ARTIFACT B: MISSION STATEMENT

As a first-generation, Filipino-American having grown up in a low socioeconomic

neighborhood, education has been a pipeline for tremendous opportunities for personal growth

and discovery. Reflecting on my personal journey, educators have been pivotal agents in shaping

who I am today and I strive to be the same for students who share similar identities and

experiences as mine by working through values of authenticity, challenge and community.

In order to be effective in my work I need to show up as my authentic self. I cannot

compromise my values and personality. Yet, I need to continue to grow as a person, listen with

an open-mind and empathize with other’s experiences. Secondly, I cannot stay complacent as a

professional and individual. I will constantly seek opportunities for professional and personal

growth by leaning into areas of discomfort. Lastly, I need to be connected to my community to

remind me who I am, why I am in the field, and to ensure I provide the best work possible.

It is important to acknowledge that I will be working in a system created for the white

dominate culture, and as Jean Phinney’s Ethinic Development (1990) states, my identities and

who I am as a person will be constantly challenged and altered (Evans et al., 2013, p.278).

Therefore, I must remain connected to the community that inspired me to enter the field. Guided

by Yosso’s navigational capital (2005), I will work towards creating equitable opportunities for

marginalized students and foster their aspirational capital to become who they want to be. I want

to provide marginalized students the same growth and experiences higher education has given

me.
ARTIFACT B: MISSION STATEMENT

References

Evans, N. (2010). Student development in college : Theory, research, and practice (2nd ed.,

Jossey-Bass higher and adult education series). San Francisco: Jossey-Bass.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of

communitycultural wealth. Race, Ethnicity & Education, 8(1), 69-91.

doi:10.1080/1361332052000341006