1. Changing the Face of the Student Stakeholder: How to Promote Student Exploration and Self-discovery Within the Context of Social Justice
Wednesday, March 13, 2019 | 8:00 – 8:50 a.m.
403 A - LA Convention Center
Jen Luettel Schweer, MA, LPC, Director of Sexual Assault Response and Prevention, Georgetown University
Jennifer Wiggins, MA, Assistant Director of Sexual Assault Response and Prevention, Georgetown University

2. Learning Objectives
Identify techniques to assist students in fostering their development using a social justice framework
Learn strategies and gain tools necessary to engage marginalized communities on their campuses, through partnerships and learning more about the changing face of the student stakeholder
Explore strategies for supporting the student stakeholder and learn how to help them flourish in different capacities both on and off campus
Understand ways to navigate balancing our capacity as administrators

3. Social Justice Paradigm for Prevention Work- (Developed by Luoluo Hong)
Traditional Paradigm
Social Justice Paradigm
Does not acknowledge the salience of identity, power, and privilege in human interactions
Violence and its prevention are defined from the perspective of and controlled by the dominant group
Peer health educators implement programming
Prevention work tends to occur in isolation; efforts are fragmented and inconsistent
Requires care and competence
Intersections of identity, power, and privilege are essential to understanding and deconstructing interpersonal dynamics
The single story is challenged, and understandings of violence are complex and informed by many counternarratives
Peer health leaders are embedded in existing social groups
Prevention work is infused across multiple entities working collaboratively to build and sustain community capacity
Requires care, competence and courage

4. Campus Social Justice Issues
Undocumented Status
Interpersonal Violence
Race & Institutional Racism
LGBTQ Issues
Reproductive Health
Fossil Fuel Divestment

5. Chickering’s Theory - Establishing Identity
(taken from )

6. Chickering’s Theory Applied
Year 1 (including transfer students)
Educated on social justice issues
Passionate, but unsure how to channel energy
Identity formation
Building community
Year 2
Committing to organizations
Connecting with like minds
Year 3
Emergence of leaders
More critical of issues
More organizing
Year 4
Leadership
Independence
Mentorship
Transitioning out
Internal conflict
first year remembering that some students are more passionate and having more education in first year, (and transfer students)
and also have year 1 students who are trying to dig in, learn and understand
between first and sophomore- identity development for lgbtq students, communities of color and impact on their activism
sophomore- emergence as leaders, more critical of issues, perhaps joining committees, connecting with other activist students
junior- more confidence, partnering administration, more organizing
senior- leadership, independence, mentorship and transition

7. How is your campus including diverse voices?
In quads, identify concrete ways your campus is diversifying the dialogue

8. Activist Narratives in Social Justice
History of marginalized communities being made invisible and silenced within social justice movements
Example: Women of Color leading anti-rape efforts long before the 70’s, but White women have been credited and seen as face of the movement
Marginalized communities not necessarily seen as or see selves as activists, but rather it’s often matter of survival
“White Savior” complex
Danger of a Single Narrative
Narrative Change
Marginalized communities do not necessarily see selves as activists, but rather it’s survival

9. Strategies to Develop Inclusive Resources
First Wave:
Hiring multi-culturally proficient staff
Visual representation
Campus community outreach
Align with campus partners whose primary focus is driven by diversity initiatives
Partner with student organizations that are culturally diverse
Second Wave:
Ethnically diverse students as stakeholders
Peer fellows
Creating partnerships with external community partners
Bringing diversity to the academic realm

10. Pulling It All Together: How Does This Look at Georgetown?
Programs
Wellness Wednesdays
Thriving Thursdays
BLAST
GLOW
Shades of Saxa
Partnerships
Student organizations
Community stakeholders
Internal
External
Recruitment
Peer educators
Awareness campaigns
Volunteer opportunities
Office employment
Future Plans
Diverse students as stakeholders
Fostering relationships
Building stronger bridges with faith communities

11. Outreach Strategies Be present Build trust
Allow students to take space
Provide education/be knowledgeable
Enlist feedback and critique
Be creative
Acknowledge shortcomings
Provide guidance
Encourage activism

12. Sustainability and Continuity
How does this look for others, ourselves and those who work for us.
Burnout spoken about in general and passive way- but what are we doing about it?
How do you promote sustainability and continuity for students, self and peers?

13. Vicarious Trauma & Burnout
Vicarious trauma is a state of tension and preoccupation of the stories/trauma experiences described by students
Burnout is generally something that happens over time and as it builds up a change
How does this look for us as advisors/mentors- managing our own burnout, in addition to that of the students we are supporting?
Note our role as advisors/administrators and support

14. Tips What can we do better together rather than separately?
Work-life balance?
Defining your own self-care
Acknowledge students as stakeholders
Holding colleagues accountable (stay in your lane!)

15. Q & A

16. See you next year in Austin, Texas!
Thank you!
See you next year in Austin, Texas!