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Philosophy of Student Affairs

Leonard Zongo

Northern Illinois University

February 6, 2018
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I have been a firm believer in education and in its power to change people’s lives because

I sometimes consider myself as a living proof that education can allow us to dream beyond our

immediate horizons. Growing up, it was hard for me to believe that someday, I would be a

college graduate due to the extreme poverty in which my parents were living. Despite all the

odds, I was able to graduate from high school, attend a four-year public institution and I am

currently completing a master’s degree and looking for an employment as a post-secondary

educator. As I reflect on my own experience with higher education, I can attest that my journey

has been very different from that of a typical college student who moves from high school and

graduates within four years in college. As a non-traditional college student and a first generation

college student, attending a university was a daunting experience and I came to the realization

that I would not have been successful in college if it were not for the right amount of help and

guidance from Student Affairs professionals.

Since my undergraduate years, I have become immensely involved in the field of Student

Affairs through Housing and Residential services. The housing positions that I have handled so

far not only supported my passion for the field of Student Affairs, but also provided me with

valuable and real-world experiences that I can use to support the diverse student population on

campus. My internal drive and professional motivation come from my strong dedication to

student success and improving the student experience in college. Consequently, I strive to guide

my practices as a Student Affairs educator by the following fundamental philosophies.

First, I utilize student development theories to guide my practices as they provide

effective insights on how I can better understand students and better serve them. Baxter

Magolda’s Self-Authorship Theory for example, provides a well-articulated guidance on how I

can better support students in their journey through college. According to the precepts of the
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theory, students go through various stages in college and Student Affairs professionals have to

make sure that they meet students where they are. That requires individualized type of support

that is based on getting to know students personally and identify the unique challenges that they

are facing and provide solutions. Astin’s Student Engagement Theory also demonstrates that

there is a strong correlation between student engagement and retention and graduation rates. As

a Student Affairs professional working in Housing, I have to ensure that I provide opportunities

for students to be engaged with their residential communities, which will help them develop a

sense of belonging and ownership toward their institution.

Second, I ground my student support services around academic success. I strongly

believe that my role as an educator is to assist students in developing the necessary skills and

talents that they need to succeed academically and professionally. As a result, I prioritize the use

and implementation of curriculum that revolves around academic success. Throughout my

graduate assistantship in Housing and Residential Services, I have learned to be well versed

when it comes down to using residential curriculum to foster academic success, implement

intentional programs for residents, and appropriately handle issues while providing adequate

support for students.

Third, I would say that I came into the field of student affairs with a sense of advocacy.

Hence, I continually reiterate my strong support for marginalized students and I strive to be the

voice of those who are not being heard. As the U.S. current student population is getting more

diverse, my role as a Student Affairs professional is to support students from all backgrounds

through engaging them in conversations related to social justice, quality and access to education,

first generation students, immigration, diversity and inclusion ,identity, socioeconomic class, and

race. Studying the history of U.S. higher education provided me with the opportunity to explore
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the causes and roots of the inequality in the country. Wilder (2013) depicted how slavery has

shaped the whole history of American higher education, leaving many students from

underrepresented groups with no options to get quality education due to socio-economic

hardships. As a Student Affairs professional, one my major responsibilities is to ensure that I

help dismantle such systems of oppression against groups of students who have been historically

underprivileged.

As a long-term goal, I intend to continually expand my horizons in Student Affairs and

contribute to the development of residential communities by building meaning and lasting

relationships with professionals inside and outside of the Housing Department. As I continue to

support students to succeed in their academic goals, I ultimately developed a better grasp of the

role of a post-secondary educator and I act accordingly in my day-to-day responsibilities.

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References

Wilder, C. S. (2013). Ebony & ivy: Race, slavery, and the troubled history of America's

universities. New York, NY: Bloomsbury Press.

Renn, K., & Reason, R., (2014). College Students in the United States: Characteristics,

Experiences and Outcomes. San Francisco: Jossey-Bass. [College Students].

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2010). Student development in

college: Theory, research, and practice. (3nd Edition) San Francisco: Jossey-Bass.

[Student Development]