EXPLORING INTERSECTIONS

Social Justice Fellowship

The Days-Massolo Center took the lead as a grant writer and grant recipient for the 2021-22 Interfaith America Racial Equity and Interfaith Cooperation Award to fund the transformative dialogue based Social Justice Fellowship. Some 26 students participated and received stipends. Here is just some of their feedback:

“I believe I’ve become less angry at the world, more capable of engaging in justice from a place of love.”

“I think I’m taking a much different approach to how I want to do good in the world and follow God this year. I’ve stopped doing things because I think I should do them, and I’ve started [practicing] faith and volunteering at times when I want to.”

“I’ve become more connected with my spirituality on an individual level. I feel more grounded when using techniques from every conversation we’ve had that’s provided me with the insights of different backgrounds and experiences.”

“I have a better understanding now of the interconnections between nature, spirituality, and social justice, in that all three relate to connecting with others and yourself — a sense of oneness with the rest of the world.”

The student testimonials demonstrate the intentionality and importance of dialogue facilitation hosted by the Social Justice Fellowship (SJF) leadership. The SJF leadership was made up of Associate Director of Outdoor Leadership Sarah Skoy; Chaplain Jeff McArn; former Campus Rabbi and Hillel Director Ethan Bair; and Days-Massolo Center Director, Paola Lopez. Each SJF leader coordinated at least one session and hosted individual small groups made up of five or more students. This attention to leadership develop- ment and dialogue yielded the high impact learning outcomes that exceeded expectations. It is with great hope the Days-Massolo Center looks forward to the Chaplaincy becoming the new home to future Social Justice Fellowship cohorts.The Social Justice Fellowship originated from the DMC 10th Anniversary Steering Committee’s recommendations that the center serve as a connector with the Chaplaincy and Outdoor Leadership to explore topics of social justice within areas where the topics and issues may have yet to be addressed. The fellowship students focused on exploring identity, spirituality, and communal activism in a diverse setting with the following stated learning objectives:

• Students will learn how to build and sustain community connections and learn how to generate impact;

• Students will learn how to hold space for reconciliation and connection;

• Students will develop greater affinity for the Hamilton community;

• Students will gain greater understanding and confidence in self-reflection.

LGBTQIA+ Identify Specialist

The LGBTQIA+ identity support specialist position was created in the fall of 2020 in direct response to student need and advocacy. While meeting with students throughout the work of revitalizing the DaysMassolo Center, the narratives and feedback continued to highlight the disparities among students who have marginalized identities and experiences. After several meetings with students, Gender and Sexuality Union student leaders, and digging into the academic literature, DMC Director Paola Lopez identified that the center could do more to serve LGBTQIA+ students as they navigate the remote working world and college experience. Looking to the nonprofit sector, we modeled the LGBTQIA+ identity specialist role after direct service roles one may find within the nonprofit sector.

During the hiring and onboarding process, the director and identity specialist discussed the current experiences of LGBTQIA+ students, campus resources, and our initial goals for this position, which included to provide initial framework and services, specifically non-clinical individual and group support sessions, for LGBTQIA+ students as well as those exploring their sexual, romantic, or gender identities and the ways they express, navigate, and develop these identities.

196 unique individual services offered by the LGBTQIA+ identity support specialist

2020-21 engaging 4% of enrolled Hamilton students

2021-22 engaging 3.3% of enrolled Hamilton students

Common topics included:

• Identity Exploration: Asexuality, Gender Identity, Questioning

• Intersections of LGBTQIA+ Identity and Race, Culture, Ethnicity, Religion, Family Structure, Birth Story, and Being a Survivor

• Imposter Syndrome

• Demystifying Queer Stereotypes

• Sexual Health Resources

• Breaking the Binary

• Internalized Homophobia

• Experiences of Homophobia (household, friends, campus, religious communities, etc.)

• Dating, Sex, Relationships

• Queer Milestone Pressure (thinking they are “too old” to just be figuring out their identity)

• Queer Resources after College

In addition to supporting students one-on-one, the LGBTQIA+ identity specialist facilitated virtual support group meetings that welcomed 22 students since their inception in 2020. Each group provides a supportive, brave, and affirming space for students to explore their identity and experiences through facilitated narrative sharing with the goal of finding mutual support. These groups are NOT affiliated with any student organizations and are designed to protect the privacy of all participants. The groups were facilitated for 10 weeks. Facilitation style was “Circle Process.” Two groups were facilitated: Open Doors (anyone queer or questioning) and TNC (Trans, Non-Binary & Gender Creative). Here are recaps of student experiences and topics covered in the support group settings.

