I had a conversation with a student last week about her post-graduation plans. She was telling me how she was on the job market and looking to do some non-profit work. Even though some of the positions were excellent opportunities, she was resigned to the fact that she would not be making much money. This did not seem to bother her because money was not a primary value. I thought this was an interesting admonition for someone facing student loan repayments and health insurance premiums.
This got me thinking about the decisions we make about our career choices and financial well-being. As the semester winds down, it’s easier to reflect on some important fundamental questions. Given our nation’s economic woes, and a bleak employment situation it may be important for us to ask several important questions: What do I need to have a fulfilling life? And how much of it do I need? Which of my efforts are likely to have a lasting impact in society? Are they worth doing regardless of the outcome? I certainly do not have the answers to these questions, for we all responsible for finding our own paths to fulfillment and redemption. But in light of these questions, I would like to offer some thoughts for reflection as we drift into holiday mode.
Differentiating Equity and Equality
Equality is an often-loved concept, particularly in Greensboro. In light of this city’s rich history and deep connection to the Civil Rights Movement, it’s easy to think equality is always a good thing. However, blind faith in the principle of equality has the potential to create unfair and uninclusive social consequences.
Equality is the equal distribution of resources and opportunities for every member of society. In applying this concept is becomes apparent that equal distribution is not necessarily fair for those who have been systematically prevented from participating in society to the fullest extent in the first place. Equity, on the other hand, takes into account notions of fairness in the distribution of resources in society. It recognizes that we are born into social systems where power is distributed unequally and that those inequalities are systematic and perpetuated by our institutions. Equity signifies that we all should have the opportunity to reach our full potential regardless of the social groups we are born into. Access to higher education, marriage, and religious freedom are a few of the domains in which it may help us to think in terms of equity in addition to equality. If we believe everyone has the right to freedom of religion (see Universal Declaration of Human Rights, 1948) it becomes important to recognize the diversity of religious practices rather than relying on gross generalizations. Juan Williams’ recent comments about fearing people at airports wearing “Muslim garb” created a frenzy in the media this past October. Most discussion centered on whether Williams should have been fired for his comments (an important discussion) as opposed to the validity of those comments. In a religion practiced by over 1.5 billion people, what exactly is “Muslim garb?” (Pew Research Center, 2009) First, are we assuming all Muslims wear the same clothes? Second, was Williams suggesting that Muslims who wear traditional or cultural attire should not be allowed in airports? In terms of equity, we recognize that different traditions express belief in different ways but still have the right to be treated with dignity and respect. To remain inclusive we need to create spaces where there is room for different ways of being in the world and that we are able to recognize important differences within diverse groups of people.
Consider our school systems. If we want to retain the very best students on our campus, the most creative, experienced, motivated students, then we need to think of ways to help those with different needs succeed in the classroom. We want everyone to have an equitable opportunity for success. This may include the creation of mentorship programs to help historically under represented students feel like they are part of a community (Carey, 2008; Ballard et al., 2008) or developing programs to support students who are returning to school after extended leaves. Everyone has unique challenges. For those who are members of under-represented groups, or those who possess atypical learning abilities, we need to understand that giving them the same opportunities as everyone else puts them at a systematic disadvantage.. The provision of equity means recognizing and respecting specific needs, not assuming a one-size-fits-all approach.
So now that we know the difference between equity and equality, we can ask ourselves those critical questions, “What do I need to thrive? What personal development should I undertake in order to better understand the experience of others different from me? What is the role of financial prosperity in my journey?” The answers may differ markedly from the needs expressed by our friends, family, colleagues, pastor, mentor, or the many others in our lives.
Self-knowledge, Power and Privilege
Many models of identity development emphasize the importance of self-knowledge (Bennet, 1998; Cross, 1995). This includes knowing our values, motivations, learning styles and cultural lenses. In addition, as we learn about ourselves we learn about the different privileges and disadvantages we have based on aspects of our identity. If I am truly honest with myself I will also see the privilege I have as a heterosexual person, such as going through life without being labeled as “sick” or “immoral,” talking about my partner without being worried about losing my job, and using a public restroom without the threat of violence due to my sexual orientation.
Recognizing these privileges gives me deeper insight into my personal experience in society, and importantly, how I relate to others (Johnson, 1997). Power impacts the relationships we have with each other. It is essential that we attune ourselves to those dynamics so we may connect with others as authentically as possible. For example, if I ignore the fact that heterosexual privilege has opened doors for me throughout my life, then I immediately alienate a large group of people who do not have those same privileges (an estimated 14% of UNCG students identify as Gay, Lesbian, Bisexual, Transgendered, Queer, Questioning or Intersex).
