Use our Diversity Database Update Form to submit changes to your program.

Black Male Leadership Academy

Student Engagement

Multicultural Programming

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Kimble, Michael
mkimble@gsu.edu

Address
3251 Panthersville Road
Decatur, GA 30034

Building

Campus
Decatur

Funding

Private Foundation

Overview

The Black Male Leadership Academy is an eight-week program designed to provide male Students of Color with the tools and techniques needed to succeed in an academic setting. In addition to scholarly enrichment, we reinforce the importance of understanding one's self and cultural identity, maintaining positive inter-gender relationships, creating brotherhood and developing each students' economic, social and physical well-being.

Benefits

Awareness of group characteristics, access to mentors, role models, safe spaces, community building

Supplemental Materials

Not Applicable

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Gender, Race/Ethnicity

Race/Ethnic Group
Black, Multi-racial

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
01/01/2016

Number Served
51-100

Notable Leaders, Stakeholders, or Speakers

Research Routines, Responsibilities and Activities

Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)

Additional Research Components, Roles and Responsibilities

Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness

Self-efficacy Emphasis

Various types of coaching with feedback research and professional development, workshops

Acknowledgement/Affirmation of Identity, Strengths, Needs

Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness

Examples of Inclusionary Practices and Activities

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Sessions that provide opportunities for participants to discuss their journey, evaluation methods to allow participants to provide feedback

Evaluation Methods

average attendance to events, course/curricula content changes, annual performance report, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s)

Outcome Milestones

Key Performance Indicators

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
01/01/2016

Number Served
51-100

Notable Leaders, Stakeholders, or Speakers

Research Routines, Responsibilities and Activities

Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)

Additional Research Components, Roles and Responsibilities

Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

Various types of coaching with feedback research and professional development, workshops

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness

Inclusionary practices/activities utilized in your program:

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Sessions that provide opportunities for participants to discuss their journey, evaluation methods to allow participants to provide feedback

Evaluation methods are used to substantiate the program’s outcomes:

average attendance to events, course/curricula content changes, annual performance report, program survey(s)

Anticipated participant outcomes for your program:

attendance, completion of a course(s)