Delaware State University Dynamic Self Matters E-Journal 5th Edition

Dynamic Self Matters. Our Commitment to Affirming You

8 Tug of War: Running Toward Freedom from Imposter Syndrome | Kaven Lester

From Distressed to Ecstatic: Utilizing Learned Skills in the Workforce | Nicole Drapluk

Navigating the Educational Leadership Landscape: My Journey of Growth and Impact

Aranda Ruiz-Morris

16 Alternatives to Addressing Gun Violence: A Community-Based Approach | Dor Bakor 18 Cultivating Excellence: A Journey Through Diversity, Equity, and Inclusion at Delaware State University | Dr. Althea Newell Morrison

22 How the NFL Embraced American and Black American Sign and More: Inclusive Performances at Super Bowl LVII | Tamia Gregory

DE&I COUNCIL

E-Journal Editorial Staff & Board

EDITORIAL STAFF

Pamela Mosley Gresham, JD Managing Editor & Chair, DE & I Council

A.Myrna Nurse, PhD Editor-in-Chief

Nirmaljit K. Rathee, PhD Deputy Editor

Joseph Fees, PhD Copy Editor

Francine Edwards, PhD Copy Editor

EDITORIAL BOARD

Albee Mendoza, PhD, ACUE Member

Call for Articles or Papers

Delaware State University’s Diversity, Equity & Inclusion (DE&I) Council is excited to invite faculty, staff, and students to submit articles or stories to be published in its monthly e-journal. The e-journal’s title is: Dynamic Self Matters. Its mission is: Our commitment to affirming members of the entire campus community.

Your article or paper can be on any of the following topics:

• An intercultural experience.

Note: An outstanding submission to be considered for the main feature

•Community service or work

•Travel experience

•Academic accomplishment or interest

•Sports accomplishment or interest

•Activism—internal or external of DSU

•Customer service at DSU

•Review of a book, movie, or documentary

Your article or paper must adhere to the following format and requirements:

• 800 to 1,000 words.

Note: An intercultural experience article is not to exceed 1,500 words.

•Times Roman, 12 point

•Double-spaced

•One-inch margins

•Minimum grammatical, mechanical, and spelling errors

•Either MLA or APA Style of documentation: Choose one and be consistent.

Please send your article or paper for consideration to be published in our fall 2024 semester issue no later than October 15, 2024, to: DEI@desu.edu.

NOTE: All articles must be submitted as a Word document only. No .pdf or PowerPoint, please. Failure to submit a Word document may result in a delay in processing your submission.

Tug of War: Running Toward Freedom from Imposter Syndrome

by Kaven Lester, Nursing, Class of 2026

On your mark! Get set! GO!!

This is the moment when nothing else matters but me and the track. My mind and my body are in unison like a symphony to get to one goal: to triumph over my competition. When I am running, all my problems seem to evaporate. When I speed down the backstretch, the world slows down as I just burst through time. This is what true freedom feels like to me. Nothing else in this world beats this feeling of pure joy as my inner child is exhilarated and fulfilled. From elementary school to high school, crossing that finish line is when I truly feel the most alive. Little did I know that I was about to go to war.

Battle for Freedom

As a high school senior applying to colleges, I was so excited to run on the collegiate level because that meant I was one step closer to making my dream come true: to run track professionally. Though I never got recruited to run for the school, I made Delaware State University (DSU) my choice for college because my family members attended it previously. I was very determined to get on the DSU track team as soon as I got to campus as a freshman. I wanted to make my dream of becoming a professional runner come true. I see that dream so clearly sometimes like I can reach out and grab it. The feeling of true freedom is all I think about. But life had other plans for me.

It turned out that I was not eligible to be on the track team at DSU because I was missing a math credit. NCAA standards are very to-the-book and have a formula that does not change (NCAA, 2023; NCSA, 2023). I went into battle trying so hard to

find loopholes for me to run track. But after many panic-ridden hours, talks, and consultations, there was no going around it: I had to earn that math credit and while doing so, I had to sit out for a season.

Tug of War

An entire year without running was like an entire year without air. Being from Connecticut, what was worse was that I had to learn how to adapt to college life and the change of the environment on top of this huge loss. I was drowning. At the time I did not know how to navigate those types of waters. I was devastated and defeated and having to sit out a whole year took such a toll on me mentally. I was playing tug of war with myself. One side of me was thinking constantly with the illusion of myself winning most of the time and working hard to get my academics in order and earn my spot on the track team. The other side of me wanted to distract myself from the situation I was in. So I ended up picking up a bunch of bad habits.

Specifically, I was hanging out with people who were not in my usual crowd because since I was not part of a team, I felt lost. These people did not add any value to my life at all. I knew this was not me, but I had a serious case of imposter syndrome, meaning that since I could not perform anymore or get praise for my actions my self-doubts were rising to the surface (Davis, 2023). This led me to have anxiety and depression symptoms. As I thought about it, I believed I always had imposter syndrome and I would sabotage myself because I felt like I did not deserve what I achieved (Azab,

2023). Now, away from family, away from track, I felt it more than ever. I felt like a boat in a storm with no anchor. If I was not a star athlete, then who was I? I was not sure of myself anymore.

Winning the War

After about six months of this lifestyle, I had a dream which brought me back to my senses. I remember it so vividly. I was looking down and I was on a track. Then I looked up and I saw myself competing again. When I woke up that night, something was different. I felt different. The dream ignited something in me, and I could see my dreams in my head more clearly. They were tangible now. I immediately started to get back in shape. There was nothing I desired more than to feel that freedom I get on the track.

