Tuesday, December 28, 2010

The Gifts of Imperfection

Below are my highlights from my reading of the book, The Gifts of Imperfection by Brene' Brown.

The highlights are quotes from the book:


Knowledge is important, but only if we’re being kind and gentle with ourselves as we work to discover who we are. Wholeheartedness is as much about embracing our tenderness and vulnerability as it is about developing knowledge and claiming power.


Practicing courage, compassion, and connection in our daily lives is how we cultivate worthiness.


I’ve learned that playing down the exciting stuff doesn’t take the pain away when it doesn’t happen. It does, however, minimize the joy when it does happen. It also creates a lot of isolation.


Every time we choose courage, we make everyone around us a little better and the world a little braver.


Only when we know our own darkness well can we be present with the darkness of others.


many of the truly committed compassion practitioners were also the most boundary-conscious people in the study.


Compassionate people are boundaried people.


if we really want to practice compassion, we have to start by setting boundaries and holding people accountable for their behavior.


Connection begets connection.


If we want to fully experience love and belonging, we must believe that we are worthy of love and belonging.


Relationship and connection happen in an indefinable space between people, a space that will never be fully known or understood by us.


Incongruent living is exhausting.


If we want to live and love with our whole hearts, and if we want to engage with the world from a place of worthiness, we have to talk about the things that get in the way—especially shame, fear, and vulnerability.


What I’m proposing is that we learn how to wade through it. We need to see that standing on the shore and catastrophisizing about what could happen if we talked honestly about our fears is actually more painful than grabbing the hand of a trusted companion and crossing the swamp.


“How-to” is a seductive shortcut,


science—why are we struggling like never before? Because we don’t talk about the things that get in the way of doing what we know is best for us, our children, our families, our organizations, and our communities.


Shame is about who we are, and guilt is about our behaviors.


Not only do we need to own our story and love ourselves in the process, we have to figure out the real story!


We also have to learn how we protect ourselves from shame if we want to develop worthiness.


If we want to live fully, without the constant fear of not being enough, we have to own our story.


authenticity is not something we have or don’t have. It’s a practice—a conscious choice of how we want to live.


Authenticity is the daily practice of letting go of who we think we’re supposed to be and embracing who we are.


Most of us have shame triggers around being perceived as self-indulgent or self-focused. -to be perceived as selfish or narcissistic.


Cruelty is cheap, easy, and rampant. It’s also chicken-shit.


refers to all of the opportunities we miss because we’re too afraid to put anything out in the world that could be imperfect.


It is in the process of embracing our imperfections that we find our truest gifts: courage, compassion, and connection.


“There is a crack in everything. That’s how the light gets in.” So many of us run around spackling all of the cracks, trying to make everything look just right. This line helps me remember the beauty of the cracks (and the messy house and the imperfect manuscript and the too-tight jeans). It reminds me that our imperfections are not inadequacies; they are reminders that we’re all in this together. Imperfectly, but together.


Spirituality is recognizing and celebrating that we are all inextricably connected to each other by a power greater than all of us, and that our connection to that power and to one another is grounded in love and compassion. Practicing spirituality brings a sense of perspective, meaning, and purpose to our lives.


Tolerance for disappointment, determination, and a belief in self are the heart of hope.


The question is, does our _______________ (eating, drinking, spending, gambling, saving the world, incessant gossiping, perfectionism, sixty-hour workweek) get in the way of our authenticity? Does it stop us from being emotionally honest and setting boundaries and feeling like we’re enough? Does it keep us from staying out of judgment and from feeling connected? Are we using _____________ to hide or escape from the reality of our lives?


The only experience that seems broad and fierce enough to combat a list like that is the belief that we’re all in this together and that something greater than us has the capacity to bring love and compassion into our lives.


AEIOUY.


It seems that gratitude without practice may be a little like faith without works—it’s not alive.


Ironically, since doing this research, surveying has become a red flag for me—it tells me that I’m feeling vulnerable about making a decision.


“When things are going really well in our family, what does it look like?”


The things we were working toward did nothing in terms of making our life fuller.


Increasing my daily intake of calm and stillness along with walking and swimming and cutting caffeine has done wonders for my life.


Squandering our gifts brings distress to our lives. As it turns out, it’s not merely benign or “too bad” if we don’t use the gifts that we’ve been given; we pay for it with our emotional and physical well-being. When we don’t use our talents to cultivate meaningful work, we struggle. We feel disconnected and weighed down by feelings of emptiness, frustration, resentment, shame, disappointment, fear, and even grief.


Sharing our gifts and talents with the world is the most powerful source of connection with God.


“Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive.”


