Reposting on behalf of We Believe You Student Org. They are looking for new leaders for the 2021-22 academic year! The original post can be found here.

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It's that time of year again to start the process for Elections 2021-2020!

The following positions are up for election:

President

Vice President

Treasurer

Secretary

Project Coordinator

Advertising Manager

If you wish to run for an admin position, check out our current positions and complete the following Google Form by 11:59pm est. on Monday, May 24, 2021. Descriptions for each of the executive positions are provided within the form. Once the May 24th deadline has passed, we will post the candidates' information and everyone will have a chance to vote during the official voting period which will be held May 25 - May 29, 2021.

Note: President, Vice President, and Treasurer are all mandatory positions for student organization renewal. If you are unsure at this time whether you are eligible for a position on the We Believe You Executive Board, we encourage you to still complete and submit an application. All applicants will have the opportunity to meet with a current executive board officer to discuss their application and/or answer any questions regarding the e-board positions and assigned duties/roles.

For this election, we will be following and closely adhering to the recommendations provided by the Virtual Elections Guidelines from 2020, as well as guidance provided during the Mandated Annual Round Table for student organization officers.

What’s New? For this spring election, we will be trying something new which will include connecting with each candidate via phone/video conference and conducting a short 20-25min interview. If this is something you are not comfortable with, please indicate that on the application and we will find another way to connect with you that is accommodating to your preferences.

We want to extend our deepest appreciation for your patience during this adjustment period and hope to secure the best accessible route for voting as possible during remote instruction. If you have any questions about the election application or further inquiries regarding We Believe You, please email us at webelieveyou.umbc@gmail.com.Note: Email response time is typically 12-48 hours.

We wish everyone a very safe and happy summer break! We hope to see you back on campus very soon. 

Take Care and Happy Elections!

We Believe You Team

About Us: We Believe You is a UMBC student activist and advocacy group for survivors of sexual violence, interpersonal/ relationship violence, and/or power-based violence. We welcome all survivors and allies so long as they respect survivors and their truths.

A post curated by Women’s Center director, Jess Myers.

Last week, the Women’s Center celebrated our Returning Women Student Scholars + Affiliates graduating this semester at our graduation pinning ceremony for what will hopefully be our last and final totally virtual celebration. This event is a special tradition in the Women’s Center with its intentions rooted in creating celebratory space for both our continuing and graduating returning women students/adult learners who are UMBC students 25 years and older seeking their first undergraduate degree.

A group photo from the RWS End of Year and Graduation celebration.

These students are called “returning” because they often have various circumstances that have kept them from what our popular culture deems as a traditional college path and they are now “returning” to college to pursue their degree. Student scholars in this program not only receive scholarships to help financially supplement their tuition, but also benefit from tailored support and programming from Women’s Center staff through individualized meetings, programs, and events that meet the specific needs of older students on campus. Affiliate Scholars are also an important part of our program (and if you’re interested in joining, reach out to the Women’s Center!). This year we had our largest cohort of scholars + affiliates that included 32 students participating in this unique program.

In pre-pandemic times at this pinning ceremony, graduating seniors receive their Women’s Center Returning Women Student Scholars + Affiliates pin to wear at graduation along with a yellow rose. This year, we sent their pins to them via snail mail and they pinned themselves!

Upon their pinning, each scholar says a few words. Despite being in their own homes and not sharing physical space with each other, we still created a “collective assembly” in which graduates invited us to share in their joy, excitement, gratitude, and sheer relief. “I finally made it!” was heard more than once!

Anyone who has spent time in the Women’s Center knows that working with this special group of students is one of my favorite experiences in my role as director of the Women’s Center. At a university that celebrates, grit and greatness (even during non-pandemic times), no other student cohort exhibits both with such deep grace and humility. As individuals and as a community, they are brave and unstoppable. You can learn more by checking out this great Class of 2021 graduation story featuring adult learners and transfer students’ experiences. The feature includes two of our graduating seniors featured below!

So, it is with great joy that I invite you to join me in celebrating these fantastic students and their accomplishments. Below are this May’s graduating Returning Women Student Scholars who in their own words* share what they were involved in at UMBC, what’s next for them after UMBC, and advice they wanted to share with other adult learners.