At first, the process to get back in shape was a little rocky because I was playing tug of war with myself. Imposter syndrome is hard to navigate through if you are not ready, but there are ways to battle and win imposter syndrome (Gotian, 2022). Whenever times got hard for me to keep going, I remembered what my mom told me: “Walk by faith, not sight.” I learned how valuable discipline and consistency could be during my freshman year at DSU.

One day at a time I was getting stronger and winning the tug of war against myself. Then,

the unexpected happened. When I was working out, the track coach approached me. He started noticing the work I was putting in to get on the track team next year. He told me that I should run in an upcoming practice meet in four weeks. I was happy that he approached me, but a little voice in my head was telling me otherwise. The imposter syndrome began to creep back up again (Abramson, 2021). My anxiety shot through the roof, and I did not believe I deserved to run in the meet. I thought I was getting a hang of this game of tug of war, but the imposter syndrome was too strong. I let my emotions control me and fell back into old habits. Then my mom told me something I will never forget: “Your invitation is your validation.” I remembered why I started to run track again and why this sport mattered to me so much. I instantly snapped back to my senses and got back to work.

On meet day, I was so anxious, but I remembered all the work I put in. To calm my nerves as I waited for my race, I remembered the words my mom said about validation, and I visualized how I would run the race. It gave me a sense of control. All I could think about was winning the race, and thought about how nothing else mattered as the world slowed down when I ran. When it was time to get on the line, my mind became clear. On your mark! Get set! GO!!

References

Abramson, A. (2021, June). How to overcome impostor phenomenon. Monitor on Psychology. American Psychological Association. www.apa.org/monitor/2021/06/cover-impostor-phenomenon. Azab, M. (2023, August). The history of imposter syndrome. Psychology Today. https://www.psychologytoday.com/us/blog/neuroscience-in-everyday-life/202308/the-history-of-imposter-syndrome. Davis, T. (2023) Self-doubt: Definition, causes, & how to overcome it.” The Berkeley Well-Being Institute. www.berkeleywellbeing.com/self-doubt.html. Gotian, R. (2022, June). 10 Ways to overcome imposter syndrome. Psychology Today. https://www.psychologytoday.com/us/blog/optimizing-success/202206/10-ways-overcome-imposter-syndrome. NCAA. (2023). Compliance. NCAA. https://www.ncaa.org/sports/2021/2/10/recruiting-calendars-faq.aspx. NCSA. (2023). NCAA Approved Courses: What are the NCAA Core Courses? NCSA. https://www.ncsasports.org/ncaa-eligibility-center/ncaa-core-courses.

From Distressed to Ecstatic: Utilizing Learned Skills in the Workforce

by Nicole Drapluk ̓23, BS, Psychology

Distressed: Leaving the BS

Like most young people who decide to major in Psychology, I wanted to use my education to make a direct impact on how society addresses mental health. I was curious about human behavior, the nervous system, social conditions, trauma, and how these factors are intrinsically connected. In terms of the mental health field and our society today, I have always felt as though we are constantly experiencing one crisis after the other with little guidance on how to grapple with it emotionally. It appeared to me that much of psychology and mental health awareness was compartmentalized to be distinctly apart from the conditions people experience daily. So, I decided to attend an HBCU and major in Psychology to understand how mental health services can be given to more diverse populations with equitable and inclusive practices.

Throughout my undergraduate studies, I was able to ask questions in the realm of academia and challenge the way I viewed the world. Wanting to learn more in psychology, I enrolled in Delaware State University’s Certified Alcohol and Drug Counselor (CADC) program (Delaware State University, 2023). This program forced me to grapple with the connection between substance use disorders and social conditions. There is an undeniable relationship between race, class, gender, homelessness, capitalism, and substance use that is often neglected in the realm of mental health treatment and accessibility. Through this program, I obtained invaluable coursework and counseling experience regarding the treatment and prevention of substance use disorders. With the foundational knowledge obtained from my coursework and direct application in the clinical setting, I was able

to develop skills such as active listening, redirection, systematic and ethical decision-making, relapse prevention, and inclusivity.

As my last semester of college quickly approached, I was distressed with the idea of finding work after graduation. I experienced a constant cloud hanging overhead due to the general message that there is no work in the field of psychology without obtaining a master’s or doctoral degree. Personally, this was extremely discouraging as I felt that graduate-level programs are not accessible to most people, especially first-generation and underrepresented students. As I finished my senior year of college and graduated with my Bachelor of Science (BS) degree in Psychology in Spring 2023, I faced the same question that many of my peers also wondered: “How can I pursue my passion for psychology in a job market that almost always requires a graduate degree or years of experience?”

Ecstatic: Being a BHA

As a newly graduated Psychology undergraduate, I found myself choosing between the realms of research or behavioral health. After much consideration, I took the latter approach. I was ecstatic to land a position as a Behavioral Health Associate (BHA) at Carolina House, a residential eating disorder treatment program located in Durham, North Carolina (Carolina House, 2017). At Carolina House, I serve as the frontline for patient concerns and crises. Due to the nature of my position at Carolina House, I am constantly interacting with vulnerable patients who come from diverse socioeconomic backgrounds and have different racial, gender, and ethnic identities.

This position allows me to have a direct impact on the lives of my patients, which is what I always wished for. My degree in Psychology laid the foundation for me to be able to thrive in this position. Receiving my education from an HBCU almost always meant my coursework was geared toward cultural competency and inclusivity. Courses such as Social Psychology, Trauma and Self Care, Cross-Cultural Psychology, and Abnormal Psychology encouraged me to consider all the different factors influencing a patient and not just what is presented at the surface level. Many of my courses emphasized the importance of selfregulation, which is particularly useful since a large responsibility of a BHA is crisis management and de-escalation which requires one’s full, undivided attention at unexpected times. These are skills I use daily as a BHA when intervening in crises with an ethnically and gender-diverse patient population.

