使命宣言
西娅鲍曼 AHANA和跨文化中心致力于:
- 提供社区, support and resouces for all 电子游戏软件 students with a focus on students of color, ”+, 历史上被边缘化的学生.
- 教育学院, 工作人员, and students on how to build a community of belonging by celebrating identity and 文化, 建立关系, 培养师徒关系.
愿景
Our vision is to validate, elevate, and celebrate all student identities at 电子游戏软件.
灵感
Our work is inspired by the life and philosophy of 西娅鲍曼, a Catholic nun of the Franciscan Sisters of the Perpetual Adoration, who “helped people everywhere she went to explore their identity and to find their deepest humanity.”(史密斯 & 无用的,1)
办公室的支柱
在我们的使命中根深蒂固的是:
促进归属感
We provide counseling and tuition remission programs to ensure all students have equal access to the full college experience.
支持的机会
We recognize AHANA students who have contributed to campus life through service, 学术, 和领导能力.
北汽值
1973年，Fr. 佩德罗·阿鲁普，S.J., then General of the Society of Jesus, coined the phrase “men and women for others.” He envisioned that graduates from Jesuit educational institutions would be people who worked for justice.
Our work is rooted in the Catholic tradition of our University, 特别是在天主教社会教学原则中, which we understand express a commitment to addressing institutional racism and inequities for AHANA and low-income students. 我们的指导原则是:
人的尊严和权利
We believe that a just society is based on respect for human dignity.
共同利益
We believe that we all have a stake in ensuring that individuals within our community reach their fulfillment and can fully participate in their communities.
辅助性原则
We believe that we have a duty to denounce unjust situations in society and to work with authorities to protect people from abuses.
团结
We believe that our interdependence calls us to contribute to positive changes in society.
理论框架
Our work is grounded on multi-disciplinary theories, namely,
- 批判种族理论 - is a framework that grew out of work in legal studies over concern with slow progress on civil rights and social justice issues. It is used to deepen understanding of the educational barriers for people of color, as well as exploring how these barriers are resisted and overcome.
- 文化资本 - 学生 bring 文化 capital that can be of great value to them in their journey through BC. This capital includes: aspirational, linguistic, familial, social, navigational, resistant.
- 精英 - There is a complex relationship between education and social mobility. Education can provide an opportunity for empowerment and social economic mobility through hard work and talent. 然而, education can also reproduce social inequalities by rewarding the social and 文化 capital of more privileged groups.
- 联系 - Recent research shows that same-race peer group affiliations for students of color reinforce socially conscious values and the pursuit of activities and careers in service of their community. 除了, when white students interact with students of color they too derive the same types of benefits, underscoring the educational value of affirmative action in helping institutions fulfill their mission to prepare educational leaders.
- R身份发展 - 种族认同发展 is a complex and fluid construct and cannot be understood apart from other social identities. Racial identity is shaped by social, political, geographical (and religious) contexts.
- 包容的卓越 - Tenets of 包容的卓越 call on BC and the 北汽 to strive for equitable educational outcomes for AHANA, 多元文化的, and multiracial students and to ensure that diversity goals go beyond increasing racial/ethnic diversity.
- 社会公义原则 -了解特权, 电阻, and dominant ideology function in the University can help the 北汽 engage with, 和教育, members of the University who work with AHANA students with the goal of working towards social justice.
术语定义
社会多元化教育 focuses on appreciating social differences without an emphasis on power dynamics or differential access to resources and institutional support needed to life safe, 令人满意的, 富有成效的生活. (亚当斯,贝尔, & 格里芬,2007)
社会正义教育 focuses on understanding the social power dynamics and social inequality that result in some social groups having privilege, 状态, 和访问, 而其他群体则处于不利地位, 受压迫的, 被拒绝进入. Social power can be defined as access to resources that enhance one’s chances of getting what one needs or influencing others in order to lead a safe, 富有成效的, 充实的生活. (亚当斯,贝尔, & 格里芬,2007)
种族认同发展 process by which individuals achieve an awareness of their sense of self in relation to race within a larger social, 文化, 历史背景. (Wijeyesinghe & 杰克逊,2012)
文化能力教育 促进一套认知习得的过程, 情感, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of 文化 contexts. 便(伯耐特,2008)
多元文化主义 seeks to promote the valuing of diversity and equal opportunity for all people through understanding of the contributions and perspectives of people of differing race, 种族, 文化, 语言, 宗教, 性别, 社会取向, 以及身体能力和残疾. 多元文化的课程提供了更全面的, 准确的, intellectually honest view of reality; prepare all students to function in a 多元文化的 society, and better meet the learning needs of students… (Morey and Kitano, 1997).