Developmental Autobiography: A Reflection On Growth, Leaders

Developmental Autobiography: A Reflection on Growth, Leadership, and Community

Developmental Autobiography Part I My Developmental Journey Early Foundations I grew up in San Diego, and I have seen a diverse culture in the things that surround me. I don’t come from an Indigenous background, but I’ve always had a strong feeling of asking questions from both sides and community and respect instilled in me from my childhood. I have my family to thank in my formative years for showing me the power of resilience, respect, and education. They gave me the desire to learn and grow, and they made me notice that I needed to give something to the world around me. Family gatherings where you’d hear stories of perseverance and hard work brought about my place in the community and made me aware and responsible for helping others.

This sense of ‘how could I ever be so connected or detached to my roots?’ has become a solid foundation I carry with me as I further my education at National University. Educational Milestones My developmental journey has had a lot to do with education. While I was at the school in San Diego, I was exposed to a lot of things, but it was the humanities that spoke to me. In history and literature, my teachers were mentors who helped me become critical of my thinking and questioning of societal norms. My most influential teacher has always drilled into me that learning is more than a success in academics; it’s a matter of understanding the world and a way of doing something meaningful in it (Abelha et al., 2020). Her advice shot me into shooting higher and setting large goals for myself. Moving from University of Maryland to a higher institution of education was a life-changing experience and one that forced me to begin growing past my comfort zone. This journey of mine has forced me to become adaptable and continually a learner to ensure my personal and academic growth as I educate myself in new ideas and experiences. The Role of People and Mentors Throughout my life, both as a person and as a leader, mentors have always played a big part in my development. A high school teacher who taught me in my formative years in San Diego was one of my earliest influences. She taught me to think outside of the box and to look beyond the classroom, and how internet thinking can be used in real life. What I admired about that was that her approach to teaching was one of a kind; she would push you into doing community service and make you know you have to be a part of the community as well and that kind of responsibility. Thanks to this mentorship, I realized that learning does not mean only being schooled but skills that one can use to bring change (Nyanjom, 2020). My parents have been constant sources of support. They taught me that you had to persevere, that you had to maintain integrity, and that in life, it's important to maintain balance. The support of their blank check, particularly in times when I would have wanted to give up, is what I rely on to this day. While pursuing higher education in San Diego, I kept interacting with professors who shaped my understanding of leadership during most of my young adulthood. The message these mentors drove home was the necessity of collaboration and empathy while leading — communicating leadership away from thinking of it as a position of power to that of service (Ayoobzadeh & Boies, 2020). Listening and understanding diverse perspectives and building a sense of community with any team or organization is what it takes to be a good leader. Their teachings have shaken me and have contributed to my producing a leadership style that embraces inclusivity and mutual respect, which I am now engaged in more as a guide than a director to help others achieve success together. These experiences have played an enormous part in how I have come to look at my development as a leader and what I expect of myself in the future. Young Adulthood and Expanding Horizons Now, in young adulthood, I have changed the way I think. In earlier days of life, I was more interested in achieving such things as academic and personal goals, but today, I realize that thinking is very important in a broader sense or in a more inclusive way. In San Diego, studying has introduced me to different perspectives – from social justice to environmental sustainability – that I take a chance to adopt. However, I have come to appreciate the connectedness of various cultures and understand how my heritage fits into this larger global account. But despite these academic trajectories around leadership, it’s important to note that this shift has also molded the way I have approached leadership in both my professional and academic pursuits. My hope is to be led in the cultural sensitivity and awareness of which I integrate my Indigenous values with modern leadership principles. Challenges and Turning Points Transitioning to higher education at the National University in San Diego was one of the biggest turning points in my life. I forced myself out of my comfort zone and used surviving to forge relationships as a push to adapt to a new academic environment as well as a new social dynamism. At first, I found myself homesick for the familiar offers and self-doubting my chances of being good and competitive. Sometimes, the overwhelming pressure of being the only one you know from your hometown, the only one without a connection you grew up with, being on a new college campus with a diverse array of people just to survive the academic phase of the program, the pressure of excelling academically but building new friendships, was just too much for me. However, this experience later taught me valuable lessons in resilience and self-reliance. I learned to use my support system to still live my best life but also to draw strength from me to succeed in those challenges. Future Aspirations Looking ahead, I aspire to continue growing as both a person and a leader. Through my experience at the National University, my passion for social justice burns, and I am fully ready to share my knowledge and skills with my community. My number one goal is to create and initiate programs for underrepresented groups to ensure everyone is given the same opportunities. I imagine partnering together with local organizations to foster social equity and sustainability to retool the very real process of change and build a culture of inclusivity (Patterson et al., 2020). I aim to connect with lots of communities to start a dialogue, understand gaps, and increase possibilities for people to enrich their possessions. As I move forward, I know how to keep a balance between my development and my roots. I’m on a journey of finding ways to stay true to my values while contributing directly to the greater global community. I understand that growth is a continuous cycle and is dependent on learning from what we’ve gone through. I am ready to experience things never tasted before, build relationships that will enrich my life, and learn new ways to grow as a leader that so fits my dreams. Ultimately, I want to be a leader who inspires others, a person who stands for social justice, and who makes a difference on this planet.