Happy Graduation!!!

Charla Spano, Bryson-Neville Scholar
Major: Social Work

A self-submitted photo of Charla in her UMBC graduation stole. 

What was your experience like as an adult learner?
In the beginning, I remember feeling the need to explain to everyone why I was back or what stopped me in the first place. It was hard coming from community college where a lot of people took classes after work or were just returning. It was not out of the ordinary to be in class with a bunch of returning students. Luckily, being a social work major and being part of the RWS group I quickly realized it does not matter what stopped me or interrupted my education. The important part was that, I returned and I am working towards one of my goals.

Looking back on your experience, what is your advice for current Returning Women Students?
You can do it! and there are many of people at UMBC that want to see you do it!

Autumn Cook (they/them) is a senior dual degree recipient in Chemistry and Gender, Women’s, + Sexuality Studies. They are a member of the Women’s Center staff team and co-facilitate the Spectrum discussion group which is a space for trans and non-binary community members.

We are in the midst of one of the most ruthless and successful pushes to limit transgender people from participating within everyday society. At the time of publishing, 7 states (Arkansas, Alabama, Tennessee, Idaho, South Dakota, Mississippi, and West Virginia) currently have laws on the books that prohibit transgender youth from participating in gender-segregated sports. That is, transgender girls are not allowed to play girls sports under penalty of the law. Twenty-five more states have either proposed bills or have bills waiting to be voted on within their state legislatures that do the same thing. A similar measure failed within the United States Senate on a razor-thin 49-50 margin.

These bills are extremely frightening and damaging not only to transgender youth but to the transgender population as a whole, and the entire activist population cannot just watch the rights of marginalized people be eroded. I am a transgender athlete, and although I am not of the age where many of these bills apply me, I used to be a transgender kid who would have been affected by these laws.

Ever since I was a kid, I’ve really liked participating in sports even though I was usually pretty bad at them. I played recreational soccer throughout elementary school and exceptionally enjoyed it. In middle school though, I discovered Ultimate, more commonly known as Ultimate Frisbee (Frisbee is actually a trademark, and therefore only can be used to describe discs made by Wham-O), and was almost immediately in love. But I didn’t consider myself an Ultimate player until my freshman year of college when I participated in UMBC’s annual hat tournament.

Image Description: 17 members of the 2019-2020 UMBC Women’s Ultimate team, standing in two rows within their blue and yellow jerseys.

Ultimate is a team sport that consists of two teams of seven players trying to get a disc down the field to the other team’s endzone. It’s not as easy as just running the disc to the endzone and passing it when you get blocked; a player who has the disc cannot move and must pass the disc to their teammates to advance it down the field. Uniquely, Ultimate is a non-contact sport that is refereed by the players themselves: there are no officials on the field. This forces an open dialogue between the players of the two opposing teams and fosters mutual respect from a collective love of playing the game.

When I showed up to the hat tournament on the fields near the Event Center, I was a fresh face and I didn’t know anyone or what to expect from this entirely new group of people I almost felt I was infiltrating. I thought a lot about my transness in relation to everyone else’s cisness, but no one asked and just took me at my word that I was a woman. I was hesitant at first, thinking they might confront me, but then in the second game of the day, I subbed in and almost immediately I saw an opening. I was being poached, or my defender was electing to cover the space where they thought I would run to get the disc rather than covering me directly. I saw this and immediately booked it for the endzone.The person in control of the disc saw this and by the time my defender reacted, I was already halfway down the field. Before I knew it, the disc was flying overhead and I wasn’t going to be fast enough to catch it. So I did the only other thing you can do in this situation… layout!

Image description: A GIF of Professional Ultimate Player Ashleigh Buch running and diving for (laying out) for a disc thrown into the end-zone.

While I adore the adrenaline rush that you receive after being a part of a big play, I think what kept me coming back to Ultimate was the mutual respect that players had for each other and the community surrounding Ultimate. Ultimate players are not in it for fame or the money, because there really isn’t any, but instead, push their bodies to the limit because they truly adore the game and adore the people that they have met through it. They didn’t care that I was trans; Ultimate players just care about your love of the game.

