bear perspectives WHAT'S INSIDE HOW TO BE WELL AT CAL INFO ON HEALTH, IDENTITY, AND COMMUNITY
CONTENT WARNING TOPICS DISCUSSED INCLUDE DEPRESSION AND SEXUAL VIOLENCE
BEAR PERSPECTIVES
TABLE OF CONTENTS
CONTENTS
BE YOURSELF!
3 ACKNOWLEDGEMENTS
32 MENTAL HEALTH Transition You and Your Peers Finding Support
4 IDENTITY
What is Identity? The Big 9 Identities Intersectionality Get To Know Your Classmates Transfer Student Experience
40 SEXUAL HEALTH Pillars of Sexual Health Consent and Rejection
12 ALCOHOL & OTHER SUBSTANCES Skills for Agency Be Yourself Harm Reduction Bystander Intervention Student Stories
22 ENERGY
Nutrition Physical Activity Sleep
Quick Facts Depression and Anxiety Student Stories
48 PREVENTION OF SEXUAL VIOLENCE & SEXUAL HARASSMENT Definitions Social Norms Bystander Intervention Seeking Support for Self and Others
Socialization Hygiene Take Care of Your Body
54 COMMUNITY Student Stories Ohlone Land Oakland Activism Get Involved!
RESOURCES FEATURED
UHS University Health Services provides comprehensive medical, mental health, insurance, and health promotion services to all Berkeley students and health programs for faculty and staff.
CE3 The Centers for Educational Equity and Excellence ensure non-traditional students excel at the top public University in the world.
PATH TO CARE We lead the efforts to transform campus into a community that is free of sexual violence, sexual harassment, intimate partner violence, and stalking through prevention, advocacy, training, and healing.
uhs@berkeley.edu
(510) 642-4257
(510) 642-1988
uhs.berkeley.edu
ce3.berkeley.edu
care.berkeley.edu
OTHERS INCLUDE: Center for Support and Intervention Counseling and Psychological Services GenEq Rec Sports And more!
ACKNOWLEDGEMENTS We recognize that Berkeley sits on the territory of Huichin, the ancestral and unceded land of the Chochenyo Ohlone, the successors of the historic and sovereign Verona Band of Alameda County. This land was and continues to be of great importance to the Ohlone people. Wee recognize that every member of the Berkeley community has, and continues to benefit from the use and occupation of this land, since the institution's founding in 1868. Consistent with our values of community and diversity, we have a responsibility to acknowledge and make visible the university's relationship to Native peoples. By offering this Land Acknowledgement, we affirm Indigenous sovereignty and will work to hold University of California, Berkeley more accountable to the needs of American Indian and Indigenous peoples.
On June 1st, NSS sent all members of our team an email regarding the recent horrific acts of anti-Blackness in this country. We would like to recognize the necessity of continued conversation about and attention to the oppression of Black lives. Our message and resolve have not changed, nor shall they until systemic change is achieved.
This magazine was made in partnership with UHS, PATH to Care and CAPS. This magazine was produced by New Student Services. T
3
IN THIS SECTION
IDENTITY WHAT IS IDENTITY? THE BIG 9 IDENTITIES INTERSECTIONALITY GET TO KNOW YOUR CLASSMATES TRANSFER STUDENT EXPERIENCE
WHAT IS IDENTITY? Identity is my own set of experiences along with the representation of myself in social settings as well as others’ perceptions of me. Identity is one’s ethnic background, upbringing, and past experiences culminating into who they are today. Identity means all that you are, including the cultures and experiences you represent and the way you think about yourself. Identity is what makes you who you are. Identity is a mixture of overlapping and everchanging roles, traits and characteristics which a person resonates with. Identity is the makeup of individual qualities that make you special. Identity is all of the experiences and traits of
yourself that define how you see others and how they see you. It's completely unique from everyone else's, but put together we can make a beautiful picture. Identity means to me the way in which we view and interact with our world. Who I am and the full spectrum of that. They are important parts of me, but not all the things that makes me. Identity doesn't mean as much to me as I thought when it comes to my identities, but it definitely is something that brings people together under the same umbrella who share the same values and lifestyles. Identity is what I refer back to when thinking about why I act or think a certain way - it's who I am.
Identity is what I choose to define myself as. Identity means being unapologetic of your true self. My identity is like a puzzle piece: for me, identity means being able to express who I am with confidence. Identity is how you perceive yourself and how others perceive you. Different aspects of my life that make me who i am. Identity is how we view ourselves...it is a fluid idea that shifts as we change and seek new experiences. Although everyone is unique in their own way, individual aspects of my identity are what allow me to connect with others on a deeper level, which is something that I value. - 2020 GBO Orientation Mentors 5
BEAR PERSPECTIVES
WHAT MAKES YOU WHO YOU ARE?
Race
Age
Socioeconomic Status
Gender
Ethnicity Sexual Orientation
Religion Spirituality
Documentation Status
Ability 6
IDENTITY
DEFINITIONS* AND RESOURCES bridges Multicultural Resource Center Race
Socially constructed method of categorization based on a person’s set of physical characteristics
Socioeconomic Status
A position in a socially-ranked system determined by an individual’s education, income, and occupation/occupational prestige
Ethnicity
Refers to various cultural factors, such as nationality, regional culture, ancestry, and language.
Documentation Status Refers to the experience of someone, based on their documented or undocumented identity
Centers for Educational Equity and Excellence Gender
Queer Alliance and Resource Center
One's innermost concept of self as male, female, a blend of both or neither – how individuals identify and express themselves.
Sexual Orientation
Undocumented Student Program
An inherent or immutable enduring emotional, romantic or sexual attraction to other people.
Ability
Can be physical, emotional, developmental, hidden, and/or visible. *Definititions as used by New Student Services.
Gender Equity Resource Center
Disabled Students' Program 7
Identities on Campus
UC Berkeley encompasses more than just academics and research. Forming communities is a pillar to each Cal’s students success and leadership as golden bears. Our identities matter in our campus and culture, and as students, learning about various campus resources is important in acknowledging the diverse communities on Cal.
AFRICAN AMERICAN STUDENT DEVELOPMENT A community that develop, deliver and implement student development programs, opportunities and events centered around the diversity mission of the University of California.
ASIAN PACIFIC AMERICAN
NATIVE AMERICAN STUDENT
DEVELOPMENT
DEVELOPMENT
Space that develops self-reflection,
Space that support and grow the Native
holistic wellness, provide political
community at Berkeley, while continuously
education, cultivate community, and
infusing indigenous issues, culture and
encourae collective action.
events into the campus community.
