (Fried, 2011). These virtues can vary
depending on the group of people, the culture, and the environment in which they
interact. I agree with Frieds assessment in Ethical Standards and Principles that in the
growing diversity of higher education, student affairs professionals must be educated on
and understand fully the impact of their ethical framework in order to face ethical
dilemmas with colleagues, students, and the community (2011).
In reading student affairs literature, I especially like that Pope and Mueller
challenge practitioners and educators to sit with discomfort, to continuously seek
critical consciousness, and to engage in difficult dialogues (2011, p. 347). With the
growing diversity of todays student body and weight on cultural sensitivity and

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awareness, I think many practitioners are fearful in making a mistake (Pope & Mueller,
2011). Pope and Mueller explain, as the volume of these interactions increases, so does
the likelihood that we will make cultural mistakes (2011, p. 347). I must be mindful that
my multicultural competency is a process, not an end point, and mistakes like the
campus picnic menu is an opportunity for learning and growth (Pope & Mueller, 2011, p.
346).
Although developed before 1931, I identify with Clothiers diversity principles
because they are still relevant to higher education today. Clothier reminds us that all
students have uniquely different needs, and it is our responsibility to know these interests,
characteristics, and abilities and then utilize them (Reason & Broido, 2011). In addition
to understanding ones personal perspective, the institutional ideals, and theories within
student affairs, I find Eric Deys work valuable in understanding how our campus climate
in turn shapes our students. Dey, known for his work in defending affirmative action
policies and the benefits of diversity, focused a great deal of his research on the influence
of campus climates on student views, behaviors, and success (Chang et al., 2011). I found
it most interesting to read about Deys work on the interconnections between individual
change, institutional change, and social change or what was referred to earlier as his
ecological perspective (Chang et al., 2011, p. 45). I can identify with Deys idea that a
students political orientation often changes and aligns with social trends and even more
so with institutional culture (Chang et al., 2011). In my undergraduate education at a
small liberal arts institution, I gained a deeper understanding of cultural competency due
to a diverse background and open campus climate for discussion and challenging ideas. I
believe my transformation regarding multicultural perspectives was a result of a

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combination of my student peers who already identified with these views, the diverse

composition of students, and liberal arts curriculum. Dey demonstrates the importance of
a diverse and culturally sensitive campus climate on students outcomes, and I believe as
practitioners and educators we have a responsibility to create these environments in order
to continue recruiting and retaining a varied student population to send out into society.
When reflecting on my current multicultural competency, I consider moments of
experiential learning. Upon attending NASPA/SACSAs New Professionals Institute last
summer, I spent a great deal of time reflecting on my work thus far as a young
professional in student affairs and how to continue growing within the profession. We
discussed the importance of developing our own work philosophy in which to draw from
and use as a foundation for decision-making and purpose driven experiences. I realize I
have a foundation of principles and values as an individual as well as from representing
my employer. Further I recognize the importance of establishing that framework and
being open to maturing it in order to continue doing meaningful work, especially when
faced with challenges of unfamiliar territory like meeting the needs of students with a
multitude of perspectives and cultural backgrounds.
Autoethnography: Part III
Multicultural competency in student affairs has never been more important due to
the increase of diverse populations in higher education. In the current composition of the
college environment, I often wonder what diversity will mean to generations to follow,
even 150 years from now. What will higher education look like? Will there be a need for
affirmative action policies and minority scholarships? Are current policies creating
diversity or hindering natural progression? The assignment to discuss diversity with

