RUNNING HEAD: Personal Philosophy of Student Affairs

Georgia Southern University

Personal
Philosophy
of Student
Affairs
COUN 7131

Joni Valerie Lamarre Laurent

Personal Philosophy of Student Affairs

The effectiveness of a student affairs division is due completely to the

professionals that work within the department. Student affairs professionals have helped
mold me in to the student and leader that I am today. I have experienced firsthand the
impact that student affairs professionals can make on a persons life and I would like to
be this positive influence in the lives of other students. Many experiences within my
education led in to the field of higher education administration. Joining my Greek
lettered organization inspired me to become more involved in other organizations and
through this involvement I was able to get to know many student affairs professionals
that always set a great example for the type of professional that I want to become.
Another role which was very important to me was that of a Parent Program Assistant for
New Student Orientation. As Parent Program Assistant I learned a lot about myself and
improved on public speaking and organizational skills. It was also in this role that I
learned that the university experience is not only about the student attending the
institution, but the family of that student as well. It was in this role that I found myself
emulating student affairs professionals and learning that as a leader, planning and
organization are always necessary. All of these experiences and more have lead me to
develop my personal philosophy of student affairs.
The history of American higher education stems from early English models such
as Cambridge and Oxford. This undergraduate experience ensured progression of
leaders in areas of the church and the state (John H.Schuh, 2011). At this time, only the
elite white men were allowed to attend the university thus leaving minorities, women,
and the middle class uneducated and in the dark. As time progressed so did the
socioeconomic make-up of the American college student, while not a drastic change,

Personal Philosophy of Student Affairs

universities began to sprout up allowing men of different family incomes to attain

degrees from universities. During the mid to late 1800s universities developed to
provide an education for African Americans, and women which extremely impacted the
American way of life. As student affairs developed within universities in loco parentis
was the main operating system. The faculty served as the professionals that acted as
the parent in many functions of the life of a student. Because of the need for faculty to
focus more on academics it was necessary to hire a new type of educator that focused
on the values and philosophies of student affairs.
The philosophy of a student affairs professional allows us to articulate what we
believe; what we value; what we do and who we are (John H.Schuh, 2011). While there
are many philosophical schools that guide the profession idealism, realism, neoThomism, pragmatism and existentialism have the largest influences (O'Neill, 2011).
While I do think it is important to except different characteristics of each of the schools,
personally I believe I am somewhat of a pragmatism because I believe that a student
develops by experiences and as a student affairs professional, you are there to assist
their development and learning. According to Young and Elfrink there are seven key
values that are essential to the profession being altruism, equality, aesthetics, freedom,
human dignity, justice and truth (John H.Schuh, 2011). While all are important, my
values inform my practice and as graduate student entering student affairs I strongly
value equality, justice and truth. Equality is important because there is a diverse group
of students that we serve and we must insure that they are being treated fairly and we
must create a safe atmosphere for their learning and development.

Personal Philosophy of Student Affairs

Theories provide us with ways to interpret individuals, ideas and ways to make
decisions. Psychosocial theories provide student affairs professionals with information
on students interaction with their social world. Stanfords Challenge and Support theory
is one of the most influential theories of the profession and it states that students must
have an equal balance of challenge and support to be successful. As professionals we
must provide the environment for this to occur. As for Chickerings vectors, they explain
the different stages of development that contribute to students in post-secondary
institutions and the formation their identity.
Student affairs bases its ethical standards on five principles which are respecting
autonomy, doing good, doing no harm, being faithful and being just. Autonomy is
considered the primary principle in decision making based on its high value in the
United States. Personally being faithful is most important because this allows trust to
be created among individuals, thus creating relationships that can flourish between
professionals and their students.
There are many challenges that the division of student affairs face. In order to
face these challenges head on professionals must be competent. Without competent
people student learning will decrease and development of innovative ideas will plateau.
Being competent occurs not only by of years in the field, but by the different
experiences one faces while on the job. Each of the competencies transfers knowledge
as well as lead increased student development, learning and greater legitimacy for
student affairs work (John H.Schuh, 2011) One competency in particular I want to touch
base on is the one on administration and management. This is important because one

Personal Philosophy of Student Affairs

must be aware and knowledgeable of the skills required to budget, strategically plan,
allocate resources and supervise others.
The history of American higher education system and in local parentis has
shaped the field of student affairs. Through the discovery of theories, essential
competencies, and the development of my values I am able to keen in to what is
necessary in the field of student affairs. My experiences and items listed above have led
me to develop my personal philosophy of student affairs. I believe my philosophy is that
as a student affairs professional you are to facilitate in the development of the holistic
student and provide them with safe environment for their learning and self-discovery.

Personal Philosophy of Student Affairs

References
John H.Schuh, S. R. (2011). Student Services : A Handbook for the Profession. San
Francisco: Jossey-Bass.

O'Neill, E. G. (2011). Student Activites . In N. Z. Associates, Rentz's Student Affairs :

Practice in Higher Education (pp. 359-395). Springfield : Charles C Thomas Publisher .