Reflections on Intersecting Identities and the Power of Peer Education

As I reflect upon 2015, especially in light of the upcoming Dr. Martin Luther King, Jr., holiday I think about how the higher education community as a whole was rocked by a number of on-campus experiences of bias, misunderstanding, and cultural appropriation. These include incidents that challenge our profession’s commitment to inclusion, equity, and openness to cross-cultural dialogue. As someone who spends most of his time on the road speaking with college students on how to be role models, leaders, and activists on their campuses, I am constantly reminded of the good work that is being done in our communities. This work that we do is phenomenal; however, there is still a tremendous amount yet to do, in order to make the Institution of Higher Education more inclusive. What can we intentionally do as educators? How can we engage with our diverse communities? Three things that come to my mind are: Increasing intrapersonal reflection & dialogue, recognizing the ability to create “safe” versus “safer” spaces, and being cognizant of our own need for development and growth.

Increase intrapersonal reflection & dialogue
My favorite presentation to facilitate during the BACCHUS Initiatives’ unique twelve-hour, nine module Certified Peer Educator (CPE) Program is centered on developing inclusive peer education efforts. When I start this part of the training, you can feel the discomfort and anxiety being felt by the students – and I make sure to call the students out on it! Often, students – especially highly involved, student leaders – are weary about engaging in dialogue around identities. Whether they have privileged identities or historically disenfranchised ones, they still have this sense that they will be “othering’ their peers and a fear of saying something wrong. However, without having dialogues of our lived experiences, we cannot truly begin to understand the journeys we have been on. It’s important to recognize that our identities don’t exist in a silo. Rather, our identities intersect with one another to make us who we are, and some may become more or less salient.

As student affairs “educators”, we must provide open spaces for our students to explore their own identities and to have dialogues surrounding their development. If students never have the opportunity to discuss their opinions on identity development and explore the impact of their own experiences, how will they be able to advocate for those who are different from them? I think about a conversation I had with students earlier in the during the fall semester where students were confused on the differences between gender identity and sexual orientation. After a fruitful conversation, I could sense how these students’ perspectives had changed from this experience. And, personally, I was reminded that every student is at a different place in their own understanding of identities and that it is vital that we “meet students where they’re at” in terms of identity development.

Recognize “safe” versus “safer” spaces
When beginning CPE training, students set ground rules for each other in order to have a foundation for holding everyone accountable when going through this highly personal and self-reflective training. We are intentional in not saying that we are creating a “safe space” for participants – this is an impossible task. The intention of professionals is a great one when we talk about creating “safe spaces;” however, it is nearly impossible to ensure 100% safety for every person, in every space, at all times. Rather, let’s challenge ourselves as student affairs professionals to create safer spaces for students – and recognize the difference between intent and impact. While it may not be our intent to trigger or microagress against someone, we are not perfect. Rather, we can recognize and appreciate the impact that our words and actions have on others and learn from these instances moving forward.

Recognize our own need for development
I hate to say it – no one is perfect, including myself. Having been immersed in conversations about social justice and Inclusion at both my undergraduate and graduate institutions, I feel that I have engaged in a number of dialogues on creating spaces that are supportive and encouraging for all students. However, I would be sadly mistaken if I were to say that my work in exploring identity and its impacts on my lived experience is done. That is the crux of social justice – that our own understanding and development will never be done. This is not to sound like a pessimist, but rather an opportunist.

Every time I facilitate training with students, I learn more about my own identities and I learn how others live and view the world. Whether it’s recognizing my own privilege and how that plays out as a facilitator while speaking at an HBCU or understanding how I personally code-switch depending upon the cues I receive from the audience – I am constantly in a state of personal exploration and growth. I mean, I am even wondering the impact that my identities have on me writing this blog in the first place! But, as educators, it is completely acceptable to be vulnerable and to say, “I want to know how this has impacted you.” We will be better professionals in the long run for it.

Moving forward
So, as we get ready to reflect and celebrate the life and work of Dr. Martin Luther King, Jr., on January 18, I ask you to reflect on ways you live out the Five Roles of Effective Peer Educators: being an effective educator, leader, role model, team member, and activist. In fact, Dr. King himself once said, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” With your help, we can work to educate our peers, our students, and our profession in order to make us a truly developmental space for ALL students.