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Multicultural Awareness Peer Ambassadors

Multicultural Center, Student Engagement

Multicultural Programming

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Britto, William
wbritto@gsu.edu
404-413-1584

Address
55 Gilmer Street
Atlanta, GA 30303

Campus
Atlanta

Funding

Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)

Overview

Multicultural Awareness Peer (MAP) Ambassadors are students who take an active role in educational, cultural, social and leadership opportunities for students on campus as it pertains to multiculturalism, equity and social justice. The overall goal of the program is to promote the genuine celebration of differences and promote multicultural awareness that assists with engaging across cultures and in everyday settings.

Benefits

1. Multicultural Competence
2. Peer Facilitation Skills
3. Career Development
4. Cultural Awareness
5. Conflict management

Supplemental Materials

Not Applicable

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Other, All of the Above

Race/Ethnic Group
Other, All of the Above

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
08/01/2015

Number Served
0-50

Notable Leaders, Stakeholders, or Speakers

Dr. Faye Stewart
Dr. Jeana Griffith

Research Routines, Responsibilities and Activities

Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, 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

This program creates peer facilitators through the lens of multicultural competence and education.

Self-efficacy Emphasis

Various training from different departments both academic and related to student services; networking with faculty and staff; gaining a sense of belonging with the university, understanding identities, cultural competence

Acknowledgement/Affirmation of Identity, Strengths, Needs

This program creates peer facilitators through the lens of multicultural competence and education.

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), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), 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

Sharing through 1:1 sessions with director; evaluations of each program; survey feedback

Evaluation Methods

average attendance to events, external review/evaluation, meeting minutes, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s)

Outcome Milestones

Building community; academic success; GPA; career development

Key Performance Indicators

Event Attendance, Personal feedback; survey ratings

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
08/01/2015

Number Served
0-50

Notable Leaders, Stakeholders, or Speakers

Dr. Faye Stewart
Dr. Jeana Griffith

Research Routines, Responsibilities and Activities

Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, 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

This program creates peer facilitators through the lens of multicultural competence and education.

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 training from different departments both academic and related to student services; networking with faculty and staff; gaining a sense of belonging with the university, understanding identities, cultural competence

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

This program creates peer facilitators through the lens of multicultural competence and education.

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), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), 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

Sharing through 1:1 sessions with director; evaluations of each program; survey feedback

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

average attendance to events, external review/evaluation, meeting minutes, program survey(s)

Anticipated participant outcomes for your program:

attendance, completion of a course(s)