“I’m  the  Only  One”:  Supervising  Your  Underrepresented  Staff  Member? written  by  Tanika  Mangum  (Newbury  College),  Heather  Quire  (Massachusetts  College  of  Liberal  Arts)  

and  Frida  Rodriguez  (Connecticut  College) Opening  Questions ● Have  you  greeted  someone  with  a  “fist  pound”  rather  than  a  handshake?  Have  you  

utilized  stereotypical  phrases  (“hey  girl,”  “ain’t  nobody  got  time  for  that,”  “are  you  bringing  THAT  dish  to  the  pot  luck,  what’s  the  name  of  it?”)  mid-­‐conversation?  

● How  do  you  know  an  under-­‐represented  person  is  uncomfortable  or  feeling  singled  out  based  on  being  “the  only  one”?

● How  do  you  supervise  someone  who  is  the  only  LGBT  person,  only  person  of  color,  only  person  of  a  specific  faith,  only  male  or  female  on  the  staff,  etc.?

Introduction The  purpose  of  this  article  is  to  explore  these  questions.    While  preparing  this  article  we  acknowledge  two  different  levels  of  Housing  and  Residential  Life  staff  members:  Paraprofessionals  and  Professional  staff.  Throughout  this  article  we  want  to  examine  the  differences  and  challenges  plus  provide  tips  on  how  to  further  develop  supervision  of  underrepresented  staff  members. Supervising  Paraprofessionals How  is  job  performance  affected  if  someone  feels  uncomfortable  in  their  environment?

As  Housing  and  Residential  Life  Professionals  we  supervise  a  very  particular,  and  most  times  very  busy,  type  of  individual:  students.  Acknowledging  this  very  basic  fact  about  our  supervision  is  extremely  important  when  it  comes  down  to  providing  our  supervisees  with  the  support  they  need.    Paraprofessionals  are  not  only  focused  in,  and  trying  to  excel  at,  their  positions  as  members  of  the  Housing  and  Residential  Life  community  but  they  are  also  working  hard  to:  1)  be  the  best  they  can  be  academically,  2)  successfully  meet  the  requirements  of  a  very  unstable  social  life,  3)  constantly  being  stressed  out  about  future  jobs,  internships,  summer  programs,  thesis  and  4)  everything  else  we  have  heard  them  stressed  out  about.    Disappointingly  enough,  for  some  of  our  supervisees,  this  list  also  includes  dealing  with  less  than  comfortable  situations  in  an  environment  where  they  can  easily  say  “I’m  the  Only  one”.

Given  our  job  descriptions,  including  the  never  forgotten  “Other  Duties  as  assigned”,  we  are  often  times  our  students’  support  network,  especially  if  we,  ourselves,  are  identifiable  as  part  of  the  marginalized  group  they  are  members  of.    Because  of  this,  we  

need  to  be  prepared,  educated  and  ready  for  the  time  when  our  supervisees  seek  our  assistance  in  dealing  with  less  than  comfortable  situations  due  to  their  identity  if  we  truly  want  them  to  succeed  as  students,  as  individuals,  and  as  members  of  our  team. Given  the  involvement  of  our  paraprofessional  staff  members,  we  can  identify  at  least  three  categories  in  which  they  might  struggle  when  it  comes  down  to  being  “the  Only  One”  and  which  would  certainly  affect  their  performance  as  members  of  our  staff  as  well  as  their  relationships  with  the  students  they  oversee. Academic

How  many  times  have  you  had  a  student  come  into  your  office  visibly  frustrated  not  because  their  program  did  not  go  well,  not  because  their  on-­‐call  calendar  was  not  done  effectively,  but  because  they  just  got  out  of  a  classroom  where  the  topic  at  hand  was  them,  their  identity,  their  background,  and  they  were  being  talked  about  as  if  they  were  not  in  the  classroom  or  as  if  they  were  not  part  of  the  community  or  group  being  dissected?  If  you  have  been  lucky  enough  to  not  have  experienced  this  yourself,  go  ahead  and  ask  around  your  colleagues  to  see  if  they  have  had  at  least  one  experience  such  as  this  one.  More  likely  than  not,  at  least  one  person  in  your  office  has  experienced  this  and  they,  or  you,  have  had  to  work  around  this  situation  with  the  student  in  your  office.

