Avoiding Assumptions Based on “Single Stories

Summarize the story of how you developed as a learner by sharing important experiences
that affected your cognitive development. For example, what was your support system like
in school and at home? Did you feel safe to take intellectual risks within your educational
experiences? Why or why not?

As a learner, I was not always positive about education. At seventh grade, I disliked
math. It was complicated and appeared abstract to me. My parents noted the attitude and talked
to me. They even tried hiring a tutor but nothing positive was forthcoming. My teachers had
given up on me. They did not show any concern as they thought that may be my situation could
not be remedied. However, one teacher, Mr. Podkras noted my problem. He walked with me, and
helped shape my attitude towards the subject. He gave me extra support and my performance
changed. I became more committed in my education and my overall performance improved. I
graduated with a high school diploma and pursued a degree in Finance. Upon graduation, I
worked for several years.

However, I realized I was not cut out to work as an investment advisor for my entire
career. I decided to enroll for a bachelor’s degree here at Ashford. I graduated early this year and
immediately enrolled for a Masters degree in Education. I look forward to working in a high
school as a teacher. I have worked as a basketball coach for many years. My encounter and
experiences working with young people ignited a passion for education within me. I realized I
was passionate about teaching. After working many years in the field of finance, I was willing to
take the risk. I took a sabbatical and enrolled for a bachelor’s degree in a completely different
field. I was already in my forties and not even age could deter me from exploring this other side

of life. as a parent, I was a bit skeptical about taking such a risk. I have to provide for my family.
Therefore, I had to strike a balance between my passion and financial stability, I took the risk. I
have since received support from my family and my instructors here at Ashford. It was worth
taking the risk.

Assess your “story” with a critical eye. How did your experiences reflect situations of
privilege and/or marginalization? How might your experiences have been influenced by
social factors related to power and oppression?

My experiences in seventh grade could reflect a situation of marginalization. After a
critical reflection, there is a possibility that one of the reasons as to why my teachers, apart from
Mr. Podkras gave up on me was partly because of my origin. I am of a Hispanic origin, and this
made me a student from a minority community in school. The Critical Race Theory (CRT)
uncovers the impact of racism in the lives of minoritized groups as well as how it is perpetuated.
CRT provides a framework through which experiences of students can affect the development of
students from marginalized communities (Schuh et al., 2017). The theories focus on race shows
how power and oppression on the basis of race affects experiences of students. Looking back,
there is a possibility that my teachers were quick to give up on my situation due to my racial and
ethnic background. Had Mr. Podkras not come to my aid, I would not have performed well in my
studies. In fact, maybe I would not have qualified to pursue a bachelor’s degree in finance. Due
to my marginalized position, I would have been forced to take a completely different career path.
Social factors of power and oppression affect the kind of support that I got from my teachers.
Reflecting on my experiences, may be Mr. Podkras came to my aid because he pitied me based
on my background. Although I cannot state with certainty reasons for his positive attitude

towards me. I think that my marginalized position affects the attitude that the rest of my teachers
had towards me.

Explain how to validate the stories of others. How can you become better informed and
more aware of the social factors that may influence a student’s development? Support your
response.

One can validate the stories of others by using the framework provided by CRT to
investigate and examine how racialized experiences of students may affect their development.
The theory gives a focus of the impact that race and ethnicity have in illuminating how either
oppression or power are experienced by students of color (Schuh et al., 2017). Development of
such students may be based partly on how the manage to make meaning of their racialized
realities. Thus, for a professional to validate the stories of others, they need to first understand
how these students have managed to make meaning of their racialized realities. Different stories
by different students are valid and authentic if examined from a neutral lens while considering
the impact of racialized realities in the development of individuals.

One can become more aware of the effect of social factors on a student’s development
through doing research and interacting with students with the intention of listening to their
stories. A professional can ask student how their racialized identities affected their development
or how they made meaning of their experiences. Further, one can become better informed by
reconsidering student development and shifting the purpose and focus by examining each story
individually. A one-size-fits all model is not the best approach and cannot be useful in validating
stories of individual students (Schuh et al., 2017). Instead, such a model will invalidate and
diminish developmental pathways used by some students while validating those of others.

Research has shown that rathe than relying on normative categorizations, student development
theory should take the queer approach theory which encompasses all experiences and
developmental paths. It recognizes the uniqueness and fluidity that every student experience in
their everyday lives and the impact that has in their cognitive development.

Overall, a student affairs professional can become more aware of the impact of social
factors on a student’s development by reconsidering a person’s identity as fluid and changing.
According to Jones and colleagues (2012), identity development may entail a process of making
meaning of multiple identities as opposed to developing one stable sense of self (Schuh et al.,
2017). It is a process that involves managing identity representations for which there is usually
no arrival and that are increasingly cognizant of context. Identities are endlessly going through
transformations. People’s identities take new forms, interpretations and meaning every other
time and this may be partly influenced by contexts of power and oppression. Thus, authenticity
may be troubling because different contexts influence identity; with some supporting and others
having a negative impact. As such, professionals dealing with students must be aware that
identities are constantly changing (Patton et al., 2007). Student development does not take one
predetermined path. Experiences, and other factors outside the control and powers of students
affect their development. Thus, understanding student development entails validating individual
stories of and understanding the fluidity and changing nature of identities. They should also
listen to multiple stories from different students and scholars from different ethnic and racial
communities so as to understand each community deeply (Adichie, 2009). Single stories create
assumptions and most stereotypes are founded on single stories. Thus, to avoid understanding
student development based on assumptions and stereotypes professionals should listen to
different stories.

References

Adichie, C. N. (2009, July). Chimamanda Ngozi Adichie at TEDGlobal 2009: The danger of a
single story (Links to an external site.) [Video file]. Retrieved from
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Patton, L. D., McEwen, M., Rendón, L., & Howard‐Hamilton, M. F. (2007). Critical race
perspectives on theory in student affairs. New directions for student services, 2007(120),
39-53.

Schuh, J. H., Jones, S. R., & Torres, V. (Eds.) (2017). Student services: A handbook for the
profession (6th ed.). Retrieved from http://ebookcentral.proquest.com