Personal Philosophy Statement

When thinking about my personal philosophy of higher education as an institution, I

realize that it begins and ends with a few simple beliefs. First, the belief that all students,

regardless of background, have the right to an education. Secondly, the belief that all students

have the right to an enjoyable, fulfilling educational experience. Thirdly, the belief that members

of the higher education community, from administrators, to faculty, to policymakers and the like,

all have an active role in ensuring that all students have access to this right, and that this right is

not infringed upon. Moreover, I think that we all share the totality of the weight of ensuring this

right, regardless of your specific role in the larger picture of the institution that is higher

education. I think that if everyone does their part, in their specific role, and is willing to work

together, this right can be ensured for all students.

While this is my belief and my hope, I also understand that everyone’s purpose and

mission within higher education is different. Additionally, beliefs among stakeholders as to what

the purpose of higher education, in general, is will be different for all people. For some, it is

money, profit, and providing an ample workforce for the future. For others, it may be the

creation of a knowledgeable, informed society who will ensure the world will be in a better place

hundreds of years from now. Some may see it as simply another institution with the goal of

increasing and continuously creating social and economic inequality and inequity. Others may

see it as a means to balance the scales and lower the levels of inequality in our world’s nations.

The latter statement is somewhat where I see the purpose of higher education.

Going back to my previously stated beliefs about higher education as an institution,

providing equitable experiences for students is at the core of my higher education philosophy.
For this reason, I see higher education as what some people refer to as “the great equalizer.” I

would be remiss to not mention that I would be the first to tell anyone that this saying is not only

no longer no longer true, but never has been true. However, for me, my idea of this being the

purpose of higher education lies in hope. While higher education is not “the great equalizer,” I

believe and have hope that it can become that. Education, specifically higher education, has

shown to have this power. A single child getting the opportunity to earn a college degree has the

potential to end intergenerational poverty and change the life of an entire family. My belief of

this centers not only on the multitudes of stories I’ve heard of this, but my own life. My mother

being the first in her immediate family to graduate from college had a direct impact on my

matriculation through college and me eventually becoming the first person in my family to attend

graduate school.

While I had a great deal of direction and assistance from my mom while I was in college,

I quickly realized the college environment at the small, state historically black university my

mom left in 1992 was not the same environment as the flagship institution of the state I entered

in 2014. I would not have successfully completed my undergraduate degree without the support

from student affairs professionals. That leads me to where I see the fundamental purpose of

student affairs: mentorship and guidance. Yes, student affairs professionals do a plethora of

tasks, same do not have anything near the term “mentorship” or “guidance” in their job

descriptions, and many do not have direct interaction with students. However, all of these

professionals work on the behalf of students. Their fundamental purpose is to ensure that

students have what they need to succeed. My supervisor has a funny saying in relation to

working as an advisor that I think can be applied to almost all student affairs professionals.
“Advisor checklist: 1. Make sure the students are okay and have everything they need. 2. Never

forget to take pictures” (C. Brunell, personal communication, October 17, 2018).

Finally, this leads me to my personal role within student affairs and within the larger

context of higher education. Again, going back to the equity perspective, my role in student

affairs centers on voice and power, and those who do not have it. As a man, as someone who

grew up middle class, as someone who is not persecuted for their faith, as a college graduate, as

a graduate student, I hold visible and invisible privileges. Because of this I have power and voice

that others do not. Within my work, I think my purpose lies in amplifying the voices of those

historically and currently without voice. Additionally, my purpose lies in using the power I hold

to ensure that those without power have access to things they otherwise would not have access. I

do not currently know what functional area, department, or institutional type I can best

accomplish this. However, I can ensure that wherever I am, whatever type of work I am doing

within the field, that this will be at the core of my practice.