You  might  be  asking  yourself,  “How  is  this  relevant  to  supervising  my  paraprofessional  staff  members?”    The  academic  sphere  is  of  such  importance  to  our  students  that  if  they  feel  marginalized  and  not  heard,  they  tend  to  disconnect  and  start  underperforming  in  the  classroom.    This  would,  more  often  than  not,  lead  them  to  a  state  of  self-­‐doubt  and  disinterest  in  other  aspects  of  their  lives  including  their  position  and  ultimately,  underperforming  in  this  area  as  well. Social

The  social  life  of  a  college  student  is  one  of  the  most  controversial  aspects  of  their  higher  education  experience.    Each  year  presents  the  students  with  a  myriad  of  difficulties  and  challenges  which  can  be  extremely  dangerous  if  not  overcomed  successfully.    Our  paraprofessional  staff,  in  particular,  deal  with  a  higher  level  of  stress  or  anxiety  around  this  topic  primarily  due  to  the  expectations  they  have  to  meet  due  to  the  nature  of  their  positions.    At  many  Higher  Education  institutions,  paraprofessional  staff  members  are  responsible  for  documenting  incidents  regardless  of  who  is  involved.    Sometimes  this  might  involve  some  of  their  close  friends  or  individuals  who  might  have  threatened  them  and  they  are  expected  to  confront  them  and  enforce  policy  no  matter  how  difficult  this  might  be  for  them.    Sometimes,  our  student  staff  might  have  to  deal  with  individuals  who  are  disrespectful  to  them  not  only  because  they  might  be  perceived  as  “snitches”  but  also  because  they  might  be  identified  as  members  of  an  unrepresented  or  marginalized  population.    Our  offices  might  have  done  a  good  job  during  training  to  help  them  solve  the  situation  at  the  time  but  the  follow  up  is  something    all  institutions  should  consider  

revising  as  this  is  the  part  that  stays  with  our  paraprofessionals,  and  the  part  that  might  deter  them  from  giving  their  position  their  best. Work

Have  you  taken  the  time  to  look  at  the  composition  of  your  staff?  Have  you  identified  who  would  need  your  support  more  than  others?    Have  you  made  an  effort  to  educate  yourself  about  issues  your  staff  might  be  needing  support  with?    Being  the  “Only  One”  within  such  a  strong  staff,  like  the  ones  we  strive  to  create,  can  be  tougher  than  what  we  anticipate  and  can  certainly  have  a  negative  impact  on  their  performance  as  well.    If  one  of  our  students  is  not  fully  identifying  with  the  rest  of  the  group,  feels  marginalized,  or  does  not  feel  supported  enough,  their  interest  in  being  a  part  of  the  group  or  their  interest  in  giving  their  best  to  the  position  might  very  likely  decrease.    They  might  no  longer  be  excited  about  being  part  of  the  team,  being  there  for  their  residents,  or  even  being  responsible  with  other  administrative  tasks  required  of  the  position.  This  further  affects  not  only  that  one  staff  member  and  their  job  performance,  but  it  also  affects  the  team  as  a  whole  in  that  now  they  might  feel  less  supported  by  this  staff  member  and  feel  less  of  a  need  to  take  them  into  consideration.

Another  way  in  which  being  the  “Only  One”  at  work  can  affect  our  paraprofessional’s  job  performance  is  that  some  of  our  team  members  are  in  positions  of  supervision  as  well.    Community  Advisors,  House  Coordinators,  Housefellows,  and  Graduate  Hall  Directors  are  only  some  of  the  titles  some  of  our  paraprofessionals  have  earned  and  they  have  the  responsibility  to  supervise,  guide,  and  support  their  own  staff,  even  those  who  might  be  feeling  like  they  are  the  “Only  One”.    If  we  are  unable  to  train  our  paraprofessional  staff  to  develop  awareness  and  be  supportive  of  the  “Only  One”,  their  supervision  style  could  become  another  stressor.    This  could  further  lead  to  our  “Only  One”  staff  member  feeling  like  there  is  no  one  to  process  issues  with  and  disconnect  even  more  from  the  group  ultimately  leading  to  a  poor  job  performance.

