Artifact B
Artifact B
Artifact B
Rachel Fielding
Seattle University
MISSION STATEMENT 2
grace when it is needed most. At the core of the intersection of my personal and professional
identities are the values I hold at the heart of who I am: authenticity, resiliency, advocacy, and
care. Understanding my identities as a white, able presenting, woman is important to how I show
privileges and the spaces I consume, and consistently challenge my biases to display my most
authentic self in a way that demonstrates multicultural competence (Pope, Reynolds, & Mueller,
regularly question the status quo and advocate for systemic change in support of accessibility and
equity for all student populations. I view myself as a resilient woman who persists through
strength, and being able to recognize these traits within myself informs my approach to helping
others to see the ways in which they are resilient too. Informed by Yosso (2005), I aim to help
underrepresented students to identify the unique cultural wealth they bring to their experiences,
empowering them to persist, succeed, and find the value in their unique narratives. Regardless of
institutional or departmental context, I seek to draw upon current research and best practices
from the field of higher education to ensure I am consistently supporting my students in the most
effective and intentional ways. I believe in caring for my whole self-first, so I can sustainably
care for the field of student affairs, my students, and the institutions which I serve. It is my
dedication to lifelong learning, deep reflection, and intentionality that inform my student-
centered approach to holistic growth, development, and support. By holding my truest values at
the center of my heart and my practice, I am able to continue to meet others where they are at,
foster community, and create impact through service to myself, to others, to the student affairs
References
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community