CHICANX LATINX STUDENT
MULTI-CULTURAL CENTER
DEVELOPMENT
An educational space for the critical
Creating community between Chicanx
study and practice of community-
Latinx spaces on and off campus and
based solidarity and to foster a
empower students to become leaders,
welcoming, inclusive space for
professionals and scholars.
students..
These communities provide spaces for cultural expressions and identity exploration. Check out these other communities on campus.
*Definititions as used by New Student Services.
7
BEAR PERSPECTIVES
INTERSECTIONALITY Understanding how aspects of one's social and political identities (gender, race, class, sexuality, ability, etc.) might combine to create unique modes of discrimination.
Antisemitism
Islamophobia
Transphobia Racism
Ageism Ableism
Sexism
Heterosexism
Homophobia
There is no such thing as a single-issue struggle because we do not live single-issue lives. - Audre Lorde
Sizeism
Any small-scale verbal or physical interaction between those of different races, cultures, or genders that has no malicious intent, but that can be interpreted as an aggression.
Nativism
Microagression
Colonialism
Xenophobia
Classism
8
HOW TO BE AN ALLY AT CAL As individuals, we must each acknowledge our roles as community leaders in Berkeley with significance. Most importantly, we need to recognize that folks within our campus and outside of the classrooms face discrimmination, racism, and inequity in the nation. More than ever, supporting communities who directly face these injustices are needed in a time where normality does not coexist. Few ways to provide allyship to marginalized communities and uphold our Berkeley values for equity and inclusion are: Recognize your own privilege. Reflect on any biases that influence your perspective, as selfawareness is a pillar to allyship.
Support Black, Indigenous, People of Color (BIPOC) owned businesses and restaurants, locally or nationally. Check out these local BIPOC business
Cultivate better understanding about BIPOC narratives by reading books, watching films, documentaries, and viewing art done by these communities. Check out “Black Life” a series of podcasts broadcasted in BAMPFA’s website
Connect and network with communities on campus and be proactive about letting them know who you are and what you can offer them. 15
A
TH
L
E
FI
C TI
RS
T Y EA R
HOW WILL YOU DEFINE YOURSELF?
T
R
A
N
S
F
E
R
PACIFIC ISLANDER
9
BEAR PERSPECTIVES
GET TO KNOW YOUR CLASSMATES D I D
26,000
Y O U
K N O W ?
Cal has upwards of twenty-six thousand enrolled undergrads. That's the size of a large town!
UC Berkeley averages 1800 undergraduate re-entry students. 20 %
21%
Transfer students make up 21% of the undergraduate population.
80 %
20 %
A majority of students are between the age of 18-21, but over 5% of students are under 18 or above 35.
23% of first-years are first generation college students. 80 %
23%
10
Transfer Student Experience Transfer Student Center Transfer students make up such a large portion of our campus student body, and many resources and the heart of the transfer community can be found at the Transfer Student Center, located centrally on Lower Sproul, in Cesar Chavez. They provide resources like advising, mentorship programs, virtual community spaces, oncampus jobs, and so much more. Check their website, located here.
Starting Point Mentorship Program The Starting Point Mentorship Program (SPMP) pairs eligible community college students with current UC Berkeley student mentors that offer guidance, motivation and access to admissions, campus, and community resources. The program is specifically designed to encourage California Community College students from all backgrounds to explore their academic potential and prepare for transfer to UC Berkeley and other 4-year universities. Once you get acquainted with Cal, you would be able to mentor others at local community colleges all around California!
Transfer-Specific Advising Starting at Cal as a transfer can be academically intimidating, but the Transfer Center houses 4 transfer-specific academic advisors that you can meet with to ensure a smooth transition. Additionally, there are several transition courses that help you to adjust to campus culture and university academic strategies and tips for success.
Virtual Community Space Even in our virtual setting, the Transfer Student Center still provides many peer resources for students to transition to online learning, build community, and ask questions. The Virtual Community Space is open 4-6 hours per day Monday through Friday, and more information can be found here.
Re-Entry Students The Re-entry Student Program provides resources and community for students who once deferred their lifelong goal of earning a college degree. Re-entry students (undergraduates 25 and older) bring their life and professional experience to Berkeley along with ethnic, and cultural diversity that powerfully and positively impact our learning environment. The Re-Entry Student Program is housed in bNorth in the MLK Student Union, and provides resources such as scholarship opportunities, community building events, peer advising, and connector courses to connect new re-entry students to each other and to the greater campus community. More information can be found on the Re-Entry Student Program page, located here.
Student Parents The Student Parent Center is committed to the holistic support and success of a highly motivated population of undergraduate and graduate students who are engaged scholars, as well as devoted parents at UC Berkeley. The center is a centralized multi-purpose campus resource, where students can seek informed advice, develop leadership skills, engage in informal study groups, nurse babies, change diapers, celebrate achievements, recover from setback, and form lasting friendships. The Student Parent Center still provides virtual resources including housing resources, childcare options, and updates from the Basic Needs Center.
IN THIS SECTION
ALCOHOL OTHER SUBSTANCES
&
You will have a lot of agency in what you choose to do and not to do in your time here. Whatever your choices may be, stay informed to keep yourself and others safe.
SKILLS FOR AGENCY BE YOURSELF HARM REDUCTION BYSTANDER INTERVENTION STUDENT STORIES
BEAR PERSPECTIVES
Skills for Agency M A K I N G
I N F O R M E D
C H O I C E S
During your time here, you’ll likely face choices and situations related to substance use, including...
communicating
noticing concerning
desires, needs, and
behaviors and situations
boundaries
and deciding how to act
choosing relationships and leisure activities that work for you
making and sticking to a plan
checking assumptions that “everyone...”
Use the information and resources here to help you get started and be well.
14
ALCOHOL & OTHER SUBSTANCES
Substance-Free Living Students who wish to live substance-free and pursue their educational and social goals deserve to feel seen, supported, and able to connect with their network of peers. The real and perceived high rates of substance use and party culture on college campuses can feel like an “abstinence hostile context.� Studies have shown that students forego, postpone, and transfer college due to unchecked party culture and/or the absence of a readily available sober network (Laudet 2016). One of the most important sociodemographic and psychobehaviorial variables that predict whether students continue to abstain, is a close friend who abstains. (Huang et al 2011)
Most Desired Substance-Free Activities
Outdoor adventures (2739)
Live music (2113)
Movie nights (2644)
Just hang out (1966)
Fitness classes (2194)
Community service (1905)
*Responses are based on how you and your classmates responded to AlcoholEdu in Golden Bear Prep
15
BEAR PERSPECTIVES
Be Yourself!