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others, both familiar and unfamiliar, forced me to question this controversial topic,

explore other perspectives, and determine a personal stance on the effects of affirmative
action and whether or not it will be relevant in years to come.
Diversity Encourages Division
When I traveled to our family farm several weekends ago, I initiated a
conversation with my mother, which revolved around my current coursework in
Multiculturalism on College Campuses. My mother, B. Carkuff, and I have a close
relationship in which we communicate often and openly with one another. However, as I
have mentioned before, my education and experiences have shifted my perspectives and
opinions perhaps from my parents teachings and beliefs. These topics of politics and
societal issues carry passion and emotions that often make people uncomfortable when
there are differences or disputes. So in honor and respect for my parents I find myself
avoiding these difficult subjects in fear of disrupting the environment. While I claim my
mother and I have an open and honest relationship, I also recognize my censorship when
approaching topics of this nature in which I think we may disagree.
While assisting my mother in the kitchen, I spoke generally about the topics
discussed in the course text regarding white privilege and the variances in minority
treatment still prevalent today. This conversation quickly led to opinions on creating
equality in higher education, in the workforce, and in society as a whole. My mothers
first response was to be defensive regarding white privilege claiming she had worked
hard to be where she is in life, in her work, and with her family (B. Carkuff, personal
communication, March 22, 2014). While I understood her position and in no way wanted
to negate her hard work, I sympathized that the advantages due to our class and skin color

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were a fact we could not control but needed to own. To some degree our current position
in society is a result of where we start from the neighborhood we live in, the schools we
attend, the color of our skin. My mother recognizes the disadvantages and injustices
present in society; however, she does not feel policies that intend to level the playing
field are just or effective (B. Carkuff, personal communication, March 22, 2014). On the
contrary, she believes our nations continued separation of minorities designed to give
advantages only prolong inequality and segregation (B. Carkuff, personal
communication, March 22, 2014). Carkuff believes if we cease from minority specific
organizations and regulations in higher education or employer admissions, the division
and disadvantages among races and classes will settle out naturally by being equal
(personal communication, March 22, 2014). In response to the topic of diversity, my
mother concluded, The more we focus on our differences, the further we get from
equality and unity (B. Carkuff, personal communication, March 22, 2014).
I chose to speak with my mother about diversity and affirmative action policies in
order to better understand her view as well as challenge her with information she may not
have considered before. While there was a difference in opinion during the discussion, I
felt the conversation was comfortable due to being familiar with the individual. I did
hesitate to question my mothers perspective on being equal - for all people to have
equal chance in regard to higher education admission and employment decisions. I
wished to challenge her further on the feasibility of this ideology due to the deep-rooted
history of oppression and prejudice in our country. Upon reflection, I recognize my
hesitation was due to my fear of confrontation with someone whom I respect and love.

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Yet I feel these close relationships should be the ones in which we are least afraid to
disrupt and the first to challenge.
Diversity Eliminates Division

Wishing to continue this conversation with other individuals, I breached the topic
while my husband and I socialized over dinner with a friend. My husbands friend, S.
Heit, is an individual whom I am unfamiliar in regard to opinions on public matters.
When the subject of diversity in higher education and the workplace surfaced, I simply
observed Heits response and body language to better understand the level of comfort and
openness in the conversation. Heit began by discussing the historical reasons for policies
of affirmative action and the like (personal communication, March 29, 2014). He made
reference to the years of oppression that followed the abolishment of slavery and brought
light to the disadvantages still present today (S. Heit, personal communication, March 29,
2014). Heit continued by alluding to Jackie Robinsons letter to President Dwight D.
Eisenhower in 1958 following school desegregation efforts in Little Rock, Arkansas
(personal communication, March 29, 2014). In the letter Robinson (1958) responds to
President Eisenhowers advice for black civil rights leaders to be patient. Robinson
(1958) explains that his people have been the most patient. Heit went on to support this
notion that African Americans seeing integrated school systems after one hundred years
of being free was beyond patient (personal communication, March 29, 2014). Heit agreed
with Robinson that if we do not push change, it may never happen (personal
communication, March 29, 2014). We are still seeing effects of oppression today
demonstrated with large gaps between white people and minorities when looking at
education, income, housing, crime, etc. Until we begin to see the gap close, affirmative