Unfortunately, one part of Ultimate is that the vast majority of organized play at the college level is gendered, as in there is a men’s league and a women’s league, so it can be a bit awkward when you come out as a trans person. Although there is a mixed league where men and women play alongside each other, I was very lucky in this sense because by the time I was playing competitive Ultimate in college, I had fully transitioned and had been on hormones for years. At the time I started playing, there were restrictions about who could play in the women’s league, but fortunately, I was within the restrictions and could play. 

Luckily, thanks to the tireless activism from Ultimate players, USA Ultimate (USAU), recently amended the guidelines that dictate who can play in the Women’s and Men’s leagues and no longer requires “transfeminine people to be on testosterone suppressants for a year before they become eligible” and also allows transmasculine people to still play in the “women’s” league, regardless of if they are taking testosterone or not. This is a fantastic demonstration of the Ultimate community’s commitment to inclusivity and equity.

However, the USAU organization is a relatively small organization that organizes a relatively small collegiate sporting league. The NCAA, the preeminent collegiate sports organization within the US for major sports such as basketball, swim/dive, soccer, golf, volleyball etc, requires that transfeminine athletes who wish to compete within women’s sports be on hormone replacement therapy that blocks testosterone for at least one year, and for any testosterone taking transmasculine people to be immediately disqualified from the women’s divisions. This policy is quite similar to the established policies that the Olympics and other professional sporting bodies have used for years. The one year mark on testosterone blocking is almost completely arbitrary, as many transgender people’s hormones are stable long before the year mark. 

Transgender people being able to participate in gendered sports is not a new thing, but in the last year, the fervor around “transgender people taking over gendered sports” reached new highs so I wanted to add to the conversation by describing what it’s like being a transgender woman who participates in a woman’s sport. I am coming from a position of privilege because I never had to fight with the organizing bodies over my eligibility to play, and the sport that I play is inclusive and accepting of transgender bodies and identities; that doesn’t change the effect of the greater societal belief that transgender people somehow have an advantage in sports so my experiences will not be the same as other athletes or trans people who play different sports.

Whenever I step onto the field of a sanctioned tournament, or even if I’m just playing with people I haven’t played with before, I get really scared that someone is going to confront me about my gender identity, claiming that I should not be there, or that I have a competitive advantage, or that my presence is making the other players feel uncomfortable. I fear that someone is going to clock my gender identity just by the way that I sound or the shame on my shoulders. It has never actually happened before on the field, but that does not make the fear go away. Similar to what I discussed within my first blog post, the fear that I am invading a women’s space with my masculinized childhood experience haunts me. I’m an aggressive player, meaning that I go after discs hard and make my presence on the field known, and I’m always fearful that someone will read that as me being a man playing a women’s sport and be called out on it. Just the fear of theoretically being called out for not belonging within a space that I know that I belong in is really hard to grapple with and process, especially when I’m trying to devote all of my brainpower to doing the best I can on the field. 

Everyone who wants to participate in sports should be able to participate in sports.

Some of these fears come from the common tropes that parts of society hold surrounding how trans people operate within the world. One of the biggest fears that I have when playing women’s frisbee is getting called out on somehow having an advantage over the cis women. Lawmakers cite that these bills are to protect the “competitive integrity” of sports because they believe that transgender people will take over the top echelons of scholastic sports if they were allowed to compete. The idea that transgender people have an advantage over their cisgender counterparts is bogus fear-mongering about transgender people. Data actually suggests that trans women are less effective than their cisgender peers. For instance, one study showed trans women on hormone replacement therapy run 10% slower when compared to their results pre-HRT. Additionally, a United States Air Force study demonstrated that after a year on HRT, transgender and cisgender service members’ fitness metrics were nearly the same. 

To further demonstrate this false idea of “transgender advantage,” let’s also take a look at the history. Transgender athletes have been allowed to participate in competitive sports for years now, and only one openly transgender man, Chris Mosier, has qualified and joined a U.S. national team and only one transgender woman, Dr. Veronica Ivy, has won an international championship title, with Dr. Ivy havving won the UCI Women’s Masters Track Cycling World Championship for the women’s 35-44 bracket. That’s two people–and I don’t think they’re looking to take over the world of sports anytime soon.

