{"id":4144,"date":"2018-12-19T08:00:20","date_gmt":"2018-12-19T13:00:20","guid":{"rendered":"https:\/\/www.transy.edu\/1780\/?p=4144"},"modified":"2021-01-29T10:39:55","modified_gmt":"2021-01-29T15:39:55","slug":"transy-grad-looks-for-big-answers-to-societys-big-issues","status":"publish","type":"post","link":"https:\/\/www.transy.edu\/1780\/2018\/12\/transy-grad-looks-for-big-answers-to-societys-big-issues\/","title":{"rendered":"Transy grad looks for big answers to society\u2019s big issues"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

This article originally appeared in the <\/em>spring\/summer 2018 issue of Third & Broadway.<\/em><\/a> As of fall 2018, Lydia Lissanu is enrolled in medical school at the University of Louisville. <\/em><\/p>\n\n\n\n

As a student at Transy, Lydia Lissanu \u201915 was deeply engaged in issues of identity, race and equity. She dreamed of solutions to the intractable \u201cwhat ifs\u201d on campus and in the immediate neighborhood. Unresolved questions of big-picture possibilities motivated her work as a student researcher in Kenya and in community service in Lexington, where she worked on civil rights issues\u2014hate crimes, mental health advocacy and the restoration of felon voting rights.<\/p>\n\n\n\n

A scholar at Yale\u2019s Summer Institute in Bioethics<\/a>, she was invited back to be a program assistant the summer after graduation, where she gave a lecture that raised questions about the women we don\u2019t see in social justice movements and the transgender women \u201cerased from public discourse.\u201d She has an ability to see what\u2019s missing.<\/p>\n\n\n\n

All of this, and her love of sociology, biology and political science, drew her to a career in public health. She\u2019s devoted to the profession that, she says, \u201clooks for novel ways to treat illness from a biological and sociological framework\u201d and \u201cputs science behind our ideas.\u201d<\/p>\n\n\n\n

\"\"
Lydia Lissanu ’15 <\/em><\/figcaption><\/figure><\/div>\n\n\n\n

Until enrolling in medical school at the University of Louisville in fall 2018, Lissanu worked as a health educator with people at both ends of the age spectrum: K-12 students at a public charter school and senior citizens at the University of Chicago Medical Center. Her job was not simply as a means of conveying healthy practices, but of listening, connecting, creating and broadening understanding. She uses her interdisciplinary liberal arts training on a daily basis.<\/p>\n\n\n\n

Working in the hospital nephrology ward on research funded by the National Institute of Health, her goal was to help doctors better understand and treat patients from the South Side who are African American. Increasingly, patients in their 30s and 40s have been joining the ranks of elderly as sufferers of kidney disease.<\/p>\n\n\n\n

\u201cThe reasons aren\u2019t a secret,\u201d she notes, \u201cbut we\u2019re trying to prove why those reasons exist.\u201d Exploring the patients\u2019 paths to the ward, Lissanu finds a lifetime of inequity, racism and poverty, and diets derived from food deserts that lack fresh produce, offering only fast foods laden with salt and sugar.<\/p>\n\n\n\n

She sees associations and opportunities where others might not. She asks patients with kidney disease, who are often at the end of their lives,\u201cWhat would you want to tell your younger self before you got diagnosed with kidney disease?\u201d She then shares their messages with her students to help them make the connection between diet and long-term health. In doing so, she acknowledges that learning and motivation don\u2019t magically provide access to healthy food. Her students still live in the same food desert.<\/p>\n\n\n\n

Perhaps even more important than teaching health, Lissanu shares fundamentals from her own education at Transy. \u201cI try to teach them to think structurally,\u201d she says. She encourages her students\u2014\u201cwhose lives are harder through no fault of their own\u201d\u2014to ask questions, to identify the challenges they face, to link them back to the source of the problem and to understand the kinds of actions they can take to make their voices heard.<\/p>\n\n\n\n

At a summit on violence, Lissanu watched the hands of her students repeatedly extend upward in response to a series of questions: \u201cHave you been jumped by three or more people? Do you know someone who has been shot at your age? Do you know someone who has died from being shot?\u201d<\/p>\n\n\n\n

As students of a public charter school that is just a few blocks from a private charter school, Lissanu and her students can readily contrast, point by point, resource by missing resource, the day-to-day experience of those who have financial health and those who do not. But Lissanu isn\u2019t cowed by these monumental challenges or from asking how public policy can help dismantle systems of inequality.<\/p>\n\n\n\n

What if racism and systems of inequity didn\u2019t hold our young people back? What if public health policy could be that change?<\/p>\n\n\n\n

Her thoughts and questions emerge large and beyond herself, yet are rooted in her experience as the daughter of parents who emigrated from Ethiopia and made a home and productive life in Somerset, Kentucky. \u201cFinancially, my parents were able to climb,\u201d she explains. \u201cThey came here. They got an education.\u201d She adds, \u201cI want to make sure I give that to my kids that I\u2019m working with.\u201d<\/p>\n\n\n\n

Many of the words, ideas and theories that she uses were developed at Transy, she explains, from an awareness of LGBT issues to examples of what economic justice looks like. \u201cFor me, a really important part of going to Transy was understanding the diversity of experience in being black.\u201d<\/p>\n\n\n\n

Not taking anyone\u2019s experience for granted is vital to her ability to interrelate.<\/p>\n\n\n\n

\u201cI didn\u2019t grow up in Chicago; I grew up in rural Kentucky. My parents aren\u2019t the descendants of slaves. I try to see where there are similarities in our experience, and I also try to respect the differences between us as well.\u201d She thinks a lot about empathy and how to build it.<\/p>\n\n\n\n

Listening has become as important as asking the questions, not only because she wants to give voice to people who are on the margins of society, but also to learn. Clinicians, she notes, don\u2019t have all the answers. \u201cWe know the disparities exist, but we don\u2019t all agree on how to make it better. If we knew it all, then we would have already fixed the situation,\u201d she laughs, undaunted.<\/p>\n\n\n\n

Questions now come at Lissanu from every angle: patients, doctors, students, parents, administrators, the public and herself. \u201cThere are times,\u201d she realizes, \u201cthat I feel I don\u2019t know enough and I still can\u2019t giveback enough. I want to do more.\u201d So her next steps are to earn an M.D. and then a master\u2019s degree in public health in order to effectively treat patients and change public policy. She\u2019s committed to a life in public health. \u201cI really love this profession,\u201d she adds.<\/p>\n\n\n\n

Lissanu may worry about her students, but she\u2019s also excited for them. She knows their potential and that their ability to impact the future is within their reach, whether it\u2019s on the school level or by voting in the next election cycle. \u201cI have a lot of hope for this generation,\u201d she says. \u201cThey\u2019re way smarter than I could ever be. They just need a proper education to gain the tools that will take them further and amplify their voice.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Perhaps even more important than teaching health, Lissanu shares fundamentals from her own education at 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