Is it weird that I’m in higher education, attended an HBCU for my graduate and undergraduate degree, desire to mentor African American college age men, and I am a black educated male. Yet, I do not want to study or do research on black males in higher education. It just seems like everyone and their baby momma has researched this student population. They write these articles with the existential question of “how to engage black males?” But yet for me the topic has been over-saturated and drenched. Now, the key phrases used or buzz words to engage black men are consistently in every article that I read. It is not that I am not interested in this student population but... Can I live? Yes, there are a disproportionate percentage of black females to males in college. Yes, it is a "needs" population. But I just get tired of reading these articles from these privileged professors who are usually white male, middle class, Anglo, and Protestants telling me (a black male) how "I" learn or operate in certain circumstances. Even better, how being a successful educated black male makes me the exception and outlier. The only exception is Dr. Shaun R. Harper who hits the nail on the head. I've read all his articles in hopes to get into Penn (plug). That being said, I will not do my journal critique on engaging black males in higher education for my Contemporary College Student class due Nov. 8. Look for my next blog.
The unexamined life is not worth living.
Monday, October 29, 2012
Thursday, October 18, 2012
Deconstructing Whiteness
Deconstructing Whiteness and Understanding Critical Race Theory
Overt forms of oppression are prevalent in our society today. These forms of oppression will continue unless we actively fight against them in all forms and fashions. In a predominately white institutions (PWI), that seeks to have the attendance of a multicultural and diverse population have several issues that must be overcome in order for intellectual and cultural understanding can be reached across cultural barriers. In this week’s readings I took a particular interest in understanding how to engage white students at a multicultural institution. Also, I wanted to better understand the techniques that we must have in order to engage black males at a predominately white institution. My own reasoning to understand the complexity to white racial identity development is to successfully engage with white students when I am an administrator. More importantly, due to the fact that my engagement with white students at an HBCU was limited to none, I think it would serve me best to truly understand the nature behind white racial identity development. Furthermore, it is important as an administrator to understand the multifaceted reasons for disengagement of black males at a predominately white institution. I do not believe, nor want, to work at a historically black college and/or university for the rest of my life. It would behoove me to understand how to engage black male students at a PWI now so that I can better serve this population when I am in a position to do such. Finally, I took an interest in these two topics for the perceived interconnection between deconstructing whiteness while understanding critical race theory. I thought it would be interesting to look at the two theories to understand how black men can understand whiteness to further their cause of equality among whites and white males in particular.
Several questions arose when I was reading the literature on engaging white students at a multicultural institution. Before we can get into the questions, we must first understand the literature. I will expound on two of the theories that were presented. While exploring white privilege we must first recognize that it is a system that promotes the benefits of the dominant group and penalizes the minority group, whether those results are direct or indirect. It was found that white students 1) had no understanding of white privilege or completely denied, 2) understood white privilege but did not take actions against it, and 3) understood white privilege and took action and solid commitment. Within the theory of White Racial Identity Development, a white student must go through a process where they abandon racism as they develop a non-racist white identity. This process includes: Contact, Disintegration, Reintegration, Pseudo-Independence, Immersion/Emersion, and Autonomy. I will not go into each stage. However, I found that each stage or status does not necessarily lead to the next. For example, how can one go from deintegration (where the individual seeks to resolve the situation) to reintegration (where the individual engages in hatred, anger and fear), therefore I question the fluidity of these statuses. As we look at Deconstructing Whiteness, I liked the interconnection that was present. It was suggested that deconstructing whiteness would serve as a precursor to white racial identity development. The five steps are: 1) understanding culture, 2) learning about other cultures, 3) recognizing and deconstructing white culture, 4) recognizing the legitimacy of other cultures, and 5) developing a multicultural outlook. The questions that arose for me in this chapter may not be answered right now but gave me a lot to this about. These questions were: how do we promote the white racial identity of white students at an HBCUs? How do we promote a multicultural campus at an HBCUs? Can other racial groups deconstruct whiteness (rather, is there a need to deconstruct it? If so, why?). Also, if we deconstruct whiteness, how can we to a greater extent deconstruct white supremacy. These were some of the thoughts that I was thinking as I read.