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action policies are needed. Like Robinson (1958) stated, if we wait for the hearts of men
to change we may be waiting a long time.
This conversation with a less familiar individual began with uneasiness in not
knowing what to expect or how to gage the level of comfort in sharing perspectives.
When I realized we shared similar viewpoints, the conversation became fluid and
reciprocal. If our perspectives had differed greatly, I can see how quickly that may have
changed the ease and depth of the conversation.
In further discussing the assignment with my husband, I asked What comes to
mind when you think of diversity? (A. Simpson, personal communication, April 6,
2014). A. Simpson explained diversity will continue to be division until we immerse
ourselves in each others cultures and become comfortable with our differences rather
than simply acknowledging or tolerating them (personal communication, April 6, 2014). I
reflect on a personal experience of growing up around white people and little interaction
with diverse groups. Today, this lack of interaction impacts my inability to read
boisterous communication of African American culture as happiness or aggression. The
more time I spend engaging in this culture, the more understanding and appreciation I
gain despite the differences in communication styles.
People naturally tend to group by commonalities, so I question whether or not we
will ever get to the point of truly intermixing cultures. My husband gave the example of
our countrys demographics 150 years ago, when white people were separated by Irish,
Italian, Polish, and German cultures and divided by prejudices and hate (A. Simpson,
personal communication, April 6, 2014). Now our heritage has become so blended, we do
not even recognize those differences in most parts of the country. In the next 150 years it

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may be difficult to define someones culture by skin color or physical characteristics. We

will become so blended there will be less opportunity to disadvantage or create
advantages for minorities based on physical characteristics. Maybe then, policies like
affirmative action will no longer have a place in higher education or the workforce.
Autoethnography: Part IV
It is conversations with both familiar and unfamiliar people that spawn change in
perceptions and behaviors towards others, especially those from differing cultures than
our own. This accumulation of past experiences and responses essentially answers the
question of Who am I, really?. In large part my upbringing and environment shaped
who I am, while new people, places, successes and failures enforced or challenged my
foundation. In some ways, I am very much the same person I was as a young girl
surrounded by my supportive family and sheltered community. However, due to exposure
to other cultures and perspectives I expanded my lens to see beyond what was once the
only picture I saw of the world around me. Moving locations, higher education,
traveling overseas, professional decisions and mistakes, led me to my current level of
multicultural competence.
Understanding Multicultural Competence
Based on my initial understanding of multicultural competence, I thought only of
my perceptions and awareness of cultures based on race and ethnicity. Experiences
within student affairs and the college environment have brought about a deeper
understanding and realization of multi-culturalism. My encounters with varying students
and professionals have constructed a new definition for the term multicultural, which in
addition to race and ethnicity includes cultures within religion, socioeconomic class,

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sexuality, gender, and abilities. Reflecting on my current multicultural competency as a

student affairs professional, I am reminded of the mistakes I have made in my career thus
far that have created opportunities for transformational learning and growth.
For example, my culturally insensitive decision regarding the menu at a campus
picnic that may have excluded a student group due to religious practices initiated
awareness to an unfamiliar culture and demonstrated the importance of the decisions I
make as a student affairs professional and how those decisions affect a students
experience in higher education. Another example is my realization of the knowledge and
skills needed in order to effectively meet the needs of students with disabilities.
Currently, one of my residents is wheel chair bound, and at the beginning of the academic
year I experienced an emergency situation with this student that brought to light my
inadequacies in working with this type of student. The students response to the medical
emergency gave me new understanding of his expectations of our staff and
accommodations as well as gave me insight to better serve him in the future. Finally, my
multicultural competency was challenged when I made an assumption to a victim of
sexual assault that the perpetrator was of the opposite sex rather than the same sex. This
assumption demonstrated my skewed view of heterosexuality as normalcy. Pedersen
(1988) referred to this lack of awareness as cultural encapsulation, in which our own lens
defines our reality (as cited in Pope & Mueller, 2011). Pope and Mueller (2011) add that
these assumptions or lack of awareness can lead to ineffective relationships in helping
professions.

