18253 research outputs found
Sort by
A Spiritual Direction Approach Aimed at Creating Belonging on Campus
Get PDFAbstract:
Creating a campus culture of belonging is mission critical for Jesuit institutions. This is even more heightened with the recent Supreme Court decision eliminating Affirmative Action and numerous states banning the teaching of history especially around race. To overcome these setbacks and the larger negative effects of racism and white privilege, many of our schools offer trainings, book discussions, and dialogues. These have been very helpful.
Yet, another untapped dimension to racism and white privilege occurs at a spiritual level. Mission Officers, DEI Officers, Rectors of Jesuit communities, and spiritual directors can collaborate to engage this level of the issue. The spiritual dimension is a failure to see and live out of the understanding that all people are created in the image and likeness of God. This article offers a specific approach to spiritual direction that engages the issues of race and white privilege through a three phased movement. Participants come to know they are deeply loved, then explore their unredeemed history especially around racism and white privilege, and finally encounters God’s healing mercy. Consequently, individual relationships and eventually structures of relations that create a campus culture begin to be characterized by welcome and belonging
Course Registration Practices at a Jesuit University: Practicing Critical Hope to Address Barriers to Access and Belonging
Get PDFSolidarity and critical hope support faculty and staff who wish to accompany students, read the current reality of their experience, and imagine new practices that can rectify injustices and promote access and belonging. Here, we describe an example of this praxis by responding to student concerns about injustices in a course registration process. With some exceptions, undergraduates at this institution register for classes according to their earned college credits. At first glance, this meritocratic system shows care to students by recognizing their hard work. However, our analysis shows that it also discriminates against underserved groups of students. Using 10 years of course registration data, we compared assigned course registration periods between different student populations. The current registration process privileges white-identifying students over those identifying as African American/Black, Hispanic/Latino(a), Native American/Alaskan Native/Pacific islander, Asian, or two or more races. Pell grant-eligible and first-generation students also registered later compared to their peers; these inequities persisted throughout their college career. These results demonstrate an example of critical hope praxis for Jesuit institutions in which we accompany students and investigate policies that appear to preference cura apostolica (care for the institution in maintaining the status quo) at the expense of cura personalis
Why Are You So Ashamed?
No full textThese comics were created by students in Dr. Stella Oh\u27s WGST 3300: Race, Gender, and Graphic Novels exploring thematic topics of identity, loss, illness, disability, and caregiving. After reading creative and scholarly works addressing war, PTSD, social stigma, and graphic medicine, students engaged in creating several comics. Some of the student comics are featured in this collection. Communicating their ideas through the visual-textual medium of comics, students engaged in critical reflection of their readings and class discussions. Students produced their comics through software such as Illustrator, Canva, Procreate, and other media
Addicted
No full textThese comics were created by students in Dr. Stella Oh\u27s WGST 3300: Race, Gender, and Graphic Novels exploring thematic topics of identity, loss, illness, disability, and caregiving. After reading creative and scholarly works addressing war, PTSD, social stigma, and graphic medicine, students engaged in creating several comics. Some of the student comics are featured in this collection. Communicating their ideas through the visual-textual medium of comics, students engaged in critical reflection of their readings and class discussions. Students produced their comics through software such as Illustrator, Canva, Procreate, and other media
Title VII & The First Amendment: Perpetuating the Lack of Asian American Representation in the Entertainment Industry
Get PDFJesuit B-Schools: Powering Regional Socio-Economic Development and Problem Solving Through Analysis & Application of Best Global Practices
Get PDFOur exploratory research and development (R&D) project is a joint undertaking by two Jesuit institutions, Loyola Marymount University (LMU), U.S.A., and Universidad Loyola Andalucía (ULA), Spain. We aim to leverage collaborative potential of Jesuit B-schools to facilitate regional socio-economic development (RSED) and growth through the analysis and application of best global practices. Many universities have rich intellectual potential and information resources that are often underutilized. Our undertaking strives to engage these resources to foster positive impacts on RSED and problem-solving. The project aligns with Jesuit educational values and aims to redirect the creative power of the young generation from dependency toward positive values and meaningful socio-economic engagement.
While progress and growth happen through innovation and imitation, much of the effort and resources are often dedicated to innovation without sufficient analysis of existing best global practices and their regional/local applications. Our joint project leverages Jesuit values and educational principles, such as academic excellence, experiential learning, and community service, to position Jesuit B-schools/universities as the catalysts of regional transformation nationally and internationally. We also aim to bridge the gap between the real world and academia by engaging intellectual power and information resources across Jesuit universities to facilitate regional socio-economic development and growth.
Our joint project will identify several regional/municipal socio-economic problems or development priorities of common nature in Southern California (SoCal), U.S.A. and Córdoba, Spain, respectively. Tentatively, we identified the following common socio-economic problems/ priorities: for SoCal: access to healthcare; crime; housing affordability/ homelessness; poverty/income inequality; racial/ethnic inequality; for Córdoba: access to healthcare; aging population; lack of economic opportunities; poverty/income inequality; unemployment. We plan to conduct a teamwork project in which students at both universities will conduct a comparative study of best practices worldwide associated with socio-economic problems/ development priorities of common nature selected. Based on their analyses and identification of best global practices, we will organize an online seminar in which LMU and ULA students would interact and exchange their ideas. From their analysis and exchange of information with students from the other university, they will be able to develop and offer policy recommendations or strategic recommendations to respective governing bodies/government agencies in the selected regions.
Our pilot project initially involving problem-solving and development on limited scale and two countries can be further expanded to larger-scale projects and multiple countries, prioritizing the Europe/U.S./Latin America (North-South) connection supported and guided by the Jesuit network.
Successful implementation of our framework will facilitate efficiencies in the use of public resources in addressing socio-economic problem solving and development priorities of mutual interest. It can be aligned with the UN sustainable development goals and contribute to socio-economic progress and growth through the application of best global practices. LMU, ULA, and other institutions that are part of the International Association of Jesuit Universities (IAJU) can make an impact in bringing together academia and local community by leveraging intellectual resources to foster socio-economic development, innovation and supporting the needs of local communities
Ashley Wilson
No full textAshley Wilson (she/her) has been the Social Sciences Librarian at San Diego State University since 2021. She received her MLIS from The University of Alabama in 2017. Ashley also has a BA in history and an MA in anthropology. At SDSU, she is the subject liaison to 5 academic departments where she supports undergraduates, graduates, and doctoral students. Her research interests are trauma-informed pedagogy, barriers for DEIA, and experiences of student assistants in academic libraries.https://digitalcommons.lmu.edu/irdlconference-committee/1013/thumbnail.jp
