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Breaking Down Barriers: Embracing Social Justice in Case Management

Gain insights on intersectionality, systemic oppression in programming, and self-care strategies for marginalized students. Explore tools and theories to enhance advocacy and support approaches. Reflect, engage, and collaborate for impactful student advocacy.

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Breaking Down Barriers: Embracing Social Justice in Case Management

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  1. Understanding the Walls that Divide Us: Case Management, Inclusion, and Social Justice Sean Joy, M. Ed. He/Him/His Case Manager Center for Cura Personalis Gonzaga University

  2. OBJECTIVES • Increased understanding of how intersectionality and systemic oppression should inform the type of policies, processes, and programming we create through a Case Management lens. • Develop an increased understanding of student activism and how this contributes to self-care. • Identify at least two tools derived from the theories and methods discussed to use in role of supporting marginalized students.

  3. BRAVE

  4. ? REALLY, WHAT DO YOU KNOW?

  5. EXPERT SOCIAL JUSTICE WARRIOR “WOKE” PERFECT ALLY

  6. NOVICE IN-TRAINING COMMITTEED TO JUSTICE AWARE ADVOCATE & PROTECTOR

  7. ? SO, HOW DID THIS HAPPEN?

  8. MENTAL HEALTH SELF-CARE CONFIDENCE TRANSITION TO ADVOCACY

  9. ? HOW DO YOU FRAME YOUR SUPPORT?

  10. THEORY Think of each theory as a tool. Each tool is used for a specific purpose. Individual Diversity Development Unawareness/Lack of Exposure Dualistic Awareness Questioning Self-Exploration Risk Taking/Other Exploration Integrating/Validating Others (Chavez, 2003) Transition Theory Situation Self Social Support Strategies (Schlossberg, 1995) Critical Race Theory Race-Conscious Approach Counternarratives Intersectionality White Privilege

  11. ? SO, WHAT NOW?

  12. FINDING A WAY “THE JOY METHOD” M R E F O R Modify Reach-Out Focus Organize Engage Recognize

  13. Recognize ? How does your presence impact the spaces you are in? How do your identities inform your work? Reflect upon lived experiences Understand privileges Identify areas of growth

  14. Engage ? How are you displaying your attention? What are you doing to connect? Space Parameters Listen Empathy

  15. Focus ? How are you using resources to support? In what ways are you increasing your learning? Identify lack of knowledge “Google It” Increase appropriate resources

  16. Organize ? How do you connect lived experiences with specific resources? What areas are lacking? Plan approach Connect appropriate resources Identify further gaps

  17. Reach-Out ? How are intentional relationships being created and maintained? In what ways are you increasing personal and professional visibility? Identify specific partners Connect & Collaborate Persist with confidence

  18. Modify ? What is currently not working? How are you identifying concerns from the student? Identify pros & cons Encourage Revise Plan

  19. ? So, how does this connect to our students?

  20. REFLECT How would you support these students? What factors would you be aware of? How would you collaborate with faculty, staff, and administration? What would your follow-up look like?

  21. “ LIFE’S MOST PERSISTENT AND URGENT QUESTION IS, ‘WHAT ARE YOU DOING FOR OTHERS?’ —Martin Luther King Jr.

  22. Sean Joy (/sean.joy1) @SeanJoy06 Joy@Gonzaga.edu

  23. REFERENCES • Cassidy, W., & Jackson, M. (2005). The need for equality in education: An intersectionality examination of labeling and zero tolerance practices. McGill Journal of Education, 40(3), 445. • Chávez, A. F., Guido-DiBrito, F., & Mallory, S. L. (2003). Learning to value the" other": A framework of individual diversity development. Journal of College Student Development, 44(4), 453-469. • Grant, C. A., & Zwier, E. (2011). Intersectionality and student outcomes: Sharpening the struggle against racism, sexism, classism, ableism, heterosexism, nationalism, and linguistic, religious, and geographical discrimination in teaching and learning. Multicultural Perspectives, 13(4), 181-188. • Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., & Forney, D. S. (2016). Student development in college: Theory, research, and practice. John Wiley & Sons.

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