Running head: FINAL ANALYSIS AND REFLECTION 1

Final Analysis and Reflection: Pride Center Fall 2018

Adriana Granados
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Fieldwork Setting and Experience

Cal Poly Pomona is a public institution located in the City of Pomona in Southern

California and is one of the 23 California State University (CSU) campuses. Within the campus

can be found the Office of Student Life & Cultural Centers (OSLCC) housed under the Division

of Student Affairs. This department has a mission to “empower students toward success through

engagement, leadership development, and diversity enrichment” (Office of Student Life and

Leadership/Cal Poly Pomona, 2018). OSLCC has been able to accomplish this through work

with their eight cultural centers, organizing clubs and organizations, and event scheduling sub-

departments.

In particular, this semester I held the role of Graduate Assistant at the Pride Center which

has a staff of one Coordinator and 5 Social Justice Leaders that are undergraduate students at Cal

Poly Pomona. The mission of the Pride Center is to “provide education, advocacy, support and a

safe space for the lesbian, gay, bisexual, transgender, intersex, queer, questioning (LGBTQ+)

and ally community at Cal Poly Pomona” (Pride Center/Cal Poly Pomona, 2018). Programs and

services at the Pride Center include Queer Chats which provide a safe space for students of

various subcultures within the LGBTQ+ community (such as women, men, queer trans people of

color, and bi/pan/omni) to discuss topics that are important to them. In addition, programs

include the Safe Zone Ally Training which serves a critical role in educating the larger campus

community; Pride Formal which empowers and celebrates students; and Lavender Graduation

which acts as a rites of passage ceremony.

The Pride Center is hidden in the old stables, also known as building 26, and is located

next to the Dean of Students’ office. Because visibility is a key concern for this population, this
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location on campus is ideal. However, the space itself is small and consists of an office for the

coordinator; an entry space with the front desk, two computer stations, community resources, and

a small refrigerator; and a lounge area with less than 10 chairs, video games, a table to eat and do

homework, and a microwave and coffee station. In recent years, the surge of students interested

in joining the Pride Center has increased while space has continued stagnant.

Learning Contract

Initially, I had indicated two project outcomes to ensure growth in the areas of

programming, evaluation, and assessment. The first project outcome was to design a

comprehensive and thorough manual for the Trans Fem Conference scheduled to be the first

conference of its kind in this local area. This manual would include the significance of the event

as well as a proposed project timeline, agenda, budget, suggested practices for inclusivity and

accessibility, assessment protocol, list of contacts and references, and areas for improvement for

future implementation. The second project outcome revolved around the creation of an

assessment protocol for Pride Center programs as related to sense of belonging.

Along the way, my hope was to understand the role of a Coordinator of a cultural center

as it relates to work of diversity and equity, organizational leadership, and supporting students. I

was to observe meetings with the Coordinator and department colleagues; discuss additional

responsibilities; and learn about the political dynamics within the center, department, and greater

campus community. I was also expected to conduct informal informational interviews or

meetings with folks in similar roles on different campuses.

In addition, one of the intended goals was to learn about the nuances of managing a

limited budget when hosting a large-scale event such as Trans Fem Conference. I was to discuss

with the Coordinator what the budget looked like, what was already being expended, and what
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still was left to spend on. Additionally, I was tasked with collaborating with the Coordinator and

Social Justice Leaders about creative solutions to cost saving.

Lastly, one of the most significant reasons I sought after this fieldwork site was to better

understand the issues that LGBTQ+ students face, and the methods student affairs professionals

use to mitigate issues of mental health. This would mean observing the Coordinator and

facilitators of Queer Chats as they interacted with students to see how they might have validated

their experiences and recommended solutions to problems. I wanted to learn about advising

academically at-risk students on their study habits and methods of dealing with stress. If needed,

I wanted to be prepared to have the opportunity to connect students to resources, on- and off-

campus, that alleviate academic and personal stress.

Intentional Learning

In my time at the Pride Center, I was able to learn a lot about the structure of cultural

centers at Cal Poly Pomona and the effort made to work collaboratively among coordinators to

best support students. With Bri as my direct supervisor, I was able to understand the role that

they held and what it meant to be a leader in a new way. One of the interesting things I was able

to take away was how all cultural center coordinators come together to plan the rest of the

semester’s events so that they do not coincide too much. They also ensure that there are a few

events per semester that are held in conjunction with at least one other cultural center. It was

easy to see how by intentionally collaborating, the cultural centers were not allowing these

spaces to divide students as Renn and Patton (2011) describe as a possible perception from

students. This collaboration seems to be helpful in helping students feel that their intersecting

identities are being represented and validated.

