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

Equipping Schools, Communities, and Universities for Excellence in Language Acquisition

College of Education and Human Development

Multicultural Programming

Groups Served
Collegiate, Graduate, Postbaccalaureate, Pre-Collegiate

Program Website
N/A

Contact Information
Valdez, Christian
cvaldez1@gsu.edu

Address
30 Pryor Street
Atlanta, GA 30303

Campus
Atlanta

Funding

US Department of Education (ED)

Overview

In order to support metro-area Latinx students at both the K-12 and university level, the Equipping Schools, Communities, and Universities for Excellence in Language Acquisition (ESCUELA) program provides full tuition and fees for Spanish-speaking undergraduate and graduate students to become dual language immersion elementary teachers. Support for student career decision making also takes place with partnering high school in each of the following school districts: Atlanta Public Schools, Cobb County School District, Douglas County School System and Gwinnett County Public School.

Benefits

1. Financial support
2. Community building with state, school district and community partners.
3. Improving education of metro-area Latinx children.

Supplemental Materials

Not Applicable

Discipline Focus
Education

Diversity Group ( Social Identity)
Foreign born (e.g., undocumented immigrants, non-citizen of the US), Language use (e.g. bilingualism, bidialectalism), Race/Ethnicity, Socioeconomic Status

Race/Ethnic Group
Hispanic/ Latinx groups

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
09/01/2017

Number Served
101-500

Notable Leaders, Stakeholders, or Speakers

Laura May
Libia Jimenez Chavez
Margaret McKenzie
Jon Valentine
Cathy Amanti

Research Routines, Responsibilities and Activities

Mentored research experience(s), Committee/council/group/advisory board/task force, Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), speaker honorarium/stipend, cultural competency training (workshop, certificate, course), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

The project focuses on supporting the ability of children to further develop both their home language and English.

Self-efficacy Emphasis

coaching, conference attendance

Acknowledgement/Affirmation of Identity, Strengths, Needs

The project focuses on supporting the ability of children to further develop both their home language and English.

Examples of Inclusionary Practices and Activities

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities

Mentoring Components

Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

Evaluation Methods

average attendance to events, external review/evaluation, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, annual performance report, program survey(s)

Anticipated Participant Outcomes

increasing academic skill area (s),persisting through current degree program, earning a degree, obtaining employment (industry or other sector)

Outcome Milestones

number of teachers fully credentialed to teach in Georgia’s dual language immersion elementary schools

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
09/01/2017

Number Served
101-500

Notable Leaders, Stakeholders, or Speakers

Laura May
Libia Jimenez Chavez
Margaret McKenzie
Jon Valentine
Cathy Amanti

Research Routines, Responsibilities and Activities

Mentored research experience(s), Committee/council/group/advisory board/task force, Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), speaker honorarium/stipend, cultural competency training (workshop, certificate, course), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

The project focuses on supporting the ability of children to further develop both their home language and English.

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

coaching, conference attendance

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

The project focuses on supporting the ability of children to further develop both their home language and English.

Inclusionary practices/activities utilized in your program:

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities

Mentoring Components

Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

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

average attendance to events, external review/evaluation, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, annual performance report, program survey(s)

Anticipated participant outcomes for your program:

increasing academic skill area (s),persisting through current degree program, earning a degree, obtaining employment (industry or other sector)