“It was awesome to have an adult who could dedicate time to making interesting and challenging questions for us to help us all work through our identities and share our experiences. It was good to have someone who had more experience as an adult moving through the queer community to be supportive and informative on the queer experience.”

Open Doors Topics

Week 1: Identity Sharing and Impacts of Hamilton and Quarantine

Week 2: Assumptions (placed and projected)

Week 3: Relationships (platonic, romantic, or sexual)

Week 4: Family

Week 5: Mid-way Check-in

Week 6: Coming Out

Week 7: Queer Journey Timeline

Week 8: Internalized Homophobia

Week 9: Healing

Week 10: Celebration and Reflection

TNC Topics

Week 1: Identity Sharing and Impacts of Hamilton & Quarantine

Week 2: Assumptions (placed and projected)

Week 3: Trans Beyond Appearances

Week 4: Trans @ Hamilton

Week 5: Mid-way Check-in

Week 6: Coming Out to Ourselves

Week 7: Impact of Current Events (trans day of visibility, anti-trans laws)

Week 8: Dysphoria

Week 9: Healing

Week 10: Celebration and Reflection

From LGBTQIA+ Identity Specialist Lexie Muccie: “This role continues to amaze me in terms of the impact that it is providing for students at Hamilton. Over the course of the past two years, there has been a resounding narrative from students regarding their struggles with how to come into or navigate their identities and the positive impact that this role has had on them with this journey.”

Recommendations for future growth and services of the LGBTQIA+ identity specialist:

• Create full-time positions for specialists in order to offer extended hours, programs, groups, etc.

• Offer in-person and remote sessions

• Have an office located in a private, yet accessible, location. Also offer office hours at satellite locations: DMC, Counseling/Wellness Center, residence hall lounges, etc.

• Continue to offer support groups with the circle process format

• Ensure support groups remain the appropriate size — 10-12 per group

• Host groups in a comfy, accessible, and private location — do not release location until student signs up for group

• Broaden services to provide training, mini-retreats, or workshops for specific populations focused on connection/healing rather than education (queer students of color; ace/aro community; gay-men; queer athletes; etc.)

• Look to partner with other local campuses on programming

• Continue and deepen connection with counseling and student support

• Engage in monthly meetings with departments to support common students and to update on common themes

• Create web-based resources focused on common topics such as

+ Coming Out

+ Sex Education and Safer Sex Practices for Queer and Trans Folks

+ Queer/Trans after College

+ Healthy Relationships

+ Build Connections with Departments (to deliver advertisements and make introductions to key student leaders to such groups as Student Assembly, Residential Life, New First-Year Students, Student Orgs/Clusters)

• Continue to differentiate specialist services from existing student organizations centered on LGBTQIA+ students

Enhancing The Social Dimensions Of The Hamilton Community

During the remote experiences brought on by COVID-19, the Days-Massolo Center led the campus in unique hybrid and virtual experiences. For example, the C. Christine Johnson Voices of Color Lecture Series student organization hosted the following guest lecturers and community leaders as well as some of Hamilton’s largest virtual engagements.

2020

Yusef Salaam discussed criminal justice reform and personal experiences: 419 in virtual attendance

2021

Xiuhtezcatl Martinez discussed youth-led climate justice activism and sovereignty of indigenous and native communities: 100 in virtual attendance

2022

Voices of the Resettled with local Uticans panel discussed the experiences of immigrants and refugees and how Hamilton students can become better community partners: 100+ in virtual attendance

2023

Angela Davis with student-hosted panelists discussed welcoming change and topics ranging from criminal justice reform to student activism: 900+ in person and virtual attendance

Despite the challenges the pandemic presented, we revived and hosted dynamic identity and heritage month celebrations that generated powerful partnerships among WHCL, CAB, Student Activities, the Black Latinx Student Union, La Vanguardia, Center for Intersectional Feminism, Gender and Sexuality Union, Voices of Color Lecture Series, Asian Student Union, and Feminist of Color Collective. Among the events were the following performers and speakers:

• 2022 NPR Tiny Desk Winner: Alisa Amador

• 2022 Bob the Drag Queen

• 2021: Aida Encarnacion

• 2021: Nano Stern

• 2021: Alisa Amador

• 2020: Zakiyyah Sutton

• 2020: Nedelka Prescod

• 2020: Fabiola Méndez

Enhancing Cultural And Leadership Dimensions

The Days-Massolo Center team is composed of one full time director, a part-time LGBTQIA+ identity specialist, a part-time staff support, and 11-16 student ambassadors. Working as a team the DMC supports seven identity and cultural based student organizations, center operations and care, center programming and services, and respective campus communication.