Regardless  of  the  environment  in  which  our  “Only  Ones”  are  feeling  targeted  or  marginalized,  their  job  performance  will  most  certainly  be  affected  as  they  could  become  less  motivated,  invested,  or  empowered  to  continue  striving  for  success.    As  professionals  in  the  field,  our  job  is  to  make  sure  that  our  paraprofessional  staff  feel  supported  and  comfortable  as  this  is  the  only  way  they  will  be  able  to  give  their  best  to  their  residents  and  to  their  position. How  do  you  approach  the  conversation  to  someone  who  may  be  underrepresented  on  your  staff?

The  first  question  you  want  to  ask  yourself  is:  “Am  I  ready  to  address  this  topic  with  the  staff  member?”    Of  course  the  answer  to  this  question  will  vary  depending  your  knowledge  and  experiences,  the  staff  member  you  are  dealing  with,  and  the  topic  at  hand.    It  is  extremely  important  that  you  take  the  time  to  answer  this  question  fully  and  honestly.  If  you  are  not  well  prepared  for  it  your  intentions  to  support  someone  might  become  detrimental.    If  you  do  not  feel  ready  to  address  the  issue  you  have  two  options:  1)  educate  yourself  and  become  more  open  and  available  to  the  staff  member  so  that  they  can  be  more  comfortable  with  you  when  you  decide  to  approach  them,  or  2)  not  address  it  YET  and  find  another  professional  staff  member  who  might  be  more  comfortable  with  the  topic  whom  you  can  discuss  and  learn  from.    If,  and  when,  (don’t  wait  too  long)  you  feel  comfortable  and  ready  talking  to  your  supervisee  about  it,  you  might  want  to  take  the  following  into  consideration: Staff  readiness As  a  professional  staff  who  is  ready  to  address  a  difficult  topic  with  one  of  your  supervisees,  you  do  not  want  to  assume  that  they  are  ready  to  have  the  conversation  as  well.    We  are  all  well  aware,  through  the  extensive  theories  of  Higher  Education  as  well  as  through  experience,  that  some  of  our  students  are  not  ready  to  deal  with  some  aspects  of  their  lives,  they  are  still  in  the  process  of  defining  who  they  are,  how  do  they  want  to  be  identified,  and  what  groups  they  want  to  be  a  part  of.    Addressing  the  topic  when  they  are  not  at  a  place  in  their  lives  where  they  can  deal  with  a  conversation  as  deep  as  this  one,  or  where  they  would  end  up  being  the  “teacher”,  might  be  more  detrimental  than  if  the  topic  was  left  unaddressed.    Therefore,  we  do  want  to  make  sure  as  best  as  possible  that  the  conversation  with  our  supervisee  will  have  a  positive  impact.  We  can  only  do  this  is  by  getting  to  know  them  and  assess  where  they  stand  on  the  issue. Time  and  Place Lets  face  it,  our  schedules  can  barely  fit  another  meeting  and  our  paraprofessional  staff  members  are  extremely  committed  and  running  around  from  early  in  the  morning  to  late  at  night.    Given  the  difficulty  of  our  schedules,  we  have  to  find  the  right  time  to  start  the  conversation.    We  do  not  want  to  start  such  an  intense  discussion  when  they  have  class  in  15  minutes,  or  when  we  have  another  student  waiting  to  meet  with  us.    But  we  do  want  to  let  the  student  know  we  do  want  to  talk  to  them  about  it  as  their  wellbeing  is  of  importance  to  us.    Depending  on  how  urgent  the  conversation  is,  we  need  to  carve  out  the  time,  and  enough  time,  to  listen  and  converse  with  our  student  staff.    If  they  just  went  through  a  difficult  situation  in  the  classroom,  with  their  friends,  or  at  the  staff  meeting,  the  conversation  might  be  more  urgent  than  we  might  anticipate  so  rescheduling  for  later  in  the  week  might  not  be  an  option.    Another  aspect  to  take  into  consideration  is  the  place  for  such  conversation.    Just  because  an  uncomfortable  situation  might  have  happened  in  public  it  does  not  mean  that  you  have  to  address  it  with  the  staff  member  in  public.    This  would  