If I don’t authentically connect with my experiences, I even alienate myself from myself. For example, I may try to hold on to my privilege, constantly trying to prove my worth as “a real man.” I may prevent myself from being vulnerable, or being physically or emotionally close to otherpeople. Eventually Imay lose touch and perspective with myself as well as with others. As a leader I must strive to practice empathy and humility, which helps me to have genuine, authentic interactions with people that I have power over.
As a continuation of our refection exercise then, let us ask ourselves: what is my power relationship with the different people in my life? What is my power relationship with those that I am trying to help? If I never received recognition from those communities, would I still do the work?
Our Role in the Global Economic Landscape
I recently led an experiential exercise and discussion on global citizenship at Ashbury Residential College. Students struggled with the concept of wealth redistribution; in particular, redistributing wealth in a society that had economic classes artificially placed upon it. One important point of our discussion was the fact that the different classes did not reach out to each other when determining a solution. I should note that the rules I provided did not prohibit such collaboration. Rather than engaging one another and listening to multiple perspectives, each group tried to determine what was best for the others by relying solely on their frame of reference. On a global scale, certain countries exhibit this tendency more than others.
As a nation, we must be informed about the effects of our country’s economic, political and military policies on the history of other countries. Our knowledge of such history and impact should not be colored by whether or not we voted for the extant leadership, or, whether we were alive when these events occurred. The country’s legacy of colonization and Western domination has set the stage for our prosperity. In today’s world, the transglobal institutions created by western nations establish a context for U.S. relationships in the international community. The World Bank and International Monetary Fund (IMF) have created conditions where developing nations have become impossibly indebted. The World Trade Organization has had a similar impact, regulating trade policies of indebted nations in order to increase markets for Western goods, often at the expense of these countries’ local farms and industries. The increasing monopoly of fewer and fewer companies over the world economy reinforces these effects, leading some to refer to the current economic dynamic as the new colonialism (for an overview see Stiglitz, 2002; Wallerstein, I, 2003; and especially Sorrells, in press).
Whether we want this or not, we must recognize that our policies have spearheaded these developments and that we benefit from these policies at the expense of the world’s poor and disenfranchised. The global effects include increased inequality, poverty, family division, exploitation, feelings of inferiority and self-hatred, militarism, violence and death.
Yes, we all have our own problems in the U.S.; but it is worth acknowledging that many in the world would kill (sometimes literally) for our problems.
So, for reflection, consider: how do my actions impact the international community?
Final Thoughts and Leadership Implications
This article was more academic than I initially intended. Special thanks to Preston for editing the language to be more conversational. I also extend apologies to those looking to recover from final exams, papers and presentations. Yet despite the theorizing that happens in higher education, ultimately all of this reflection must lead to action. All of the educational degrees in the world, all of the debates we have with friends and teachers, all of the books we read are all for naught if at the end of the day we all juss do what we was gon’ do anyway. Leadership is not a product of thought—it is the result of action. Therefore, it is important that we do something: to stifle oppressive speech and behavior, to educate our fellow brothers and sisters, to give back to those from which we have taken much. This is the ultimate aim of leadership.
Happy holidays!
Author:
Mark Villacorta, Ph.D.
Assistant Director
Office of Multicultural Affairs
The University of North Carolina at Greensboro (UNCG)
This got me thinking about the decisions we make about our career choices and financial well-being. As the semester winds down, it’s easier to reflect on some important fundamental questions. Given our nation’s economic woes, and a bleak employment situation it may be important for us to ask several important questions: What do I need to have a fulfilling life? And how much of it do I need? Which of my efforts are likely to have a lasting impact in society? Are they worth doing regardless of the outcome? I certainly do not have the answers to these questions, for we all responsible for finding our own paths to fulfillment and redemption. But in light of these questions, I would like to offer some thoughts for reflection as we drift into holiday mode.
Differentiating Equity and Equality
Equality is an often-loved concept, particularly in Greensboro. In light of this city’s rich history and deep connection to the Civil Rights Movement, it’s easy to think equality is always a good thing. However, blind faith in the principle of equality has the potential to create unfair and uninclusive social consequences.
