Navigating Expertise: Experiences of New Professionals in Fraternity/Sorority Life

NAVIGATING EXPERTISE: EXPERIENCES OF NEW PROFESSIONALS IN FRATERNITY/SORORITY LIFE

Michael A. Goodman University of Maryland - College Park

Lindsey L. Templeton University of Maryland - College Park

Fraternity/sorority life is a complex profession with a high turnover rate of professional staff members. In this qualitative study of 11 new fraternity/ sorority professionals following their first year in their roles, we examine how new professionals perceive and navigate expertise. We then present implications for practice and research in fraternity/sorority life and student affairs more broadly.

Please direct inquires about this manuscript to: Michael A. Goodman, [email protected]

College Student Affairs Journal, Volume 39(1), pp. 59 - 72 ISSN 2381-2338 Copyright 2021 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 60 College Student Affairs Journal Vol. 39 No. 1, 2021 n 2018, a colleague started an online to the high turnover in the field. This study discussion in the NASPA Fraternity/So- examines the relationship between exper- Irority Knowledge Community Facebook tise and new FSL professionals through the page, asking, “What makes someone an following research questions: expert?” and, “How do we as a profession ● How do new professionals in FSL per- evaluate expertise?” Some individuals in ceive expectations of expertise? the Facebook group debated the differenc- ● How do new professionals in FSL nav- es between “professional” and “expert,” and igate expectations of expertise? others engaged in conversation about iden- tifying experts (self and others). Recent re- Literature Review search suggests campus-based fraternity/ In student affairs, there is a postgrad- sorority life (FSL) professionals are expect- uate school transition associated with work ed to be an expert on all things related to as an early career professional (Anderson, fraternities and sororities, and to serve as et al., 2012; Ardoin, 2019; Schlossberg, the “public face” of the experience to all en- 1984). Each individual experiences the tities on campus (Karnes Hendricks & Whit- postgraduate school journey in their own tier, 2019). And yet, some professionals in way (Ardoin, 2019). While there are expec- this dialogue questioned whether expertise tations of graduate preparation programs was achievable at all. to address entry-level knowledge and skill Fraternities and sororities have a large development, for many new professionals presence in higher education as an active in student affairs, knowledge and skills are student involvement experience (Hevel & learned and enhanced on the job (Kuk & Bureau, 2014; Sasso et al., 2019). Sup- Cuyjet, 2009). Some research suggests new porters include undergraduate members, professionals should focus on understanding fundraising staff, alumni, trustees, and stu- their campus and their role, which includes dent affairs professionals who advise frater- being educated about institution mission, nal organizations (Hevel & Bureau, 2014). culture, reporting, policies, and account- Professionals are responsible for maintain- ability measures (Ardoin, 2019; Tull et al., ing and supporting these varied stakehold- 2009). The transition as a new professional ers (Karnes Hendricks & Whittier, 2019), may also include getting to know supervi- yet the field is known for a high turnover sors and colleagues, as well as maintaining among new professionals (Koepsell & Still- relationships in and outside of the new en- man, 2016). Understanding the role of pro- vironment (Carducci & Jaramillo, 2014; Tull fessionals in the field, particularly new pro- et al., 2009). Carducci and Jaramillo (2014) fessionals who will direct and determine the suggested new professionals should listen future of the field, is therefore an important more, and balance the answers they receive endeavor. from more experienced professionals with Within their job, many new profession- their own insights. als in FSL do the work of multiple student How one is socialized in their first stu- affairs functional areas (Goodman -& Tem dent affairs position has long-term effects pleton, 2018). Because there is still very lit- (Tull et al., 2009). New professionals often tle known about new professionals in FSL are expected to staff late-night programs, - specifically at the intersection of their ex- conduct late-night rounds, serve on-call perience and expertise - we sought to unfor major events, and provide a high lev- derstand how expertise is perceived and el of service amidst sometimes decreased navigated by this group. In doing so, we levels of staffing (Tull et al., 2009). At the aimed to understand whether expectations same time, new professionals are expected for expertise impact new professionals’ ex- to participate in local, regional, and nation- periences - an element that could contribute al professional development opportunities, Navigating Expertise 61 and maintain a habit of reading educa- Jarmillo, 2014). In 2008, ACPA’s Student tion-related materials (Tull et al., 2009). Learning Imperative intended to foster dis- New professionals in student affairs are of- cussion on how student affairs profession- ten expected to offer novel programs and als