BY MYIA CLARISSE WILLIAMS AND VERNON C. LINDSAY
One “big beautiful bill” has introduced ugly stress responses and expanded job duties among diverse higher education practitioners. Current provisions impose additional limits on Grad PLUS and Parent PLUS loans. Federal loan restrictions, the loss of DEI initiatives, and other meaningful programs that impact student retention also affect the mental health of diverse staff and faculty. As some process the amplification of tax cuts for wealthy citizens, the loss of Medicaid benefits, and the bill’s impact on access to a college education, some have adopted counterintuitive coping strategies and assumed responsibilities more suited to mental health professionals.
The One Big Beautiful Act, beautiful only to its authors and supporters, is a manifestation of rampant nationalism—an ideological positioning with a troubling history of violence, exclusion, and cultural suppression. While the big beautiful bill represents, for some, a glorious return to pre–civil rights values in education and society, this legislation fosters nightmares among many staff and faculty members in higher education. Countless educators across the United States struggle to maintain optimism and objectivity in an educational landscape that challenges their very being.
When working in hostile campuses, we suggest that diverse higher education practitioners ground themselves in culture to develop effective leadership strategies. A culturally grounded professional remembers their ancestors’ experiences and finds strength in previous generations to move forward with intentional and deliberate actions in the present moment. We suggest a practice best exemplified in an example from an academic conference.
A Culturally Grounded Ceremony
On the first day of the Umoja Community Education Foundation’s Summer Learning Institute, a community elder led a cultural grounding ceremony. A diverse group of higher education professionals had traveled to San Marcos, California, to present and explore strategies for engaging Black students and others in culturally relevant courses, programs, and services. The elder stood behind the glass podium and introduced herself as a founding member of the foundation. The room was filled with a diverse group of staff, faculty, and administrators, who responded with applause for her contributions to a community that had begun among a handful of Black academics and has since spread to eighty college campuses. When the claps ceased, the elder described the importance of honoring and remembering ancestors as a form of self-care.
She invited the room to close their eyes, clarify their intentions, and picture the faces of their ancestors. When the conference attendees opened their eyes, she asked them to write down the name of an ancestor who had influenced their education and inspired them to pursue careers in colleges and universities.
Participants wrote down the names of family members and others who had impacted their lives. After several minutes of silence, the elder instructed the room to discuss the names of the ancestors written down with others and to place their responses on the community’s altar.
Four Takeaways to Share with Staff, Faculty, and Administrators in Higher Education
1. Remember your ancestors.
Take a moment in your day to reflect on the sacrifices people made to support your academic achievements. List the names of souls lost in a journal or share them publicly with a colleague, friend, family member, professional mental health expert, or social media audience. How you honor your ancestors is your choice, but prioritize meditation, reflection, and mindful practices.
2. Engage students in conversations and articulate actions.
Make classrooms and campus offices sacred spaces for students to discuss their feelings. Establish a nonjudgmental learning environment where every student’s voice is heard and appreciated. Discuss immigration challenges and explore legal options for engaging in protests or taking actions to support organizations aligned with their interests.
3. Stay “woke” to current events and collaborate.
Continue to learn about political developments and their impact on colleges and universities. Don’t isolate yourself in the ivory tower.” Consider your position and engage in learning opportunities to create relevant campus resources that benefit diverse communities.
4. Return to reflect.
Articulate your feelings in either written, spoken, or another means of communication. Healing begins with self-awareness before it can extend to others.
Diverse faculty in higher education must engage in the necessary self-care activities to manage stress and establish priorities. Over the next four years, we can expect additional moments of frustration influenced by the current administration. We’ve already witnessed ugly bills presented as beautiful, slashed DEI initiatives, forced resignations, unauthorized airstrikes, and polarizing legislation. Our challenge and charge in higher education include remembering and honoring the people who have made our positions possible by preparing a new generation of leaders. We can uphold legacies by encouraging and equipping diverse students with the knowledge and skills to persist in the face of opposition.
Myia Clarisse Williams is an African-centered scholar who uses social and cultural anthropology to craft education solutions for adult learners. She has created numerous educational resources for culturally responsive teaching and learning, keynoted across the US Pacific Coast, and facilitated learning in a series of courses, workshops, and institutes. Vernon C. Lindsay is the Umoja Community Education Foundation’s Scholar in Residence. As a former associate professor, he assists the foundation in conducting research, writing articles, developing curricula, and leading professional development sessions through culturally relevant practices and student-centered strategies.