Paper For Above instruction

The developmental journey of an individual encompasses a multitude of experiences, lessons, and challenges that shape their identity, leadership style, and sense of community. Drawing from my own autobiographical reflections, I will explore the foundational aspects of my growth, the influence of mentors and community, pivotal turning points, and my aspirations for future development rooted in social justice and inclusivity.

From early childhood, my sense of self was heavily influenced by the diverse environment of San Diego. Although not belonging to an Indigenous community, I was nurtured in an atmosphere where questions about community, respect, resilience, and education were central. These values were reinforced during family gatherings where stories of perseverance and hard work instilled a sense of responsibility and connection to my roots. Such early foundations fostered a strong sense of resilience and community orientation that continues to guide my educational and leadership pursuits.

Education has played a central role in my developmental trajectory. My engagement with humanities, especially history and literature, fostered critical thinking and societal questioning. My teachers served as mentors, emphasizing that learning extends beyond academic success to understanding the world and contributing meaningfully. Abelha et al. (2020) affirm that higher education should develop competencies that prepare graduates for employability and societal engagement. Inspired by my mentors’ advice, I sought to expand my horizons, moving from the University of Maryland to higher institutions like National University. This transition pushed me out of my comfort zone, cultivating adaptability, resilience, and a continuous learner’s mindset necessary for personal and academic growth.

Mentorship has been pivotal throughout my development as a leader and community member. Early influences, like a high school teacher committed to community service and innovative teaching methods, taught me the importance of engagement beyond classroom learning. This mentor instilled a sense of social responsibility and highlighted that skills for change could be cultivated through active participation. My parents further reinforced core values such as perseverance, integrity, and balance, providing a stable support system during times of self-doubt and challenge. In higher education, professors emphasized collaboration, empathy, and inclusive leadership. Ayoobzadeh and Boies (2020) suggest that authentic leadership involves service, empathy, and understanding diverse perspectives—principles that I now incorporate into my leadership style, emphasizing inclusivity and mutual respect.

As I transitioned into young adulthood, my worldview expanded. I developed an appreciation for cultural interconnectedness and recognized how my heritage fits into a broader global context. This awareness has informed my approach to leadership, emphasizing cultural sensitivity and integrating Indigenous values with contemporary practices. Nevertheless, challenges such as homesickness and self-doubt during my initial transition to higher education in San Diego tested my resilience. These experiences underscored the importance of reliance on support systems and cultivating inner strength. The lessons learned in overcoming these struggles refined my capacity for self-reliance and perseverance, essential qualities for future leadership.

Looking forward, my aspirations remain deeply rooted in social justice and community empowerment. Inspired by my academic experiences, I am committed to creating programs that promote equity for underrepresented groups, fostering dialogue, and identifying gaps that hinder opportunities for marginalized communities. Collaborative efforts with local organizations aim to drive sustainable change and promote inclusivity, as suggested by Patterson et al. (2020). My journey involves balancing personal growth with maintaining cultural integrity and contributing meaningfully to global society. I believe that leadership is a continuous cycle of learning, adaptation, and service, and I am eager to build relationships, learn continually, and inspire others toward social justice. Ultimately, I aspire to be a leader who not only advocates for change but also embodies humility, empathy, and dedication to making a positive impact on our planet.

References

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