Equality is the equal distribution of resources and opportunities for every member of society. In applying this concept is becomes apparent that equal distribution is not necessarily fair for those who have been systematically prevented from participating in society to the fullest extent in the first place. Equity, on the other hand, takes into account notions of fairness in the distribution of resources in society. It recognizes that we are born into social systems where power is distributed unequally and that those inequalities are systematic and perpetuated by our institutions. Equity signifies that we all should have the opportunity to reach our full potential regardless of the social groups we are born into. Access to higher education, marriage, and religious freedom are a few of the domains in which it may help us to think in terms of equity in addition to equality. If we believe everyone has the right to freedom of religion (see Universal Declaration of Human Rights, 1948) it becomes important to recognize the diversity of religious practices rather than relying on gross generalizations. Juan Williams’ recent comments about fearing people at airports wearing “Muslim garb” created a frenzy in the media this past October. Most discussion centered on whether Williams should have been fired for his comments (an important discussion) as opposed to the validity of those comments. In a religion practiced by over 1.5 billion people, what exactly is “Muslim garb?” (Pew Research Center, 2009) First, are we assuming all Muslims wear the same clothes? Second, was Williams suggesting that Muslims who wear traditional or cultural attire should not be allowed in airports? In terms of equity, we recognize that different traditions express belief in different ways but still have the right to be treated with dignity and respect. To remain inclusive we need to create spaces where there is room for different ways of being in the world and that we are able to recognize important differences within diverse groups of people.
Consider our school systems. If we want to retain the very best students on our campus, the most creative, experienced, motivated students, then we need to think of ways to help those with different needs succeed in the classroom. We want everyone to have an equitable opportunity for success. This may include the creation of mentorship programs to help historically under represented students feel like they are part of a community (Carey, 2008; Ballard et al., 2008) or developing programs to support students who are returning to school after extended leaves. Everyone has unique challenges. For those who are members of under-represented groups, or those who possess atypical learning abilities, we need to understand that giving them the same opportunities as everyone else puts them at a systematic disadvantage.. The provision of equity means recognizing and respecting specific needs, not assuming a one-size-fits-all approach.
So now that we know the difference between equity and equality, we can ask ourselves those critical questions, “What do I need to thrive? What personal development should I undertake in order to better understand the experience of others different from me? What is the role of financial prosperity in my journey?” The answers may differ markedly from the needs expressed by our friends, family, colleagues, pastor, mentor, or the many others in our lives.
Self-knowledge, Power and Privilege
Many models of identity development emphasize the importance of self-knowledge (Bennet, 1998; Cross, 1995). This includes knowing our values, motivations, learning styles and cultural lenses. In addition, as we learn about ourselves we learn about the different privileges and disadvantages we have based on aspects of our identity. If I am truly honest with myself I will also see the privilege I have as a heterosexual person, such as going through life without being labeled as “sick” or “immoral,” talking about my partner without being worried about losing my job, and using a public restroom without the threat of violence due to my sexual orientation.
Recognizing these privileges gives me deeper insight into my personal experience in society, and importantly, how I relate to others (Johnson, 1997). Power impacts the relationships we have with each other. It is essential that we attune ourselves to those dynamics so we may connect with others as authentically as possible. For example, if I ignore the fact that heterosexual privilege has opened doors for me throughout my life, then I immediately alienate a large group of people who do not have those same privileges (an estimated 14% of UNCG students identify as Gay, Lesbian, Bisexual, Transgendered, Queer, Questioning or Intersex).
If I don’t authentically connect with my experiences, I even alienate myself from myself. For example, I may try to hold on to my privilege, constantly trying to prove my worth as “a real man.” I may prevent myself from being vulnerable, or being physically or emotionally close to otherpeople. Eventually Imay lose touch and perspective with myself as well as with others. As a leader I must strive to practice empathy and humility, which helps me to have genuine, authentic interactions with people that I have power over.
As a continuation of our refection exercise then, let us ask ourselves: what is my power relationship with the different people in my life? What is my power relationship with those that I am trying to help? If I never received recognition from those communities, would I still do the work?
Our Role in the Global Economic Landscape
I recently led an experiential exercise and discussion on global citizenship at Ashbury Residential College. Students struggled with the concept of wealth redistribution; in particular, redistributing wealth in a society that had economic classes artificially placed upon it. One important point of our discussion was the fact that the different classes did not reach out to each other when determining a solution. I should note that the rules I provided did not prohibit such collaboration. Rather than engaging one another and listening to multiple perspectives, each group tried to determine what was best for the others by relying solely on their frame of reference. On a global scale, certain countries exhibit this tendency more than others.
As a nation, we must be informed about the effects of our country’s economic, political and military policies on the history of other countries. Our knowledge of such history and impact should not be colored by whether or not we voted for the extant leadership, or, whether we were alive when these events occurred. The country’s legacy of colonization and Western domination has set the stage for our prosperity. In today’s world, the transglobal institutions created by western nations establish a context for U.S. relationships in the international community. The World Bank and International Monetary Fund (IMF) have created conditions where developing nations have become impossibly indebted. The World Trade Organization has had a similar impact, regulating trade policies of indebted nations in order to increase markets for Western goods, often at the expense of these countries’ local farms and industries. The increasing monopoly of fewer and fewer companies over the world economy reinforces these effects, leading some to refer to the current economic dynamic as the new colonialism (for an overview see Stiglitz, 2002; Wallerstein, I, 2003; and especially Sorrells, in press).
