Student Spotlight: Inika Williams

Program: Educational Leadership & Policy Ed.D., Career Counseling M.S./Ed.S. ’14

Hometown: Brooklyn, New York

Inika Williams currently serves as the director of pre-collegiate programs and assistant director for the Center for Academic Retention & Enhancement (CARE) at Florida State University. Prior to her current role, she advocated for K-12 student success through positions as a school counselor, ESE district team leader, classroom teacher and a youth counselor for international programs in Germany and Japan.

Williams graduated from Florida A&M University with a B.S. in education and earned an M.S. and Ed.S. in career counseling from Florida State University, where she worked as a career advisor and instructor.

As a student in the educational leadership and policy doctoral program at Florida State, she researches social justice and democracy in education for marginalized students. Her goal is to improve educational opportunities for marginalized student populations to support entry and completion of higher education.

What made you first decide to go into education?

My calling for public service as an educator started when I was given an opportunity to intern with the U.S. Navy and U.S. Army Child Youth Services as an undergraduate student. I essentially was a camp counselor to military children living overseas; I spent 24 weeks over two years in Japan, Germany and Hawaii. I found Fridays to be bittersweet, because like my co-workers, I was excited to be traveling cross-country as a tourist, but at the same time, I was looking forward to working with the children again come Monday morning. After this experience, I solidified my decision to continue with my pursuit in the field of education. To this day, my life continues to reflect the quote, “Choose a job you love, and you will never have to work another day in your life.”

From K-12, to international, to postsecondary, you’ve had an incredible journey in the field of education so far. How have your previous positions prepared you for/led you to what you’re doing now?

I’ve touched a little of everything in education—from teaching to career and college advising to working with students with disabilities and now higher education administration. While I’ve engaged with some of the most caring and skilled teachers, I have observed how systemic and structural barriers have and can impede on the success of students. I’m now in a position that empowers me to make decisions and leverage financial resources in school communities to combat socioeconomic issues. The students enrolled in our pre-college programs have a 100% graduation rate, and this past year, 100% of our graduating seniors will enroll in a college, university or trade school this fall.

Describe a memorable moment you’ve had in your career.

Despite the circumstances of the COVID-19 pandemic, I’ve had an incredible year. I had my first research study published and secured three major grants to provide early college access services for 250 local students. I was also presented with the Faculty & Staff Seminole Award by the FSU Division of Student Affairs for my service to FSU students. I often get asked how I manage it all along with a full-time course load this spring, but the work that I do excites me and keeps me going!

Tell us about your research.

I genuinely believe all students, regardless of their circumstance, possess the skills and tools to be successful in school from early education through graduate school. I witness this through the success of the students enrolled in the FSU’s Upward Bound and College Reach-Out Program, but also through the work of other pre-college (TRIO) programs across the nation. Thus, my work contributes to the growing body of asset-based research that focuses on the success of traditionally marginalized groups who are thriving and successful in secondary school and college. My dissertation will explore ways in which culturally relevant practices and critical mentoring in a pre-college program contribute to the success of first-generation college students.

What are some of the biggest challenges facing marginalized students today?

Students of color and their communities have traditionally been posed from a deficit model—meaning that in order for them to be successful, they would need to take on identities and values from the greater society. There is an ideological shift that’s happening in education that encourages educators to engage in practices that affirm and help sustain students’ culture and community.

What made you choose FSU for your graduate degrees?

I found community at Florida State University. From my interactions with faculty to my engagement with my colleagues across campus, I’ve always felt supported, valued and heard on campus. During my master’s program, my professors were invested in my personal and professional growth. As the first in my family to pursue a college education, these acts of care and mentoring had a positive impact on my career. Florida State University has become my second home, so it only made sense to continue my doctoral studies here.

What are your plans for after graduation?

I am inspired by studying and working to resolve social and economic issues that impact our communities and the youth. I hope to continue my journey of engaging in coalition building and innovation to implement large-scale social projects. It’s important that my contribution to society includes the facilitation of systemic changes that would ultimately improve the lives of others around me.

What advice would you give to someone wanting to follow in your footsteps?

One of my favorite writers, Bell Hooks, encourages the act of seeking work that we love, and in doing, it so helps us enhance our capacity to live purposefully. If the honor of working with young people is indeed your calling, lead from the heart and everything else will follow.