With this understanding of white racial identity development and deconstructing whiteness, I began to read about black male engagement at a predominately white institution. I dove into the literature with the aforementioned questions about white racial identity development. What stood out to me most was thought process behind critical race theory (CRT) as it aimed to understand the inequitable distribution of power among the racial groups. In a previous chapter that discusses CRT, it was mentioned that supporters of CRT use it to create dialogue about the racist structures that are present within the campus and classroom that do not benefit other cultures. In this chapter, Harper seeks out to dismantle the need to only support black s when it is convenient for white self-interest. Engaging with black males should be highlighted to retain black men and thus increase retention rates as a whole but also to develop cross cultural understanding. On both sides of the aisle (if you will), students, faculty, and staff must be willing to understand, accept, reject, and active fight against white privilege and thus deconstruct it. Finally, there should be several strategies that should be in places to assist the engagement and development of black males without the “fix them” mentality.
Overt forms of oppression are prevalent in our society today. These forms of oppression will continue unless we actively fight against them in all forms and fashions. In a predominately white institutions (PWI), that seeks to have the attendance of a multicultural and diverse population have several issues that must be overcome in order for intellectual and cultural understanding can be reached across cultural barriers. In this week’s readings I took a particular interest in understanding how to engage white students at a multicultural institution. Also, I wanted to better understand the techniques that we must have in order to engage black males at a predominately white institution. My own reasoning to understand the complexity to white racial identity development is to successfully engage with white students when I am an administrator. More importantly, due to the fact that my engagement with white students at an HBCU was limited to none, I think it would serve me best to truly understand the nature behind white racial identity development. Furthermore, it is important as an administrator to understand the multifaceted reasons for disengagement of black males at a predominately white institution. I do not believe, nor want, to work at a historically black college and/or university for the rest of my life. It would behoove me to understand how to engage black male students at a PWI now so that I can better serve this population when I am in a position to do such. Finally, I took an interest in these two topics for the perceived interconnection between deconstructing whiteness while understanding critical race theory. I thought it would be interesting to look at the two theories to understand how black men can understand whiteness to further their cause of equality among whites and white males in particular.
Several questions arose when I was reading the literature on engaging white students at a multicultural institution. Before we can get into the questions, we must first understand the literature. I will expound on two of the theories that were presented. While exploring white privilege we must first recognize that it is a system that promotes the benefits of the dominant group and penalizes the minority group, whether those results are direct or indirect. It was found that white students 1) had no understanding of white privilege or completely denied, 2) understood white privilege but did not take actions against it, and 3) understood white privilege and took action and solid commitment. Within the theory of White Racial Identity Development, a white student must go through a process where they abandon racism as they develop a non-racist white identity. This process includes: Contact, Disintegration, Reintegration, Pseudo-Independence, Immersion/Emersion, and Autonomy. I will not go into each stage. However, I found that each stage or status does not necessarily lead to the next. For example, how can one go from deintegration (where the individual seeks to resolve the situation) to reintegration (where the individual engages in hatred, anger and fear), therefore I question the fluidity of these statuses. As we look at Deconstructing Whiteness, I liked the interconnection that was present. It was suggested that deconstructing whiteness would serve as a precursor to white racial identity development. The five steps are: 1) understanding culture, 2) learning about other cultures, 3) recognizing and deconstructing white culture, 4) recognizing the legitimacy of other cultures, and 5) developing a multicultural outlook. The questions that arose for me in this chapter may not be answered right now but gave me a lot to this about. These questions were: how do we promote the white racial identity of white students at an HBCUs? How do we promote a multicultural campus at an HBCUs? Can other racial groups deconstruct whiteness (rather, is there a need to deconstruct it? If so, why?). Also, if we deconstruct whiteness, how can we to a greater extent deconstruct white supremacy. These were some of the thoughts that I was thinking as I read.
With this understanding of white racial identity development and deconstructing whiteness, I began to read about black male engagement at a predominately white institution. I dove into the literature with the aforementioned questions about white racial identity development. What stood out to me most was thought process behind critical race theory (CRT) as it aimed to understand the inequitable distribution of power among the racial groups. In a previous chapter that discusses CRT, it was mentioned that supporters of CRT use it to create dialogue about the racist structures that are present within the campus and classroom that do not benefit other cultures. In this chapter, Harper seeks out to dismantle the need to only support black s when it is convenient for white self-interest. Engaging with black males should be highlighted to retain black men and thus increase retention rates as a whole but also to develop cross cultural understanding. On both sides of the aisle (if you will), students, faculty, and staff must be willing to understand, accept, reject, and active fight against white privilege and thus deconstruct it. Finally, there should be several strategies that should be in places to assist the engagement and development of black males without the “fix them” mentality.