According to Doyle (2021), hard skills are skill sets that are often learned from educational experience and are measurable like speaking another language or GPA while soft skills are subjective skills and are often observed like teamwork or time management. According to Naufel et al., (2018), I have gained a skill set that Psychology students are well-equipped to obtain from their time at DSU, and I have applied them to my current position as a BHA. I believe the skills learned from my bachelor’s degree have laid the foundation for me to thrive in my current position. Some of my responsibilities as a BHA include facilitating educational-rehabilitative groups using Dialectical Behavioral Therapy, encouraging patients to meet their nutritional needs and providing their meal support, and collaborating

with a team of dietitians, therapists, and nurses to implement a safe, supportive, and structured treatment environment. These responsibilities highlight hard skills such as active listening and motivational coaching as well as soft skills in the realms of communication (oral communication and written communication), social skills (service orientation and management), and cognitive skills (critical thinking and information management). Importantly, I learned the personal skill of selfregulation and setting firm boundaries with patients, which has been imperative to prevent transference and countertransference (Reldbord, 2010).

As I reflect on my time at DSU, I believe that the main takeaway from my undergraduate degree is that we are forever learners and constantly adapting. When graduation approached it felt like I was just beginning to solidify my interests and that there was still so much to learn and so much work to be done. Whether I return to school in the future, I have built the foundation and skills to continue building on specific passions that formed throughout my collegiate experience. My education at DSU taught me that there are many factors intrinsically connected to mental health, meaning there is no shortage of ways to make an impact. While my current passions lie in the field of Counseling Psychology, my degree has given me the flexibility to try other areas of work and the confidence in my skill set to thrive in any environment of my choosing. My bachelor’s degree in Psychology has equipped me with the unique ability to succeed in a multitude of fields of work.

References

Carolina House. (2023). Carolina House. Carolina House: Eating Disorder Treatment Center Serving All Genders. https://www.carolinaeatingdisorders.com/ Delaware State University. (2023). Certificate in alcohol & drug counseling program. Wesley College of Health & Behavioral Sciences. Delaware State University. https://wchbs.desu.edu/departments/psychology/certificate-alcohol-drug-counseling-program Doyle, A. (2021, November). Hard skills vs. soft skills: What’s the difference? The Balance. https://www.thebalancemoney.com/hard-skills-vs-soft-skills-2063780 Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., …Richmond, A. S. (2018). The skillful psychology student: Prepared for success in the 21st century workplace. Retrieved from: https:// www.apa.org/careers/resources/guides/transferable-skills.pdf Reldboard, S. (2010, March). An Overview of countertransference. Psychology Today. https://www.psychologytoday.com/us/blog/sacramento-street-psychiatry/201003/overview-countertransference#:~:text=When%20patients%20 project%20feelings%20onto,feelings%20evoked%20by%20other%20causes.

Navigating the Educational Leadership Landscape: My Journey of Growth and Impact

by Malbis Aranda Ruiz-Morris

Pursuing my doctorate in Educational Leadership at Delaware State University (DSU) has been one of the most life-changing milestones I have undertaken, particularly marked by the true meaning of diversity, equity, and inclusion (DEI). As a Hispanic individual navigating the rigorous journey toward a doctoral degree in the United States, I have come to realize that this pursuit transcends mere academia; it has profoundly shaped every facet of the leader within me. This article seeks to engage in a scholarly discourse that delves deeper into the evolution of my educational leadership trajectory, emphasizing its broader impact. It seeks to embrace both the similarities and differences that make up the landscape of educational experiences, while upholding the ideals of fair outcomes and universal access to opportunities for people of varying backgrounds, experiential settings, and insights. Moreover, it underscores how the culmination of this doctorate has served to fortify the core tenets of my leadership, resonating strongly in an educational landscape that increasingly values diversity of viewpoints and inclusiveness.

At every step of this transformative quest, DSU has served as a crucible where my leadership tenets were not only honed, but also significantly reborn. The emphasis on diversity and equity within DSU’s academic ecosystem has been a cornerstone of this transformation. It has provided me with the critical tools and perspectives needed to navigate the complex, multicultural fabric of educational environments.

As Maxwell (2023) wisely posits, true growth necessitates deliberate cultivation and a nurturing environment. DSU has proven to be precisely that nurturing ground, affording me the invaluable space to not only refine my leadership acumen but also to revolutionize my entire approach to leadership, particularly through the lens of DEI.

My Educational Leadership Mindset

In the enriching environment of DSU, my perception of educational leadership has been profoundly influenced by an array of academic exposures mixed with experiential insights garnered through different roles within higher education. This has transformed into a dynamic, multifaceted process, characterized by the art of influencing others toward a collective objective within a group dynamic (Northouse, 2018). This journey has been filled with interactions with leaders who embrace multiple styles and approaches to the higher education landscape. What I appreciate most is my ability to draw lessons from each of these encounters, equipping myself with ongoing learning and recognizing its critical role.

At DSU, I have significantly advanced my expertise in human capital and resource management, prioritizing equitable treatment within a diverse workforce. This involved building inclusive, highperforming teams and staying abreast of modern leadership trends in higher education. My dedication to promoting diversity and inclusivity extended beyond words, evident in concrete actions taken among students and faculty.

Through the rigorous academic guidance of my esteemed professors at DSU, I have learned that leadership serves as a catalyst for growth across various dimensions, including personal development, interpersonal relationships, productivity, and community advancement. It requires continuous self-reflection, unwavering commitment to self-improvement, and a clear vision for our collective progress. As leaders, it’s our duty to both challenge and uplift those around us, offering the necessary support for them to reach their full potential. This educational journey has not only enriched my knowledge but has also instilled a deep sense of responsibility to lead with equity, diversity, and inclusion at the forefront.