could create conditions that enhance services that reflect cutting-edge and - cur learning and development. The resource rent thinking (Hirt, 2009), an expectation suggested, “The division of student affairs that likely applies to FSL as well. Student includes staff who are experts on students, affairs practitioner work in FSL involves nu- their environments, and teaching and learn- merous responsibilities, including council ing processes” (ACPA’s Student Learning and chapter advising, risk management, Imperative, 2008). More recently, the Asso- supervision, and understanding how partici- ciation of Fraternity/Sorority Advisors (AFA) pation affects student learning and develop- introduced an “individualized” competency, ment (Barber et al., 2015; Karnes Hendricks where “each professional develops exper- & Whittier, 2019). This work also involves tise in a unique set of competencies” (Core dismantling individual, institutional, and Competencies Manual, 2018, p. 4). These system-level practices and behaviors that documents exist as framing for all profes- obstruct student engagement and learning sionals in student affairs, or FSL profession- (Barber et al., 2015). Deeg and colleagues als across rank. These notions of expertise (2019) contended there is a notion of higher illustrate an expectation that expertise is expectations for FSL advisors that includes present, but do not clearly name how that an expanding and sophisticated set of skills expertise is established, accomplished, or and knowledge. defined. Such a knowledge and skill set may require expertise on topics including alco- Conceptual Framing hol and other drugs (Rhoads, 1995; Sasso, In order to understand the concept of 2015; Wamboldt et al., 2019), hazing and expertise, we turn to Yielder’s (2004) study risk management (McCreary et al., 2016; on professional expertise. The author ac- Salinas et al., 2018), sexual violence (Brosi knowledged that expertise is typically pre- et al., 2011; Franklin, 2015), and notions sented as a dichotomy in the literature as of masculinity/femininity (McCready, 2019). either an experimental, practice-based ap- In more recent literature there is a stron- proach, or as a cognitive dimension (Yield- ger emphasis on FSL advisors responding to er, 2004). In an effort to highlight a more racism and bias within their communities, comprehensive view of the concept, Yielder and centering their work in relation to ra- (2004) introduced an integrated model of cial justice (Beatty et al., 2019) or focusing professional expertise focused on five func- on sense of belonging in fraternity/sorority tions that work in concert to explain exper- communities, namely cultural interest orga- tise: knowledge base, cognitive processes, nizations (Garcia, 2019). Thus the complex- professional practice, interpersonal relation- ity of the role extends beyond managing ships, and internal integrative processes. many stakeholders and responsibilities, and While Yielder (2004) suggested that includes focus in more personal and organi- “the overall themes [of the model] can be zational development areas. advanced to other professions” (p. 62), we looked for additional framing in the con- Defining Expertise text of student affairs. As a result, we also The concept of expertise has been stud- use findings from Renn and Hodges (2007) ied and defined for decades in the psychol- on the experiences of new professionals to ogy field, and “covers remarkably diverse shape our study. Renn and Hodges (2007) domains” (Ericsson, 2005, p. 233). Student examined the experiences of new profes- affairs is included in that list (Carducci & sionals in student affairs from their initial 62 College Student Affairs Journal Vol. 39, No. 1, 2021 hire to being “settled” nearly a year into the als who self-identified as female. These are role. The authors found fit, competence, and self-identified responses when participants relationships as overriding themes shaping were asked about gender, and we recognize these experiences. Participants prioritized they listed sex within this framing. Partici- fitting in and seeming competent over seek- pants ranged in age from 24 to 27. ing balance in their jobs (Renn & Hodges, 2007). They looked to relationships with Limitations and Scope colleagues and supervisors for guidance or We recognize that limitations to the expectations, and most participants viewed scope of our work exist. First, seven of the their first job as a “training ground” for their 11 participants self-identified as white/cau- career (Renn & Hodges, 2007). We employ casian and most identified as female. In Yielder’s (2004) integrated model of profes- their report about the membership of AFA, sional expertise to ground our understand- Koepsell and Stillman (2016) found that of ing of expertise and use the themes of fit, the 600 AFA members who identified their competence, and relationships from Renn race, 73% were White. Of the campus-based and Hodge’s (2007) work to conceptually professionals who were members catego- frame our study in the context of student rized as entry-level, 64.4% were women affairs. and 35.6% were men (Koepsell & Stillman, 2016). Further, while we excluded the two Methodology participants who were working at an orga- The data used for the