Most students make smart and safe choices about using alcohol and other drugs and don't experience negative academic, physical or social consequences.
Before you go out, ask yourself
What are your reasons for choosing to use or not to use a substance?
Common Reasons Perceived Actual Most of us deeply underestimate 7% Alcohol 48% the percent of undergraduate Cannabis 11% 73% students who abstain from:
NOT TO USE*
Have other things to do Don't want to lose control Don't have to drink to have a good time Going to Drive
TO USE*
Most incoming students DID NOT drink before coming to college. Most expect drug use to play a minimal role in our social and leisure activities.
Have a good time with friends Celebrate Feel connected with the people around you To get drunk
*Responses are based on how you and your classmates responded to AlcoholEdu in Golden Bear Prep
16
ALCOHOL & OTHER SUBSTANCES
Harm Reduction Skills make a plan and tell a friend hydrate read & understand all labels know your reasons for using don’t mix substances put key resources and contacts in your phone eat before and during use set a limit keep track of what and how much you consume have someone let you know when you’ve had enough know every ingredient you consume know your source start slow know signs and steps to take for a possible overdose.
Facts & Statistics Students of color on campus have the lowest rates of drinking and are most likely to be abstainers and non-drinkers. However, these students are very much affected by the drinking culture on campus (Washington, 2016). Pregaming has been shown to have the highest predictive relationship with a variety of negative outcomes. The City of Berkeley's Quiet Hours are 10pm-7am. Learn the policies and laws that can affect you and the people you care about. Students with an A average consumed an average of 3.4 drinks per week, while B average students consumed 4.5 drinks, C average students 6.1 drinks, and D or F students 9.8 drinks (Presley, 1996). Marijuana can be addictive, especially for those who start young and/or use marijuana frequently. Some long-term users report experiencing withdrawal symptoms including irritability, sleeplessness, and anxiety (sources: drugabuse.gov) 17
ALCOHOL & OTHER SUBSTANCES
Bystander Intervention You can take action to prevent violence. Bystander intervention is the interruption of potential harm or violence by someone who witnesses the incident. You can become part of the solution in making the Berkeley community safer and more inclusive for everyone.
WOULD YOU GET INVOLVED? IT DOESN'T LOOK LIKE A PROBLEM SOMEONE ELSE WILL DO SOMETHING I DON'T KNOW HOW TO HELP IT'S NOT MY BUSINESS" I DON'T FEEL SAFE TO ACT
Steps Towards Action Recognize a situation as potentially harmful
Intervene effectively and safely
Recognize personal responsibility
Follow up as appropriate
11
BEAR PERSPECTIVES
INTERVENTION SCALE Don't let small problems become big.
18
ALCOHOL & OTHER SUBSTANCES
EMERGENCY INTERVENTION
For more Information and resources, visit uhs.berkeley.edu/psafe.
19
BEAR PERSPECTIVES
Student stories SNAPSHOTS:
UC Berkeley Real Talk #1
If you’re thinking about using substances for the first time, start slow. Be honest with yourself and others about your inexperience. I was not a partygoer in high school. My parents were strict and I spent most of my time studying or with family. Turns out my new friends never drank either. So we all felt more supported saying no to anything we weren’t ready to try. You and 389 people liked this. UC Berkeley Real Talk #2
I want to hang out to have fun sometimes, but not into using substances. If it gets boring, I’m out. And doesn’t mean I’m the groups’ care-taker/babysitter. Leave a comment...
UC Berkeley Real Talk #3
I don’t drink hard liquor - period! It’s too much, too fast. When Berkeley party throwers eliminated hard alcohol from parties several years ago alcohol emergency transports to hospitals decreased significantly. Can’t deny that evidence. You and 407 people liked this. UC Berkeley Real Talk #4
I chose my squad and we let each other know how much we plan to use, any hookup intentions, and how we’ll get home. We keep each other in sight and in check. No one gets left behind. Leave a comment...
20
ALCOHOL & OTHER SUBSTANCES
Whatever you choose to do or not to do during your time at Berkeley, campus is here to support you.
For more information about the resources available for health promotion around alcohol and other drugs, visit the UHS website.
21
IN THIS SECTION
ENERGY NUTRITION PHYSICAL ACTIVITY SLEEP SOCIALIZATION HYGIENE TAKE CARE OF YOURSELF
Physical Activity
Hygiene
How do you derive
energy? sleep
socialization
nutrition
WHAT FUELS YOU? Besides being inherently important, taking care of your mind and body translates to being more successful in school. When you prioritize your physical and social wellness, you can also maximize your ability to learn efficiently. We encourage you to take charge of your wellness.
UC Berkeley is a diverse campus with students from different backgrounds. How you achieve wellness will look different for you and each of your classmates. We encourage you to use the resources provided in a way that works for you and fits with your experience.
23
BEAR PERSPECTIVES
Nutrition Although there is no right way to eat, you should work towards an eating pattern that feels best for your body and makes sense with your lifestyle.
meals
Eat a balanced meal consisting of protein, grains and vegetables. Avoid eating large or heavy meals right before studying, as this might cause you to feel more sluggish.
sugar & caffeine
Processed, refined sugars found in candy, cookies, and sugary beverages should be limited because they are not nutrient dense.
snacks
Try to prioritize eating brain-empowering snacks like berries, fruit, or nuts and combine your snacks when possible.
drinks
Instead of purchasing sugary beverages, bring a reusable bottle to refill with water. Drink water often to stay hydrated!
meal prep
It can be hard to spare time to prepare three meals a day, seven days a week. Prepare large portions of your meals so the next time you get hungry, you can simply pop them in the microwave! Visit the following sites for access to UHS nutritionists and dietitians or nutritional therapy.
24
ENERGY
Physical Activity
Play and exercise is an important part of life! Getting in tune with your body helps keep you balanced physically, emotionally and psychologically. Movement is also good for your brain. Studies even suggest that the parts of the brain that control thinking and memory are enhanced in people who are regularly regularly. Make the time to engage your body in physical activity every day.
30 average number of minutes per day that the Surgeon General recommends doing moderate intensity activities on most days of the week.
The 30 minutes does not have to occur all at once. Some examples of increasing everyday activity are using the stairs instead of the elevator, walking part of the way to work, or parking your car in the farthest space available and walking the rest of the way to your office. Every 5 to 10-minute dose of activity can help increase energy and reduce stress levels.