Shaping Assumptions and Beliefs

My understanding of leadership has been profoundly influenced by a diverse array of experiences garnered from various roles within higher education and my doctoral program at DSU. This journey has been punctuated by encounters with leaders employing a spectrum of styles and approaches in the higher education landscape. What I hold dear is my ability to glean lessons from each of these encounters, whether they have exemplified positive or negative attributes. It is this continual learning process that I hold in high regard, recognizing its pivotal importance.

DSU has played a crucial role in shaping my leadership approach. It emphasizes the importance of diverse teams, encouraging them to challenge norms and devise innovative solutions. I strongly advocate for combining diversity with a supportive and inclusive culture. Such an environment allows every member to contribute their unique abilities fairly. This inclusive approach not only fosters a positive work atmosphere but also unlocks the full potential of each team member, promoting creativity and collaboration in tackling complex challenges in higher education leadership.

Encounters with autocratic leaders confirmed the importance of effective communication and cohesive teamwork in navigating challenges. On the contrary, witnessing the impact of inspirational leaders illuminated the profound influence a leader can have on their team. These experiences have profoundly shaped my leadership style, emphasizing a commitment to lead with equity, diversity, and inclusion at the forefront. The combination of these encounters, along with the knowledge gained at DSU, has significantly influenced both my leadership philosophy and my practical approach to driving positive change in higher education.

My Leadership Style

Drawing inspiration from the situational leadership theory proposed by Hersey, Blanchard, and Johnson (2003), as well as insights from Cherry (2023), my leadership philosophy centers around the holistic on the holistic development of all stakeholders. This involves tailoring my approach to specific situations and team needs, aiming for lasting growth and satisfaction. My core leadership style leans toward transformational leadership, known for its adaptability and democratic inclusivity (Ashikali et al. 2021). This approach, supported by Downton (1973), Burns (1978), and Bass (1990), emphasizes building trust, respect, and admiration within the team. It aligns seamlessly with Maxwell’s (2020) leadership framework, which focuses on individualized attention, intellectual stimulation, inspirational motivation, and nurturing a positive, collaborative culture.

Studying Ethics, Law, and Public Policy in Higher Education has empowered me to tailor policies and initiatives to specific situations. This entails advocating for the representation and active involvement of all stakeholders, irrespective of their demographic backgrounds. To achieve this, I openly set clear objectives and goals, encourage frank dialogues between staff and leaders, and cultivate an environment that promotes the exchange of ideas and solutions (Coleman and Taylor, 2023). In particular, I encourage the active participation of underrepresented people while advocating fair and equitable treatment for all.

My Leadership Core Tenets

In my Doctoral program, I’ve translated my core leadership tenets into tangible actions that have had a positive impact on the education landscape. Firstly, I lead by example with an inclusive lens, actively demonstrating equity, diversity, and inclusion through my actions. This sets a standard for my team, encouraging them to embrace and champion diversity. Secondly, I prioritize people-centric leadership, recognizing the power of human connection in fostering an inclusive environment. Building relationships at all levels of the team not only builds trust but also ensures everyone feels valued and heard.

Additionally, I have been a proactive advocate for change, recognizing the need for transformation in promoting inclusivity and dismantling systemic barriers. This has led to tangible initiatives aimed at challenging biases and promoting diversity. Moreover, I have embraced vulnerability and humanity, creating a safe and empowering space for individuals to bring their whole selves to the table. This acknowledgment of shared humanity has fostered a culture of compassion, empathy, and respect within the team.

Furthermore, active listening as a Catalyst for Inclusion has ensured that diverse perspectives are not only heard but integrated into decisionmaking. This practice has been instrumental in making everyone feel valued, regardless of their background or identity. Lastly, I have promoted a data-driven approach to equity, using relevant data to inform strategies that promote fairness and inclusivity. This commitment to data-informed practices has been crucial in monitoring progress and holding myself accountable to the equity goals.

Overall, these leadership tenets have been forged throughout my doctoral program having a tangible impact on both the real world and educational landscape. In embodying these principles, I strive to inspire and empower others to build a more inclusive and equitable future in which each person feels valued, supported, and able to contribute their unique perspectives and talents.

Conclusion

This program has highlighted the profound impact that authenticity and unwavering commitment have in inspiring and guiding others. My leadership approach has been honed by placing people at the forefront, emphasizing genuine connections, effective communication, and empowering relationships. I firmly believe that leadership transcends mere authority; it’s about comprehending, supporting, and harnessing the collective potential of a team.

In essence, my DSU doctoral program has equipped me with a refined toolkit for navigating the complexities of higher education leadership, particularly in advancing equity, diversity, and inclusion. It has strengthened my resolve to

References

lead with integrity, ensuring thriving institutions and flourishing individuals in an inclusive and equitable environment. Looking ahead, I carry with me a commitment to ongoing growth and evolution, guided by an unwavering dedication to equity and inclusivity. Indeed, my time at DSU has truly been a rich journey of growth, refinement, and self-discovery. However, the journey is far from over; it is an ongoing evolution, and I am excited to see where it takes me next.

Malbis Aranda Ruiz-Morris

is a Hispanic descendant who currently holds the positions of senior lecturer and International Cooperation Coordinator at Shortwood Teachers’ College in Jamaica. She recently achieved an academic milestone by defending her Doctorate in Educational Leadership in Higher Education at Delaware State University. Notably, Malbis is a first-generation university graduate in her family, highlighting her determination and groundbreaking spirit. Her accomplishments proudly represent the 2023 Jamaican cohort, and her exceptional achievements and dedication to education continue to inspire and make a significant impact in the field of higher education.