just  make  the  situation  even  worse  for  them  as  it  could  very  easily  turn  into  embarrassment.    Pulling  them  to  the  side  and  letting  them  know  you  would  like  to  follow  up  with  them  whenever  they  are  available  would  be  a  better  option.    During  your  private  conversation,  and  based  on  your  assessment,    it  might  be  a  good  idea  to  ask  the  staff  member  if  they  think  sharing  the  issue  in  a  more  public  setting,  such  as  a  staff  meeting,  would  be  beneficial  as  a  way  to  educate  others  on  the  issue.    But  this  is  only  an  option  if  the  staff  member  feels  completely  comfortable  doing  so. One  last  thing  to  consider... You  have  prepared  and  finally  feel  comfortable  addressing  the  topic  with  your  staff  member.    You  have  revisited  your  understanding  of  the  topic  at  hand,  you  have  gotten  to  know  the  staff  member  very  well  and  it  seems  as  though  they  will  be  comfortable  talking  to  you  about  them  being  the  “Only  One”,  you  have  set  an  appropriate  time  and  place  for  your  conversation  but  just  when  you  thought  you  were  ready  to  have  the  conversation  with  your  staff  member  you  realize  there  are  other  aspects,  identities,  backgrounds  that  might  make  your  conversation  more  complex  than  you  ever  imagined:  the  differences  between  you  and  them,  and  the  complexity  of  the  multiple  identities  you  both  carry  with  yourselves.    Interestingly  enough,  this  is  an  aspect  you  cannot  control  or  change  but  it  is  definitely  one  which  should  not  be  left  unaddressed  during  your  conversation.    Acknowledge  that  you  do  see  the  differences,  that  you  are  aware  of  them,  and  that  it  is  because  of  such  differences  that  you  are  having  the  conversation,  because  you  need  to  better  understand  them  to  be  able  to  provide  them  with  the  support  and  supervision  they  need.    Oh,  and  one  last  thing  to  consider...  a  box  of  tissue  at  hand  might  be  perfect  to  dry  up  the  tears  that  might  join  your  meeting. Supervising  Professionals How  is  job  performance  affected  if  someone  feels  uncomfortable  where  they  work  and  live?   Let’s  start  with  acknowledging  the  elephant  in  the  room:  we  are  special!    We  are  unique!    As  Housing  and  Residence  Life  professionals  we  hold  the  “highest  sacrifice”  award  out  of  all  Student  Affairs  offices.    We  take  pride  in  this  award  because  we  truly  believe  in  the  development  of  our  students  outside  of  the  classroom.    We  believe  we  have  the  ability  to  influence,  challenge,  mentor  and  teach  students  what  it  means  to  be  productive  citizens,  community  and  social  justice  advocates,  and  understanding  the  essence  of  responsibility  and  accountability.    So  although,  not  always  initially  with  a  smile,  we  work  long  hours,  have  the  debatable  privilege  to  interact  with  students  after  business  hours  (whether  you  live  on  or  off-­‐campus),  respond  to  situations  when  the  world  seems  to  be  asleep,  take  our  daily  dose  of  stress  and  anxiety  with  a  zesty  taste  of  multi-­‐tasking,  promote  intentional  