current study are nization headquarters, in the future it would part of a larger qualitative study examining be beneficial to examine experiences from the experiences of 13 new professionals in an FSL organization headquarters-based FSL. perspective. While our sample is represen- tative of the field by these metrics, we were Participants not able to capture a full range of perspec- We defined “new professionals” as tives representing new professionals in the adults age 18 or older with a master’s de- field of FSL, and thus voices and ideas of gree from an accredited, degree-granting expertise are missing from this analysis. institution. New professionals in this study We see this imbalance of participant demo- had no more than one year and no less than graphics as a limitation that should be ad- 10 months post-masters on-campus em- dressed in future iterations. ployment as a FSL staff member, worked in FSL in a full-time capacity, and did not share Data Collection and Analysis explicit responsibilities with other functional Semi-structured interviews (90-120 areas (e.g., orientation, student activities/ minutes) about work experiences and en- events). To recruit participants, we posted vironment were conducted with each par- messages on AFA email listservs and the ticipant (Patton, 2002). Interviews were NASPA Fraternity/Sorority Knowledge Com- selected as a way to “gather descriptive munity Facebook page. Through these ef- data in the subjects’ own words” (Bog- forts, we recruited and interviewed 13 par- dan & Biklen, 2016, p. 98). Once all inter- ticipants, all of whom possessed a master’s views were conducted and transcribed, all degree in higher education, student affairs, participants were given a pseudonym, and and/or college student personnel. For the an iterative process for data analysis was purpose of this study on expertise, we fo- employed (Creswell, 2013). We used a de- cused only on the data from 11 individuals ductive and inductive coding process, using who worked at higher education institutions. codes pre-generated based on the literature The sample consisted of four individuals who and allowing new codes to be developed self-identified as male and seven individu- throughout the analysis process (Creswell, Navigating Expertise 63 2013). Both researchers coded all data in- tive perspectives to challenge and/or affirm dividually before coming together to discuss our interpretations as related to the data codes. After the first round of coding, we (Creswell & Poth, 2018; Holloway & Wheel- discussed any discrepancies and engaged er, 2002; Spall, 1998). One individual was a in peer debriefing with a project advisor fellow qualitative researcher, and the other (Creswell & Poth, 2018). We then used the was a director for FSL at a large research agreed upon coding schemes to group codes institution. of similar topics and establish themes (Mer- riam, 1998). Findings The purpose of this study was to ex- Positionality and Trustworthiness amine new FSL professional’s perceptions As members of fraternal organizations, of expectations for expertise and the ways we both carry biases into our research and they navigated these expectations. New writing that are ultimately rooted in our own professionals in this study initially cited lived experiences - the first author working years of experience as a metric for exper- as a campus-based advisor, and the second tise in FSL. Based on this measure, all 11 author as a traveling consultant for her so- participants shared that they did not con- rority who also lived in a fraternity house as sider themselves experts. For example, Ka- a House Director. We have both been new trina shared, “Everybody comes to me with professionals in FSL, and hold varying levels all the questions, you know like I am the of expertise expectations as a result of our token Greek person on the campus… unfor- roles. While we conducted this study with tunately I’m looked at as an expert on the ideas of “good” or “effective” professional campus, but... I would not consider myself practice in FSL, we suspended any precon- an expert by any means.” Beyond time in ceived ideas of what it means to be an “ex- role, several themes emerged that captured pert.” We recognize our positioning within ways new professionals perceive expertise the field of FSL, and question if expertise is in FSL and navigate existing expectations attainable, especially in the changing land- including Challenging Notions of “Expertise,” scape of FSL. Accepting Limitations of Self, Understanding During interviews, we shared past ex- Community, and Committing to Learning. periences with participants and discussed biases as a research team. The ability to ask Challenging Notions of “Expertise” follow-up and probing questions to our par- Every participant in this study reported ticipants (Galletta, 2013) came from multi- that they did not feel like experts in FSL, yet ple years of a connection to FSL. To estab- some acknowledged elements of expertise lish trustworthiness (Glesne, 2016; Lincoln in the FSL profession overall. Kristin men- & Guba, 1985; Merriam, 1998; Patton, tioned the people she most admired in the 2002), we engaged in methods of reflexiv- field continue to ask questions and increase ity and peer