Ashikali, T., Groeneveld, S., & Kuipers, B. (2021). The Role of Inclusive Leadership in Supporting an Inclusive Climate in Diverse Public Sector Teams. Review of Public Personnel Administration, 41(3), 497-519. https://doi.org/10.1177/0734371X19899722. Bass, B. M. (1990) From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics 18, 19-31. Burns, J. M. (1978). Leadership. NY: Harper & Row. Cherry, K. (2023, March 10). Situational Leadership Theory. Verywell Mind. https://www.verywellmind.com/what-is-the-situational-theory-of-leadership-2795321. Coleman, L. R., & Taylor, E. D. (2023). The Importance of Diversity, Equity, and Inclusion for Effective, Ethical Leadership. Clinics in Sports Medicine, 42(2), 269-280. Downton, J. V. (1973). Rebel leadership: Commitment and charisma in a revolutionary process. New York: Free Press. Hersey, P., Blanchard, K. H. & Johnson, D. E. (2008). Management of Organizational Behavior: Leading Human Resources (9th ed.). Upper Saddle River, N.J.: Pearson Prentice Hall. Northouse, P.G. (2018). Leadership Theory and Practice (8th Edition). Thousand Oaks, CA: Sage. Publications. ISBN: 978-1506362311 Maxwell, J.C. (2020). The Five Levels of Leadership. Thomas Nelson, Inc. https://christiandiet.com.ng/wp-content/uploads/2020/06/ The-5-Levels-OfLeadership-Proven-Steps-To-Maximize-Your-Potential-. Maxwel, J.C. (2023, September 19). 3 Key Insights on Learning That Turn Experience into Personal Growth. Maxwell Leadership. https://www.maxwellleadership.com/blog/turn-experience-into-personal-growth/.

Alternatives to Addressing Gun Violence: A CommunityBased Approach

by Dor Bakor

Abstract

The typical reaction to gun violence is rigorous police, arrests, and imprisonment of nonviolent firearms offenses committed by young adults. These approaches have exacerbated acute injury in communities already dealing with high rates of gun violence, especially police shootings, and a loss of trust in the criminal justice system’s legitimacy. Safe Streets collaborates with communitybased groups to create and execute solutions for reducing and preventing violence, notably shootings and homicides. The initiative focuses on community members, churches, and civic leaders intervening in confrontations and advocating nonviolent approaches to violence. Safe Streets USA provides four distinct home security solutions for complete protection to ensure public peace and safety.

A Description of Community-Based Approaches

In 1999 Helen Keller remarked, “[A]lone; we can do so little; together, we can do so much” (Helen Keller Quotes, n.d.). Rather than allowing foreign forces to come in and accept these obligations, community-based approaches can assist communities in working to prevent social issues and communicate directly with those that develop. Safe Streets is a well-known community group that implements tactics to minimize and prevent violence, intervenes in confrontations, and promotes nonviolent alternatives.

The Importance of Community Based Approaches

A community-based approach assists communities in preventing social issues and dealing with those that do occur. It helps people in distress in restoring familiar cultural routines and support networks. According to the National Library of Medicine, “[A]lmost 49% of shootings occur in communities with no relationship to a community approach” (Collins et al., 2018, P.5). This proportion demonstrates the need for community engagement in crime prevention for successful social control, which may include direct behavior and participation in social and juvenile justice organizations. These community initiatives seek to integrate unique interest entities (women, adolescents, and the elderly) into the macroeconomic life of the community. One of their primary objectives is to deter criminals and maintain public order.

Safe Streets Purpose

The FBI established the Safe Streets initiative in 1992 in response to the increased prevalence of despicable acts throughout the United States. According to the article Safe streets: combining resources to address violent crime, “The initiative permits federal law enforcement officials to work with their colleagues in the state and local levels in combating violent crime” (Shur, 1995, P.28-29). This enables them to combine the FBI’s massive violence prevention tools with firsthand insight into the variables impacting heinous acts in their region. Reducing extreme criminal cases at both stages of police departments is a crucial

benefit of the approach. Safe Streets collaborates with neighborhood groups to create and execute solutions for reducing and preventing violence, notably shootings and homicides. The initiative focuses on community members, ministers, and local leaders to engage in confrontations and advocate nonviolent approaches to aggression.

The Advantages of the Safe Streets Movement

Safe Streets comprises five primary parts: local engagement, communication, education reform, the inclusion of belief leaders, and criminological intervention. Safe Streets requires police assistance and primarily relies on a robust public awareness program to teach individuals that gunfire and aggression are unacceptable. Finally, it asks for community building so that people may exert opportunities for social interaction and react to events that concern society. According to The Journal of the American Planning Association, “Safe Streets works to engage members of the faith community to perform activities that complement those of the outreach workers” (Dumbaugh & Gattis, 2005, P.3). The objective is for these spiritual leaders to offer sanctuaries, communicate to increased violent citizens, engage in, and offer guidance in gun reactions, advocate peaceful coexistence, and encourage congregations to try to prevent massacres and deaths.

References

The Other Side

Engagement and trust are inextricably linked; one could not flourish without the other. As a result, one significant impediment to effective civic engagement might be a low confidence level between individuals and those in charge of the legal system. According to a U.S. Department of Justice study, “[M]embers of the target group or the community may not agree with the “experts” about what is required; this caused an increase in shootings and deaths” (Welsh & Farrington, 2007, p.43). Individuals may oppose community relations projects for many reasons. The fundamental factor is residents’ mistrust of the police force. Building community trust is critical for efficient policing. Professional police optimize the performance of neighborhood connections, increases communication, and encourages collaborative accountability for dealing with crime and disruption.