conversations  with  students  to  inspire  reflection  or  simply  awareness,  while  receiving  blank  stares  in  response  and  we  still  are  proud  to  say  we  are  Housing  and  Residence  Life!       It  goes  without  saying,  you  must  love  where  you  work.    This  is  especially  true  within  our  field,  as  the  majority  of  our  time  is  affiliated  with  work.    Author  Kristen  Gregory  writes  in  The  Importance  of  Employee  Satisfaction  that  “Employee  satisfaction  is  essential  to  the  success  of  any  business.  A  high  rate  of  employee  contentedness  is  directly  related  to  a  lower  turnover  rate”  (Gregory,  29).    It  is  vital  that  employees  feel  connected  not  only  to  the  position,  but  the  environment  as  well.    Disconnection  and  discomfort  can  lead  to  1)  lack  of  communication,  2)  lack  of  productivity,  and  3)  lack  of  motivation  and  interest-­‐  all  directly  related  to  job  performance.    Visible  examples  such  as  increased  delay  or  late  tasks,  bold  non-­‐verbal  body  language  and  little  to  no  social  interaction  are  common.    These  actions  are  sure  to  affect  the  one  thing  that  we  are  passionate  about  -­‐  our  students.    Dissatisfaction  and  feelings  of  exclusivity  are  hard  to  mask  and  can  and  will  showcase  themselves.    Professionals  of  course  want  to  remain  professional  and  therefore,  will  state  that  they  keep  personal  thoughts  and  opinions  private,  but  professionals  are  human  and  the  emotions  of  frustration  will  be  visible,  even  if  they  are  minute  and  brief.     It  is  very  important  that  supervisors  do  not  focus  just  on  the  behavior,  but  also  try  to  identify  the  root  of  the  issue.    Supervisors  should  be  careful  not  to  discard  or  dismiss  the  feelings  of  supervisees,  as  the  feedback  may  be  critical  to  the  growth  and  development  of  the  department,  the  individual  and  the  overall  staff.    Having  a  diverse  staff  is  an  asset  only  if  the  diversity  is  celebrated  and  incorporated  in  the  fabric  of  the  department. How  do  you  approach  the  conversation  to  someone  who  may  be  underrepresented  on  your  staff? Prepare  but  do  not  assume   Employers  are  very  knowledgeable  of  the  benefits  of  a  diverse  staff.    However,  one  of  the  most  common  mistakes  is  that  employers  rarely  assess  if  they  have  adequate  support  for  a  diverse  staff.    This  is  usually  not  intentional,  as  the  cultural  norm  and  atmosphere  is  often  not  reviewed  (ex.  If  it’s  not  broke,  why  fix  it).      It  will  be  beneficial  for  employers  to  assess  the  support  networks  at  the  institution  and  in  the  surrounding  neighborhood.    They  should  ask  the  following:  1)  What  may  be  difficult  for  underrepresented  staff  in  the  department/institution/neighborhood?    2)  What  support  initiatives  are  available?  3)  As  a  supervisor,  am  I  comfortable  addressing  “I’m  the  only  one”  feelings  and  if  not,  am  I  willing  to  learn?   These  questions  will  prepare  the  department  to  develop  effective  supervisors  and  also  ignite  recruitment  initiatives.    The  most  important  aspect  is  to  not  over  prepare,  as  it  can  

lead  to  assumptions.    These  questions  should  be  thought  of  in  a  holistic  manner  and  not  to  particular  identities.    Be  honest  and  realistic  about  your  support  initiatives  and  knowledge  ,or  lack  thereof,  of  identities.    Be  aware  that  identities  are  not  always  visible  to  the  eye.    Therefore,  approaching  conversations  regarding  underrepresented  populations  in  a  holistic  manner  lowers  the  tendency  for  bias  and  promotes  a  genuinely  supportive  atmosphere  for  both  the  majority  and  underrepresented  staff.      Remember,  the  goal  is  to  promote  and  develop  an  inclusive  working  environment  for  ALL  staff  members. State  Intentions “Our  actions  are  the  results  of  our  intentions  and  our  intelligence.”  -­‐  E.  Stanley  Jones   A  large  part  of  being  a  supervisor  is  building  a  professional  relationship  with  your  supervisee.    Trust  and  honesty  are  critical  aspects  to  building  any  relationship.    Be  honest  about  your  own  knowledge  of  their  identity.    The  infamous  words  of  “I  understand”  can  be  harmful  and  comforting,  depending  on  how  it  is  used.    There  are  two  distinct  groups  that  can  assist  you  in  not  making  the  mistakes  -­‐  New  Staff  and  Current  Staff. New  Staff   The  greatest  responsibility  of  a  supervisor  of  a  new  staff  member  is  to  assist  them  throughout  their  adjustment  to  the  new  role  or  position.    This  is  a  perfect  opportunity  to  connect  with  the  supervisee  and  develop  a  trusting  and  open  relationship  about  what  their  experience  has  been.    The  key  word  “open.”    Often  supervisors  can  seem  unwilling  to  discuss  certain  aspects  of  the  position  that  is  outside  of  the  administrative  responsibilities.    This  is  especially  detrimental  in  our  field,  since  many  administrative  responsibilities  will  and  can  affect  the  personal  aspects  of  our  lives.    Let’s  be  clear  that  one  is  not  expected  to  share  everything  about  their  personal  life.    However,  it  is  the  responsibility  of  the  supervisor  to  create  a  “safe  space”  for  their  supervisees  to  share  their  concerns  and  struggles.    Remember,  this  is  not  an  opportunity  for  you  to  share  all  of  your  struggles,  although  in  moderation,  can  provide  much  needed  perspective  and  understanding.    The  main  goal  is  for  supervisees  to  be  reflective  of  their  personal  feelings  and  experiences.    Your  job  is  to  be  the  supportive  listening  ear,  assess  and  provide  resources  to  help  them  adjust. Current  Staff   Now,  if  you  are  reading  this  and  realizing  that  you  1)  have  not  had  a  conversation  regarding  “I’m  the  only  one”  with  your  supervisees  or  2)  are  realizing  that  you  may  have  current  staff  that  may  feel  like  “I’m  the  only  one”  and  don’t  really  know  how  to  approach  the  topic,  these  tips  are  helpful  for  you.

