Project Description/Abstract:

The "See Me As I Am" (SMAIA) project is designed to illuminate the complexities of hidden student communities within higher education beyond surface-level representations offered by campus clubs and college/university marketing. The project is designed to showcase the diverse tapestry of identities within the campus community through individualized photo shoots, interviews, and interdisciplinary collaboration. By emphasizing the distinctiveness of each person and fostering connections with unseen communities, SMAIA promotes inclusivity, empowerment, and community cohesion among black and brown students. It aligns with broader social justice goals, addressing issues of representation within higher education and advocating for systemic change. Through transformative action like anti-tokenism* and the power of the visual arts, SMAIA exemplifies a pathway toward a more vibrant, inclusive, and equitable campus environment.

To·ken·ism (noun)

The practice of making only a perfunctory or symbolic effort to do a particular thing, especially by recruiting a small number of people from underrepresented groups in order to give the appearance of sexual or racial equality within a workforce.

Break Down:

Call to Action:

Engage with the "See Me As I Am" (SMAIA) project by participating in photo shoots, interviews, or interdisciplinary collaboration. Support initiatives promoting inclusivity, empowerment, and community cohesion within higher education. Meet students where they are. Create an environment that builds their capacity to support/be supported.

Strategy:

1. The Photos: Utilizing MCLA resources in Bowman 315A(Photography Room) to conduct individualized photo shoots and interviews with each student to capture their unique essence and representation. These will be compiled to showcase the diverse tapestry of identities within the campus community. The students can keep the photos at no cost.

2. The Interviews: Utilizing MCLA resources in Bowman 319(Podcast Room) to conduct in-depth interviews and tailored questions, the project will emphasize the distinctiveness of each person, fostering a sense of self-awareness and empowerment. Short-term outcomes include clear representation and a strengthened sense of self for participants. The recorded interviews will be labeled and attributed to the corresponding student and stored as a digital library of the black experience for prospective and future students to engage in.

The interviews include asking questions that will be incorporated into the photo shoot:

What is your major/year?
What are your extracurriculars?
How do you see yourself as a student?
What does representation look like to you?
What is your favorite color?
What is your vibe?
Favorite Media(Movies, TV Shows, Music)?
What do you want people to think when your name is mentioned?

3. The Collaboration: Collaborate with individuals possessing diverse skills, such as English and Theater majors, to infuse the project with a cohesive theme and atmosphere. This interdisciplinary approach will enrich the project's creative output and resonance.

Impact:

The project strives to empower participants to represent themselves authentically, challenge institutional frameworks of representation, and foster connections with unseen communities. It aims to create a more vibrant, inclusive, and equitable campus environment while contributing to broader social justice goals. The kind of representation Project: SMAIA is designed to achieve is important because the quality of the black exprericance on a college can be the difference between graduation and transfering or dropping out.

Questions to shape the perspective on why representation matters:

Have you been the only member of a community in a room full of people?
Does that trigger a feeling of isolation?
Did this incentivize branching out or keeping to yourself?
Did that room feel like a safe space where you could voice your grievances?

Audience:

The primary audience for SMAIA includes black and brown students seeking a sense of belonging within their college, encouraging them to explore their identities within a supportive and inclusive environment. The previous questions are a constantly going through these black and Additionally, it aims to engage with institutional stakeholders, policymakers, educators, and advocates committed to promoting diversity, equity, and inclusion within higher education.

Overall Goals Leading to a Continuum of Impact:

Individual Empowerment: Participants will gain a stronger sense of individuality and self-expression, contributing to a collective identity over time.
Community Cohesion: The project will foster a stronger sense of community among students, leading to greater inclusivity and recognition of diverse perspectives on campus. This can be achieved through better synchronization of clubs and student organizations. Better sync will lead to fewer but more well-thought-out and planned events, that will foster better student engagement.
Institutional Recognition: MCLA will acknowledge the importance of individual representation and artistic expression, incorporating these values into its institutional identity and marketing efforts.

Goal:

The goal of SMAIA is to promote inclusivity, empowerment, and community cohesion among black and brown students at MCLA by showcasing works and projects being worked on by these students inside and outside of clubs. The project aims to address issues of representation within higher education and advocate for systemic change by placing photos and promotional material of the members of each community in key locations around campus, fostering interconnectivity with unseen communities at MCLA, and potentially catalyzing future collaborations and collective initiatives.