Wednesday, October 17, 2012
Racial and Ethnic Identity
In this country, we have the privilege of certain inalienable rights that we are entitled to. Some of these rights include the right to life, liberty, and the pursuit of happiness. The freedom speech, the right to bear arms, the right to assemble, and the right to free press are just to the name a few of our constitutional bound rights. The United States of America is a nation that prides itself as being a melting pot of racial diversity and of ethnic opportunity. However, we have not been a nation that has been gun-ho on opportunity and rights of minority groups. Within our tainted history, we have the near extinction of the indigenous people of North America that we know use the title of Native American or American Indian. Also within our history is the enslavement of those of African and Caribbean descent. At another point of our history, we encouraged the mock concentration camp type imprisonment of Japanese Americans during World War II. In points of our history there have been cries for equality and opportunity that this nation was built upon. Yet several minority groups were not privy to have those certain inalienable rights that were previously discussed.
For minorities and African American in particular, it was not until the end of slavery, after the Reconstruction Era and the 1954 Supreme Court hearing of Brown V. Board of Education that “the doctrine of separate but equal has not place” in the realm of higher education. The court then ordered the state to end segregation “with all deliberate speed.” Although, this law had no bearing on institutions of higher education, this opened the door for students of color to attend primary and secondary white schools that were once segregated. Another case that has implication in higher education is the United States V. Fordice, which asserted that institutions of higher education must completely abandon segregated system like public schools of education. Fordice suggests that university systems do more than simply adopt and implement “race-neutral policies.” Institutions of higher education must dismantle all forms that may be traced back to prior Brown V. Board of Education policies (de jure segregation) or those policies that create division and other forms of segregation.
In this short and concise overview of judicial hearings that ultimately leads to what some call affirmative action preferences; I summed up the basic principles behind so called affirmative action. In present day institutions of higher education are now encouraged to have populations that are more diverse and race-conscious as the articles have stated. Briefly, the major take away points that I got from this week’s chapter reading are the racial identity development models. I thought it was interesting that the researchers have developed stages in which racial groups developed within their own identity. The first stage is conformity, the individual seeks to identify the dominant white culture while rejecting their cultural heritage. In dissonance, the individual experiences instances where their idea of the white culture is not what they expected and begin the journey of understanding their culture. Resistance and Immersion stage encompasses an individual’s desire to reject all forms of the dominant culture and immerse themselves in their own culture. This leads to introspection where the individual tries to find a balance between the two cultures; the dominant white culture and his cultural heritage. For those individuals who decide to continue this balance of two cultures discover an awareness that helps them articulate their knowledge and experiences of the two cultures. There is a plethora of literature that we have read this week that shows educators how each racial group develops. Also points to how we can better understand and help the student development process of each ethnic group.
Within this week’s readings, we were also instructed to read several articles that are in reference to the Fisher V. University of Texas at Austin Supreme Court case. The Supreme Court has decided to hear a case brought to them about race-conscious admissions process at the University of Texas at Austin. The U.S. Court of Appeals for the Fifth Circuit upheld that these race conscious policies were constitutional because it would achieve diversity through the state law guaranteeing students in the top 10th of their high school class admissions. However, the Fisher V. University of Texas at Austin presents to me the urgent need to uphold affirmative action preferences. The young lady was not admitted because of her race. She was not admitted because she did not make the grade. She fell way below the top 10 percent plan of Texas. Asserting that other racial minorities were privileged to attend the university because they were Black or Latino discredits the deserving academic achievements of those students. Issues like these make it hard for students in these racial categories to prove that they can compete academically if they are always viewed under the lens that they are here because they are affirmative action’s cases. If racial and ethnic diversity is not considered in the admissions process of institutions of higher education we will again have de jure segregative practices. Personally, this case only shows the need for Historically Black Colleges and Universities to be supported with all the resources they need to prepare our students.