In his book Outliers, Gladwell proposes that there are three criteria for meaningful work—complexity, autonomy, and a relationship between effort and reward—and


Dance like no one is watching. Sing like no one is listening. Love like you’ve never been hurt and live like it’s heaven on Earth. — MARK TWAIN


When we consistently betray ourselves, we can expect to do the same to the people we love.


When we don’t give ourselves permission to be free, we rarely tolerate that freedom in others.


Choosing to live and love with our whole hearts is an act of defiance.


A woman I know says, for her morning prayer, “Whatever,” and then for the evening, “Oh, well,”

My Christmas Gift


I got a Kindle for Christmas!

I was somewhat worried about how I would like it-how I would respond to reading on it because I perceived it to be very different than holding a book in your hand. I love writing notes to myself and highlighting in my books. I knew I would miss this with the Kindle and so imagine how excited I was when I learned my new Kindle allows me to both highlight and make notes!

I have read The Gifts of Imperfection by Brene' Brown and Traveling Mercies by Anne Lamott since getting my Kindle on Christmas day. I have also purchased SOAR the Thin book of Strategy that I plan on reading tomorrow.

The two books are pretty inspirational regarding being relational in one's life. There were connections between the two books.

I'm trying to get as much "fun" reading in as I can before I buckle down in January to work on the dissertation proposal.


Sunday, December 5, 2010

The Long Road

It is hard to believe it is already December. Next semester (starting January 2011) I will begin my dissertation proposal. The weight of doing the article on sense of belonging and working on the proposal is just now beginning is just now beginning to sink in! :)

I envy my friends such as Karen, Kristy, and Jake who are zooming through their proposal and will be defending by the end of January. A huge congratulations to them because they have worked so hard!

Another round of congratulations go to Jolyn who is going to defend her dissertation in July! WOW! It won't be long and she'll officially be Dr.! A well-deserved title for sure!

I'm not going to California in January. This is the first time not to attend the January intensives since I began my program in 2007. I am both excited to be far enough into the program that I do not have to attend and sad that I'll miss connecting with old friends.

I'm excited about the sense of belonging article as it begins taking qualitative shape! I'm so ready to start interviewing and learning the story of potential participants! I can just imagine how exciting their stories are going to be! I can't wait to begin coding and finding the themes! This is exactly what this article needed to breath life into it and I'm loving it. I'm especially enjoying finding my place in the qualitative world-I've been reading Developing Grounded Theory as well as re-reading the grounded theory section of Research Design: Quantitative, Qualitative and Mixed Methods Approaches.

Onward I go!

Sunday, November 21, 2010

Weekend Work


It has been a working weekend. I am moving from using a quantitative, multiple hiearchical regression method of analysis to a case study, qualitative method of research on the sense of belonging article. I updated the references of the model after finding the book Reworking the Student Departure Puzzle edited by Braxton. The book is useful and provided a good model I noted yesterday by Tierney.

I have new energy for getting this article ready for review by Alex. I anticipate working on the proposal and maybe the literature review this week and holiday then want to send it to Alex by Monday. Once I conduct the interviews/research and analyze the data I will likely update the literature a bit more and hopefully be close to publishing! I hope, I hope!


A Less Well-Known Model of Student Retention

Tierney, W. G. (2000). Reworking the student departure puzzle. J. M. Braxton (Ed.). Nashville: Vanderbilt University Press.

Tierney, W. G. (1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. Journal of Negro Education. 68(1), 80-91.


I read these two articles today as I searched for a model of student departure that felt right for my sense of belonging article. I find the model that Tierney provides to be captivating and offering a special way to think about student departure. The Tinto model of student departure holds a place of dominance in the departure literature. Tierney deconstructs Tinto’s model by introducing the constructs of power, identity, cultural capital, and cultural identity.


One thing that Tierney points out is the foundational concept Tinto built his model upon which is Durkheim’s (1951) model of suicide. Holding this line of thinking, a student who drops out (commits suicide) is an individual making an individual decision without the involvement of a community or culture. As a matter of fact, dropping out of (committing suicide) is a lack of connection with a group or community-an absence of community.


According to Tinto’s model, entering college is a ritual or rite, making a transition point into a new culture. The individual is responsible and the center of the passage. However this contrasts to the true concept of rite of passage by Van Gennep (1???). Whereas the Van Gennep model utilizes rituals within cultures not between cultures. For example Apache children do not go through Eurocentric rituals but rather would go through Apache rituals.


Tierney proposes that the institution develop ways in which an individuals’ identity is affirmed and positively impacts the organization rather than having to accept the organization as is and students of color so they do not have to ”commit suicide” to kill their old identities in order to be assimilated into the main culture.