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In addition, it was quite interesting to note how Bri was able to process and manage

political dynamics within the cultural center, their department, and the broader community. Part

of the difficulty Bri faced was with the student population in ensuring they felt that their needs

were being heard by administrators. I witnessed how Bri was able to connect students to the

Dean of Students, Vice Provost of Student Affairs, and Congresswoman Norma Torres on

separate occasions to discuss issues plaguing the LGBTQ+ community (with the Trans

community in particular) on campus. Within Bri’s overall OSLCC department, it was interesting

to see them maneuver their way through working with supervisors that did not understand

student experiences. Bri was transparent about the many moments that they struggled to get their

supervisor to understand why certain requests were made and how they were important to

student validation. Bri also had to work with external staff and faculty to gauge how supportive

they were of LGBTQ+ student success.

Secondly, despite intending to develop a project manual for the Trans Fem Conference,

the date for the event was pushed back to Spring semester and I was no longer able to assist with

the manual. However, I was still able to assist with creating the assessment protocol for the day

of the event. This change meant that I was also unable to learn about the budgeting experience

for hosting an event such as the Trans Fem Conference. However, Bri was kind enough to share

how they manage the budget of about $40,000 for the Pride Center. Their two accounts are held

by Associated Students Incorporated (ASI) and Cal Poly Pomona Foundation, Inc. Both of these

have distinct protocol in order to reconcile charges and manage existing funds. Bri walked me

through this critical aspect of managing a cultural center.

The primary reason I joined the Pride Center was to work directly with college students

from the LGBTQ+ community. While I was unable to advise them formally, I was able to still
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informally advise some random students as well as the Social Justice Leaders whom I had more

contact with. I maximized this opportunity and discussed their academic journeys and current

struggles (ie. supporting family members financially, struggling to receive adequate medical

insurance coverage, toxic romantic and platonic relationships, etc.). When Bri was out of the

center due to their graduate school course or sickness, I was made available to students and

helped manage the center. Additionally, since Bri was advisor to the Out in STEM club

(OSTEM) on campus, I was able to help these students plan events such as the first annual Pride

Fest on National Coming Out Day. In each of these situations, I believe that I learned a lot about

the boundaries I need to set in order to gain their trust and respect but also not get too personal

and friendly. In my observations of Bri’s interactions with students, I learned as well about the to

listen to students, have no preconceived notions, and support students in more than just verbal

confirmations.

Unintentional Learning

While I did complete an assessment protocol for all programs (Appendix A), I felt that I

had come to learn and grow so much beyond what I had physically produced for the Pride

Center. The reality was that having a less formal and authoritative role allowed me to blend in

and be a fly on the wall, so to speak. This meant that I was able to observe interactions between

students, Social Justice Leaders, O-STEM e-board, campus members, and the Coordinator. This

allowed me to be present in spaces that otherwise I would not have been a part of, such as the

Latinx LGBTQ event and the Day of Remembrance event hosted specifically for trans students

to come together and share in dialogue. Much of my learning occurred in these moments where I

was able to be quiet and listen to understand the experiences of students in their own words.
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I was also in a unique situation because I began my fieldwork a few weeks after a

prominent student member of the Pride Center community had committed suicide. This meant

that students were in an especially vulnerable place, Bri was pushed to be available to students

more than usual, and a campus-wide conversation of support for LGBTQ+ students began with

administrators.

One of the things I learned about included different leadership styles. While we had

learned in our Organizational Leadership class last year that there are different types of leaders, it

was the first time that I was being supervised by a leader like Bri. In many ways, Bri is the

complete opposite of my supervisors at Upward Bound. Bri prefers to have a plan and move

forward with outcome-based strategies. The lens through which they view their work is very

much from a political frame and I believe Bri works within systems (such as their department) to

bargain and negotiate so that their students are equally represented and respected on campus.

Bailey and Hamilton (2015) describe how this type of supervisor is an advocate for their

supervisees. In addition, using Nash’s (2010) communication styles for advocates, I would say

that Bri is a radvocate that works through an issue to find the root of the problem, especially

when encountering resistance from administrators. I was able to see this in action even in their

conflict resolution among students within the center.

Additionally, Bri demonstrated what it means to be uniquely true oneself as a leader

while still fulfilling expectations that administrators hold and providing genuine support to

students. They showed me what it is like to give so much of yourself, but still draw boundaries

and look out for one’s own growth on a professional and personal level. I was always astounded

at how Bri was able to support their students in their times of need. I believe that they were

always Person-Centered in their approach to counseling. Wilson (2010) describes that this type
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of counseling requires one to emote genuineness and unconditional regard for students. This led

to me realizing how I can be adaptable to different types of supervisors above me, and how this

can positively or negatively affect my own growth as a leader.