Another aspect I want to challenge about these anti-trans laws is the question of who is actually impacted by them. Yes, trans athletes and trans students are obviously the most affected by these laws, but they are not the only people impacted by these laws! Every athlete, cisgender or transgender, are affected by these laws. This is directly seen within the text of Florida’s recent attempt at banning transgender kids from participating in sports, a bill that is currently predicted to die in the Florida State Senate, but passed the House. According to the Tampa Bay Times, if passed, this bill would allow people to challenge any athlete’s gender, forcing them to prove their “sex” one of three ways: “with a DNA test; with a testosterone test, or with [a] medical professional examining the student’s ‘reproductive anatomy.’” This problem is not just hypothetical. In 2017, an 8 year old girl and her team were disqualified from a girls club soccer tournament for looking too much like a boy with her short haircut. Tournament officials later said that this disqualification was because of a typo, an excuse that the family of the girl did not buy. 

The reality is that these bills hurt everyone.

Just as bills banning the use of public bathrooms hurt cisgender people who do not fit into the heteronormative and hegemonic ideas of what a “woman” or a “man” should look like, these anti-sports bans will hurt more than just transgender people. Any non-normative looking athlete is a target of these bills. 

Another interesting aspect of this debate is that sports are, by definition, a competition to determine who is better at some activity. In professional volleyball, do we require taller players to jump lower or to play on their knees to be fairer to the shorter players? Do we ask runners with a larger stride to limit themselves to make it fairer for the shorter-legged players? Of course, we don’t, because sports are a measure of people’s natural and trained abilities!

Society would never ask a cisgender person to limit themselves to make it fairer for another cisgender person so why is there a double standard for trans people? Some transgender athletes have different body types than their cisgender counterparts. A transgender woman who went through a male natal puberty might have broader shoulders, be taller, or have a longer stride. But even if these differences in body type did infer an advantage to transgender athletes over their cisgender peers, (which they don’t), it would not make sense to penalize them for being better at something than their competitors, because society does not punish cisgender athletes for their innate abilities.

Ultimately, the ability to participate in sports is a human right. Everyone who wants to participate in sports should be able to participate in sports. My message to everyone who thinks that transgender people should not be allowed to play sports is pretty simple: let me play the game that I love.

 Image Description: A professional Ultimate player playing out for a disc in a spectacular fashion.

This post is written by Sandra (She/Her/Ella pronouns). She is a student staff member and a social work intern completing her field placement at the Women’s Center.

Content Note:This blog post will discuss my personal experience as an adult learner student before and during the current pandemic. The content and images shared may not encompass every adult learner’s student experience.

My experience as an adult learner within the higher education system has been full of challenges. The decision to come back to school to pursue my undergraduate degree was difficult, as I knew that this would mean having to juggle multiple roles and commitments. While attending classes for the past 7 years, I have been working full-time while also managing to maintain a 4.0 GPA as a full-time student.

I have also had to deal with the pressure and obligation of financially supporting myself and my parents. I come from a household that has depended on me since the time I was old enough to apply for a job. On top of the external stressors that have hindered me from graduating within the typical 4 year period, there were also the long hours spent during my weekly commutes from work to class and then back to work. As if it wasn’t bad enough having to deal with the stress from home or school, I also had to worry about getting to class and work on time. My days were split between having to work full-time, commuting for one hour each way to and from school, and trying to manage my workloads for school and work.

[Image Description: A GYF with a calendar layout showing multiple meeting times. The graphics show a moving hand “posting” multi-color sticky notes with to-do assignments such as “exercise, lunch, science lab report, social students chapter, and Spanish video chat.”]

As I approached my senior year of undergrad, this had become life as I knew it until the COVID-19 pandemic made an abrupt shift throughout the world. It was then that I and every other student at UMBC were required to go from in-person learning to attending school via virtual platforms. This was truly a curveball for my last year as an undergrad as I had grown accustomed to my jam-packed schedule. However, the online environment and accessibility to resources alleviated many of the stressors I was enduring as a student. The ability to maintain a full-time job, be a full-time student and start an internship as a part-time student staff member was all made possible from the comfort of my own home.