The director has extended administrative support to budding student organizations. Students focused on establishing a community that supports their accessibility needs and their social and intellectual STEM pursuits. One such organization is ROOTS: Students of Color in STEM. With the faculty support of Professors Todd Franklin, Max Majireck, and Rhea Datta, ROOTS has led its peers in finding better study practices, engaging with STEM faculty outside of the classroom, and advancing pre-professional STEM pursuits such as offering assistance in identifying research experiences and preparing scientific research conference abstracts and presentations. In the 2022-23, ROOTS gained the full funding support of Dean of Faculty’s office and the Howard Hughes Medical Institute (HHMI) Inclusive Excellence Committee to send 14 students to the annual 2022 Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS). Borrowed from the ABRCMS attendee impact report, read below for the dynamic cultural and leadership development outcomes led by ROOTS student leaders.

• Breakdown of ABRCMS attendance by academic year: sophomores (35.7%), juniors (50%), seniors (14.3%)

• Presentations: 11 out of 14 presented (one oral presentation, 10 poster presentations). Three students won presentation awards.

• Concentrations represented: Art, Biology, Biochemistry & Molecular Biology, Chemistry, Chinese, Hispanic Studies, Neuroscience

• For 12 out of 14 students (85.7%), this was their first in-person conference trip.

• Seven (50%) of attendees applied for ABRCMS travel awards. Four received partial awards (covering registration, flight, and/or hotel). Three received full awards covering registration, flight, and hotel costs. (Because of the high success rate, we will encourage all future attendees to apply for these awards.)

• 100% of attendees indicated that they could not have attended if only the standard partial conference support ($500) was provided.

Theme 1 – Inclusion and Belonging in the Broader STEM Community

There was a strong sense of community that was fostered — or perhaps for some ignited — during the ABRCMS experience. Attendees were universally positive about being in the presence of other scientists.

• “As a minority and first-generation student, it can be challenging to navigate and comprehend what opportunities are present. However, being surrounded by a community of people who experience similar trajectories and who look like me helps me believe that I have the capabilities to become a scientist.”

• “I have never before been in such a diverse space before despite growing up in New York City. The STEM I know is majority white, and if I am being honest, I do feel very inferior and a huge sense of imposter syndrome. Thanks to ROOTS that has decreased, and thanks to ABRCMS I feel more confident in what I want to pursue and my capabilities. I appreciated every guest speaker that came in to talk about their journey in STEM and how they established themselves. I enjoyed the talks about racial inequity and bias in STEM and what steps we could take in order to slowly eradicate this bias. I felt wholly seen, surrounded by people with the same experiences and feelings as me. Seeing them prosper and succeed only made me feel like I could do the same. I think this motivation that I will be able to achieve my place in STEM is absolutely needed when it comes to going to classes and being in a tough academic environment like Hamilton. It really gets you going, really pushes you to keep trying and studying.

Theme 2 – Strengthening and Fostering Community Within ROOTS / On Campus

• “I would not have been able to handle the pressure of attending ABRCMS by myself. I think that being a part of a group made me feel less intimidated, and I was able to speak to my peers about different experiences that I encountered throughout the day and learn from theirs.”

• It is worth noting that the community building began even well before the conference: “…I saw how the co-chairs went the extra mile, to not only obtain the funding to bring more than 10 members to the conference, but also to guide them through it in many ways: how to network, prepare for the presentation, print and make their poster, bring formal clothes, and make the most out of this experience during and after the conference.”

Theme 3 – The Value of Interacting with Experts and Career Networking

• “I found it very helpful to have judges examine our presentations. This is because I felt they asked questions that really got me thinking about my own research. Additionally, it provided us [a] professional audience which then forced us to really prepare and hone down on and understand our research project. I also found that the feedback they provided was very helpful. Most of the advice they provided me, I will be using and applying on my next presentations.”

• “Presenting my research at ABRCMS was an incredible experience. I got to explain my research to judges, attend riveting talks on the anti-cancer properties of caffeine, and meet former astronaut Mae Jemison. This opportunity exposed me to the academic community in science. Before going to Anaheim, Calif., I wasn't certain what my route after graduating would look like, but after talking to a few renowned scientists, my interests in research solidified. I know I want to take a gap year to build a strong foundation with an end goal of going to graduate school for a Ph.D. in cancer biology, and working in industry.”

