Caring for the Invisible

Student
Silvester Mata
Graduate Research Fellow
University of Houston

smata3@uh.edu
Agenda/Purpose
A. Introduction
B. Purpose
C. Story/Origin
D. Rachels story
E. Literature
F. Study
G.Takeaway
Introduction
Silvester (Sly) Mata
Current
PhD student at the University of Houston
Research Focus: access, affordability, higher
education finance and mental health
Past
Associate Director for Academic Support and
Diversity
Cornell University; 2011-2015
Retention Specialist
Upward Bound at Arizona State University; 2005-
2009
Cornell University (in depth)
Title IX Investigator
Routinely perform investigations as related
to Title IX violations including sexual
assault, sexual harassment, rape, etc.
Care, support, trauma

Crisis Manager
As a member of the Cornell University Crisis
Management Team, on call for student
emergencies as it relates to support of any
traumatic (death, suicide, accident,
overdose, etc.) affecting the student.
Purpose
Objectives
Review current student development theory as
related to trauma, marginalization, and
perseverance
Gain new perspectives based on qualitative
research:
Student perspective on trauma, marginalization and
visibility
Staff perspective on support, awareness and
limitations

Data capturing methods to gain new insight on

the student experience
 The Invisible Man by
Ralph Ellison
I am invisible, understand, simply people
refuse to see me, like the bodiless heads
you see sometimes in circus sideshows, it
is as though I have been summoned by
mirrors of hard, distorting glass, when
they approach me, they see only my
surroundings, themselves or figments of
their imagination, indeed, everything and
anything except me.
The origin: Rachel
Research Partner
Identifies as a queer woman
Wife and mother
In third year of her PhD within Houston TX

But one day.she cried at work.

Why?
June 12th happened
For Rachel
Traumatic event
Marginalization (Sexual Identity)
Increased visibility
Effect on well being
Not the only traumatic event.
Theoretical framework

National trauma may increase visibility

on campus but is that a bad thing?
Mattering and Marginality
Attention
Importance
Ego Extension
Dependence
Appreciation

Side effects?
Does it create a new concept of marginality?
Possible expansion of theory

Schlossberg, 1989
 Research Question

What effect does the intersection of

national traumatic events and increased
visibility on college campuses have on
underrepresented students?

How does increased visibility affect

concepts of mattering or marginality?
 Literature Review: Identity
development
Theory development
Chickering: Identity Development
Student identity development occurs across seven
interacting vectors:
Developing competence
Managing emotions
Moving through autonomy toward interdependence
Developing mature interpersonal relationships
Developing purpose
Developing integrity

White & Hood, 1989

Self Authorship Theory
The theory of making meaning
The ability to collect interpret, analyze
and reflect on ones own beliefs in order
to form judgements.

Model of multiple dimensions of identity

Imagines identity as a product of multiple
factors including personal self definition,
social identities, and contextual factors.
Magolda, M. B. (2008); Patton, L.
D., Guido, F. M., Quaye, S., Forney,
D., & Evans, N. J. (2016)
 Trauma
Trauma is embedded in the social
context and with social identities.

Trauma can manifest across multiple

layers of experience including the
physical, psychological, relational,
spiritual and often cultural.

Brown, 2008; Levers, 2012 and

Brown, 2008
 The intersection
During a students development, some
memories will be more impactful than
others

Traumatic events and memories, form

markers within an individuals life that
impacts their identity, especially when it
is central to an individuals narrative.

Bernsten & Rubin, 2006

Study
Qualitative over Quantitative
6x4
Six groups of four

4 groups of students
Open ended questions on news events

2 groups of University of Houston staff members

Student Affairs staff
Faculty
 Methodology: Grounded
Theory
Phase 1
Data collecting; via interviews
Phase 2
Note Taking; taking note of key issues
Phase 3
Coding: from notes to constructs
Phase 4
Memoing; groupings
Phase 5 & 6
Sorting and writing (current stage)
 Quotes: Students
Now they see me (visibility)
It takes my breath away (trauma)
What is it all for (fear of safety)
Im tired. Im tired of feeling tired (trauma)
Why is my gender less than important then theirs (identity)
I wanted to stop for a while (academics)
I was just there (fear of safety )
I was so angryI couldnt focus (academics)
It was everywhere. Facebook. Twitter. TV (Imagery and social
media)
The next day, she didnt say anything (silence/invisibility)
And then everybody looked at me (mattering/marginality)
Im not even Mexican! (identity, mattering/marginality)
It just happened! And nobody has said anything yet! (Trauma)
Why was he wearing so many clips on his belt? This is a school!
(safety)
 Quotes: staff/faculty
I at times have no idea what to say (training)
What was I supposed to do? Give up my class time? (procedure)
I feel like I am the enemy at times (identity)
Im not trained for this (training)
I have to get away sometimes (self care)
I cried in my office (honesty)
I needed to get away (self care/training)
I wasnt ready for the morningwhat was I supposed to say? So I
just had class like any other day (procedure; training)
I really didnt see what the big deal was. I couldnt understand why
she was crying (awareness)
Not sure if thats my job (training, identity)
Am I allowed to say this? But (honesty, identity)
We tried.but I dont think it worked. (procedure)
But if anything happens, thank god the police are here (safety)
Overall findings
National traumatic events increases visibility of
marginalized student populations which can shape a
students identity. Educational change agents need
to be aware of how their part of the process (both
as individuals and as a community).

National trauma can embed itself into students and

staff identity.
More research is needed into long lasting effect
Increased training and preparation my assist
Overall Findings

Staff have more resources for self care,

resiliency and support than students.
Both operational processes and freedom of
thought.
How do these affect an educational
community?

To support students, we need to bolster

support, resources and training, while
taking care of ones self.
Implications for administration
Need further understanding of triggers
Understand the power of language and
imagery
Example: Oscar Grant

A better introduction to counseling and

psychiatric services.
Recognize our communitys approach to
health services.
Recognize the lack of social capital as
related to services.
 Proactive in your support and services
Plan ahead for support that is needed
Identification of Safe Spaces/Zone
Standard operating procedures
Example: Lets talk @ Cornell

Recognize the impact of media (social

and news)
Imagery that is viral
The connecting web that it clings to
Implications for students
Resources need to be clear and
transparent (policy/administration)
Crisis Team, CART Team, standard operating
procedure?

Students have to find some measure of

solace in communication(well-being)
Safe space locations
Referrals to proper location
Follow up
Implications for students
Students are aware of you and looking
for leadership (training)
Fix your face
Use campus/city resources to get better

Students are young humans and take

time to heal
Recognize their stage of development
Recognize they are hurting
Recognize them
Implication for staff
Self care is key
Know your limits (both physically and
emotionally)
Detach when you need to, but please come
back in

Inquire about the proper

resources/training
Look beyond the campus, and look towards
the community
Take the lead
 Be purposeful with your words and your
actions
Ensure that you see everybody with both
your vision and actions
Follow through; do what you say

Understand that we may losebut there

is still tomorrow.
A student
A voice
Trust.
Next steps
Future research
Comparison of communities
Joint focus groups of cultural centers on
university campuses
Focus on recovery time
A recovery to the shock of the system?
Or the effect of the a continued shock?
Training departments on how to capture end
of year assessments
Accurately capturing the thoughts of students?
Questions
Silvester Mata
Graduate Research Fellow
University of Houston

smata3@uh.edu