Once the transition began, I had more time to work on homework and different professional goals which I hadn’t had the chance to start. The online environment also allowed me to be more involved in campus clubs and join many online community activities. I also had access to my professors, advisor, and other campus resources without having to worry about calling off from work or having to commute for over an hour to campus to meet them.

[Image Description: A photo of a white and grey dog with red sunglasses and a colorful text that reads “READY FOR MY ZOOM CALL”]

It is safe to say that this drastic change from in-person to virtual learning has made life so much easier for me. And as my final year of undergrad comes to an end, I can’t help but think about how much easier my life could have been if only this virtual learning opportunity would have been made available earlier on in my academic career. As an adult learner, I could have truly benefited from completing my program based on the virtual resources and opportunities that were made available this past year. I know I am not alone since more than 40% of adult learners make up for the nation’s college student body. There are roughly 17.3 million undergraduate students, and 31.2% of them identified students between the ages of 25 or older in the US. These are all students, who like me, have to juggle multiple roles and commitments outside of being a student. It should also be considered that the number of adult learners has been and continues to increase.

Adult Learners and Higher Education

Historically, higher education was design for the wealthy, particularly for white cis males. It was not made to accommodate the needs of women, parents, caregivers, immigrant students, students of color, LGBTQIA+ folx, people with disabilities, and people from low-income backgrounds (for a visual representation of these experiences, check out the trailer to Unlikely). In particular, higher education was not created to support the needs of adult learners who are usually parents, caregivers, or those who have to work full/part-time jobs to support themselves and their families. Institutions that do not consider the needs of adult learners and continue to sustain racial and oppressive practices directly affect adult learners who already have difficulties accessing education or complete a 4-year degree.

There are also evident achievement gaps in enrollment and retention for underrepresented student populations in higher ed institutions. Some of the most disproportionately affected groups are women who are adult learners. Most often, these women are parents who are trying to take care of their children while also managing their school/workloads. These are also women who are the sole providers of their families; often overworked and underpaid. Most women, especially women of color, who make up the adult learner population face higher dropout rates, higher rates in student debt, and experience higher levels of stress and anxiety. There is no doubt that women of color and people with marginalized identities are struggling to complete their degrees at higher ed institutions. The pandemic has emphasized the disproportion of resources allotted to adult learners, specifically working women who are seeking to better their home life and careers.

Back to “normal”?

As UMBC transitions back to more in-person classes, I would like to encourage the University to start having conversations centered around adult learners, and other students with different experiences who have benefited from the online environment. This is a conversation many other universities and colleges should be having too!

Although some classes have the option to meet online, most classes and programs at UMBC do not offer this option to students. Parents, caregivers, and students from low-income households would potentially benefit from taking more hybrid and online classes. This is because the traditional “rigid” academic schedule is very difficult for adult learners to balance. The convenience of flexible courses, compressed classes, fully online, or hybrid courses could ultimately help adult learners complete their degrees. In addition, adult learners wouldn’t have to worry about resigning from their jobs to attend school, as adult learners depend on their jobs to support themselves and their families. This would also reduce their transportation expenses as some students have to pay for gas or bus/train fares to travel to school for in-person learning.

[Image Description: A GYF showing a computer screen with six animated people in an online class. One individual is talking and a tiger filter suddenly appears over her face. Everyone on the virtual call appears shocked.]

It would also be helpful to continue to have virtual office hours, advising appointments, and online events/workshops for students. Belonging to a community that encourages, nurtures, and provides support to adult learners is critical to a student’s overall success. Plus, having the experiences of adult learners also benefits the learning and social experiences of traditionally aged students as well! For virtual learning to thrive and be as successful as it has been this past year, this will need to stay in place.

Overall, the adoption and continuation of the current virtual learning system could greatly benefit higher ed students, specifically many adult learners. Having been an adult learner who was required to meet in person for every class in my program, I can honestly say that I have personally benefited from virtual learning this past year. Truthfully, I believe that if it weren’t for the online classes this year, I would not be graduating this May. In all, my hope moving forward in my academic career is for virtual learning to be incorporated more as we continue to endure and one day overcome our current global health crisis.

