I see education as one of the most powerful vehicles for social change.  Cognitive dissonance is key in education - through dissonance we are challenged to continually make meaning of our understanding of ourselves and our social reality.  As such, this notion of dissonance is the key foundation of my diversity statement and intersects with two identities that I initially held in dichotomy with one another: educator and learner.  As an educator, I strive to intentionally engage students in conversations about diversity and multiculturalism.  This is achieved through seeking out connections and developing relationships based on mutual respect and trust.  Through these relationships, I am able to challenge their worldview and thereby start creating dissonance.  However, before I can have these conversations, I need to first understand my own identities and perspectives.  It is in this capacity that I consider myself a "life-long" learner.  The meaning that I have made of my lived experience continually evolves over time, and it is my responsibility to challenge myself to continue this process of reflection.  Balancing the identities of educator and learner was a large source of dissonance for me as I developed my professional identity.  I have learned to hold these identities dialectically, becoming an educator-learner and learner-educator within the relationships that I build with students.  Reciprocally, as I challenge the worldview of the students I interact with, my own worldview is also being changed and reformed.  

In sum, as a student affairs professional, it is my responsibility to establish relationships with students where we can have conversations about social justice that mutually challenge one another.  Through this relationship, I hope to be an active collaborator with students as they make meaning of their social identities and perspectives.  Ultimately, through this process I am able to create inclusive environments where students can explore their understanding of diversity and multiculturalism.