Whether we want this or not, we must recognize that our policies have spearheaded these developments and that we benefit from these policies at the expense of the world’s poor and disenfranchised. The global effects include increased inequality, poverty, family division, exploitation, feelings of inferiority and self-hatred, militarism, violence and death.
Yes, we all have our own problems in the U.S.; but it is worth acknowledging that many in the world would kill (sometimes literally) for our problems.
So, for reflection, consider: how do my actions impact the international community?
Final Thoughts and Leadership Implications
This article was more academic than I initially intended. Special thanks to Preston for editing the language to be more conversational. I also extend apologies to those looking to recover from final exams, papers and presentations. Yet despite the theorizing that happens in higher education, ultimately all of this reflection must lead to action. All of the educational degrees in the world, all of the debates we have with friends and teachers, all of the books we read are all for naught if at the end of the day we all juss do what we was gon’ do anyway. Leadership is not a product of thought—it is the result of action. Therefore, it is important that we do something: to stifle oppressive speech and behavior, to educate our fellow brothers and sisters, to give back to those from which we have taken much. This is the ultimate aim of leadership.
Happy holidays!
Author:
Mark Villacorta, Ph.D.
Assistant Director
Office of Multicultural Affairs
The University of North Carolina at Greensboro (UNCG)
Edited by Preton Yarborough
Office of Leadership and Service-Learning
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References
Ballard, J., Gilmore, L., Keith, H., & Ore, B. (2008). Academic Achievement Amongst Minority Students. The College Student Experience (CNS 572). Paper 2.
Bennet, M. (1998). Intercultural communication: A current perspective. In M. Bennet (Ed.), Basic Concepts of Intercultural Communication: Selected Readings (pp. 1-34). Boston, MA: Intercultural Press.
Carey, K. (2008). Graduation Rate Watch: Making Minority Student Success a Priority. Education Sector Reports.
Cross, W.E. (1995). The psychology of nigrescence: Revisiting the Cross model. In J.G. Ponterotto, J.M. Cross, L.A. Suzuki & C.M. Alexander (Eds.), Hanbook of multicultural counseling (pp.983-122). Thousand Oaks, CA: Sage.
Johnson, A.G. (1997). Privilege, Power, and Difference. Boston, MA: McGraw-Hill.
Pew Research Center. (2009). Mapping the Global Muslim Population. The Pew Forum on Religion and Public Life.
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References
Ballard, J., Gilmore, L., Keith, H., & Ore, B. (2008). Academic Achievement Amongst Minority Students. The College Student Experience (CNS 572). Paper 2.
Bennet, M. (1998). Intercultural communication: A current perspective. In M. Bennet (Ed.), Basic Concepts of Intercultural Communication: Selected Readings (pp. 1-34). Boston, MA: Intercultural Press.
Carey, K. (2008). Graduation Rate Watch: Making Minority Student Success a Priority. Education Sector Reports.
Cross, W.E. (1995). The psychology of nigrescence: Revisiting the Cross model. In J.G. Ponterotto, J.M. Cross, L.A. Suzuki & C.M. Alexander (Eds.), Hanbook of multicultural counseling (pp.983-122). Thousand Oaks, CA: Sage.
Johnson, A.G. (1997). Privilege, Power, and Difference. Boston, MA: McGraw-Hill.
Pew Research Center. (2009). Mapping the Global Muslim Population. The Pew Forum on Religion and Public Life.
Pharr, S. (1988). Homophobia: A Weapon of Sexism. Inverness, CA: Chardon Press.
Sorrells, K. (in press). Globalizing Intercultural Communication.
Stiglitz, J. (2002). Globalization and its discontents. New York, NY: W.W. Newton.
Wallerstein, I. (2003). The decline of American power. New York, NY: The New Press.
The United Nations and Human Rights 1945-1995, Department of Public Information, United Nations, New York (ISBN 92-110560-4).
Sorrells, K. (in press). Globalizing Intercultural Communication.
Stiglitz, J. (2002). Globalization and its discontents. New York, NY: W.W. Newton.
Wallerstein, I. (2003). The decline of American power. New York, NY: The New Press.
The United Nations and Human Rights 1945-1995, Department of Public Information, United Nations, New York (ISBN 92-110560-4).
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