The Social Justice and Inclusion competency (SJI) encourages student affairs professionals to create equitable learning environments for all (ACPA & NASPA, 2015). This competency encourages that professionals become knowledgeable of diverse narratives, backgrounds, and experiences of students, members of the community, and colleagues (ACPA & NASPA, 2015). Professionals will also be encouraged to reflect on their intersecting identities and personal background (ACPA & NASPA, 2015). Student affairs practitioners will work to become more aware of social systems that hinder individual development and success (ACPA & NASPA, 2015). As student affairs educators progress through this competency, they will be encouraged to promote inclusive environments in which students, colleagues, and community members of diverse backgrounds can collaborate, participate, feel safe, and experience a sense of belonging (ACPA & NASPA, 2015). 

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    The SJI competency is divided into four sections. The first section is called understanding the self and navigating systems of power. This section entails that student affairs educators become increasingly aware of their intersecting identities and assess how their role might aid in the dismantling of systems of injustice. The second section titled critical assessment and self-directed learning, challenges professionals to reflect on their social stance, evaluate the meaning of social justice, and engage in constant learning practices. The section titled engaging in socially just practice, engages student affairs professionals to create educational and enriching opportunities for a better understanding of the meaning of social justice. The last section: organizational systemic advocacy, regards how student affairs practitioners can evoke and implement social justice practices in their institutions while being aware of how systems of oppression affect individuals. (ACPA & NASPA, 2015). 

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    I fall in the intermediate category of the SJI competency. I feel that my rank is intermediate because I do not have significant social justice advocacy experience as a practitioner in the field of higher education. Thus far as a student affairs professional, I have not implemented guidelines, policies, institutional initiatives, or programming that advocates for social justice on an institutional level. Throughout my internship in the Muriel A. Howard Honors Program at Buffalo State, I have implemented a social media campaign titled ‘#socialjusticefridays’. Every other Friday I post matters of social justice on the Facebook and Instagram page of the Honors Program, to raise awareness on domestic and international conflict. As a future student affairs educator, I find that it is important for students to be aware of social justice issues. Furthermore, as an undergraduate student at SUNY Geneseo, I participated in multiple diversity panels and town halls, to raise awareness on the racial issues faced by students of color. As president of the Vice President of the Latinx Student Association, I made it a priority to change the name from Latino to Latinx, so that the name of the student organization would remain gender-neutral and inclusive of all our members. As a Latina who emigrated from Dominican Republic, I find it important to advocate on issues that hinder the success of minoritized groups. As a member of a minoritized group, I can identify how difficult it is to feel a sense of belonging in a predominantly white institution and in a predominantly white society. 

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    I feel that I am able to successfully identify my intersecting identities. I am also able to identify where I am privileged and oppressed. Moreover, I am able to articulate the ways in which systems of power and oppression function in the United States as a minoritized individual and via my baccalaureate education in sociology. However, I feel that I still need to progress significantly in the SJI competency via my work and education as a student affairs educator. I intend to progress in this competency by creating social justice-related initiatives in my future internships and assistantships. I hope to engage with student affairs educators so that I can learn about the social justice practices they implement at a broad range of institutions. I feel that another way for me to progress in this competency is to conduct my own educated research and continue to investigate the experiences of students of color in higher education via podcasts and seminars. 

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    The Social Justice and Inclusion competency invites student affairs educators to recognize their intersecting identities as members of society. Student affairs educators well versed in the SJI competency will be able to reflect on how systems of power and oppression affect individuals at their institutions. This awareness of power dynamic regarding social justice will allow student affairs practitioners to encourage others in advocating for social justice via dialogues, events, institutional policies, curriculum-related work, civic engagement opportunities, and so on. As student affairs educators progress through the SJI competency, they will be able to reflect on and acknowledge the experiences of others within their practice. Student affairs professionals will listen to the perspectives of marginalized individuals, engage in equitable practices, and promote a sense of inclusion (ACPA & NASPA, 2015).

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