  Observations:    Are  you  aware  that  they  may  identify  as  “I’m  the  only  one”?  Have  they  displayed  any  disconnected  or  uncomfortable  behavior?    If  you  answered  yes,  to  one  of  these  questions,  then  it  is  only  wise  to  approach  the  conversation.    You  can  do  so  in  a  few  ways:   1.  Utilize  this  article:    Share  with  your  staff  or  supervisee(s)  what  you  have  recently  read  and  explain  how  you  are  interested  in  hearing  about  the  “I’m  the  only  one”  experience.    This  can  be  beneficial  as  they  too  are  supervising  others  and  could  provide  feedback  regardless  if  they  self-­‐identify.   2.    Share  your  observations:    In  your  1on1s,  over  a  coffee  or  lunch  meeting,  share  what  you  have  noticed  about  their  disconnect  or  uncomfortable  behavior.    Ask  them  about  their  adjustment  to  the  department,  institution  and  surrounding  area.    Ask  them  about  their  impression  of  the  environment  thus  far.       Assess  and  Develop:    Do  you  only  do  a  30  minute-­‐hour  session  on  diversity  during  training  only?    Do  you  have  high  turnover  of  diverse  staff  members  often?    Does  your  department/division  have  a  diversity  statement?    Does  your  department  discuss  recruitment  of  underrepresented  staff?    How  do  you  celebrate  diversity  in  your  department/division?    Are  only  the  underrepresented  staff  serving  on  diverse  committees  and  task  forces?    Now,  rather  you  are  biting  your  lip  in  embarrassment  or  proudly  rising  your  confident  chest  on  these  questions,  one  thing  is  certain:  this  is  not  a  one-­‐time  assessment  and  continuous  training  and  development  is  necessary.   1.  Create  an  anonymous  assessment  to  be  completed  by  staff  members  to  identify  the  pulse  of  your  department.    Devote  a  staff  meeting  to  discussing  the  results  and  developing  a  strategic  plan  or  initiatives  to  address  concerns.   2.    Review  your  recruitment,  diversity  statements  and  training.    Discuss  whether  they  are  still  relevant  or  need  a  makeover.   “It  is  not  enough  to  be  well-­‐intentioned;  one  must  strive  to  put  those  intentions  into  action  in  a  capable  way.    One  must  consider  the  effect  his  actions  will  have  on  others.    Looked  at  like  this,  to  persist  in  ignorance  itself  is  dishonorable.”  -­‐Andrew  Cohen Challenge  and  Support   Up  to  this  point,  we  have  talked  solely  about  the  S  word-­‐  Support,  and  now  we  introduce  the  word  Challenge.    As  student  affairs  practitioners  we  should  put  to  practice  the  Challenge  and  Support  theory.    Nevitt  Sanford  suggests  that  “the  goal  should  be  to  find  the  range  of  optimal  dissonance  for  the  person.    If  the  environment  presents  too  much  challenge,  individuals  tend  to  regress  to  earlier,  less  adaptive  modes  of  behavior;  polarize  and  

solidify  current  modes  of  behavior;  escape  the  challenge  if  possible;  or  ignore  the  challenge  is  escape  is  impossible.    If  there  is  too  little  challenge  in  the  environment,  individuals  may  feel  safe  and  satisfied,  but  they  do  not  develop”  (Evans,  Forney,  and  Guido-­‐DiBrito  26).    This  theory  is  key  for  supervisors,  as  it  is  a  measurable  tool  for  supervisees.    It  is  vital  to  understand  that  every  supervisee  will  not  be  ready  to  be  challenged  to  the  same  measures  as  another.    Supervisors  can  challenge  by  assigning  them  to  projects/tasks,  sending  them  to  professional  development  opportunities,  get  involved  regionally,  network  or  gain  a  mentor,  or  empowering  them  to  try  something  new. Be  mindful  of....  the  “token”  issue

