Howdy. Hey. Hi. Wassup.
I know it’s been ages and a half since my last blog post. Several folks have been nudging me – okay, it’s been a bit more urgent than a nudge – to start writing for my blog again. Frankly, my absence from this blog site has not been because there haven’t been issues I wanted to write in long form about. There have indeed been lots of them. I do have to confess that I have fallen in like with Twitter. I have come to enjoy the necessity of boiling down my ideas to 140 characters and when I have more to say than that, I have learned how to “thread” my tweets so that I can go on a “tweet storm” that satisfies that in-the-moment urge to get something out of my head and into the world for feedback and commentary. This is in large part the reason why I have posted nearly 16,000 tweets in the last year or so (I know small potatoes by comparison with others, but I think that’s a lot for someone who is not a nationally known personality).
The blog, by contrast, has felt more distant. In other words, I feel like there is less direct engagement with me through my blog posts than there has been via Twitter through a rant or even a single tweet. Perhaps some of that has something to do with the “celebrity” culture that Dr. Z Nicolazzo posted about on hir blog earlier today (8/11/2016). Perhaps the blog feeds some (definitely not all) folks’ desire to “consume” or “experience” me than to actually engage with me person to person. And that’s more than a little off-putting to me. Despite my strong introvert preferences, I really enjoy talking about ideas with people and I have found that more possible through Twitter than through my blog. Again, neither space is totally either singular thing, but the patterns do diverge between those two platforms.
Another issue that’s kept me off my blog – and this is fully my own internalized constraint – has been the question that I used to title this blog post: What’s this have to do with higher ed? This is actually a question I get fairly often from anonymous reviewers and one that’s currently besetting a manuscript that I’ve been asked to submit a revision of for a journal. I have an uncanny – some might call it annoying – ability to connect the dots across widely varying content, issues, people, topics. It’s an artifact of my ADHD, a gift as I like to think of it. However, also due to my ADHD, I have a really difficult time explaining those connections that are so apparent to me to other people. Hence why my reviewers are often puzzled and have to ask me to more clearly address how my argument/findings/recommendations/the topic itself is related to the field of higher education. On the blog, I feel a greater responsibility to make those connections visible to readers, to think through my arguments, to show the picture. Mind you, these are all rightfully expected responsibilities of any author. It’s like the instruction from my math teachers in school: “Show your work.”
Nevertheless, that work is work and I haven’t had that kind of time on my hands lately, especially not over the last year or so. However, as I am choosing to take the advice of a dear and treasured friend and just “rest” this coming year, I think I am ready to tackle that challenge. I’d like to begin in this post by sharing generally how I see things connecting, the patterns I am most interested in drawing, and those patterns which already exist that I would like to point out.
The arc of my scholarship over the last 15 years has certainly focused most specifically on (Black) student identity (development), experiences, and outcomes concerning race, ethnicity, sexuality, gender, faith, religion, and spirituality. However, my interest in those topics has always been connected to and meant to inform institutional transformation and what I see as the role of higher education in a (espoused) democratic society. In other words, I fervently believe that the issues on which I have focused [1)how (racially minoritized) students experience their higher education environments and 2) how those environments press upon their meaning making of who they are, their relationships to others, and what that means for how they should show up in the world] affect the broader society those students will shape and the society they experience with others. I believe that higher education best fulfills its role as a public good (not just a private gain) when it prepares people to be actively engaged, critically thinking, critically conscious (and there “critically” serves two different but related purposes) citizens in a democratic society.
U.S. Census data show that 56% of the population “25 years and older” as of 2011 had at least an associate’s degree or some college experience; this includes the 30% who have earned a bachelor’s degree or higher. Consequently, higher education environments – across sectors – have a significant (potential) influence on shaping knowledge competency, maturation, and values in the country. How people in those environments – including students, faculty, and staff – dis/engage each other around issues of identity, relationship, community, and systems of oppression and privilege shows up in how those same people dis/engage each other around those topics beyond the campus commons. Here are just three examples:
- How we in higher education do (not) talk about gender in colleges and universities – not just the elite, private ones – shows up in public discussions and debates about HB2 in North Carolina.
- How higher education does (not) talk about privilege and power as systemic realities that create and reproduce what Stainback et al. (2010) call “founding effects” and “organizational inertia” shows up in debates about policing and the Prison Industrial Complex (PIC; h/t Michelle Alexander).
- How higher education does (not) address its historical connections to colonization and slavery and the continuing present material effects of that relationship shows up in the need for students to petition, strike, and protest by any means necessary the celebration of the vestiges of those relationships on their campuses and in the cities and states in which they live and study.
As a result, prison abolition, gender and toxic masculinity as lived and experienced “out in the world”, and the display of the Confederate flag on the statehouse grounds all become fodder for higher education analysis and discussion. How we discuss terrorism, mass shootings, gun violence, mental health, and political candidates invocation of such rhetoric are all higher education issues because they all speak back/forward to how colleges and universities are (not) preparing people to be actively engaged, critically thinking, critically conscious citizens in a democratic society. In partnership with K12 education, which is the extent of formal education for 44% of the country (as captured by the Census so that proportion is likely higher), we must consider what we are meant to do as educators and educational communities, what is our role, how can we positively affect change in the issues I noted above and many, many others.
So, over this next academic year, you’ll see more of that kind of discussion in my blog. I hope you’ll take this as an invitation to actively join me whether you’re working in student affairs or not.