How Identity Has Influenced a Faculty Member's Career at Chandler Gilberty Community College
Robert, a Chicano faculty member, reflects on navigating higher education, initially approaching racial issues with "militancy," believing "sometimes you have to drop some bombs." However, Robert wishes they had developed more strategic approaches to advocacy, prioritizing collaboration towards student success while still being "unapologetically Chicano," and finding ways to "take space, hold space" constructively rather than solely through conflict.
Higher Education, Navigating Institutional Barriers, Cultural Identity in the Workplace, Effective Communication Strategies, Conflict Resolution
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Robert Soza
Faculty
Chandler Gilberty Community College
Arizona State University
UC Berkeley, Dept. of Ethnic Studies, PhD
Humanities, English, Writing & Education
Education
Education
HSI Grad, Scholarship Recipient, Pell Grant Recipient, Took Out Loans, Worked 20+ Hours in School, Transfer Student
Video Highlights
1. Robert's experience navigating higher education as a Chicano faculty member, highlighting the importance of finding a balance between being unapologetically himself and strategically engaging with colleagues and administration.
2. Robert's reflection on his early career approach, acknowledging instances where a more nuanced approach might have been beneficial in addressing issues of ethnicity and race in higher education.
3. Robert's emphasis on the shared commitment to student success among faculty, regardless of their backgrounds or political views, highlighting that finding common ground is often possible despite differences in approach.
Transcript
As someone who identifies as Chicano, how has that impacted how you've navigated your career?
This is something I wish I'd understood better early in my career. I came out of graduate school and college feeling very passionate about issues like white supremacy and systemic barriers for students of color. These are very real issues.
Looking back, I might have approached engaging with colleagues or administration differently on matters of ethnicity and race. Regardless of their politics or personal identity, everyone I've worked with in higher education is dedicated to student success.
I think I was perhaps too militant in situations where it wasn't entirely necessary. I wish I had developed more savvy in how I chose to escalate issues.
Militancy can be essential, especially when dealing with ignorance and an unwillingness to learn. In those cases, direct action might be required.
However, I wish I had learned earlier that this shouldn't be the first approach. It's also important to balance this with pride in my identity as a Chicano and a person of color.
Unfortunately, higher education is still largely a white space. I struggle with how to articulate this, but I believe in being present and taking up space.
The key is to do so in a way that is generative rather than just creating friction.
Advizer Personal Links