For minorities and African American in particular, it was not until the end of slavery, after the Reconstruction Era and the 1954 Supreme Court hearing of Brown V. Board of Education that “the doctrine of separate but equal has not place” in the realm of higher education. The court then ordered the state to end segregation “with all deliberate speed.” Although, this law had no bearing on institutions of higher education, this opened the door for students of color to attend primary and secondary white schools that were once segregated. Another case that has implication in higher education is the United States V. Fordice, which asserted that institutions of higher education must completely abandon segregated system like public schools of education. Fordice suggests that university systems do more than simply adopt and implement “race-neutral policies.” Institutions of higher education must dismantle all forms that may be traced back to prior Brown V. Board of Education policies (de jure segregation) or those policies that create division and other forms of segregation.
In this short and concise overview of judicial hearings that ultimately leads to what some call affirmative action preferences; I summed up the basic principles behind so called affirmative action. In present day institutions of higher education are now encouraged to have populations that are more diverse and race-conscious as the articles have stated. Briefly, the major take away points that I got from this week’s chapter reading are the racial identity development models. I thought it was interesting that the researchers have developed stages in which racial groups developed within their own identity. The first stage is conformity, the individual seeks to identify the dominant white culture while rejecting their cultural heritage. In dissonance, the individual experiences instances where their idea of the white culture is not what they expected and begin the journey of understanding their culture. Resistance and Immersion stage encompasses an individual’s desire to reject all forms of the dominant culture and immerse themselves in their own culture. This leads to introspection where the individual tries to find a balance between the two cultures; the dominant white culture and his cultural heritage. For those individuals who decide to continue this balance of two cultures discover an awareness that helps them articulate their knowledge and experiences of the two cultures. There is a plethora of literature that we have read this week that shows educators how each racial group develops. Also points to how we can better understand and help the student development process of each ethnic group.
Within this week’s readings, we were also instructed to read several articles that are in reference to the Fisher V. University of Texas at Austin Supreme Court case. The Supreme Court has decided to hear a case brought to them about race-conscious admissions process at the University of Texas at Austin. The U.S. Court of Appeals for the Fifth Circuit upheld that these race conscious policies were constitutional because it would achieve diversity through the state law guaranteeing students in the top 10th of their high school class admissions. However, the Fisher V. University of Texas at Austin presents to me the urgent need to uphold affirmative action preferences. The young lady was not admitted because of her race. She was not admitted because she did not make the grade. She fell way below the top 10 percent plan of Texas. Asserting that other racial minorities were privileged to attend the university because they were Black or Latino discredits the deserving academic achievements of those students. Issues like these make it hard for students in these racial categories to prove that they can compete academically if they are always viewed under the lens that they are here because they are affirmative action’s cases. If racial and ethnic diversity is not considered in the admissions process of institutions of higher education we will again have de jure segregative practices. Personally, this case only shows the need for Historically Black Colleges and Universities to be supported with all the resources they need to prepare our students.
Sunday, October 14, 2012
Engaging with Black Students at a PWI
I have never studied at a predominantly white institution. So I cannot talk extensively on the experience of black students or other minorities in regards to engagement in the classroom. However, I have a lot of friends who attended a PWI during their undergraduate years. I would always talk with them about their experience at their particular institution. It would be interesting to me how my experiences compared to their experiences. I can recall one conversation that I had with one of my friends. She attended Massachusetts Institute of Technology (MIT) and was an engineering major. She was an African American and she came from a very affluent family. Her perspective was totally different from mine. She would often tell me that she “just doesn’t get.”
She didn’t get why Blacks still felt the need to attend a Historically Black College or University. We would have long debates about the differences about attending a well-endowed university and a not so well-endowed university. Of course, the striking different was that her university had all the resources, the technology, and instructional capacity to provide her with a good education. At the same time, I would point out the benefits of attending a historically black institution. I would talk about the level of support I would get from my instructors and advisors. I would share that I did not believe that my thoughts were not valid and that what I said really mattered in the classroom. She would then share with me how she would attend conferences and would feel that she was the black token. She pushed herself to the extra mile because she thought she needed to prove to “others.” That she was able to compete on the academic level. I would then share with her my own experiences of attending conferences and research opportunities.