Learn More About Other Adult Learners’ Story!

• Read about UMBC’s Returning Women Student Scholars News Article from last year graduating seniors!
• Returning Women’s Student Scholar spotlight, Christin Fagnani! Learn more about her experience as an adult learner on our Instagram and Facebook page.
• Returning Women’s Student Scholar spotlight, Joana Wall! Learn about her story: Instagram and Facebook
• Returning Women’s Student Scholar spotlight, Emma Earnest! Learn more about her experience as an adult learner on our Instagram and Facebook page!
• Returning Women’s Student Scholar spotlight, Christan Wallace. Learn about her story here: Instagram and Facebook posts.
• Returning Women’s Student Scholar spotlight, Lejla Heric-Safadi Instagram and Facebook.
• Returning Women’s Student Scholar Spotlight, Evangeline Kirigua. Learn more about her story here: Instagram and Facebook page!

Available Resources for Adult Learners at UMBC

• Returning Women’s Student Scholars + Affiliates Program: Returning Women Students Scholarship is to support undergraduate students age 25 and older in the completion of their first bachelor’s degree. In addition to the financial support offered through several different scholarships, the Returning Women Students Scholarships Program run by the Women’s Center provides a scholars community and various other support services and resources for scholarship recipients. 
• Login to your MyUMBC account and click ‘FOLLOW’ on the following individual’s group pages to receive all the updates via email. It contains information about how to get connected to different campus resources and information about upcoming events. 

1. MyUMBC Women’s Center Group Page: 
2. MyUMBC Initiatives for Identity, Inclusion & Belonging (i3b) Group Page: 
3. MyUMBC First_Gen Group page

• Resources for Working Parents & Caregivers
• Office of Student Disability Services (SDS): For general questions: Email disability@umbc.edu or by phone at (410) 455-2459.
• Academic Advocates: are dedicated to serving undergraduates who are admitted as first-time, full-time, degree-seeking students to assist them in resolving academic and institutional challenges
• Academic Success Center
• The Office of Financial Aid and Scholarships
• Off-Campus Student Services 
• The Albin O. Kuhn Library Resources 
• Scholarship Retrieval Tool
• Counseling Center

References

• https://eab.com/insights/daily-briefing/adult-learner/4-things-adult-learners-need-to-balance-school-and-work/
• https://eab.com/insights/daily-briefing/adult-learner/adult-learners-who-they-are-what-they-want-from-college/
• https://online.maryville.edu/blog/going-back-to-school-statistics/
• https://www.insidehighered.com/advice/2020/10/16/many-people-deny-how-pervasive-racism-higher-ed-and-how-its-often-reproduced
• https://www.aacu.org/aacu-news/newsletter/2019/march/facts-figures
• https://ms-jd.org/blog/article/women-and-higher-education-a-brief-history
• https://fas.columbia.edu/files/fas/content/ASHE%20Higher%20Education%20Report.%20Nov2015%2C%20Vol.%2042%20Issue%201%2C%20p49-71.%2023p.%20.pdf
• https://www.aacu.org/publications-research/periodicals/higher-education-and-equity-historical-narratives-contemporary
• http://www.aacu.org/publications-research/periodicals/research-adult-learners-Supporting-needs-student-population-no
• https://www.investopedia.com/personal-finance/why-american-women-hold-23rd-student-debt/
• https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/Women_FR_Web.pdf
• https://www.washingtonpost.com/lifestyle/on-parenting/working-moms-covid-pandemic-jobs/2020/10/29/e76a5ee0-0ef5-11eb-8a35-237ef1eb2ef7_story.html
• https://educationdata.org/college-dropout-rates
• https://www.americanprogress.org/issues/education-postsecondary/reports/2018/05/23/451186/neglected-college-race-gap-racial-disparities-among-college-completers/
• Larsson, A., Hooper, N., Osborne, L. A., Bennett, P., & McHugh, L. (2016). Using brief cognitive restructuring and cognitive diffusion techniques to cope with negative thoughts. Behavior Modification, 40(3), 452–482. https://doi.org/10.1177/0145445515621488
• Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1), 26–29.