Synopsis

Furthermore, in reaction to the rising occurrence of vile crimes across the United States, the FBI launched the Safe Streets campaign in 1992. As a result, Safe Streets used techniques to reduce and avoid violence, intervene in conflicts, and promote peaceful alternatives. Overall, a community-based strategy, such as Safe Streets, is a major contributor in reducing gun violence.

Collins, S. E., Clifasefi, S. L., Stanton, J., The LEAP Advisory Board, Straits, K. J. E., Gil Kashiwabara, E., Rodriguez Espinosa, P., Nicasio, A. V., Andrasik, M. P., Hawes, S. M., Miller, K. A., Nelson, L. A., Orfaly, V. E., Duran, B. M., & Wallerstein, N. (2018). Community-based participatory research (CBPR): Toward equitable involvement of community in psychology research. American Psychologist, 73(7), 884–898. https://doi.org/10.1037/amp0000167.

Dumbaugh, E., & Gattis, J. L. (2005). Safe Streets, Livable Streets. Journal of the American Planning Association, 71(3), 283–300. https://doi.org/10.1080/01944360508976699.

Helen Keller Quotes. (n.d.). BrainyQuote. https://www.brainyquote.com/quotes/helen_keller_382259. Shur, D. (1995). Safe streets: combining resources to address violent crime. The FBI Law Enforcement Bulletin, 64(4), 1+. https://link.gale.com/apps/doc/A16921439/AONE?u=bccc_main&sid=bookmark-AONE&xid=264b5364. Welsh, B. C., & Farrington, D. P. (2007). Save children from a life of crime. Criminology &Amp; Public Policy, 6(4), 871–879. https://doi.org/10.1111/j.1745-9133.2007.00465.x

Cultivating Excellence: A Journey through Diversity, Equity, and Inclusion at Delaware State University

by Dr. Althea Newell Morrison

In the realm of higher education, the adage “Education is the passport to the future, for tomorrow belongs to those who prepare for it today,” as eloquently expressed by Malcolm X, serves as a guiding principle. This sentiment finds resonance in the transformative experience of the Jamaican cohort at Delaware State University (DSU), where the pursuit of educational leadership is not merely a scholarly endeavor, but a profound journey steeped in cultural diversity, inclusion, and equality.

Wang (2023) underscores the importance of fostering equity and inclusion, emphasizing fair representation across diverse backgrounds in higher education. This philosophy aligns seamlessly with the aspirations of the Jamaican cohort, which embarked on the pursuit of a Doctoral degree in Educational Leadership at DSU. The motivation was not only personal but rooted in a collective vision to become leaders in education. DSU was seen as the crucible that would provide the necessary educational facilities to propel these individuals into leadership roles.

However, the journey was not devoid of challenges. Many cohort members grappled with socioeconomic, emotional, mental, psychological, and financial obstacles that impeded their academic progress. Yet, DSU distinguished itself by offering robust support systems, including coaching and mentorship, that became pillars of strength for students

navigating these challenges. Importantly, the cohort found solace and support in each other, creating a collaborative atmosphere that facilitated collective achievement despite individual adversities.

Reflecting on the intensity of the academic experience, the author attests to the transformative nature of their journey at DSU. This experience becomes a testament to DSU’s potential as an educational institution, particularly for Jamaicans seeking tertiary education. The author emphasizes the attributes required for success—discipline, time management, focus, familial support, and a balanced lifestyle—essential for any progressive student navigating the complexities of higher education.

Within the broader context of Higher Educational Institutions (HEIs), the importance of cultural diversity, inclusion, and equity is gaining prominence. Vos et al. (2016) assert that these aspects are not only essential but also pivotal for meeting the requirements of the labor market. DSU emerges as an international game changer, offering an Educational Leadership program that provides a unique mix of professors specializing in ethics, law, cultural diversity, inclusion, organizational behavior, and more. This diversity of academic expertise fosters rich discussions and adaptability within the work environment, contributing significantly to the personal development of the cohort.

The unique composition of the J65 cohort, with individuals hailing from the Caribbean, brings a wealth of cultural experiences and exchanges to DSU. This diversity enhances the learning environment, with mature individuals whose experiences complement each other, contributing to a dynamic and impactful learning process. Beyond academics, friendships are formed, creating a bond that transcends the academic realm. The influence of Kurt Lewin’s concept of “group dynamics” is evident as the cohort becomes a dynamic and powerful entity, influencing individuals and communities within DSU.

As the author delves into the operational aspects of their academic journey, the importance of communication in the delivery of international courses takes center stage. DSU is encouraged to enhance its timely communication processes, recognizing the delicate balance among international students, their workloads, familial commitments, and professional responsibilities. Despite the existence of a timetable, unpredictable events occasionally disrupted the dynamics for goal achievement. This aligns with the observations of Vrielink et al. (2017), who highlight the paradigm shift required to manage logistics in HEIs, emphasizing the increasing demand for flexibility and availability.

The article advocates for improvements in DSU’s quantitative research arm to better equip students for the global market. While acknowledging the role of external assistance, the suggestion of in-house training for professors is presented as a proactive measure. Each student is acknowledged as an architect of their academic journey, responsible for finding solutions to ensure success.

Consistency emerges as a paramount factor in achieving and maintaining the university’s ranking. Proitz (2020) highlights the need for a universal consistency requirement in study program planning, emphasizing alignment between learning activities, defined outcomes, and assessments. The call for internal literature to align with global requirements seeks to eliminate confusion and streamline the educational experience. Concerns about the understaffing of the Graduate Studies department prompt a recommendation to strengthen the department, ensuring timely and effective support for the Jamaican cohort.