I did not feel that I was the token black guy in a crowd of other institutions. But I remembered who I was and where I came from. I told her that in those situations I would lean on my culture and black heritage. I would share with her the affirmation of my blackness was affirmed by attending an HBCU. I shared with her the book I was reading for one of my classes, “Selected Poems of Langston Hughes.” She immediately grabbed and read the poems that were in it. She exclaimed how she wished she would have received this while she was in undergrad. Although there were several benefits to attending a predominately white institution she mentioned that she wished she would have had that type of mentorship and guidance that I had received.
In this week’s readings I really took interest in understanding critical race theory, stereotype threat and the other theories that were found in Harper and Quaye’s book. Briefly, critical race theory discusses how minority students are within an institution that minimizes their educational success in White spaces. Even if the individual is academically successful, they may still feel suppression of their identity. I saw this a lot while talking to my friend. Although I did not know much about critical race theory at the time, I realize now that she purposely put herself in situations to be the token black person. The reason she did this was not be better than her black counterparts or to compete with her white counterparts. It was not her effort to “act white.” However, her actions showed me that she was subconsciously challenging the dominate status quo of her institution. She actively fought forms of microagression. Through this she was able to find her voice and avenues through her voice could be heard. By this she was able to create forms of liberation and change her perception of the institution she attended. I also notice, in retrospect, that her attitude toward learning could also be based on the fear of not being reduced to the stereotype of the black culture could possibly be seen at these types of institutions. She even felt the pressures to revert to the thoughts of those around her that have formed their opinion of the black community. Through her research I see that it was also an avenue through which she was able to bridge the gap of cultural differences.
I thought this week’s reading was very relevant to my class in Student Development Theory. I saw the many connections that this could be applied when student affairs educators are engaging with students. We should always push students to make meaning of their college experience. We should ensure that we understand the external factors that contribute to a students development. At the same time, we should be aware of the internal factors that may make up the student. I am referring to the students multiple identities that may not be obvious. We must be careful as we advise students to ensure that they are going through the meaning making process and validating the culture of others while retaining confidence within the self.
Wednesday, October 3, 2012
Experiential Learning
Eugene Smith
October 3, 2012
Experiential Learning
In order to understand this topic, I had to put it in context of my previous understanding of learning. Kolb relied on the work of Piaget to formulate the research that was conducted. As a former student of psychology, I was interested in learning and developmental psychology. For me to fully understand the research and the literature that I have read I went back to the research of Piaget. In Piaget’s stages of cognitive development, he concluded that there were four stages of development that children go through. These stages are: 1) sensorimotor, 2) pre-operational, 3) concrete operational and 4) formal operational.
Within Piaget’s research, he discussed several topics that I believe relate to Kolb’s theory of Experiential Learning. Piaget saw that through each stage of development, children have schemas that they use from one stage to the next. A schema is a basic building block of knowledge that is used and helps formulate our understanding of a greater concept. As we mature and are exposed to new environments and experiences, we rely on our previous knowledge in order to understand a greater concept. For example, in order to understand Experiential Learning I am referring back to my previous knowledge of Piaget’s Cognitive Development. As Piaget’s theory further develops, the concepts of assimilation and accommodation that have direct implications to Kolb’s theory.
Piaget further discussed his theory of cognitive development by describing that learning is a form of adaptation. This happens when a child’s intellectual growth adjusts to new experiences and concepts. These new experiences and concepts are assimilated using existing schemas to understand the new concept. On the other hand, if a child is not able to understand the concept or experience the child then has to accommodate and change their understanding because their existing schema does not work. This is a brief understanding of Piaget’s previous work on Cognitive Development that I used in order to understand Kolb’s theory of Experiential Learning.
Kolb discusses four stages of learning that is in response to a cycle. Kolb stated that “learning is a process whereby knowledge is created through the transformation of experience.” The four stages of Experiential Learning are: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization and 4) Active Experimentation. Concrete Experience (CE) is described as a full involvement in learning and the learning process. Reflective Observation (RO) is the process where the individual contemplates on previous experiences. Abstract Conceptualization (AC) is defined as a thinking dimension where the individual’s individual formulates and integrates into daily activities. Active Experimentation (AE) is designated as a doing dimension where the individual incorporates all new experiences to form new ideas. Although, the concepts of Experiential Learning are described as stages they are actually in a cycle and the individual must choose which learning ability they will use each time they encounter a new learning environment.