debriefing. Reflexivity recog- learning. She shared, “They’ve been in this nizes that researchers shape the research field for years, and they’re so well-accom- process (Creswell & Poth, 2018; Patton, plished and rewarded...but they are still 2015), and we practiced this by challenging asking questions, they still know there is our own values of expertise and reflecting more to learn.” Alexis did not believe one on our positionality (Kralik, 2005). Reflex- could be an expert practitioner, and instead, ivity serves as an effort to enhance -cred noted that a person might achieve expertise ibility and trustworthiness (Raskind et al., in scholarship. For Mike, expertise involved 2019). To assist with the authenticity of engaging with colleagues and other pro- our findings, we engaged in peer debriefing fessionals outside of FSL and “aligning the with two colleagues, which allowed objec- mission of [FSL] and not just our university 64 College Student Affairs Journal Vol. 39, No. 1, 2021 missions.” While expertise is not something study did not think expertise was an achiev- they had (yet) mastered, several partici- able standard or valuable benchmark. They pants drew on ways expertise could exist in identified aspects of perceived expertise, practice. like scholarship and networking, but also Some participants challenged profes- recognized the presence and overempha- sionals who identified as experts. For exam- sis on expertise in the field. Participants ple, Rick wondered about the dual-nature of highlighted this tension of not believing in being an expert in FSL while also having a expertise by challenging existing expecta- full-time position in the field. Rick shared, tions. Yet, simultaneously, participants saw “If you’re going to be an expert on sexu- the field of FSL place value on the idea. al assault prevention education, to a point where you’re going to have fifteen or twen- Accepting Limitations of Self ty professional speaking gigs, my hope is Despite the struggle to define expertise, that you were leading education on your participants were able to identify different campus for sexual assault prevention edu- elements contributing to expertise, includ- cation.” Some also questioned how ego and ing self-understanding. Katrina noted: elitism were involved with the identification “There’s so much [...] of its essence of “expertise.” DJ noted, “Quite frankly, if about fraternity and sorority that you you think that you’re that much of the shit have to learn, on top of everything that then, yeah, you will think that you are the goes with it, so I...think I could study epitome, or you are the standard of what fraternity and sorority until the day that a good [FSL] professional is, and personal- I die and I would never consider myself ly I read that [social media] group, there’s an expert.” plenty that think they are.” Rick shared sim- Recognizing areas of strength and accept- ilar sentiments, and struggled with the way ing areas for improvement was at the core fraternity/sorority “experts” are paid large of self-understanding as it related to ex- amounts of money as a result of their expertise. Kristin contended that owning and pert status. understanding different FSL contexts might While many could identify “experts” in in turn make someone an expert on some- the field, defining expertise was a challenge thing specific. For Alexis, self-understanding for our participants. Michelle struggled with meant being well-versed and observant as the concept, asserting, “I think what is per- opposed to being “an expert.” She acknowl- ceived as an expert by our field is not what edged that, on paper, an individual can have I consider to be an expert.” Rick felt strong- a lot of background in organizations and be ly about the way some evaluated what it well-read, however this does not necessar- meant to be a good professional, and raised ily translate to expertise. She also shared, concerns about placing value in the type of “It could be me who comes in and... ‘I think school where someone works. Alexis no- I’m an expert on Multicultural Greek Coun- ticed this while at national conferences, en- cil,’ when really... not the case, I just can gaging with exhibitors who used large state tell you I know what I know about my ex- schools as a benchmark for how all schools periences.” In these examples, participants could execute something. She challenged recognized that knowing oneself - both pro- this idea and shared, “Different factors will fessional strengths and limitations - was im- impact the way different communities run.” portant to claiming any level of expertise. Prestige seemed to be associated with ex- This sentiment was also reflected by pertise, but was not the primary factor that Katrina who identified expertise as accep- our participants used to understand the tance of not knowing it all. She posited: concept. “I know that I have a lot to learn, but Many of the new professionals in our just looking at some of these topics, and Navigating Expertise 65 these areas...I don’t know how one per- need you to go to counseling because son could do it, it just blows my mind I am not a licensed counselor [...] and about how much knowledge there is she had already been through the Title that you need to have about things like IX