GETTING ACTIVE AS A STUDENT
Reflect on what feels good for your body and how you can make physical activity a regular part of your student life.
WHAT WORKS FOR YOU? What is your favorite way to engage your body? Wherever you are in the world, Berkeley can support your needs. Berkeley Recreational Sports (Rec Sports) provides a variety of services for fitness, wellness, education, and health promotion. You can take group exercise classes, work out at the campus sports facilities, and meet with personal trainers or nutritionists for your specific needs. Their classes and gym facilities are free for unlimited use for students. Even in a remote environment, Rec Sports offers a number of on-demand and live virtual classes that you can join every day of the week. You can also schedule virtual appointments with nutritionists and personal trainers. Visit their website to learn more about their resources.
WHAT HOLDS YOU BACK? If you're not currently active, what's holding you back? The first step in becoming more active is the hardest. But as you begin to add activity to your day, you will see that the key to becoming active is learning to identify the opportunities for fitness and taking advantage of them as much as possible. The key to getting started is with everyday activities.
How can you prioritize your time to meet your needs for physical activity? 25
BEAR PERSPECTIVES
SLEEP
NAPPING
Sleep is your natural energy source! The more you learn, the more you need to sleep and the better you retain the information. Make sure you get enough sleep so you can have the energy to start a new day of studying.
The power nap effect is similar to when a computer makes a SAVE and stores the information: a short, well-timed nap will boost your alertness, productivity and concentration.
TIPS Limit your nap to 20-30 minutes. If your nap creeps beyond 30 minutes, you fall into deep stages of sleep and this will affect your ability to get a good night’s sleep. Use your cell phone alarm clock to wake you in 20 minutes. Set it to vibrate, so it wakes you up gently and doesn’t disturb anyone else in the room. Nap in the late morning or early afternoon. If you nap late in the day you may disrupt your nighttime sleep.
INSOMNIA Insomnia is difficulty falling asleep or staying asleep, even when you have the chance to do so. You feel fatigued and as a result do more poorly in attempted activities. The NIH estimates that roughly 30% of the general American population may have some form of insomnia. If you are struggling with insomnia, talk to a doctor or visit the University Health Services website. Check out the UHS website for more information.
The amount of sleep each of us requires is an individual matter. Some people feel rested with 5-6 hours of sleep; others need 9-10 hours. Generally, most adults sleep 7-8 hours in a 24 hour period. Since no research indicates that a particular amount of sleep is needed, whatever makes you feel refreshed and alert is considered adequate.
SLEEP FACTS! Taking a 20-30 minute nap could improve your academic performance. Pulling all-nighters deprives your body of the sleep it needs to consolidate everything you’ve learned for the day.
Your body cannot fully “make up” for lost sleep by sleeping longer on another night. It is better for your longevity to sleep enough each night.
26
ENERGY
TIPS FOR GETTING GOOD SLEEP Go to bed and wake up at the same time every night and day, including weekends.
Use your bedroom only for sleep and sex. If you must do other activities in your room, try to at least keep them out of your bed. Develop a relaxing, nightly routine such as reading, listening to music, taking a bath. Create an environment conducive to sleep: quiet, dark, comfortable. Do not use bedtime to do work. Get regular exercise during the day. Avoid substances and stimulants several hours before bedtime. Avoid exposure to blue light from screens before bed, or install F.lux (justgetflux.com). Ask your physician if any of your prescribed medication causes sleep disruption. Try breathing exercises, progressive muscle relaxation, or guided meditation. If you cannot get to sleep, get up and do something relaxing.
27
BEAR PERSPECTIVES
SOCIALIZATION Your mental and emotional well-being likely has some dependence on your socialization. Make sure you are finding community and building support systems, especially in our virtual world.
Socialization plays a fundamental role in human happiness. Our relationships and social connections are crucial to our health because we rely on support systems to work through stress and cheer us on while we work towards our goals. Building a support network will be critical to finding success at Cal. While focusing on academics is important, it also is to connect with your family and friends and find new friends. When you look back at your time here, you will likely only remember the memories you made with the people you shared your joy with.
Sometimes when we are stressed or depressed, we isolate ourselves from others, thinking we aren’t in the mood for socializing, feel ashamed, or don’t want to burden others. You are not alone--reach out. Stay connected with your support system through social media, virtual study rooms, phone calls, and Zoom check-ins. This will likely feel more difficult now more than ever given the physical distancing that we must maintain. However, there are still students at Berkeley and all over the world that share your interests and want connections to people like you. Virtual connections are definitely possible to create, so challenge yourself to find those people through departments, classes, and community organizations.
28
ENERGY
Benefits of Socialization Studies show - and wisdom confirms - being social decreases depression. Socialization also improves overall mental health.
Higher socialization levels Is linked to lower blood pressure, improved immunity, and stronger cognitive functions. Spending time with those whose company you enjoy can be confidence-boosting.
The relationships you build in college can help you develop strong study skills and form deep, longlasting friendships. 29
BEAR PERSPECTIVES
Create a hygienic routine! Everyday, you should... Brush your teeth at least twice a day. Floss at least once a day. Wash your hands after using the restroom, upon returning home, and before touching food. Take a shower every day, wearing shower sandals if using a shared bathroom. Avoid touching your eyes, nose, and mouth to prevent the spread of germs. Clean up dishes and properly store food from your day.
Regularly, you should... Review roommate or housemate agreements. Take stock of food, resources, and other supplies. Complete self-exams and get doctor's check-ups, also reviewing vaccinations. VISIT UHS.BERKELEY.EDU FOR MORE INFO.
Every week, you should... Clean your living spaces, kitchen, and any high-touch surfaces. Vacuum and sweep your floors. Take out the trash, recycling, and compost. Do laundry and clean all linens you used in the week.
Be well and stay safe. Hygiene is always important, but is particularly relevant during a pandemic. Make sure you wash your hands often, disinfect surfaces, and wear a mask whenever you go outside.
30
ENERGY
take care of your body
TIPS FOR LEARNING FROM HOME MAKE A PLAN Many of your classes will be remote this fall, so it is important to set your body up for success with these different learning conditions.
COMMUNICATE YOUR NEEDS Your home is now also your classroom, which means that you may need to more actively communicate boundaries with those you live with.
GET SET UP
PROTECT YOUR EYES
As much as you can, organize an ergonomic workstation to use during your schedule. Check out these tips from UHS.
