Narrative Reflection

Though my graduate chapter was only two short years, I believe these two
years have been the most transformational and developmental experiences I have
had thus far. I left my family, friends, partner, and puppy in California and came to
an unfamiliar, freezing place. I stepped outside my comfort zone and challenged
myself in ways I never thought possible. I stretched my mind, heart, soul, and
imagination. I came to new realizations and understanding of myself and the world
around me. I began to answer the question, "who am I in relationship to this world"?
I met remarkable new friends, peers, faculty, and staff members who have truly
taught me so much in such a short amount of time. I listened to stories that have
forever left an imprint on my heart. I cried, laughed, smiled, celebrated and often
found myself hurt, angry, frustrated or confused. I questioned, I solved, requestioned and realized that the truths we seek are contextual and individual to
one's experiences.
Throughout my experience in the classroom, I have learned so much. I hate
to admit this, but I truly believe that I have learned so much more in these past 2
years than I have in my undergraduate experience. Though I found significant value
and meaning in all of my classes, there were three specific classes that truly
changed my life: Social Justice for Multiculturalism, Spirituality in Higher Education
and Leadership. I have learned that in order to help students in their individual
development, I needed to go through my own self-work, and that is exactly what I
did with the support of these classes.
Bridget's Social Justice for Multiculturalism class is probably my favorite class
during my time at Loyola. This class helped me understand my own dominant and
subordinate identities in relation to my life experiences and cultural upbringings.
This class taught to me own my truth, lean into the discomfort, and understand my

triggers. Before this class, I was never the permission to feel, process and unpack
the emotions and pain associated to being marginalized. Growing up in an
immigrant, South Indian family, I was always taught to be self-sacrificing, quiet, and
submissive. Speaking out, being assertive, having an opinion, and going against
the norm were things I was taught not to do. Through dialogues, readings and fish
bowl circles, I realized that I internalized a lot of harmful messages. Some of the
assignments I had in this class were the first time I took an introspective lens to
understanding social justice, diversity, and inclusion. Prior to this class, I had a
clear passion for social justice work, however I only approached it from a lens of
seeing an injustice and wanting to do something about it, never understanding how
I fit into the equation.
Jennifer Haworth's spirituality class was also a class that helped me in my
transition to Chicago. This class really affirmed my belief and feeling of purpose
within this field and in this program. Deciding to come into the field of higher
education and student affairs was one of the hardest decisions I had to make. I
knew that it was a direct disobedience to my family, parents and cultural
expectations. I understood the sacrifices, hardships and struggles that my parents
went through to give my siblings and I access to education. However, I couldn't
deny my passion and sense of calling to this field. Even though I knew that my
decision was directly disobeying my family, I felt that it was a direct obedience what
I thought God wanted for my life. This decision has definitely strained my
relationship with my family, and for almost 6 months completely lost the
relationship I had with my parents. This class helped me come to terms with my
decision, and gave me the strength to not quit when I wanted to give up.

John's leadership class was another class that was both transformational and
life giving. This class felt very much like a community of support, challenge,
vulnerability and care. I looked forward to coming to class every week because I
would leave the classroom learning something profound. The conversations didn't
just end in the classroom, it happened on the way to class, after class, during lunch
and at random moments. One the greatest takeaways from this class was
understanding my own efficacy, something that I have really struggled in and often
still struggle with. I will never forget the assignment where we had to unpack what
gives us positive and negative efficacy spirals. I realized the people and
communities that are able to give me positive efficacy spirals were the same people
and communities that are easily able to give me negative efficacy spirals. By being
able to name this and accept this, I have since been able to notice when I am
spiraling and connect it to the reason why, rather than internalizing it-- a very
powerful tool. Through this class, I also learned the power of critical hope,
vulnerability, and self love.
I have also learned an immense amount from my work experience. In these
past two years, I had at the opportunity to serve as an Assistant Resident Director, a
graduate intern for the Office of Student Diversity and Multicultural Affairs and to
field work in India. Prior to grad school, I also had a NASPA NUFP internship at the
University of Illinois- Urbana Champaign and an ACUHO-I internship at Concordia
University. Throughout all these experiences, I have learned the value of being
student-centered. Given that my decision to be in the field was very purpose
driven, I find it very important to be student-centered and valuing the student's
voice when making decisions and implementing programs and initiatives.
Additionally, I have learned the value of holistic development. I believe the role of

student affairs professionals are to help students make meaning of their college
experiences, and to help them develop: mind, body and spirit. Lastly, I have
learned how to infuse soul with role. I learned this concept in my Spirituality class,
and have been able make meaning of it for myself during my graduate experience.
Infusing soul with role means to be authentic in my work environment, with my
students, and with my peers. This means to bring my values, my social identities,
my personality, my struggles and my authentic self to the table while also being the
best professional I can be. My passion areas within student affair are social justice,
identity development and vocational discernment, and I vow to do that work with
my students regardless of functional area I am. I wholeheartedly believe that these
three areas bleed into my professional existence and hope to make a positive
impact on student's lives. The last fundamental truth that I learned in throughout
my graduate experience in the classroom and in my assistantships is that social
justice is a journey, not a destination. I feel lucky and blessed to have found
amazing individuals who are willing to walk this journey with me-- to lift while we
climb, in solidarity.