Sonja Ardoin, Appalachian State University
Miguel Arellano Sanchez, Oregon State University
Lamesha C. Brown, St. Cloud Technical and Community College
Maria Erb, Boston University
becky martinez, Infinity Martinez Consulting
Ty McNamee, Teachers College-Columbia University
Darris Means, University of Pittsburgh
As student affairs educators, our primary purpose should be serving and supporting the students on our campuses. We have an obligation to provide students with opportunities to develop intellectually, interpersonally, physically, and even spiritually in some cases. Part of this obligation is recognizing and eradicating barriers to student access, engagement, and completion, especially barriers rooted in identity inequity. Why? Because often we—ourselves, our offices, and our institutions—are the ones who have erected or preserved those barriers and, as such, we have a duty to do the work to remove them. While there are many student populations who deserve focus (e.g., Students of Color, trans students, Student Veterans), the 75-minute cap on this session necessitates concentration on only a few. This Community Dialogue will center students who identify as first-generation college students, rural, and/or poor and working class.