If you have them, wear blue-light reflective glasses to prevent strain from being on your computer for too long. You can also set reminders to look away from your computer screen every 20 minutes.
ENGAGE YOUR BODY
KEEP YOUR ROUTINE
Especially with virtual classes, it is crucial to engage your body at least once an hour. Stand up, stretch, and take care of your body as you would during in-person instruction.
Treat your day as if you're going to school. Get up, get dressed, have breakfast. Set yourself up for success.
31
IN THIS SECTION
MENTAL HEALTH
Being emotionally well is more than just handling stress. It also involves being attentive to your thoughts, feelings, and behaviors, whether positive or negative. You are going to have feelings. You are going to go through new adjustments. You are going to, at times, feel stress, anxiety, and loneliness. That is okay. That is normal. .
Be your biggest advocate. Understand your needs and find support systems that work for you.
TRANSITION YOU AND YOUR PEERS FINDING SUPPORT QUICK FACTS DEPRESSION & ANXIETY STUDENT STORIES
BEAR PERSPECTIVES
Transition Transition is defined as “the process or a period of changing from one state or condition to another.”
WHAT SOME
HAVE
NOTABLE
TRANSITION YOUR
BEEN
POINTS
IN
LIFE?
WHAT YOU
HOW
DO
YOU
TRANSITIONS?
STRESSES
OUT?
HOW
ARE
FEELING
YOU
ABOUT
TRANSITION
UPLIFTS WHAT
AND
HAVE
YEAR?
YOUR
INTO
CAL?
HASSLES: YOU
YOU
EXPERIENCED PAST
HANDLE
IN
THE
WILL
STRESS
LIKELY
FEEL
DURING
TRANSITIONS.
Change is often a trigger for stress, as our bodies and minds must adjust to a new challenge or norm. That’s normal to experience and you are not alone in these feelings. There is even a healthy amount of stress caused by transition that enables you to adapt to your new environment. It is important to recognize your stressors and what your personal limit for “healthy stress” looks like.
34
MENTAL HEALTH
YOU AND YOUR PEERS Attending a new university is a huge transition for most students. You and your peers may experience excitors and stressors all in the same moment. You and your peers will also experience different cycles of stress depending on your coursework, your personal life, and your mental health journey.
COVID-19 As the situation with COVID-19 (Coronavirus) continues to evolve, feelings of uncertainty, anxiety, and fear can be overwhelming. You may deal with sudden changes to your regular schedules and may worry about what comes next for you, your friends and your family. These developments can be stressful and cause strong emotions, including but not limited to:
Fear and worry about your own health and that of your friends and family, locally, nationally and abroad Uncertainty, confusion, and vulnerability with a rapidly changing situation Anxiety, worry, panic over what is known and unknown Feeling helpless and unsure of what to doSocial withdrawal and isolation
d an
d un o r ea s o th
lf se y. r u h yo pat t ea m Tr ith e uw yo
Some of your shared stressors may be:
Adjusting/Transition Social Connections Academic Stresses Living Stresses Homesickness
35
BEAR PERSPECTIVES
FINDING SUPPORT Finding support begins with reflecting internally. What are you doing to take care of yourself, both during times of crisis and in normal circumstances? The best time to start a stress management routine is when you are not under duress.
STRESS MANAGEMENT TECHNIQUES BINGO How will you remain mentally fit and well during your time at Cal?
Maintain a Ask for help Know when strong support when you need you need help system it Understand Reflect on your connections needs and between mental health and social boundaries identities
Recognize signs of distress in peers
Know how to help your peers in distress
Care for your body
Hang out with Try meditation friends
Get active
Create a schedule
FREE SPACE
Get enough sleep
Communicate your personal and professional boundaries
Manage your time
Find activities that bring you joy
Practice selfcompassion
Seek professional help
Challenge the stigma associated with mental health
Educate yourself on your stressors and mental health
Take an anonymous online screening
Find community Get involved in Explore campus resources you your resources for feel comfortable mental wellness community with
Do you have barriers for not doing the things that you know are good for you?
36
MENTAL HEALTH
Quick Facts According to the American College Health Association’s Spring 2019 National College Health Assessment:
Top health concerns reported to have had a negative impact on
Over 80% of student respondents reported feeling overwhelming anxiety at some point in their lives, with 30%
students’ academics in the
reporting overwhelming anxiety in the past 2 weeks and
past 12 months included
another 14% reporting overwhelming anxiety within the past 30
stress (40.3%), anxiety
days.
(34.15%), sleep difficulties (25.8%), and depression
5
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BEAR PERSPECTIVES
DEPRESSION AND ANXIETY Campus Resources UHS offers counseling and mental health services to all UC Berkeley students (regardless of insurance). Counseling and Psychological Services (CAPS) offers counseling, groups, and workshops for academic, personal and career concerns. Self-help mental health resources, like Therapy Assist Online which offer different topics and modules you can do on your own Short-term counseling appointments (individual, couples, career, academic stress, psychiatry or specialized needs) with longer-term off-campus referral coordination with community providers Drop-in urgent or casual “Let’s Talk” counseling options Workshops and groups Health coaching Psychiatry services for when medication can help with counseling. Social Services offers counseling, groups and workshops for specialized concerns such as chronic medical illnesses, pregnancy, eating disorders and nutrition, violence, and alcohol or other drugs.
As a Berkeley community, it is important to look for the signs of depression:
Withdrawing from other people Changes in weight and eating patterns Changes in sleeping patterns Fatigue or lack of energy Increased anxiety or irritability Feeling worthless or hopeless Take notice for yourself and others when stress starts to turn to distress. If someone you know is exhibiting some of those signs, reach out.
Talk to the person. Listen, care, take it seriously. Ask if they ever think about suicide. Asking will not make someone “more suicidal.” Don’t be sworn to secrecy. Consult, consult, consult. Suggest counseling. Offer to walk the person to CAPS. Stay in contact with the person. Follow up.
Whenever you need more help, reach out. 38
MENTAL HEALTH
Student Stories As a transfer and re-entry student, I felt that I was in a distinct position to succeed in my academic career at Cal. I felt that my experience as an older student would better suit me to handle the challenges of an educational environment as I was more mentally prepared to face these challenges. It wasn't soon after my first weeks of school that I realized that I felt overwhelmed and out of place in such an environment and that it was more challenging than I expected it to be. I still tried to downplay it though and did not acknowledge the toll it was taking on my mental health. I was depressed and suffered a few anxiety attacks through my first three semesters that ended with a visit to the emergency room for what I thought was a serious physical condition.
