Reflection is a powerful tool for fostering self-love and restoring power to our minds. It offers us an opportunity to appreciate progress, express gratitude, explore mistakes, and identify areas for improvement. In the spirit of reflection and in honor of our Ancestors, I offer this reflection on a visit to a college campus with the Umoja Community Education Foundation.
We received the invitation during the Spring 2025 term.
With an administration determined to “Make America Great Again,” diversity offices scrambled to respond to threatening letters and maintain their services for their students. The Umoja Community Education Foundation’s staff gathered from across California to learn how one campus maintained its African-centered courses, counseling services, and programs despite opposition.
From our arrival on the quad, the struggle became evident. A Black male student and the lead counselor greeted us with firm handshakes and warm smiles under the morning’s sun. They thanked us for visiting and gave instructions for the day’s activities. We learned how senior administrators declined the invitation to meet with our group.
The conversation continued as we walked inside the student affairs building to a conference room. Against a rising anti-diversity climate, we discussed how the program faced multiple challenges. Despite state funding, an administrator cited insufficient funds as a reason to block new initiatives.
Undeterred, the lead counselor extended his work hours and recruited more students to demonstrate the value of the Umoja model. As a former Umoja scholar, he held a strong commitment to the organization’s mission of supporting academic and cultural excellence. His work worked.
Reflective of the first Kwanzaa principle, “Umoja,” which means unity, the counselors found comrades among some faculty and administrative staff.
A Black psychology professor and the college’s articulation officer proved instrumental in maintaining momentum to support students. They advocated for Umoja’s scholars to have a dedicated village space at a central campus location. The group also ensured students had access to African-centered academic resources and qualified counseling services.
For multiple hours, the counselor discussed and shared data about how his team worked overtime for their students. They attempted to recruit nearly every Black student they crossed on campus and kept the office open after business hours. Eventually, their efforts led to changes with school administrators.
Delegates from the Dean’s office joined the meeting after lunch. They shared budget insights and commented on the counseling team’s work. The delegates acknowledged previous challenges with administrators and pledged to address future issues. Due to the college’s president and vice president’s full schedules, we did not hear from them about their program support.
Porch Talks, Black students, and Self-love
After the meeting, the counselors organized a “Porchtalk”—an open, unfiltered conversation with students about self-love. As Umoja (2025) notes, “The porch is a place where our students safely communicate and advocate for themselves.” We left the conference room and walked to the campus’s village space for the Porchtalk.
Adinkra symbols and paintings of the African diaspora adorned the well-lit room. We sat at rectangular tables and faced each other. After introductions, a counseling intern opened the Porchtalk and projected, “What is self-love?” onto a large screen.
Several students raised their hands and defined self-love using words such as “confidence,” “advocacy,” and “self-preservation.” An intern, the Umoja staff, a college counselor, and a Black psychology professor affirmed the students’ definitions. The conversation continued with a discussion about self-care strategies.
Students and staff shared solutions to their academic, personal, and professional challenges. Activities such as exercising, talking to therapists, maintaining creative outlets, deleting social media apps, journaling, and staying connected to the community emerged from our session. We discussed the importance of engaging in productive learning activities, honoring African Ancestors, and embracing Black excellence through educational and cultural endeavors.
The day ended where it began. After the Porchtalk, we walked to the quad and took a picture under the sun. I stood next to a student and reflected on how we formed bonds by talking about struggle, eating lunch, and having a Porchtalk about self-love. We embraced, said goodbye, and left to continue the work.
Liberation work happens before, during, and after Kwanzaa.
The Kujichagulia principle of Kwanzaa declares we must name, define, and understand ourselves. We have made progress, but more work is necessary to achieve holistic liberation and harness the power of our collective identities. Kujichagulia is critical in 2025 and beyond.
Dr. Asa G. Hillard wrote, “Our first mistake was that we thought of freedom as a place, rather than as a continuation of a struggle” (Hillard, 1985, p. vi). We cannot see the end of chattel slavery or legal access to education as freedom. African people must continue striving to remove the mental, physical, and spiritual shackles holding back our students, our families, and our communities.
Creating spaces for belonging on college campuses for Black students is not simple. Political powers remain adamant about eliminating any initiative that supports diversity. However, through extensive African-centered health, wellness, and academic initiatives, we can foster sacred spaces for Black students to cultivate self-love and find the tools to enhance their minds, bodies, and souls.
The Sawubona healing circles of the Association of Black Psychologists and the Umoja Community Education Foundation’s models are among the examples of supportive tools working in chapters and schools throughout the nation.
Reflect on this year and find new ways to expand, correct, or improve contributions to our community in 2026 and beyond. If you’re having a difficult time during the holidays with gaining mental clarity, connect with a mental health professional from the Association of Black Psychologists. Together, we are stronger.
Vernon C. Lindsay Ph.D.
Dr. Vernon C. Lindsay, PhD is the Umoja Community Education Foundation’s Scholar in Residence. He supports the foundation in conducting research, writing articles, developing curricula, and leading professional development sessions that incorporate culturally relevant practices and student-centered strategies.
References:
III, Hillard, A. G. (1998) SBA: The Reawakening of the African Mind. Gainesville, FL: Makare Publishing Company
Photo by Gamma
Photo by Project Lucien on Unsplash
Umoja Practices. (2025) Retrieved from: https://umojacommunity.org/umoja-practices
