Jared Scharpen

One thing that struck me a bit was on the last section of the module. There was sentiment about how motivation to work can be an essential in fostering job readiness with those with an arrest or conviction. While I do believe that motivation is necessary, I think that as a job readiness "ingredient," it is shortsided. I take some issue with proceeding thoughts including who decides what motivation looks like? 

One thing I will certainly apply to my work with and for students who have a criminal background is that an active approach to one's background is really a positive first step and doable. Connected to one's digital presence, there are many proactive things jobseekers (including those who have a criminal background) can do including requesting and reviewing aspects of their background ranging from credit to criminal record. While there are some potential fees involved, I think that if more and more students know about their options, they may be more successful in navigating their job search.

I currently serve a minority/majority campus and of the 60% student of color population, over half identify as Black/African-American. This summer, I have learned a lot more about the statistics in the US criminal justice system and the systemic racism therein. As simple as it sounds to have "personal contact and a high quality interaction," I need to consistently apply these 2 concepts with my work with all students, especially the students of color I serve. While the current COVID-19/coronavirus pandemic has negatively influenced one's ability to have "personal contact," virtual means exist and can be effective, too.

Jacob: I also benefited from the Looking Glass Theory definition. From a broad conceptual standpoint, I am certainly aware that folks put pressure on themselves based on how they think others view them. However, this specific term and definition is approachable, and I plan to use it with students. I also really like the 2 resources from Module 1 - the Life Planning & Resolve Worksheet and the Professional Skills Analysis Worksheet. Both offer simple, tangible ways for students to reflect, and self-reflection, as the module taught overall, is key!