After having gone through a battery of tests, all with negative results, the practicing nurse that attended me walked me over to the counseling services at the Tang Center. I never thought of myself as someone who needed any sort of counseling but this visit proved crucial to my mental health and helped me understand that there is no shame in seeking help because Cal can become an overwhelming experience for a lot of people regardless of any other circumstances. I am in my last semester and I finally feel happy and fulfilled and I am finally enjoying my time here at Cal. Mental health is an extremely tabooed topic in our society. Because mental disorders are invisible disabilities, people do not want to acknowledge that they exist. When I was in high school, I was ashamed to admit that I had diagnosed anxiety and depression because I was afraid of being judged. However, in college, I realized how prevalent and toxic this mindset was among students and that talking about mental health should be normalized. I was facing severe family issues, academic challenges, relationship obstacles, and social anxiety; I would have lost my mind if I didn’t have people to talk to. Eventually, I would educate my peers and friends about the importance of being in touch with your feelings and finding healthy ways to release your emotions. When the opportunity arose, I would openly share about my experiences with therapy, how I worked through my anxiety and depression, and how I came to accept my mental disabilities. Strangely enough, my corrupted mental health has made me stronger. I am sensitive and empathetic to people’s challenges and feelings, and I am able to give advice based on my strengthened awareness. It is okay if you struggle with mental health. The first step is just to recognize it. 39
IN THIS SECTION
SEXUAL HEALTH
Your sexuality is what’s normal to you! Sexual health and sexuality are relevant to all of us - whether you’re a sexual novice, a sexpert, or abstinent. It doesn't matter whether you are single, dating, in a relationship; it doesn’t matter how you identify yourself sexually. Sexuality is part of who you are, and healthy sexuality is important to your overall wellness. You should have as much information as possible to make informed choices about sexuality.
"Let's talk about sex..." - Salt N' Pepa
PILLARS OF SEXUAL HEALTH CONSENT AND REJECTION
BEAR PERSPECTIVES
Pillars of Sexual Health Get Informed When it comes to making decisions about sex and sexuality, the best place to start is at the beginning: getting informed about the basics of sexual health, and using this knowledge as a foundation from which you can start to build your own definition of what healthy sexuality means to you.
Am I ready? Decision-making and communication Communication with your partner (or partners) is a critical part of healthy sexuality. Open communication – knowing how to talk, and feeling comfortable talking – with partners about everything from previous partners and STI testing to condoms and personal boundaries and preferences can help make sure you’re on the same page when it comes to preventing unintended pregnancy, STIs and HIV.
Sexually Transmitted Infections Sexually transmitted infections (STIs) are infections that can be acquired during sexual or intimate contact. STIs are also sometimes referred to as sexually transmitted diseases (STDs). STIs can be spread by the exchange of bodily fluids and skin-to-skin contact. Semen, blood (including menstrual blood), and vaginal secretions are the most likely to transmit STIs
What is affirmative consent? Knowing exactly what and how much a person is agreeing to Expressing intent to participate Freely and voluntarily expressing that intent
Pregnancy & Contraception Reproductive health planning - deciding for yourself whether, when and how you would like pregnancy to fit into your life, now or in the future - is an essential part of both sexual health and overall wellness. Whether you’re seeking pregnancy or trying to prevent it (for months, years, or ever), thinking about family planning now will empower you to make informed decisions about your reproductive life.
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SEXUAL HEALTH
Peer Education The Sexual Health Education Program (SHEP) is a peer health education program dedicated to promoting sex positivity and harm reduction. SHEP students provide accurate, non-judgmental information about sexual health via individual appointments, group workshops, campus events, educational blogs and DeCal courses.
Sexual Health Services Healthy sexuality is an important part of overall wellness, and means more than just sex, condoms and STD testing. UHS offers a variety of sexual health services and programs.
You can receive medical appointments for STD/STI testing, individual health coaching sessions to discuss questions and concerns around sexual health and sexuality, and low-cost contraceptives and safer-sex supplies through the UHS pharmacy.
You should have as much information as possible to make informed choices about sexuality. The information and resources listed here can help you make healthy sexual choices now and in the future.
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BEAR PERSPECTIVES
Pillars of Sexual Health Get Protected While sex is never 100% safe, it can be made much safer by using a variety of strategies. You should aim for consistent safer sex, but don't let one slip-up throw you off. Instead, just make sure you practice safer sex next time. Remember that alcohol and other drugs can impair your judgment, and plan accordingly.
Practice safer sex 100% of the time Condoms, Contraception, Emergency Contraception Get Vaccinated, vaccines to prevent STIs HPV and Hep B vaccines are available at Tang Center HIV Prevention: PEP and PrEPUse condoms and/or dental dams every time you have sex. Make sure you know how to use them properly. Use condoms on sex toys, especially if used by more than one person or penetrating at more than one site (e.g. anus to vagina). Use water-based or silicone-based lubricant with condoms. Lubricant increases sensation and helps to prevent STIs by decreasing friction. Never use oil-based products with latex. Never reuse condoms, dental dams, or other barriers.
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SEXUAL HEALTH
Pillars of Sexual Health Get Tested While learning about healthy sexuality may start with learning the basics about sex and sexual health, it should also include getting informed about your own status--by getting tested.
Get an STI test regularly. Semi-annually is recommended, but you should get one if you have any signs or symptoms or when you get a new sexual partner Self-directed STI testing at the Tang Center. You can request testing for chlamydia, gonorrhea, syphilis, and HIV for yourself - without a medical visit through the University Health Services’s eTang patient portal. Self-directed testing does not test for all STIs, and may not be right for everyone, depending on your sexual practices. Self-directed testing is meant for screening purposes only. If you’re experiencing symptoms that you’re worried might be due to a sexually transmitted infection, or if you think that you’ve recently been exposed to an STI, you can call UHS’s advice nurse or schedule a medical at the Tang Center. 45
BEAR PERSPECTIVES
Consent and Rejection Consent means that after thoughtful consideration, all parties agree that they feel comfortable and safe to participate in a specific situation.