In addition to ROOTS impact outcomes, we’re proud of the leadership and community impact of the seven Days-Massolo Center cluster student organizations. We’ve seen greater collaborations in planning and hosting events, programs, and services. For example, the Welcoming Change with Angela Davis event was planned and hosted by the Black Latinx Student Union, Center for Intersectional Feminism, and Voices of Color Lecture Series. All organizations and DMC staff have championed the restart of the Asian Student Union and were excited to celebrate their highly successful Asian New Year celebration where they welcomed over 150+ campus friends. The Center for Intersectional Feminism, along with Feminist of Color Collective, Black Latinx Student Union, and Asian Student Union hosted the annual Women of Color Banquet and later partnered with the Gender and Sexuality Union to host Sex in the Dark. These are just a few of the leadership and community impact outcomes from the 2022-23 academic year!

In summer 2022, Hamilton had the honor of welcoming inaugural International Student Services Director Dr. Bonike Odegbami.

The DMC has been found to help international students build community among themselves and has served as a haven for diverse student populations. As such, they could yield additional opportunities for international students to further build connections and garner support. Higher student satisfaction with the DMC meant higher utilization because it offers a sense of community, particularly for diverse student populations. Some of the impact the DMC has had on international students includes:

• providing and advocating for services, programs, and resources that assist international students for a successful transition to, matriculation at, and graduation from Hamilton

• offering services, programs, and resources that foster academic success among international students

• ensuring a space for multicultural community building, individual expression, and the exchange of ideas

• fostering leadership skills for multicultural competence for international students

• serving as a partner in promoting multicultural competence through community engagement on various topics

We’re proud of the leadership and impact each of the departmental and student organization collaborations have made and will continue to make. Their commitment to community, social justice, and the DaysMassolo Center mission is evident as they’ve achieved dynamic outcomes throughout the last four years.

Days-Massolo Center Cluster Student Organizations

• Asian Student Union

• Black Latinx Student Union

• Center for Intersectional Feminism

• Feminist of Color Collective

• International Cultural Association**

• Gender and Sexuality Union

• La Vanguardia

• C. Christine Johnson Voices of Color Lecture Series

**ICA is administratively supported and advised by International Student Services. Together International Student Services and the Days-Massolo Center support and collaborate on leadership training and development, collaboration, and resources.

Enhancing Academic And Individual Dimensions

The Days-Massolo Center director has served on various academic committees, leadership search committees, as an community advisor to Student Assembly, and as an ad hoc internal consultant to faculty and various institutional colleagues, in addition to providing ad hoc training and workshops for various departments and student organizations.

As an example, the director has contributed to the First-Year Course (FYC) experience by working with faculty to develop greater leadership and student development competencies for the FYC mentor and mentee program, and to expand the methods in which the FYC program lists student job opportunities, recruits, and reviews FYC mentor applicants.

The DMC also engaged with the First-Year Experience program to enhance the dialogic experience of DEI-based topics during the first year orientation experience. In addition, we’ve worked with the Hamilton Greek Life advisor and organizations to develop DEI-based workshops and leadership development experiences.

The Days-Massolo Center strives to be a catalyst for social change and a resource for shared experiences

We’re so proud and pleased with the rebound of DMC use and growth on this side of life amidst a pandemic. We’re grateful to the 25 percent of students who have come through our doors since campus reopened and look forward to expanding our use, center care, and partnering with colleagues — students, faculty, staff, and alumni — to continue our evolution in order to achieve our farreaching vision.

What does it mean to be a catalyst for change?

Of the many components to the DMC’s mission, vision, and values, one with great impact potential is our vision statement. The students who contributed to this vision statement made it very clear that the DMC should not be the only place where DEI and social justice-based impact is generated. They want to see the DMC as a resource and metaphorical campus intersection where these issues can be supported, catalyzed, and connected.

What will it take to see this vision become reality?

The DMC would benefit greatly from greater staff and campus support. We have generated dynamic impact outcomes in partnership with seven student organizations and our campus and community partners. However, to achieve the vision included in our strategic plan goals, the DMC will need an expansion of allocated operating budget and staff support. Specifically in the following areas:

• Funding to advance the plans for dialogue program support

• Increased funding to expand heritage and identity month programming

• Funding to expand leadership development programs, workshops, and off-campus experiences (conferences, collaboration with other higher education institutions)

DIRECTOR:

In partnership with students, faculty, and staff, the Days-Massolo Center director strategically addresses diversity and inclusion efforts that advance the College’s mission and vision; oversees all programming for the DMC, whose mission includes offering broad, innovative and relevant programs to the entire community; and is primarily responsible for management, development, and assessment of programs focusing on identity development and understanding of issues on diversity, inclusiveness, and social justice.