process, so she had already worked risk management, about mental health, that side of it out, but I think she just about crisis, about just everything, and really needed to process through her so I think to be an expert...you would experience[...] I think in that moment need to have twice the size of a normal I was like... I can’t provide a lot of the human brain because you just need to things that she would need - I could know so much.” come close, but I’m not an expert.” The level of knowledge detailed here is not For Katrina, this acknowledgement was part always achievable. Katrina went on to share of what she contributed to being a success- - and caution - that FSL is unique because ful, and potentially expert, professional. professionals touch many different func- In this case, expertise was, “having a lit- tional areas. “There is a danger in that,” she tle bit of knowledge of everything, but also noted, arguing that some fall into the trap knowing when to pass it along.” Similarly, of trying to be an expert in all aspects of the Michelle contended, “doing good work is do- work. ing good work by your students,” which is While some individuals were aware not necessarily seen by others. She shared of limitations and capacity, there was also that expertise is more of an outward pres- a strong acknowledgement around percep- ence rather than an internal responsibility tions of self-worth. Most of our participants or focus on one’s institution or “real” job. At shared that they believed they were good at times, this includes knowing one might not their job. Angela believed she did not give have the skills or the licensed expertise to herself enough credit, and felt confident in assist a student fully. her abilities. Kristin felt similarly: “The min- ute I hit that one year mark...I was like, I Understanding Community feel really good about what I’m doing, and Understanding the complex community my capabilities, and my skills of what I do of FSL, both within and outside of a spe- every day.” Having experience in the profes- cific institutional context, was frequently sion seemed to increase Kristin’s sense of mentioned in regards to expertise. Becca confidence and competence in her abilities. shared that the culture at her institution This aligns with the metric of time as an in- is different from how she viewed other in- dicator of expertise, but seemed to provide stitutions. “What is working/not working participants with a feeling of confidence and for them is not going to work for us,” she relief from surviving their first year on the shared. DJ noted, “You can’t compare what job, rather than a sense of expertise. one school’s doing to yours, and [be] like Understanding oneself meant know- ‘oh, if it works over there it will work over ing when to outsource problems or ask for here’ – you can’t do that.” Others shared help. Most of our participants talked about DJ’s sentiments, and understood their posi- collaboration with other functional areas in tioning in the community as different from higher education and student affairs. For other institutions or organizations. Alexis Katrina, this involved referring students to talked about the differing realities at institu- other campus professionals whom she iden- tions, including NPHC chapters bringing on tified as experts in a particular arena. For two to sixty members in a single group, and example, she shared one experience work- how culturally-based groups’ presence may ing with a student who came to her about vary by institutional type and geographic an incident of sexual assault. Katrina noted: region. She shared that while some schools “I’m here to listen to you, but I also might have an MGC, they might be missing 66 College Student Affairs Journal Vol. 39, No. 1, 2021 Latino-based or Armenian-based groups, as Several participants named the National examples. Alexis also shared, “When [stu- Panhellenic Conference (NPC) recruitment dents] go through Panhellenic recruitment, process as a community where expertise is we don’t have a lot of legacies...our groups changing. At Alexis’ institution, she felt Pan- don’t require letters of [recommendation]. hellenic recruitment differed on paper than That’s not something that’s normal here.” in reality. She talked about the presence of As a result of differences such as these, she first-generation college students, and- stu did not feel one could be an expert on FSL dents from low socioeconomic backgrounds. “as a whole.” Caroline argued that conversations about Participants were also aware of the recruitment have been happening for sever- changing dynamics of communities, includ- al years, and that the process is outdated. ing governing and oversight organizations She posited, “To be an expert in [FSL] mov- (“umbrella groups”) and councils, as limita- ing forward calls for someone to evaluate tions to expertise. For example, Mike shared all of those issues very critically and be able that one can be an expert for a few years, to get other people on board for evaluat- however that will change when an umbrella ing those issues.” In this way, expertise re- group implements new policies and expecta- quired being a spokesperson and advocate tions, or when hazing laws come into effect for the FSL field as a whole, with