Placing  an  individual  in  a  "box"  is  never  a  good  thing.    Tokenism  means  just  that,  placing  an  individual  in  a  category  just  because  of  a  specified  characteristic,  for  example:  age,  religion,  gender,  race/ethnicity,  disability,  ect.    Being  the  token,  can  be  a  descriptor  that  is  used  or  it  can  be  a  feeling  that  the  person  has  because  they  are  the  only  one  who  represents  the  certain  population  in  your  department  or  on  the  campus.    The  underrepresented  individual  becomes  the  token  gay  person,  token  Asian,  token  Muslim,  etc  -­‐  this  moniker  placed  on  a  person  can  exemplify  the  “I’m  the  only  one”  feeling.

Often  underrepresented  people  become  the  “token  so-­‐and-­‐so”  for  the  institution  for  any  underrepresented  population  that  needs  representation  for  the  institution.  Let's  be  honest  in  thinking  about  it,  when  this  person  is  placed  as  the  “token”,  often,  it  makes  for  a  misleading  outward  appearance  of  more  inclusiveness  than  there  really  is.    What  is  implied,  is  the  assumption  there  is  a  representative  that  encompasses  the  diversity  of  the  population.

When  thinking  about  an  underrepresented  person  on  staff,  you  never  want  to  have  them  feel  like  the  “token.”    For  example,  just  because  they  may  be  a  GLBT  person  does  not  mean  they  want  to  be  on  EVERY  diversity  committee  on  campus  or  do  EVERY  training  or  presentation  having  to  do  with  GLBTQ  topics.    It  would  be  best  to  1)  ask  and  not  just  assume  or  better  yet  2)  let  the  individual  volunteer  their  time  on  those  specific  topics.  There  could  be  aspects  that  they  are  completely  passionate  about  or  you  just  tokenized  them  and  because  “it  is  part  of  the  job”  they  feel  they  have  no  choice  but  to  do  it.                   Another  example  of  an  assumption  that  “tokenizes”  a  staff  member  who  happens  to  represent  a  minority;  don’t  assume  they  are  in  the  position  in  order  to  represent  an  underrepresented  population  or  that  this  is  the  reason  they  were  hired.    Think  about  it,  does  this  happen  on  your  campus;  it  is  said  that  the  faculty  and  staff  should  represent  the  student  population.  With  that  being  said,  if  the  best  person  who  was  hired  happens  to  be  a  minority;  it  is  not  okay  to  assume  they  got  the  position  based  on  this  reason.  The  person  was  hired  because  they  truly  were  the  best  person  for  the  position.   What  not  to  do

So,  now  you  given  thought  to  this  aspect,  having  an  underrepresented  person  on  your  staff,  now  what?    Let’s  talk  about  what  NOT  to  do  in  this  conversation.

First,  try  your  best  not  to  make  assumptions  as  to  how  your  supervisee  identifies  or  feels  about  what  sets  them  apart.    Just  because  there  may  be  only  one  person  of  color  or  one  GLBT  person  on  your  staff,  that  they  feel  one  way  or  another  on  this  topic.  The  individual  could  not  have  realized  that  this  is  true,  never  thought  about  it,  or  they  have  thought  about  it  and  do  not  feel  as  if  it  matters.    The  other  scenario  is  that  the  person  does  feel  isolated  and  not  sure  how  to  talk  about  it  to  you,  the  Supervisor,  and  a  conversation  would  be  a  good  thing.                   Second,  what  is  your  reasoning  for  having  this  conversation,  is  it  for  knowledge,  is  it  to  make  sure  the  person  is  comfortable,  and  is  it  necessary?    You  want  to  make  sure  you  are  not  singling  any  one  person  out.    Thinking  about  it  and  actually  having  a  conversation  are  two  different  aspects.    Do  not  assume  the  individual  is  comfortable  talking  about  what  sets  them  apart  from  the  rest.    Your  assumptions  can  cause  for  an  adverse  reaction.                     Third,  in  order  to  have  this  conversation,  like  any  conversation,  your  tone  and  attitude  play  a  big  part  in  the  perception  and  reception.    Tone  is  not  just  referring  to  the  level  at  which  you  are  speaking  but  also  to  the  manner  and  the  intended  meaning  of  what  you  are  saying.    Do  not  attack  or  use  sarcasm  as  a  starter  to  the  conversation.    You  will  have  shut  down  the  person  and  the  conversation  without  getting  to  a  greater  understanding.    That  being  said,  humor  may  not  the  best  way  to  interact  either,  though  it  may  put  you  at  ease,  it  may  send  a  mixed  signal  to  the  individual,  as  if  you  are  not  serious  or  taking  the  person/topic  seriously.     Best  Practices   How  to  address  it  and  being  comfortable  addressing  the  topic