It should be interesting to note that Kolb’s theory is presented to us as a “process of socialization,” and we are constantly being socialized on a day to day basis. I connect this understanding of socialization to higher education and becoming a student affairs professional. We are constantly being socialized to the norms of student affairs professional. This process of development occurs through acquisition, specialization, and integration. Students acquire the knowledge and understanding of their field. The student then begins to specialize in the field by obtaining certain skills that would make them effective in the field. From here the student then integrates their understanding of the field into their daily work life and professional development.
Furthermore, Kolb’s theory describes learning styles that a learner must choose in order to learn effectively. Kolb’s learning styles are convergers (AC + AE), divergers (CE + RO), assimilators (AC + RO), and accommodators (CE + AE). Convergers are problem solvers and decision makers. Divergers are imaginative and aware of values and meaning making. Assimilators use inductive reasoning to integrate new ideas. Finally, accommodators implement plans, complete tasks and are open to new experiences. I personally believe that I see myself as an accommodator because I am goal oriented and I am open new ideas and experiences. I also learned that learning styles can change over time and are based on new learning experiences.
October 3, 2012
Experiential Learning
In order to understand this topic, I had to put it in context of my previous understanding of learning. Kolb relied on the work of Piaget to formulate the research that was conducted. As a former student of psychology, I was interested in learning and developmental psychology. For me to fully understand the research and the literature that I have read I went back to the research of Piaget. In Piaget’s stages of cognitive development, he concluded that there were four stages of development that children go through. These stages are: 1) sensorimotor, 2) pre-operational, 3) concrete operational and 4) formal operational.
Within Piaget’s research, he discussed several topics that I believe relate to Kolb’s theory of Experiential Learning. Piaget saw that through each stage of development, children have schemas that they use from one stage to the next. A schema is a basic building block of knowledge that is used and helps formulate our understanding of a greater concept. As we mature and are exposed to new environments and experiences, we rely on our previous knowledge in order to understand a greater concept. For example, in order to understand Experiential Learning I am referring back to my previous knowledge of Piaget’s Cognitive Development. As Piaget’s theory further develops, the concepts of assimilation and accommodation that have direct implications to Kolb’s theory.
Piaget further discussed his theory of cognitive development by describing that learning is a form of adaptation. This happens when a child’s intellectual growth adjusts to new experiences and concepts. These new experiences and concepts are assimilated using existing schemas to understand the new concept. On the other hand, if a child is not able to understand the concept or experience the child then has to accommodate and change their understanding because their existing schema does not work. This is a brief understanding of Piaget’s previous work on Cognitive Development that I used in order to understand Kolb’s theory of Experiential Learning.
Kolb discusses four stages of learning that is in response to a cycle. Kolb stated that “learning is a process whereby knowledge is created through the transformation of experience.” The four stages of Experiential Learning are: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization and 4) Active Experimentation. Concrete Experience (CE) is described as a full involvement in learning and the learning process. Reflective Observation (RO) is the process where the individual contemplates on previous experiences. Abstract Conceptualization (AC) is defined as a thinking dimension where the individual’s individual formulates and integrates into daily activities. Active Experimentation (AE) is designated as a doing dimension where the individual incorporates all new experiences to form new ideas. Although, the concepts of Experiential Learning are described as stages they are actually in a cycle and the individual must choose which learning ability they will use each time they encounter a new learning environment.
It should be interesting to note that Kolb’s theory is presented to us as a “process of socialization,” and we are constantly being socialized on a day to day basis. I connect this understanding of socialization to higher education and becoming a student affairs professional. We are constantly being socialized to the norms of student affairs professional. This process of development occurs through acquisition, specialization, and integration. Students acquire the knowledge and understanding of their field. The student then begins to specialize in the field by obtaining certain skills that would make them effective in the field. From here the student then integrates their understanding of the field into their daily work life and professional development.
Furthermore, Kolb’s theory describes learning styles that a learner must choose in order to learn effectively. Kolb’s learning styles are convergers (AC + AE), divergers (CE + RO), assimilators (AC + RO), and accommodators (CE + AE). Convergers are problem solvers and decision makers. Divergers are imaginative and aware of values and meaning making. Assimilators use inductive reasoning to integrate new ideas. Finally, accommodators implement plans, complete tasks and are open to new experiences. I personally believe that I see myself as an accommodator because I am goal oriented and I am open new ideas and experiences. I also learned that learning styles can change over time and are based on new learning experiences.
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