Portfolio Artifact B: MISSION STATEMENT

As a woman of color, first-generation, cis-gender, bisexual, and Filipino-American my

salient identities both visible and indivisible are what make up who I am and how I present

myself personally and professionally. As an educator, I am guided by not only my identities, but

my 4 core values; authenticity, compassion, advocacy, and reflectiveness.

Understanding and accepting my own identities and privileges, I can be my authentic-

self without compromising who I am to my students. Through a student-centered lens I lead with

compassion and empathy in fostering relationships with my students. From my own experiences

with marginalized identities and as a first-generation and woman of color, I will continue to learn

and develop the knowledge, skills, and awareness to advocate for an equitable and inclusive

environment for all students (Pope, Reynolds, & Mueller, 2005).

Through Yosso’s (2005) Cultural Wealth Model, I will empower underrepresented

students by acknowledging their different forms of capital as they navigate through higher

education. I believe in a balance of challenge and support for students to find meaning in their

various journeys and success through self-authorship (Patton et. al, 2016). Allowing spaces for

students to be their authentic-self and create community with other students and staff on campus.

Furthermore, to use my voice and position with a social justice lens in challenging institutional

systems of oppression, power, and privilege.

I am committed to continue to be student-centered and embark on new opportunities,

projects, and research that I believe will enhance my professional development. In this work, I

am a reflective life-long learner and I will continue to grow to be better for myself and for my

students. Student affairs is my calling and working with students is my passion.

 References

Patton, Lori D, Patton, Lori D., Renn, Kristen A., Guido-DiBrito, Florence, & Quaye, Stephen

John. (2016). Student development in college: Theory, research, and practice (Third

ed.). San Francisco, California: Jossey-Bass.

Pope, R.L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student affairs.

San Francisco, CA: Jossey-Bass.

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

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

doi:10.1080/1361332052000341006