caution in different capacities. Caroline highlighted to not prioritize or exclude certain sub-com- the multiple stakeholders working in FSL. munities in the process. She shared, “You also have not all student affairs professionals working in [FSL] as an Committing to Learning industry. You have all of the headquarters Many participants interpreted expertise ...all of the national/international organi- as an active commitment to learning. An- zations...vendors..., consultants now.” The gela and Brandon approached learning as boundaries of communities and work envi- a lifelong and continuous process. Caroline ronments seemed to serve as a barrier for saw commitment to learning in a holistic some, but learning to navigate them was a sense. She shared, “I think to be an expert pathway to attaining expertise. in [FSL], one needs to be critical of [FSL], While our participants did not define and be willing to recognize when something diversity and inclusion as associated with is not working, when something needs to expertise, they made references and con- change, being open-minded to new ideas.” nections to in/congruences in FSL. DJ talked To her, expertise required taking a critical about the way experts participate in con- approach to existing practices, and being versations around best practices. He shared committed to learning new strategies. Mike that he sees people posting online about similarly shared the importance of being creating policies and minimum requirements aware of the top trends in the field and en- that negatively impact culturally-based or- gaging with students, colleagues, and other ganizations. He asserted, “I also think un- professionals outside of FSL to inform prac- derstanding that the same thing that you do tices. He shared, “And not just being reac- for IFC and Panhellenic is something that, tive but proactively engaging with the stu- although they’re very similar, you can’t do dents, with colleagues.” Katrina noted that the same thing for culturally-based groups.” her perspective of learning was rooted in the In this way, DJ articulated the need to un- fact that FSL involves a high risk population derstand the diversity within the field of of students, and argued the importance of FSL, and to create practices that include or being aware of resources for wellness, men- address the needs of all students, not just tal health, and academics. those who tend to be in the majority within A commitment to learning was further a community. demonstrated through avenues for profes- Navigating Expertise 67 sional development. Brandon and Angela navigated the expectations of their role re- spent time reading and looking for more in- lated to expertise. Participants perceived formation about fraternities/sororities, and expertise in ways that aligned with many el- Angela shared, “I’m always interested in ements of Yielder’s (2004) integrated mod- learning more, and staying up to date on el of professional expertise and Renn and current events and things that are happen- Hodges’ (2007) concepts of fit, competence, ing, and understanding policies, and tak- and relationships. However, participants in ing the time to read different publications.” our study challenged the notion and feasi- Several participants also named profession- bility of expertise in FSL overall, as evident al development opportunities as integral to by their attempts to navigate expectations expertise, including programs, institutes, for expertise. reading, and presenting at conferences. In line with Yielder’s (2004) integrated For many, being an expert meant stay- model, participants most often perceived ing current on knowledge and learning expertise as a knowledge base, internal in- about the ever-changing field and people tegrative processes, and interpersonal rela- within it - including students. Mike saw the tionships. In terms of knowledge base, Rick field as “always changing and always evolv- talked about the attention paid to certain ing,” and that a person’s status as an expert professionals as a result of their public image on an area may change from year to year. or speaking commitments on “domain-spe- Angela’s commitment to learning led her to cific knowledge” (Yielder, 2004, p. 71). Sev- question expertise altogether: eral participants highlighted the breadth of “What does being an expert even mean? topics relevant to FSL professionals, and There’s always more to learn. There’s perceived expertise as having extensive always new things to do or new ways to knowledge in all areas. Yielder (2004) in- try things, and what maybe works now cluded elements of self-awareness, ac- is not gonna work in 20 years[...] I think knowledgement of strengths and weakness- we’re always evaluating, and assessing, es, and an “open… attitude to learning and and striving for more. And so I think it’s change” in the internal integrative process- hard to ever be like, ‘I’m an expert, I’ve es dimension of expertise. This dimension learned all that I can learn, I know all directly aligns with the themes of Accepting the things.’ I think there’s people who Limitations of Self and Committing to Learn- have a lot of experience, and I feel bet- ing in our study, showing that participants ter because I’ve learned from them, and had strong perceptions of expertise as re- they can share and pass on their wis- lated to understanding and improving one- dom, but I think there’s never a point self. Collaborating with other professionals, where you’ve learned all the things you building relationships with students, and can learn.” understanding the broader picture of FSL to Angela illuminates the ongoing learning include all communities were also cited as mindset she felt was needed as a new pro- important elements for FSL professionals. fessional in FSL. She recognizes that com- In the interpersonal relationship dimension mitting to continuous learning might mean of expertise, Yielder (2004) included team- one can never truly know all there is to work, “seeing the ‘big picture,’” and engag- know about FSL - that with the changing ing with stakeholders (p. 73), which connect field, there will always be a need for learn- to these findings. Few of the elements of the ing and growth within the profession. professional work and cognitive processes dimensions of expertise (Yielder, 2004) were Discussion mentioned by participants in our study, sug- In this study, we sought to understand gesting the perceptions of expertise were how new professionals in FSL perceived and less related to individual skill and more to 68 College Student Affairs Journal Vol. 39, No. 1, 2021 expectations around knowledge, scope, and sionals in our study did not hold a clear defi- relationship-building. nition of what it means to be an expert, but Considering Renn and Hodges’ (2007) shared a perception that expertise is valued findings as a conceptual framing, the themes by the field. While expertise was frequently of fit, competence, and relationships are mentioned as something signaled through prevalent in the data from this study as conferences, social media, and expectations well. New professionals in this study viewed from campus partners, and perceived as expertise as something valued by the field, a “gold standard” of professional success, and thus required to fit in. Developing com- participants questioned and dismantled petence across multiple subjects and devel- some of these assumptions. This feeling of oping the “right” relationships were identi- contradiction between expectations of ex- fied as ways to achieve expertise. Yet these pertise and the reality of achieving, or even elements of expertise, like being constantly believing in, expertise was consistent across up-to-date on changing policies or knowl- participants. Many participants illustrated edgeable on every organization and institu- that, for new professionals, there is always tional type, seemed unattainable. something new to learn, and that growth is Instead, participants navigated exper- happening at a rapid pace, whether or not tise by trying to define their own elements campus partners understand that develop- of success to fit within; striving for- com ment. Further, there is a reality for many petence in self-understanding while main- of our participants that they are “the only taining a desire for continual learning; and one” on their campus, with the expectation building relationships with students and col- that they are, in fact, the expert. In the AFA leagues across the FSL community. For ex- Institutional Survey (2019), 49% of mem- ample, Caroline highlighted the importance ber respondents noted their campus has of being a critical consumer of FSL. Rather just one fraternity/sorority advisor, and that than accepting all expectations, she found 50% do not employ graduate assistants. Ac- value in questioning the way things are done ademic entities, other student affairs func- and paving her own path in the field. Simi- tional areas, and community partners look larly, Kristin found it important to establish to these professionals as the individuals her own praise and recognition despite any who can assist in all FSL-related endeavors, standards for expertise, and to use person- even when they may not have the capacity, al goals as standards for success instead. knowledge - or expertise - to assist. Thus Alexis navigated expectations for expertise while we found participants’ perceptions of by acknowledging that so much about the expertise to align with Yielder’s (2004) inte- field of FSL is unique to specific campuses. grated model and Renn and Hodges’ (2007) She found it difficult to believe that exper- work on new professionals, these studies tise could be achieved due to these nuanc- assume expertise is attainable; the new FSL es, and thus navigated expectations by dis- professionals in our study found ways to pelling them. Angela spent time expanding navigate expectations, thus challenging the her own knowledge through research and feasibility of expertise altogether. practice in the field. This allowed her to navigate expertise using data. Overall, most Implications participants navigated expectations for expertise by focusing more on individual de- Implications for Practice velopment and growth. As several participants mentioned, it is Perhaps most noteworthy is the uncov- unreasonable to expect new professionals ering of a strong tension between expecta- - or any professional for that matter - to tions for expertise and the reality of the new be an “expert” on the entirety of FSL. Un- professional