This  may  be  a  sensitive  topic  for  supervisors  as  well.    You  may  not  feel  completely  comfortable.    Lead  by  example,  challenge  yourself.  Initiate  the  conversation  and  ask  for  assistance.    Don’t  act  like  an  expert,  promote  learning. Environment

A  message  can  be  lost  or  misinterpreted  if  the  environment  is  not  suitable.    One  must  first  identify  if  this  a  personal  or  public  discussion.    You  may  say  yes  to  both,  in  which  case,  it  is  wise  to  have  the  personal  conversation  first  before  the  public  discussion.    This  will  limit  the  feeling  of  being  “put  on  the  spot”.    For  public  discussions,  make  sure  to  alert  the  staff  prior  to  the  meeting  with  discussion  topic  and  guiding  questions.    This  will  allow  for  each  staff  member  to  reflect  on  the  questions  and  come  prepared  to  participate  in  the  discussion.

How  to  end  the  conversation  and  follow-­‐up It  is  important  that  you  end  the  conversation  with  a  sense  that  this  is  an  important  

topic  that  you  intend  to  address  continuously.    Be  aware  that  this  conversation  should  not  be  so  frequent  that  it  is  the  main  topic  of  all  your  staff  meeting  and  1on1’s,  but  it  should  be  often  enough  so  that  it  is  valuable.    One  way  to  assure  this,  is  by  creating  a  plan  that  turns  into  action  and  progression.    There  is  nothing  worse  than  have  an  engaging  dialogue  that  later  feels  like  a  waste  of  time. Key  point:  Take  the  time  to  find  ways  to  educate  yourself  before  addressing  the  conversation.    Learn  more  about  what  you  may  not  know.    For  example  1)  attend  NEACUHO  Social  Issues  Conferences,  2)  attend  Social  Justice  Institute,  3)  attend  Regional  and  National  presentations  (ex.  NASPA,  ACPA,  ENCORE),  4)  attend  webinars,  join  or  create  a  book  club  or  host  film  discussions. Challenging  Questions  for  Staff  Discussion ● If  it’s  not  a  visible  “I’m  the  only”,  is  it  your  job  to  approach  the  conversation?   ● Do  you  as  a  Supervisor  treat  the  under-­‐represented  person  differently?  What  if  you  

identify  with  the  one,  who  is  under-­‐represented,  does  that  change  how  you  think  about  your  supervision?

● Is  the  Student  Development  Theory  inclusive?  How  do  you  customize  it  to  meet  the  needs  of  your  supervisees?

Recommended  Readings: Will  you  be  my  Mentor?  By  Kerry  Ann  Rockquemore http://www.insidehighered.com/advice/2011/11/14/essay-­‐mentoring-­‐and-­‐minority-­‐faculty-­‐members Supervising  New  Professionals  in  Student  Affairs:  A  Guide  for  Practitioners  By  Diane  L.  Cooper,  Don  G.  Creamer,  Joan  B.  Hirt,  Steve  M.  Janosik Teaching  as  Relationship:  Opportunities  to  Mentor  our  Students  By  Rebecca  Fawns-­‐Justeson  http://www.nea.org/home/53433.htm References Evans,  Nancy,  Deanna  Forney,  and  Florence  Guido-­‐DiBrito.  Student  Development  in  College.  First  Edition.  San  Francisco:  Jossey-­‐Bass,  1998.  26.  Print. Gregory,  Kristen.  "The  Importance  of  Employee  Satisfaction."  Neumann  Business  Review.  (2011):  29.  Web.  17  Mar.  2013.  

Delgado-­‐Romero,  Edward  A.,  and  Eliza  M.  Wells.  "Tokenism."  Encyclopedia  of  Counseling.  Ed.  Frederick  T.  L.  Leong.  Vol.  3  Thousand  Oaks,  CA:  SAGE  Publications,  Inc.,  2008.  1350-­‐51.  SAGE  knowledge.Web.  17  Mar.  2013.