Student Inspired, Empowered by Leadership Program – Stockton University

Report on Women’s Leadership Development Program Sponsored by William J. Hughes Center for Public Policy

Introduction

The William J. Hughes Center for Public Policy at Stockton University recently sponsored senior Alyssa Aviles to participate in the Susan N. Wilson NEW Leadership residential program at Rutgers University. This program aims to address the underrepresentation of women in politics by empowering young women through workshops and lectures led by successful women leaders.

Program Overview and Objectives

The Susan N. Wilson NEW Leadership program is designed to:

• Introduce college women to the political process
• Encourage consideration of politics’ role in daily life
• Develop leadership skills and confidence in public speaking
• Provide knowledge on the United States legislative process

By fostering these skills, the program aligns with the United Nations Sustainable Development Goals (SDGs), particularly:

1. SDG 5: Gender Equality – promoting women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
2. SDG 16: Peace, Justice and Strong Institutions – encouraging inclusive and participatory decision-making.

Participant Experience and Impact

Alyssa Aviles, a Computer Information Systems major from Manahawkin, reflected on how her Stockton University coursework inspired her to advocate for marginalized communities and engage in meaningful political discourse. She emphasized the human aspect of politics, stating:

“Politics isn’t just about laws or elections – it’s about people, and how we treat each other.”

Aviles also highlighted the importance of modeling resilience and leadership for her daughter, reinforcing the intergenerational impact of empowering women leaders, which supports SDG 4: Quality Education by promoting lifelong learning opportunities and leadership development.

Program Activities and Learning Outcomes

• Expanded from three to five days, the program included workshops on leadership styles, public speaking, and legislative processes.
• Participants engaged in safe spaces for open dialogue on women’s roles in politics.
• A visit to the New Jersey Statehouse provided firsthand experience of committee hearings, enhancing transparency and civic engagement.

This experiential learning supports SDG 16 by fostering inclusive institutions and public participation.

Action Project and Advocacy

As part of the program’s conclusion, participants developed action projects to address community issues. Aviles chose to focus on the lack of child care options on Stockton’s campus, aiming to advocate for the reinstatement of the on-campus child care center, Free To Be. This initiative aligns with:

• SDG 3: Good Health and Well-being – supporting families and child development.
• SDG 5: Gender Equality – enabling women, particularly student mothers, to participate fully in education and leadership.

Additional Sponsorship and Program Expansion

In addition to Aviles, the Hughes Center sponsored other Stockton students, including Rachel Dunlap and Detty-Maidanove Exantus, to attend the program. The center’s director, Tina Zappile, emphasized the importance of increasing women’s representation in politics to strengthen democracy, highlighting the program’s role in empowering students for public service and community involvement.

Conclusion

The William J. Hughes Center’s sponsorship of the Susan N. Wilson NEW Leadership program exemplifies a commitment to advancing Sustainable Development Goals by empowering women leaders, promoting gender equality, and fostering inclusive political participation. Through education, advocacy, and leadership development, the program contributes to building a more equitable and democratic society.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 5: Gender Equality
   • The article focuses on addressing women’s underrepresentation in politics and empowering young women to become leaders, directly relating to gender equality.
2. SDG 4: Quality Education
   • The leadership program and workshops provide education and training to young women, enhancing their skills and knowledge in political leadership.
3. SDG 16: Peace, Justice, and Strong Institutions
   • The article discusses participation in political processes, legislative hearings, and advocacy, which relate to promoting inclusive and participatory decision-making and effective institutions.
4. SDG 3: Good Health and Well-being
   • The advocacy for reinstating on-campus child care addresses well-being and support for families, which indirectly supports health and well-being.

2. Specific Targets Under Those SDGs Identified

1. SDG 5: Gender Equality
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life.
2. SDG 4: Quality Education
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including through education for citizenship and leadership.
3. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.
4. SDG 3: Good Health and Well-being
   • Target 3.8: Achieve universal health coverage, including access to quality essential health-care services and access to safe, effective, quality, and affordable essential medicines and vaccines.
   • Though not explicitly stated, the advocacy for child care can be linked to support systems that contribute to well-being.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 5 (Gender Equality)
   • Proportion of women in political positions (e.g., legislative bodies, U.S. Senate representation).
   • Number of women participating in leadership programs.
2. For SDG 4 (Quality Education)
   • Number of young women receiving leadership training and education on political processes.
   • Skills acquired in leadership, public speaking, and political advocacy.
3. For SDG 16 (Peace, Justice, and Strong Institutions)
   • Level of participation in political processes, such as attendance at committee hearings and involvement in advocacy projects.
   • Accessibility of political institutions to the public.
4. For SDG 3 (Good Health and Well-being)
   • Availability and accessibility of child care services on campus.
   • Support systems for families and working mothers.

4. Table: SDGs, Targets and Indicators

Source: stockton.edu