Pillars of Consent Consent is an affirmative, unambiguous, and conscious decision by each participant to engage in mutually agreed-upon sexual activity Consent is voluntary. It must be given without coercion, force, threats, or intimidation. Consent means positive cooperation in the act or expression of intent to engage in the act pursuant to an exercise of free will. Consent is revocable. Consent to some form of sexual activity does not imply consent to other forms of sexual activity. Consent to sexual activity on one occasion is not consent to engage in sexual activity on another occasion. A current or previous dating or sexual relationship, by itself, is not sufficient to constitute consent. Even in the context of a relationship, there must be mutual consent to engage in sexual activity. Consent must be ongoing throughout a sexual encounter and can be revoked at any time. Once consent is withdrawn, the sexual activity must stop immediately. Consent cannot be given when a person is incapacitated. A person cannot consent if they are unconscious or coming in and out of consciousness. A person cannot consent if they are under the threat of violence, bodily injury or other forms of coercion. A person cannot consent if their understanding of the act is affected by a physical or mental impairment. By normalizing consent in our daily interactions within our community, we can play a role in the prevention of sexual violence.
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SEXUAL HEALTH
Reflecting on Rejection While rejection is difficult, it doesn’t diminish all you’ve accomplished thus far, nor does it predict your ability to succeed in the future. We can choose to interpret rejection as a form of respecting another person’s boundaries. When we establish boundaries for ourselves and each other, it is natural that we may reject or be rejected by someone. That can be really hard to experience and process, but it is important to develop healthy responses to rejection. Here are a few questions we can use to examine our relationship to rejection:
How does respecting boundaries relate to consent? What factors can make holding your own boundaries difficult? How is accepting rejection related to respecting boundaries? How does rejection feel different when it comes from someone you know well vs. someone you recently met? How might a person's sensitivity differ when rejecting someone online versus in-person? Why is improving our relationship with rejection important in the prevention of violence? 47
IN THIS SECTION
SEXUAL VIOLENCE SEXUAL HARASSMENT
&
DEFINITIONS SOCIAL NORMS BYSTANDERS SEEKING SUPPORT
HOW WILL YOU CONTRIBUTE TO AN AFFIRMATIVE
COMMUNITY?
WE EACH HAVE A RESPONSIBILITY TO BUILD A HEALTHY CULTURE AND A SAFE COMMUNITY. At Berkeley, we have a shared interest in sustaining a community that is safe and affirming. Each of us plays a vital part in supporting the University’s commitment to a campus environment where all persons are free from sexual violence and sexual harassment (SVSH), including behaviors such as retaliation, relationship violence, and stalking. SVSH has a deep impact on survivors and on the community they live and work in. SVSH affects the entire community; consequently, preventing SVSH is a responsibility shared by everyone connected to UC Berkeley. When SVSH occurs, it is essential that survivors are believed, receive support and resources, and are able to decide their next steps to healing. Multiple offices on campus provide survivor support services for students, faculty, and staff who have been impacted. SVSH prevention efforts, in particular, as part of a broader mission to create a healthy campus climate. Understanding and addressing the individual, relationship, community, institutional, and societal factors that can give rise to harassment and violence benefits everyone in ways that go beyond the strict definitions of SVSH. Only in a truly healthy climate will all members of the community be able to fulfill the promise of their talents and ambitions.
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BEAR PERSPECTIVES
DATING VIOLENCE
SEXUAL VIOLENCE Physical sexual acts engaged without the consent of the other person or when the other person is unable to consent to the activity. Sexual violence includes sexual assault, rape, battery, and sexual coercion; domestic violence; dating violence; and stalking.
Abuse committed by a person who is or has been in a social relationship of a romantic or intimate nature with the victim.
SEXUAL ASSAULT Occurs when physical sexual activity is engaged without the consent of the other person or when the other person is unable to consent to the activity. The activity or conduct may include physical force, violence, threat, or intimidation, ignoring the objections of the other person, causing the other person’s intoxication or incapacitation through the use of drugs or alcohol, or taking advantage of the other person’s incapacitation (including voluntary intoxication).
DEFINITIONS* SEXUAL HARASSMENT Unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual harassment is conduct that explicitly or implicitly affects a person’s employment or education or interferes with a person’s work or educational performance or creates an environment such that a reasonable person would find the conduct intimidating, hostile, or offensive. Sexual harassment includes sexual violence.
STALKING Behavior in which a person repeatedly engages in conduct directed at a specific person that places that person in reasonable fear for their safety or the safety of others. *Visit the OPHD website for full definitions.
DOMESTIC VIOLENCE Abuse committed against an adult or a minor who is a spouse or former spouse, cohabitant or former cohabitant, or someone with whom the abuser has a child, has an existing dating or engagement relationships, or has had a former dating or engagement relationship.
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PREVENTING AND RESPONDING TO SVSH
Social Norms
Social norms are the unwritten rules about how to behave, and most of us usually hold similar, healthy, positive views. But we are less likely to act on their own values and beliefs if we think our peers hold different views. This becomes a problem when we misperceive the norms based on a hyper-vocal minority that holds unhealthy attitudes.
\
Challenge the assumptions made by your friends, family, and partner(s) when they reflect norms of violence or harm.
Reflect on how you can respond to conflict and what Impact that can have on those around you. Be an everyday active bystander.
Create social norms within your unit, dorm, organizations, identity group, or other specific community.
How will you challenge the narrative of the spaces you occupy? Examine the policies that your institutions hold surrounding sexual harassment and sexual violence. Vocalize your concerns and demand change for policies that do not meet your standards.
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BEAR PERSPECTIVES
Your friend comes up to you and says, "Someone really close to me took advantage of me."
Are you okay? How can I support you?
What would you like to do from here?
I believe you. Do you want to talk about it?
I BELIEVE What were you wearing?
You shouldn't be so easy.
You have to report it!
Did you drink?
I don’t believe you they would never do that. Stop lying!
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PREVENTING AND RESPONDING TO SVSH
Bystander Intervention
85 percent of Berkeley undergrads would check
What is an active bystander?
in with a drunk friend at
An individual who witnesses an incident or behavior and decides to take action and intervene to reduce the chance of someone being harmed
Why doesn't everyone act like an active bystander?
a party when they go Into a room with someone else.
4 out of 5 of Berkeley
There are 4 main reasons why people choose not act in a situation. The bystander effect, where the mentality Is that “someone else will take care of it.” Self-consciousness, where they might worry about what others will think of them. Victim blaming, which is the mindset that “they probably deserved it somehow.” Misperception of norms, where people think “other people seem to be okay with this, so I guess I’m okay with it.”
undergrads would create a distraction to stop a friend from taking a very drunk person back to their room.
How can you be an active bystander?
