Behind the Desk: A Conversation with a University Official

Episode 3 of Bridging the Gap pulls back the curtain on a part of higher education that is often invisible to students and the public: the administrators working behind the desk, holding institutions together through mentorship, program design, and day-to-day student support. In this episode, host Rebecca Beavers sat down with Ms. Tekeya Peterson — Assistant Director of Student Leadership and Development at Howard University and former Student Life co-director at Morgan State University — to explore how DEI-driven support systems actually function on the ground.

This blog post expands on that conversation, situating Peterson’s insights within a broader understanding of student affairs, leadership development, and the evolving climate surrounding diversity initiatives.

Leadership Development as DEI Work — Even When It Isn’t Labeled That Way

One of the clearest themes from Ms. Peterson’s interview is that student leadership development is inherently DEI work. Her role centers on cultivating students’ confidence, skill sets, and sense of identity — all dimensions that shape access, retention, and belonging.

At both Howard and Morgan, Peterson described her work not as an add-on to academics but as a co-curriculum that prepares students for life beyond campus. Programs like Morgan’s MOLD (Morgan Opportunities for Leadership Development) Certification were intentionally designed to address gaps faculty often can’t fill: public speaking, professional communication, résumé building, and advocacy skills.

These gaps, she noted, are not mere inconveniences — they are systemic barriers tied to inequity. When a student feels unprepared to speak, negotiate, or lead, they are effectively shut out of opportunities their peers step into with ease.

Peterson’s work reframes leadership development as a form of equity-building. It gives students — many of them first-generation, low-income, or unsure of their place on campus — the confidence and practical tools to assert themselves in academic and professional spaces.

Retention Through Confidence, Community, and Accountability

Peterson spoke openly about the outcomes she witnessed among students who participated in leadership development or equity-focused programs. While financial aid often gets the spotlight in DEI conversations, she emphasized the importance of retention — something soft skills training and structured community support can significantly influence.

Students who joined her programs were more likely to:

• participate in student organizations,

• assume leadership roles,

• stay connected to campus resources,

• and ultimately persist through graduation.

One of the most striking parts of her approach was the intentional expectation-setting. Students in her programs weren’t just encouraged but required to get involved in at least one organization by the time they completed the certification. This accountability built a bridge between what students hoped for and what they actually did to achieve it.

For many, a sense of belonging began with a simple expectation:“You should be — and you can be — part of this campus.”

Campus Climate: Scarcity, Semantics, and the Shadow of Politics

When asked about the current climate surrounding diversity and inclusion, Peterson acknowledged an uncomfortable truth: the term “DEI” has become politically charged, even feared. Universities are now navigating a climate where the language of equity carries financial, reputational, and legislative risk.

She described a growing “scarcity” around the term — where offices still serve diverse student populations but must carefully frame how their work is described. This mirrors national trends, where institutions are quietly rebranding DEI units to avoid political scrutiny while trying to preserve their mission.

Still, she emphasized that the heart of DEI — meeting student needs — remains unchanged. Whether at HBCUs or PWIs, the work continues because the students remain diverse, and their needs remain immediate.

Student Affairs: The Misunderstood Backbone of Campus Life

One of the most powerful parts of the conversation was Peterson’s explanation of just how misunderstood student affairs truly is. To many, the work appears to revolve around planning events or executing traditions. But that surface-level view obscures the emotional, developmental, and often crisis-driven labor happening behind the scenes.

Peterson described student affairs professionals as mentors, advisors, counselors, and often stand-in family for students navigating academic pressure, leadership roles, work-life balance, or mental health struggles. Their job is to help students not only function but thrive, offering stability so they can participate in — and even enjoy — their collegiate experience.

In her words, “College is only four years, but what you do in those four years can determine the next ten.”

Helping students use those four years wisely, safely, and confidently is the core of the work.

The Future of Diversity Efforts: Evolution, Not Elimination

Looking ahead, Peterson’s perspective counters the panic surrounding DEI rollback. She believes diversity work will continue — not because the political climate is welcoming, but because student needs demand it.

She warns, however, that institutions must be intentional. Without careful planning, an entire demographic of students could become unheard or unsupported. But she also highlights the potential for growth: new frameworks, redesigned policies, and innovative programs that meet political realities while protecting student well-being.

Diversity efforts, she suggests, are on the brink of transformation — not disappearance.

A Final Word from the Desk Behind the Desk

At the end of the interview, Peterson reflected on her own journey as a former student leader. Her experience allows her to teach from empathy rather than theory. She underscores that student affairs work cannot be passive; it must be rooted in service and conviction.

Her message for listeners — and for anyone considering the field — is simple but profound: this work is about heart posture. It is about serving students with intention, authenticity, and a deep respect for their agency.

Episode 3 reminds us that the future of DEI does not rest solely in courts, legislatures, or executive orders. It also lives in the offices and hallways where administrators like Tekeya Peterson shape student experiences every day.