The need for improvements in safeguarding students’ documents and streamlining the grading process is highlighted. The importance of adhering to due process is stressed, minimizing the stress associated with resolving issues. The article acknowledges DSU’s role as a springboard to character building and people skills, expressing admiration for the flexibility of the payment plan. The support provided by the class representative is commended, underscoring the significance of cohesive cohorts in the academic journey.

In conclusion, as DSU continues to grow, the infusion of Caribbean culture is envisioned as a rich experience, enhancing the immersion of students in a developed country. The journey at DSU, as narrated by the author, encapsulates not only the challenges but also the triumphs and the invaluable contributions of diversity, equity, and inclusion. DSU emerges as a transformative force in higher education, shaping individuals who are not just academically adept but culturally aware and globally prepared for the challenges of tomorrow.

Cultivating Excellence: A Journey through Diversity, Equity, and Inclusion at Delaware State

University

continued

References

Gencer, H., (2019). Group Dynamics and Behaviour. Universal Journal of Educational Research 7(1): 223-229, 2019 http://ww w.hrpub.org DOI: 10.13189/ujer.2019.070128.

Malcolm X Quotes. (n.d.). BrainyQuote.com. Retrieved September 20, 2023, from BrainyQuote.com [Available Online] https://www.brainyquote.com/quotes/malcolm_x_386475.

Oude Vrielink, R.A., Jansen, E.A., Hans, E.W., Van Hillegersberg, J., (2017) Practices in timetabling in higher education institutions: a systematic review. DOI 10.1007/s10479-017-2688-8. [Available Online] https://d-nb.info/1149213442/34.

Prøitz, T.S. (2021) Consistency in study programme planning and the complexity of curriculum logics, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1931838.

University of the Pacific (2024). Education is the passport to the future, for tomorrow belongs to those who prepare for it today. [Available Online] https://pacific.edu.ni/education-is-the-passport-to-the-future-for-tomorrow-belongs-to-those-who-prepare-for-ittoday-malcolm-x/#:~:text=Education%20is%20our%20passport%20to,gave%20on%20June%2028%2C%201964.

Vos, M., Çelik, G. and de Vries, S. (2016), “Making cultural differences matter? Diversity perspectives in higher education”, Equality, Diversity and Inclusion, Vol. 35 No. 4, pp. 254-266. https://doi.org/10.1108/EDI-11-2015-0092.

Wang, L. (2023). Equity, inclusion, and the transformation of higher education. [Available Online] https://www.unesco.org/en/articles/equity-inclusion-and-transformation-higher-education#:~:text=Fostering%20equi ty%20and%20inclusion%20involves,gender%2C%20physical%20and%20mental%20characteristics.

How the NFL embraced American and Black American Sign and More: Inclusive performances at Super Bowl LVII

by: Tamia Gregory

An Inclusive Super Bowl

During Super Bowl LVII – on February 12, 2023, which happens to also be during Black History Month, Black women made history! Didn’t we love to see that? As Sheryl Lee Ralph gave an astonishing performance of the unofficial Black national anthem “Lift Every Voice and Sing” before kickoff, Justina Miles performed the American Sign Language Interpretation. Miles, a twenty-year-old from Philadelphia, is a Deaf performer, student, and cheerleader at Bowie State University, an HBCU located in Bowie, Maryland. She also interpreted each of Rihanna’s songs during the live halftime show.

This moment was monumental for the Black and Deaf communities for a handful of reasons. First, this was the first time the Black National Anthem has ever been performed on the field at an NFL championship game. Second, this was the first time a Black, Deaf performer has performed at the Super Bowl. Third, this was the first time a Black, Deaf performer has signed both the opening and halftime shows for an NFL championship game.

Oftentimes, the Deaf community is overlooked as many public events do not take their inability to hear into account. For the hearing, it can be easy to take this ability for granted. When speaking to CNBC Make It, Miles accounted, “I value the opportunity to make it possible for all Deaf people to enjoy these songs, and not have them miss out

on the full Super Bowl experience.” Miles went viral the morning after the Super Bowl in a video of her signing to the Rihanna hit, “B---- Better Have My Money.” The viral video exemplified the energy and passion that many signers and those in the Deaf or Hard-of-Hearing community typically emote when singing.

An Introduction to American Sign Language (ASL) and Black American Sign Language (BASL)

In the 19th century, early American Sign Language (ASL) was taught in schools for the Deaf, but White schools shifted their focus to lip-reading and speaking in place of signing. Schools for the Deaf for Black students continued teaching sign language, and as time progressed, Black American Sign Language (BASL), also known as Black Sign Variation (BSV) evolved independently (Hansen, 2021).

Much like spoken language, those who communicate with sign language have their own accents and dialects – no two people sign the same. Post-Brown v. Board of Education, when segregating schools was deemed unconstitutional in America, BASL users and ASL users had a difficult time understanding one another because BASL was still more closely related to early ASL (Hansen, 2021). As a result, ASL became the classroom standard. Similarly, as with American English and African American Vernacular English (AAVE), BASL users codeswitch between ASL and BASL (Hansen, 2021).

Globally, there are multiple varieties of Sign Languages used by Deaf, Hard-of-Hearing, and Hearing people who communicate with them. For example, Plains Indian Sign Language in America (PISL) was utilized by Native Americans as far back as the 16th century to communicate with other tribes (Wyoming Humanities, n.d.). British Sign Language (BSL) is used in the United Kingdom, Spanish Sign Language in Spain, and French Sign Language in France, from which historians and linguists believe ASL evolved over 200 years ago (National Geographic, n.d.).