If you’re not comfortable being an
The Center for Support and Intervention frames bystander
active bystander in confronting
intervention strategies using the CARE model:
someone who’s causing harm, how can you be an active bystander in supporting the person who might have been impacted by the harm? Even if you don’t know them?
C: Confront the situation. Address the fact that there is something wrong. A: Alert others. Talk to those around you about the issue. R: Redirect attention. Divert attention from the person being affected by the situation so they can safely exit. E: Engage after. Check in with those who may have been affected by the situation.
Click this link if you or someone you know has been impacted by sexual violence or sexual harassment.
Seeking Support for Self and Others The PATH to Care Center provides affirming, empowering, and confidential support for survivors and those who have experienced gendered violence, including: sexual harassment, dating and intimate partner violence, sexual assault, stalking, and sexual exploitation. Confidential advocates bring a non-judgmental, caring approach to exploring all options, rights, and resources. Contact the free PATH to Care 24/7 line to speak to a confidential advocate: (510) 643-2005. It is always the survivor’s decision to pursue any of the available resources or to report an incident to the university (OPHD) or police. We are here to support your decisions.
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IN THIS SECTION
COMMUNITY STUDENT STORIES OHLONE LAND OAKLAND ACTIVISM GET INVOLVED!
WE ARE GOLDEN BEARS! "When I moved into the dorms as a freshman, I was very introverted and shy for the first month or so, too shy to really speak up in class or join any clubs or go to many social events, and I kept mostly to myself. My next door neighbors must have noticed, because soon, they started knocking on our door and inviting me to weekly movie nights...It felt like elementary school and knocking on neighbors' doors to see if they were home to go out and play: it was very kind, and it made me feel part of my dorm community. Three years later, those same neighbors are still some of my closest friends, all because of a few knocks on my door. - 3rd Year
"Coming to Cal has introduced me to an amazing group of people from many diverse backgrounds. Unfortunately, one of the side effects of being surrounded by so many inspirational people who have overcome unfathomable obstacles is the constant feeling that my experiences, and even my opinions, have less meaning or impact. I recognize that I am so fortunate to come from a place of privilege...I find it very hard to seek help from others because I tell myself that my challenges are meaningless. Recognizing that my challenges have validation and do not limit me as a person is something I continue to work with." - 2nd Year
Find YOUR community at Cal 55
BEAR PERSPECTIVES
OHLONE LAND Berkeley sits in the territory of xučyun Native American Student Development recognizes that UC Berkeley sits on the territory of xučyun (Huichin), the ancestral and unceded land of the Chochenyo speaking Ohlone people, the successors of the sovereign Verona Band of Alameda County. This land was and continues to be of great importance to the Muwekma Ohlone Tribe and other familial descendants of the Verona Band. We recognize that every member of the Berkeley community has, and continues to benefit from, the use and occupation of this land, since the institution’s founding in 1868. Consistent with our values of community, inclusion and diversity, we have a responsibility to acknowledge and make visible the university’s relationship to Native peoples. As members of the Berkeley community, it is vitally important that we not only recognize the history of the land on which we stand, but also, we recognize that the Muwekma Ohlone people are alive and flourishing members of the Berkeley and broader Bay Area communities today.
What is xučyun (Huichin)? xučyun (Huichin) is the home territory of Chochenyo speaking Ohlone people. It extends from what we know today as the Berkeley hills to the Bay Shore, from West Oakland to El Cerrito. The territory is composed of what we know today as five Bay Area cities - all of Alameda, Berkeley, Emeryville, El Cerrito, and most of Oakland. Our campus extends to areas of xučyun that held a tuppentak (a traditional roundhouse), a place of celebration and ceremony, as well as a shellmound, traditional Ohlone burial sites. As we view Berkeley as a special place, we were not the first to recognize, make our lives in, or celebrate the unique and exceptional place that we have the privilege to stand on. Learn more about Native American history and the Cal Native American community at campusclimate.berkeley.edu/students/ejce/nasd. 56
FREE SPEECH MOVEMENT
COMMUNITY
Berkeley caught national attention with the Free Speech Movement in 1964, granting its reputation as a center for student activism to this day. To learn more about the Free Speech Movement, visit fsm.berkeley.edu.
In my time at Cal, I have participated in two marches, organized by the Global Climate Strike and #COLA4ALL -Â 3rd year
Personally, I've expressed free speech through tabling for my various student organizations. - 4th year 57
OAKLAND ACTIVISM Oakland has a long history of activism around issues of justice and equity. Both oppression and this resistance to oppression have shaped the city’s past and the lives of its residents to this day.
Black Panthers Founded in 1966 in Oakland, California, the Black Panther Party for Self Defense was the era’s most influential militant black power organization. Its members confronted politicians, challenged the police, and protected black citizens from brutality. Like Malcolm X, the Black Panthers believed that nonviolent protests could not truly liberate black Americans or give them power over their own lives. They linked the African American liberation movement with liberation movements in Africa and Southeast Asia.
Kathleen Neal Cleaver addresses the congregation of the Unitarian Church, San Rafael, Calif.
Responding to Police Brutality Following the death of George Floyd, Oaklanders took to the streets to for weeks to demonstrate against police brutality toward Black Americans. In some ways, these events feel wholly unprecedented. In other ways, this moment is reminiscent of previous chapters in the Bay Area’s deep history of political protest and social-justice movement building.
Protesters rally to move the protest of police brutality to the streets. Photo: Pete Rosos
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GET INVOLVED!
COMMUNITY
LEAD Center
Explore your interests, find a unique community! Registered Student Organizations are comprised of over 1,200 diverse groups, which are organized primarily for students and by students of the UC Berkeley campus. From the Mock Trial team to the Ballet Company and from Hiking to Pre-Law, these organizations represent the variety of options available for student involvement. Finding an organization using CalLink.
ASUC
The Associated Students of the University of California (ASUC) is the officially recognized student association at the University of California, Berkeley. Known as one of the largest and most autonomous student organizations in the nation, the ASUC Student Union, the ASUC advocates for students on a University, local, state, and national level and represents the student body on administrative campus committees. Learn more and apply here.
bridges Multicultural Resource Center Through multicultural collaboration, bridges Multicultural Resource Center seeks to: Empower underrepresented, students of color to pursue post-secondary education. Provide support for newly admitted first year, transfer, as well as continuing and re-entry students of color. Increase cross-cultural dialogue and solidarity, cultural awareness, & political mobilization. Acquire the resources to facilitate the work of member organizations.
Become an Orientation Leader by applying here, or find other ways to get involved at sa.berkeley.edu/get-involved.
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