Running head: PHILOSOPHY ON STUDENT AFFAIRS

Philosophy on Student Affairs

Keenan King
Western Michigan University

Philosophy of Student Affairs (Part I Reflection)

PHILOSOPHY ON STUDENT AFFAIRS

Since first writing on Student Affairs in the Spring of 2013 my views have, been
supplemented with a level of knowledge and information that I had not been exposed to in the
past. The realm of Student Affairs is something I had always been a part of and made use of in
college, but never really noticed. Upon first arriving to WMU, I was enrolled in an academic
support program that helped make sure that I was not picking up bad academic habits that might
push graduation further away. During my time in the HESA program, I learned that everything
from admissions to management of the recreation center can all be considered part of the field. I
learned that Student Affairs is an evolving area that never is nailed to one idea or paradigm. As
an undergraduate student in my work-study job, I learned a lot about the HESA program and
Students Affairs from Graduate Assistants in the HESA program, who held positions in my
department of campus. I developed a belief that the main roles of student affairs professionals is
to provide students with the best services, in order for them to be successful. I do still feel this
way but now I understand that this task is not a simple as it seems.
Interests
There are various programs, departments, functional areas, etc in Student Affairs that I
am interested in. Currently, I work in the Division of Multicultural Affairs. I am the Assistant
Director for the TRiO Upward Bound Program here at WMU. In the two years that I have
worked professionally and in the four years that I worked as a student employee, I realize that
assisting pre-college students get to college and increased access to higher education for
underrepresented groups is my passion. I have always believed that the impact inside the class
room in just as important and outside. In Quayes (2014) book on student engagement, it
discusses how to engage a wide array of students, but even still they explain that there is no
cookie cutter solution to how to answer these issues facing different populations. Social Justice

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is also something that I have come to realize I am passionate about. It was a theme that I would
speak about often, but never had the literature to back it up. Johnsons (2006) book on Power,
Privilege and Difference helped to understand how society operates along these themes of bias
toward underrepresented groups or minority populations.
Defining Moment
My defining moment is related to graduate school in and my decision to further my
education. It came when I realized that graduate school would be the best option not only for my
future, but for my familys and the worlds future. At first I was hesitant, graduate school had
never been in my initial life plan, but after receiving a Graduate Assistantship in our department,
an opportunity at free graduate school was one I could not pass up. In addition to an opportunity,
the support I received from my family and people in my office was something I could not put a
monetary value or price on. Once I realized that what was happening to me was called student
engagement and one day I could get paid to do this type of work for a living, I was hooked. I
have a business administration Bachelors and had never been exposed to careers outside of
business. My business minded approach is what lead me to want to do and occupation like
student affairs. I decided that I rather use money to help others than to further perpetuate the
oppression of others like me and ultimately myself. The staff over in the Multicultural Affairs
office answered all my questions and listened to my concerns which put this decision in a much
better perspective. Also, once I fully dont into the HESA program I believed I became more of
an asset to other participants in the social systems I participated in. For example, in class and at
work the conversations on institutionalized systems of oppression frequently come up. This
would make it so that I am able to use what I learned in class yesterday, to solve the problems of
today.

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Personal Values and Beliefs

When I was first enrolled in the HESA program and coming from a student centered
perspective on engagement, I believed that all students needed to come first. I still believe this,
but I also understand how administrators may seem to lose sight of this or how when Universities
lack resources, students affairs programs feel the hit. I realize that universities have long
missions and millions of dollars invested in student populations designed to engage the masses
but even still a huge problem of marginalization occurs. So many students, so many differences,
so many ideas for engagement, but only a handful of resources. I once heard someone say, that
no one goes into student affairs for the money, now I couldnt agree more.
In the current society we live in, the model that I feel the theory that works best with from my
experiences is challenge and support model by Sangford & Strange (2010). Meaning that as
professionals doing this work we have to know that we are accountable for both the success and
failure of the students. This is reflected by how well we challenge them to grow and how well we
support them during this process. I know that others may believe otherwise, but another reason I
enjoy this work is the fact that student engagement is about circumstances. Even what models to
use to support students who may seem different or those that may seem the same. Currently, I am
confident is stating that I have a more that competent understanding of what student affairs is
supposed to do. I am not fully confident in saying that that is whats really happening on
American college campuses.

References
Johnson, A. (2005). Power, privilege and difference (2nd ed.). New York, New York : McGraw-

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Hill Companies.
Quaye, S. J., & Harper, S. R. (Eds.). (2014). Student Engagement in Higher Education :
Theoretical Perspectives and Practical Approaches for Diverse Populations (2nd Edition).
Florence, KY, USA: Taylor and Francis.
Sangford, N. & Strange (2010) In. Eds. Evans, N. Historical Roots of Student Development
Theory. In Student development in college: Theory, research, and practice (2nd ed., pp. 921). San Francisco: Jossey-Bass.