The History of Black Deaf Culture

In looking at how Black and Brown Deaf people were educated in the past, this is also rooted in educational barriers and inequality. The first school for the Deaf in America was created in 1817, but Black students were denied entry until 1952 (Reynolds, 2023). Dr. Joseph Hill, assistant professor in the Professions of Deafness Programs at the University of North Carolina at Greensboro, says language variation is impacted by two factors: social factors like age, socioeconomics, and gender, and geographical factors such as North or South (Stretten, 2014). Thanks to these factors, there are still differences in the way two BASL users sign, though they will both use variations that are not present in ASL.

BASL uses more “double-handed gestures” than ASL and borrows much of its vocabulary from AAVE due to the segregation of schools for the Deaf resulting in Black students learning from their community members (Reynolds, 2023). BASL users utilize more space and facial expressions when communicating with one another but can switch back to ASL at any given moment. “Our signing is louder, more expressive,” Teraca Florence, a former president of the Black Deaf Student Union at Gallaudet University, where 8 percent of the student body

was African American, tells the Washington Post. “It’s almost poetic” (Stead Sellers, 2012). During integration, ASL and BASL lacked mutual intelligibility because of the separation of students for nearly a century in combination with AAVE’s influence on BASL. To illustrate this point, Cecil Lucas, a professor of linguistics at Gallaudet, explains that the sign for “bad” can mean “really good” in BASL, and the sign for “word,” a colloquial term often used in AAVE meaning “that’s cool,” or “that’s what’s up,” similarly can mean “That’s the truth!” in BASL (Stead Sellers, 2012).

The NFL Increases Inclusivity

The NFL has made strides in terms of its diversity, equity, and inclusion efforts. It goes without saying that the inclusion of an R&B performance with a Black sign language interpreter has taken these efforts to new heights. Additionally, seeing Miles on the football field made that part of the Super Bowl available to a community that may have historically been overlooked.

According to Kuster et al. (2015), there is still work to be done in that we must continue to examine how deafness and the use of various forms of sign language contribute to human diversity. Since the 1970s, Deaf communities have brought awareness to the public regarding their social and political self-determination, and in recent years have begun to recognize themselves as global Sign Language Peoples (SLPs) (Kusters et al., 2015).

In December of 2006, the World Federation of the Deaf (WDF) attended the United Nations Convention on the Rights of People with Disabilities (CRPD), which 152 countries ratified, and as a result, has provided SLPs internationally a basis to “force their governments to recognize their linguistic rights and cultural identity.”

Members of the Deaf and Hard-of-Hearing communities navigate a world built for Hearing people daily. Their innovation in solving problems advances technology in ways that everyone can benefit from. For example, when the world was reduced to virtual spaces due to COVID-19 restrictions, Deaf people pointed out the limitations this format presented for them (Cordano, 2022). Consequently, captioning video media has proven extremely helpful for people ages 18-25 (Youngs, 2021). A wider audience was able to experience this American tradition in a way they previously may have not been able to because the NFL included a Sign Language interpreter in their program. In a world that is becoming more mindful of the different abilities human beings possess, hopefully the NFL will continue this progressive behavior, and other entities take a page from their book.

Conclusion

While Black America can be proud of Rihanna and Sheryl Lee Ralph being featured in Super Bowl LVII, what is even more significant is how in a viral moment, Justina Miles shed light on the Deaf and Hard-of-hearing community and helped to start conversations about not only the many forms of sign language but also on the fact that there is continued work to be done when it comes to inclusion.

References

Cordano, R. J. (2022, October 11). Is Your Organization Inclusive of Deaf Employees? Harvard Business Review. https://hbr.org/2022/10/is-your-organization-inclusive-of-deaf-employees.

Hansen, K. (2021, April 15). Black American Sign Language (BASL) – The Project on the History of Black Writing. The Project on the History of Black Writing. https://projecthbw.ku.edu/uncategorized/black-american-sign-language-basl/. Kusters, A., De Meulder, M., Friedner, M., & Emery, S. (2015). On “diversity” and “inclusion”: Exploring paradigms for achieving Sign Language Peoples’ rights’ Max Planck Institute for the Study or Religious and Ethnic Diversity, Göttingen.

https://pure.unamur.be/ws/portalfiles/portal/18711664/WP_15_02_Kusters_Meulder_Friedner_Emery_Diversity_and_ inclusion.pdf.

National Geographic Society. (2022, May 20). Sign Language. Education.nationalgeographic.org. https://education.nationalgeographic. org/resource/sign-language/.

Reynolds, I. (2023, February 24). How segregated schools led Black Deaf students to develop their own form of American Sign Language. Business Insider. https://www.businessinsider.in/thelife/news/how-segregated-schools-led-black-deaf-students-to-develop-their-ownform-of-american-sign-language/articleshow/98189210.cms.

Stead Sellers, F. (2012, September 17). Sign language that African Americans use is different from that of whites.

The Washington Post. https://www.washingtonpost.com/lifestyle/style/sign-language-that-african-americans-use-is-differentfrom-that-of-whites/2012/09/17/2e897628-bbe2-11e1-8867-ecf6cb7935ef_story.html.

Stretten, A. (2014, February 25). ASL and Black ASL: Yes, There’s a Difference. Splinter; Splinter. https://splinternews.com/asl-and-black-aslyes-theres-a-difference-1793840928

Wyoming Humanities. (n.d.). Plains Indian Sign Language. Www.thinkwy.org. Retrieved January 28, 2024, from https://www.thinkwy.org/ plains-indian-sign-language.

Youngs, I. (2021, November 15). Young viewers prefer TV subtitles, research suggests. BBC News. https://www.bbc.com/news/ entertainment-arts-59259964.

Diversity, Equity and Inclusion Council Office of Human Resources