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Curricular Learning Experiences
In addition to past experiences in the profession, more recent activities and

discussions within this course have shaped my multicultural competence. The assignment
to tour the National Civil Rights Museum reaffirmed my white privilege mentality that
was cultivated by a slanted, somewhat sugarcoated, version of our countrys history.
Being raised in a Southern white wealthy town, the history was told from the pens and
lips of white males; therefore, even today I am obtaining information and hearing stories
that create a more holistic view of the Civil Rights Movement and the history of
oppression in our country. My trip to the National Civil Rights Museum exposed my
nave faith in the government and of prominent leaders during this time. The museum
provides a lengthy timeline to demonstrate the centuries of oppression and serves as a
reminder of the effects still visible today here in our segregated neighborhoods and
school systems in Jackson, Tennessee. I will continue to use this experience and
knowledge within my civic responsibilities as well as in my profession as I interact with
people of varying backgrounds and opportunities.
The immersion project provided by this course was another opportunity that
revealed an area of multicultural weakness. My decision to study adult learners was a
result of feeling insufficient in meeting the needs of this population at my institution.
With my traditional college experience and previous student affairs work at a small
residential institution, the changing demographic in higher education currently challenges
me. The immersion project forced me to attend social events and talk with adult students
in order to better understand their experience on our campus. Surprisingly, this course
activity disclosed a personal discomfort in reaching out to adult learners on a regular

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basis. I discovered in a room full of students, I was naturally drawn to traditional-age

students and apprehensive to approach adult students in fear of interfering with their busy
schedules. The assumption that adult learners are not interested in the services or
programs we offer through our department is an injustice to these students because as a
professional I may be missing an opportunity to assist or advise. This project gave me
new perspective and understanding into the experience of adult learners of which I will
utilize in attending to students in the future.
Developing as a Multicultural Competent Professional
I consider my personal strengths to be self-awareness and perception of others.
These traits give me an advantage in developing as an effective multicultural competent
student affairs professional. Being self-aware and perceptive of people allows me to
recognize issues and communicate with students to resolve problems and create learning
experiences. I have had a number of experiences that have shaped my cultural
competency, most of which involved interacting with other people in a new or different
culture than my own. As practitioners, we can obtain knowledge from textbooks and
research, but until we engage, immerse, and interact with those different from ourselves
we will not truly learn or effectively apply this knowledge to real-life conversations and
situations.
In order to continue developing as a multicultural competent professional, I must
continue to place myself in environments to interact with a cultural diverse population.
One of the disadvantages with working on a small campus that serves students in rural
West Tennessee is the lack of diversity among students, faculty, and staff. In my current
position, I will encounter a minimal amount of minority students and have less of an

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opportunity to expand my multicultural competency. Thus, I will have to work harder to

create meaningful opportunities and make the most of the cultural diversity around me.
I will need to continue to challenge myself to research and stay current with the
changing population and generations taking advantage of higher education. I need to
pursue professional development opportunities, seminars, and workshops to continue
exposing myself to new information and perspectives. In order to be a multicultural
competent student affairs professional, I have to demonstrate discernment to recognize
field theories and research of a particular student group do not apply in a one size fits
all fashion towards students. Students are individually unique in their experiences, with
what they bring to college and what they take away. In order to be an effective
professional, I must be mindful I am serving one student at a time. The knowledge gained
from student affairs practices and theories serve as a framework or guidelines to assist
individuals rather than generalizing groups of students or cultures.
Lastly, as a student affairs professional I need to better incorporate and implement
assessment into my work and receive feedback from students in order to make
improvements and adjustments. I strongly believe one of the best techniques to provide
transformational learning, especially in a multicultural context, is through reflection.
Much like this authoethnography assignment, when we as practitioners force ourselves to
reflect on our experiences, both successes and failures, we better understand the purpose
and meaning of our work in student affairs. When we understand our purpose and the
importance of being multicultural competent in the field, we become more effective in
serving todays diversified student body within higher education.

23

AUTOETHNOGRAPHY
References
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Fried, J. (2011). Ethical Standards and Principles. Student services: a handbook for the
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