Key locations to promote:

Amsler Campus Center
The Campus Quad
Black Student Union Spaces
Latin American Society Spaces
Gender and Sexuality Center Spaces
Queer Student Union Spaces
Student Government Association Spaces
Church Street Center
Venable Hall
CSI Hall
Bowman Hall
Murdock Hall
Freel Library

SEE ME AS I AM:

The Fostering and Representation of Communities in College and Institutional Media - A Social Justice Issue

By J.C. Innocent

As a Haitian-American visual artist from Boston, Massachusetts, my journey and my art have been deeply intertwined with my identity and experiences. I create artworks through the digital medium under the pseudonym Insomnia, a name that reflects both my restless pursuit of expression and the often-overlooked narratives I aim to bring to light. In my work, I utilize symbolism through body language and facial expressions, clothing, jewelry, and tattoos. These elements are not mere decorative aspects but are deeply imbued with meaning. They serve as powerful tools to tackle complex themes and issues concerning identity, race, economics, and mental health. Each piece I create is a dialogue, a conversation starter about the multifaceted experiences that shape who we are and how we navigate the world.Currently, I am double majoring in Arts with a focus on Design and Arts Management. This academic path allows me to synthesize my thoughts on the arts as a strategy for social justice. One of my primary focuses is on representation in higher education, a topic that resonates deeply with me given my own experiences.

One memorable encounter that highlighted the importance of this issue happened during an eclipse. A young woman apart of a tour group, still in high school, approached me. She asked, "What is it like being a Black student on campus?" Her question was straightforward but loaded with the weight of shared experiences and unspoken challenges. I responded candidly, "Sometimes I am the only Black student in a class. However, if you look around you now..." I gestured to the diverse crowd gathered for the eclipse. My point was to show that while there may be moments of isolation, we are part of a larger community, and our presence is significant.

This young woman's question and my subsequent reflection underscore a reality that is more common than many might realize. The story of feeling like the only one, of seeking representation and validation in spaces where we are underrepresented, is one shared by many. It is this shared experience that fuels my passion for using art as a medium for social change, for advocating for greater representation and inclusivity in all spheres, particularly in higher education.

THE ISSUE: “WHAT IS IT LIKE BEING A BLACK STUDENT ON CAMUS?"

The numbers show MCLA is 72.7% White, 3.9% African American, 2.6% Hispanic, and 18.2% Not Reported

These numbers do not look enticing to prospective black students looking for a safe place to grow and expand their learning. The lack of adequate representation of marginalized communities, particularly Black and Brown individuals, in higher education institutions, can deter students from pursuing higher education. Research from McKinsey & Company, The Education Trust, and Pope highlights the disparities and challenges faced by Black students in accessing and succeeding in higher education, “Because of their status as a minority group, Black students have a different experience in higher education than White students. Wirth (1941) defined a minority group as those who because of physical or social and cultural differences receive differential treatment and who regard themselves as a people apart. Such groups characteristically are held in lower esteem, are debarred from certain opportunities, or are excluded from full participation in our national life…”(Pope). Despite the efforts to promote diversity and inclusion, there remains a significant gap in representation, perpetuating systemic inequalities within academia. I believe this is why the young woman had asked me this question because these are the reasons I had asked the same question before applying to college. I assume many black and brown students feel the same.

However, what if prospective students didn’t look at the numbers and instead decided to take the institution at face value? What would they see?

This is what prospective students with the same questions are seeing: successful White people. How can prospective Black students see themselves prospering in this environment if they do not see that on this level?

The arts emerge as a powerful strategy for advancing social justice goals, particularly in the realm of representation. Through mediums such as visual arts, literature, music, and performance, artists have the ability to challenge dominant narratives, amplify marginalized voices, and envision alternative futures. Favianna Rodriguez's concept of "visual activism" underscores the transformative potential of art in shaping public perception and catalyzing cultural change.

Art serves as a tool for storytelling, allowing individuals to share their experiences, express their identities, and advocate for social change. By centering the narratives and experiences of underrepresented communities, art can disrupt stereotypes, foster empathy, and inspire collective action. As Akhtar emphasizes, art at its best is about unity, bridging the divide between understanding and misunderstanding. Hence why the project name is: “SEE ME AS I AM”.

We often see Black and Brown students prominently featured on marketing posters for colleges and universities. However, these images frequently depict them as simply standing there and smiling, without conveying any depth or authenticity. This superficial representation is where the concept of "AS I AM" comes into play. The goal of "AS I AM" is to highlight Black lives in marketing materials in a way that fosters a sense of anti-tokenism. It is designed to provide students with the opportunity to represent their authentic selves within the college context. This initiative encourages institutions to see Black people as they truly are, rather than as the institution wants them to be.

Recognizing the importance of authentic and inclusive representation, I understand the privilege that comes with advocating for change. I am mindful of the lived experiences of marginalized communities, which informs my approach to this advocacy. The recognition of identity and the acknowledgment of power and power dynamics are crucial in this process.

As we navigate these efforts, it's essential to remember that "things shift," and it's important to understand how we can influence these changes. The concept of "inscape," which defines the unique essence of a place or the inner nature of a person, is central to this understanding. By focusing on inscape, we can better appreciate and represent the true, multifaceted identities of individuals within our institutions.