One aspect of the model Tierney proposes is to hold high expectations for students and convey to them these expectations. Further, a strengths-based philosophy would serve the model well as Tierney indicates that it is important to have a climate where the message is that individuals are valuable resources themselves and bring to the institutions gifts and talents.


Relationships with parents and families are fundamental for this model. The model proposes that if we want to improve the student’s academic engagement and success, a focus should be placed on the student’s identity and background.


These articles provide an interesting model for studying sense of belonging. The concept of biculturalism or dual socialization help explain how a sense of belonging may impact retention.

Friday, November 19, 2010

Article from the Chronicle of Higher Education

November 17, 2010
Getting a Start in Student Affairs

Brian Taylor for The ChronicleEnlarge Image



Brian Taylor for The Chronicle
By George S. McClellan
A year or two ago, I would have called the job market in student affairs robust. Positions in the field were readily available to interested and qualified candidates. But the same economic pressures that have hit the faculty market have dampened opportunities in student services as well.

Until the recession began, academe saw both steady growth in the number of positions in the field and significant attrition among newcomers. Now, however, newcomers who entered our field and learned it wasn't for them are hanging on to their jobs "until something better comes along" because they see few options elsewhere. Despite growing enrollments and increasing demands for student services, the number of positions in student affairs seems fairly flat, and movement within the profession, relatively stagnant.

In short, the job market is tight, and likely to stay that way for the next few years.
In the past, if you came to student affairs through the traditional route of a graduate degree in the field, you didn't have to worry much about the cost of graduate school; entry-level jobs were readily available in student affairs, particularly in the areas of residential life or student activities. You just had to make sure you spread out your practicum experiences so that you could try out a variety of specialties and find your niche.

But with those entry-level positions no longer readily available, if you are still interested in a position in student affairs, here is what I would suggest.

At many institutions, a master's degree—preferably in higher education, student affairs, or a related field—continues to be the minimum required credential for entry-level positions. But the potential is all too real for graduating from a master's program with a degree, debt, and no immediate job prospects.

Nonetheless, if pursuing that traditional pathway makes the most sense to you, be prepared to be flexible in your job search. You might be interested in positions in leadership, service learning, or honors education, but your search may need to be extended to include student activities and academic support. You may have to be similarly flexible about location, given state and regional variations in economic condition. You may find that a part-time position—or more than one—becomes the path of entry into student affairs.

While you're in a graduate program, consider whether it would be wiser to seek diverse experiences in a variety of offices than to specialize in a particular area. The pool of candidates for entry-level positions is likelier than ever to include people with previous professional experience, and it may help your chances to have a varied background rather than a narrow one.

Graduate school is not the only launching pad into student affairs. Alternative pathways are accessible to those coming straight from a bachelor's degree or wishing to enter student affairs from another career track. While many institutions require candidates to have a master's, others (including many community colleges, small colleges, and rural colleges) do not. Taking a job at one of them will give you valuable experience—and you may find that you like it there. It may also be the kind of position that provides support for you to pursue graduate study.
Postbaccalaureate certificate programs are a small but growing phenomenon in student affairs. Formal education in the areas of budget and finance, theory, and law are important in the performance of student-affairs functions.

Certificate programs can provide that training short of a master's. If you scan job announcements online, you won't see many that specifically require applicants to have certain certificates. However, just as more-focused practical experiences or work as a volunteer might help distinguish one candidate from another, having completed a certificate program may make you more attractive to potential employers.

Whatever your pathway into student affairs, it is more important than ever to be familiar with the financial circumstances of the colleges and universities to which you are applying. Knowing which states or private institutions are experiencing budget problems can be important in avoiding exposure to furloughs or staff reductions while you are a relatively vulnerable new professional. And knowing which states or private institutions have stable, or even robust, budgets can be important in knowing where to find openings.

If your search for an entry-level position goes on at length without success, you may need to find work elsewhere to pay the bills. For those taking on temporary employment outside the field, there are a few things you need to do. First, stay in touch with the profession by maintaining your network of professional contacts. They can help you learn about new job openings.

Second, maintain membership in at least one student-affairs professional association. As a consequence of the recession, a number of associations in our field now offer discounted membership rates to unemployed student-affairs professionals or to those just out of graduate school but not yet working.

Third, keep up on with what's happening in academe and in our field through publications like this one, journals, and other publications. Staying mentally engaged in the field will be helpful when it comes time to interview.

Finally, consider volunteering with a local college's student-affairs division. Any added experience you can demonstrate to employers, even if it's volunteer work, can improve your prospects on the job market.

George S. McClellan is vice chancellor for student affairs at Indiana University-Purdue University at Fort Wayne. He will write regularly for "The Chronicle" about career issues in student affairs. If you have suggestions for topics you would like to see covered in this area, send your ideas to careers@chronicle.com