Other duties include to:

• Collaborate with members of the campus community to develop and implement innovative programming that educates the campus about multiculturalism, diversity, social justice, and intersections of identity through community building

• Facilitate dialogue across campus groups focused on social complexity, ethnic and racial difference, social class, religious identity, gender, LGBTQIA+ issues, and the intersection of these identities

• Collaborate with faculty, staff, and administrators to promote a diverse and open learning environment in and out of the classroom to develop student-centered programming including cultural events, talks, film series, panels, and other educational programs

• Provide leadership and training in diversity awareness and inclusive practices; engage widely with the College community around issues of diversity, inclusion, and intersections of identity; and serve as a resource for students, student organizations, and faculty and staff about related matters

LGBTQIA+ IDENTITY SPECIALIST:

The role of the LGBTQIA+ identity support specialist was created in the fall of 2020 in direct response to student need and advocacy. (See page 9 of this report.) The position focuses on support services, specifically non-clinical individual and group support sessions, for LGBTQIA+ students as well as those exploring their sexual, romantic, or gender identities and the ways they express, navigate, and develop these identities.

STUDENT AMBASSADORS:

The Days-Massolo Center student ambassadors experience is a student employment opportunity based in the National Association of Student Personnel and Administrators Undergraduate Fellowship competencies as well as student socio-emotional and leadership dimensions. The ambassadors are central to the DMC mission as they support the center’s evening and weekend operations and are the friendly student faces that welcome new and returning students to the center. Ambassadors participate in biannual staff training retreats and ongoing leadership development experiences.

DMC Student Ambassador Learning Outcomes — all with the goal to build connections on campus; increase academic performance; increase the number of student opportunities, retention/completion; enhance student learning:

• Enhance sense of identity, belonging, contribution, and purpose within the community and world

• Develop leadership and self-reflection skills to identify power, identity, and privilege as it relates to one’s own experiences as well as self-care and wellness needs personally and professionally

• Lead by applying knowledge, modeling positive mentorship relationships, and ethical decision making

• Awareness and understanding of engaged citizenship and service

• Understanding of the history, mission, and purpose of the DMC, student affairs, DEI, and higher education structures

• Learn self-advocacy and advancement skills to advance and ask for what they need in preparation for career-readiness

(Burnside, et. al, 2019)

What Do Student Ambassadors Do?

• Archive Team: The archive team was established in 2020 to focus on developing the meta-data/ digitization of archival pieces associated with the Days-Massolo Center and former Womyn’s Center to ensure these items and the associated histories are documented and recognized. This team has involved the following students:

+ Nasheley Boursiquot ’22

+ Luna Zou ’24

+ Jason Casado ’24

+ Fiona Murphy ’23

+ Rosa Carter ’21

+ Zach Brooks ’24

• Cluster Leadership: The cluster leadership role supports the seven student organizations. Student ambassadors plan, program, and host the monthly cluster leadership dinners where student leaders come together to connect as leaders, collaborate, and foster greater community. In addition, the cluster leadership ambassadors support the director in planning the biannual leadership retreats. This team has involved the following students:

+ Pablo Reina-Gonzalez ’22

+ Emily Boviero ’24

+ Jhoana Flores ’24

+ Anyi Rescalvo ’22

• Communication: Our communication student ambassadors generate the beautiful monthly newsletter content. They focus on telling the DMC’s story, from what’s happening to impact outcomes, that demonstrates the mission-based work that the DMC and cluster organizations are doing. This team has involved the following students:

+ Alex Medina ’22

+ Madeleine Cerone ’26

+ Maja Domagala ’24

• Generalist: Our generalist supports the team, the center, and the director in ad hoc projects. They are typically of senior standing and have developed the leadership and responsibility necessary to support the team with general questions and delegate accordingly. This team has involved the following student:

+ Salwa Sidahmed ’23

• International Student Services Intern Program: These students support the communication and operations of International Student Services:

+ Jazmine Florencio ’26

+ Diane Ntaganda ’26

• Programming: Our programming team is responsible for planning and hosting our Cafecito Program, a monthly dialogue-based program focused on the respective month’s heritage or identity celebration. This team has involved the following students:

+ Joel Adade ’22

+ Nicole Conlogue ’25

+ Taliyah James ’24

+ Emily Boviero ’24

• Social Media: Our social media team is responsible for telling our story on various social media platforms. They cover events, individual stories, trivia, and engage our internal and external audiences. This team has involved the following students:

+ Carlo Benavides ’23

+ Kritika Ghimere ’25

+ Raymond Ni ’24

+ Mariam Saied ’23

• Visual Communications: Our visual communications team lends their visual creativity to create student organization and center posters, digital elements, or even physical objects like logos. This team has involved the following students:

+ Mil Fienco ’23

+ Juasline Plasencia ’23

+ Chidera Uwakwe ’24

+ Mariam Saied ’23