In conclusion, the arts offer a transformative pathway for addressing social justice issues, particularly in the realm of representation in higher education. By centering marginalized voices, challenging dominant narratives, and fostering empathy and understanding, art has the power to effect meaningful change in institutional practices and promote inclusivity and equity. As cultural architects, artists play a vital role in shaping public discourse, challenging injustices, and envisioning more just and equitable futures. Through collaborative efforts and collective action, we can harness the power of the arts to advance social justice goals and create a more inclusive and equitable society.

Annotated Bibliography

Ellsworth, D., Harding, E., Law, J., & Pinder, D. (2022, July 18). Racial and ethnic equity in US higher education. McKinsey & Company. https://www.mckinsey.com/industries/education/our-insights/racial-and-ethnic-equity-in-us-higher-education

This comprehensive report by McKinsey & Company delves into the critical issue of racial and ethnic equity in higher education within the United States. Through extensive research and analysis, the authors underscore the importance of black representation in colleges and universities. They provide evidence-based insights into the myriad benefits of diverse student populations, including enriched learning environments, improved academic outcomes, and enhanced cultural understanding. By advocating for increased black representation in higher education, this report contributes to ongoing conversations about equity and inclusion, offering valuable perspectives for policymakers, educators, and stakeholders committed to fostering a more diverse and equitable educational landscape.

Nichols, A. H., & Schak, J. O. (2022, October 13). Broken mirrors: Black representation at public colleges. The Education Trust. https://edtrust.org/resource/broken-mirrors-black-representation/ \

In "Broken Mirrors: Black Representation at Public Colleges," Nichols and Schak from The Education Trust delve into the critical examination of black representation within public colleges in the United States. This report sheds light on the disparities and challenges faced by black students in accessing and succeeding in higher education institutions. Through meticulous research and analysis, the authors highlight the significance of addressing these disparities and implementing strategies to increase black representation in public colleges. By advocating for equitable access and representation, the report contributes to ongoing efforts aimed at dismantling systemic barriers and fostering inclusive environments within higher education institutions. This resource serves as a valuable tool for policymakers, educators, and advocates dedicated to promoting diversity, equity, and inclusion in higher education.

Pope, N. B. (2021). Seeing campus in color: Visual representation of black students and its effect on enrollment at predominantly white, faith-based universities. Florida Communication Journal, 141, 208–226. Additional Information:

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In "Seeing Campus in Color: Visual Representation of Black Students and Its Effect on Enrollment at Predominantly White, Faith-Based Universities," Pope examines the impact of visual representation on enrollment at predominantly white, faith-based universities in the United States. Focusing on the experiences of black students, the study explores how the portrayal of diversity on campus influences enrollment decisions. Through qualitative analysis and theoretical frameworks, Pope offers insights into the importance of authentic and inclusive visual representation in attracting and retaining black students in higher education settings. This article contributes to discussions surrounding diversity, equity, and inclusion in academia, offering valuable implications for admissions practices and campus marketing strategies at faith-based institutions.

Researcher’s Work from Virginia Polytechnic Institute and State University Focuses on Advertising (Representation Matters: Measuring Black Travelers’ Legitimacy Judgments of DMOs). (2024, January 20). Marketing Weekly News, 44. Additional Information:

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This article highlights research conducted by scholars from Virginia Polytechnic Institute and State University, exploring the significance of representation in advertising, particularly concerning black travelers' perceptions of destination marketing organizations (DMOs). Through empirical investigation, the study examines how the portrayal of diversity in DMO advertisements influences black travelers' judgments of the legitimacy of these organizations. By focusing on the intersection of race, representation, and marketing, the research sheds light on the importance of inclusive advertising practices in the tourism industry. This work contributes valuable insights to both academia and the marketing profession, informing strategies aimed at promoting diversity and equity in destination marketing efforts.

Srajat. (2019, November 14). National Trend finds racial makeup of college marketing misleading. The Sandspur. https://www.thesandspur.org/national-trend-finds-racial-makeup-of-college-marketing-misleading/

In this article from The Sandspur, Srajat delves into a national trend that highlights the misleading nature of racial representation in college marketing efforts. Through critical analysis and examination, the author discusses how colleges often present an idealized version of diversity in their promotional materials, which may not accurately reflect the true racial makeup of their student bodies. By shedding light on this discrepancy, the article underscores the importance of transparency and authenticity in higher education marketing practices. This piece serves as a valuable contribution to the discourse surrounding diversity and representation in college admissions and marketing, urging institutions to adopt more honest and inclusive approaches to attract a diverse student body.

Positionality is a twofold process.

the recognition of identity
the acknowledgement of power and power dynamics

“Things Shift, its important to know how we shift those things”

Inscape (noun)

defines the unique essence of a place or the inner nature of a person

“Know yourself and how you enter your work, know who this project is for. Meet them where they are. How are you building their capacity to support/be supported?” - Erica Berreto

Project: See Me As I Am (SMAIA)