Site Experience

Being mentored by Bri was a unique experience in that it was their first year being a

fieldwork supervisor as well. This meant that we were learning together about what it meant to

do fieldwork. I was welcomed into the Pride Center and got to know students and the Social

Justice Leaders the first day. My first morning, I was given a tour of the space. Because this was

not a formal position, I did not have what I considered a proper orientation. The information

from this came in the initial meeting of students that morning, my first one-on-one with Bri, and

then the early afternoon staff meeting with Bri and the five Social Justice Leaders. This is

something that can be further developed and made a stronger component of on-boarding,

especially if future fieldwork students will be more present than I was at the center.

Additionally, space is such a major issue for this center that I was not given my own

desk. When I was not in meetings with Bri or at events, I helped cover the front desk or worked

from Bri’s desk. Bri insisted I use their space in order to set a more formal tone with students. In

the moment, I did not feel that this was significant, but as I reflect, I realize that small things like

this have helped me overcome my perception that I could not be in a role that supervises and

manages a center or college students.

I know that this was their first semester being a fieldwork supervisor, so I was flexible

with some of these things being less formalized. Part of my recommendation would be that the

orientation for the graduate assistant to be more structured and formal. A physical space to work

may not be realistic, but I see how having this individualized space can give autonomy and
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power to the graduate student who sits there in future fieldwork partnerships. Overall, Bri was a

fantastic mentor and students have so much to learn from their take on the work of Student

Affairs as well as from the perspective of students on how they can be best supported.

Areas of Growth

This experience has pushed and challenged me on a personal and professional level.

While I was progressive and had a social justice perspective to working with LGBTQ+ students,

I still grew to understand the complexities of student struggles. This helped shape my

understanding of the desperate need to have well-prepared and -intentioned individuals working

as Coordinators for these marginalized populations.

Most importantly, this role helped me see myself as capable of working with college

students. I think that I still need that little push to really believe that I could manage a center and

supervise student staff on my own. In addition, I would like to further develop my ability to

advise college students. Much of the advising I did this semester was informal in nature. I think

that in order to really make the jump from my current job of advising high school students, I will

need to look for an opportunity where I am able to directly manage a caseload of students and be

the person they encounter with issues or look to for guidance. This experience can be in the

form of academic advising, for example, where I can begin to further develop my skill of being

present to students one-on-one and helping guide them to a resolution.

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References

Bailey K. W. & Hamilton, M. H. (2015). Beginning your journey: A guide for new professionals

in student affairs. In M. J. Amey & L. M. Reesor (Eds.), Supervisory styles (pp. 134 –

154). Washington, DC: National Association of Student Personnel Administrators.

Nash, R. J. (2010, May/June). What is the best way to be a social justice advocate?:

Communication strategies for effective social justice advocacy. About Campus, 11-18.

Renn K. A. & Patton L. D. (2011). Contested issues in student affairs: Diverse perspectives and

respectful dialogue. In P. M. Magolda & M. B. Baxter Magolda (Eds.), Do identity

centers (e.g. women’s centers, ethnic centers, LGBT centers) divide rather than unite

higher education faculty, students, and administrators? If so, why are they so prevalent

on college campuses? (pp. 244 – 260). Sterling, VA: Stylus.

Wilson N. L. (2010). More than listening: A casebook for using counseling skills in student

affairs work. In R. E. Harper & N. L. Wilson, & National Association of Student

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Personnel Administrators. (Eds.), Counseling theories for student affairs professionals

(pp. 67-72). Washington, DC: National Association of Student Personnel Administrators.

(n.d.). Retrieved from https://www.cpp.edu/~oslcc/pride/index.shtml

(n.d.). Retrieved from https://www.cpp.edu/~oslcc/

Appendix A

Table of Contents

Job Description……………………………………………………………………....……………3

Goal of Program Evaluation…………………………………………....…………………………5

Surveys - Fall

a. General Program Evaluation 2018-2019……...…………………………………………..7

b. Halloween Party………………………………………………………………………….15

c. Holiday Dinner…………………………………………………………………………...21

d. All About Alcohol………………………………………………………………………..24

e. Grrrls Night………………………………………………………………………………28

Surveys - Spring

a. Pride Formal……………………………………………………………………………...31
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b. Drag Show……………………………………………………………………………….35

c. Career Event……………………………………………………………………………..39

d. Lavender Graduation…………………………………………………………………….42

e. Alumni Event…………………………………………………………………………….47

f. Trans Fem Conference…………………………………………………………………...51

Surveys - Year-Round

a. Queer Chats………………………………………………………………………………67

b. Race-Based Activities……………………………………………………………………74

c. Safe Zone Training……………………………………………………...……………….77

Recommendations for Graduate Assistants and Social Justice Leaders…................…………....84