experience. The new profes- fortunately for many, there is an expecta- Navigating Expertise 69 tion to be an expert - the expert - on their might bring to a role. For example, not all campus or in their organization. For those new professionals come from higher educa- supervising new professionals in FSL, this tion or student affairs programs, and even is an opportunity to engage with individu- for some who do, not all worked in FSL as a als about expectations and growth. Super- graduate employee. Institutions and organi- visors can give FSL professionals permission zations should take an inventory of what is to be okay with not knowing it all. Further, known during the interview process, but not resources should be provided for new pro- penalize someone because of one specific fessionals to enhance their knowledge - en- gap in their knowledge. gage around current literature, conference Each participant expressed a need for attendance, webinars, and local programs continual learning, and questioned whether to discuss and evaluate the current land- ‘knowing it all’ was possible. Koepsell and scape of FSL. This could include attending Stillman (2016) suggested the youthfulness conferences and programs that do not sole- and the short amount of time spent in po- ly focus on FSL (e.g., ACPA, ASCA, or NAS- sitions leads to a “swift exodus” from the PA, where messages of FSL expertise may field (p. 8). Perhaps the pressure -for ex be transmitted differently). pertise contributes to this rapid “exodus.” Understanding community was another When teaching about student affairs and theme in our research, yet understanding field departure, faculty in graduate -prepa all communities within FSL may be a chal- ration programs and assistantship supervi- lenge given one’s capacity. In FSL and stu- sors should address the ways this impacts dent affairs, experiences differ based on specific functional areas (e.g., in FSL; pro- institution/organization type, position, and fessionals doing conduct work). Leaders in capacity. Student affairs preparation -pro the field should also evaluate this trend and grams and associations should advise with further study the impact of expectations for this consideration when teaching about or expertise on turnover through exit surveys. programming for individuals with an interest in FSL. For example, an advisor experience Future Research on one campus may involve one council and Several areas for future research stem multiple chapters, and on other campuses, from this work. We learned about the per- it may contain multiple councils and mul- ceptions of expertise from new profession- tiple chapters. Providing more information als in FSL, but how do these perceptions about the depth of FSL and acknowledging interplay with the expectations set for new the potential differences in future roles may professionals in general? Further under- provide graduate students with more realis- standing of how this alignment or misalign- tic expectations as they make the transition ment affects work environment, satisfac- to new professional. tion, and relationships is needed in order Institutions or organizations that ex- to better understand how expertise impacts pect expertise from new professionals may the experiences of new professionals. Fur- be setting them up for failure. Job and po- thermore, research on the onboarding and sition descriptions should be written care- training of new professionals is needed. If fully, and include specific needs a campus we believe there is value in the profession of or organization has in reference to the FSL to enhance the experiences of college hire. Campus partners and FSL stakehold- students, as suggested by the AFA compe- ers should be involved in hiring processes tencies (2016, 2018), then efforts to under- (e.g., on-campus interviews) to add con- stand and enhance the experiences of pro- text and perspective. Institutions and orga- fessionals at all career stages remains an nizations should be transparent and open important endeavor. to what unique perspectives an individual 70 College Student Affairs Journal Vol. 39, No. 1, 2021 Conclusion Brosi, M. W., Foubert, J. D., Bannon, S., The field of FSL is ever-changing. While & Yandell, G. (2011). Effects of sorority it is unreasonable to expect new profession- members’ pornography use on bystandar als to be experts on FSL, the expectation is intervention in a sexual assault situation still implied. Participants in this study sug- and rape myth acceptance. Oracle, 6(2), gested that doing one’s job, even if very 26-35. well, and even if very knowledgeable, does Carducci, R., & Jaramillo, D. (2014). Job one: not make one an expert. Regardless of im- Continuing the journey toward self-au- plied or expected expertise, the individual- thorship. In P. M. Magolda & J. E. Carnaghi ized nature of one’s work and a willingness (Eds.), Job one 2.0: Understanding the to learn can affect their job and function- next generation of student affairs profes- ality. As we consider the expectations set sionals (2nd ed.) (pp. 162-191). Univer- for new professionals and the standards es- sity Press of America, Inc. tablished for the field of FSL more -broad Core Competencies. (2016). 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