Multicultural Affairs Ambassador

APTA’s Department of Minority/ International Affairs along with the association commitment to cultural competence have presented statements toward access/equity, and advocacy. Steps toward diversity in our profession consist of a mix of multiple initiatives working together. The crescive approach encourage the “doers”, in this case minority faculty members and minority students applying for PT/PTA programs, to become the game changers. Management takes feedback from them and evaluate the proposals. One of the proposals toward the achievement of diversity and attracting faculty and students from different backgrounds is offering educational forums for domestic (i.e. the invisible Appalachian region) and international community service (Dupre, A., Goodgold, S., 2007), allowing the minority members to identify with their patients, learning first-hand about proper health cultural interactions, and receiving profound instruction of cultural mastery in the classrooms and clinical

Despite the all evidences that politics is allowing all kind of cultural diversity to grow within same territory. Those countries which have different cultures are trying to make their state a multicultural state in order to live with peace, for growth and development. This paper discusses about the past present and future of multiculturalism. Cultural diversity from very beginning was existing in different nation There are Jews in Germany, Poles in Ireland, Asians in Canada and so on but the level at which Multiculturalism have reached today became a political issue for those countries which have cultural diversities. People of different cultural diversity are enjoying the same rights and people are practicing different cultures as and extended form of their liberty. People have the freedom to do whatever they want but with in the framework of laws.So the people are exercising the libety of practicing their own culture.There is a discussion about remarkable history of multiculturalism, present position of multiculturalism and the future of multiculturalism. There is advancement is polity for a better sustainment of a country with diversity in culture of people. This popular master narrative is too quick to herald the death of multiculturalism, and mischaracterizes the nature of the experiments undertaken, exaggerates the extent to which they have been abandoned, and misidentifies not only the limitations encountered but also the options for addressing these

On page 238 in chapter 8 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, it states that, "culturally relevant education (CRE) was coined by Gloria Ladson-Billings (2009) to describe "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes"". The five principles that are discussed on page 239 are used to guide teachers in the direction of having a culturally relevant classroom for their students to learn about how to participate in a democratic society. Each principle offers educators insight as to how they can use culture within their classroom and lessons they teach in order to help their students become culturally

Guideline 1: Psychologists are encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally influence their perceptions of and interactions with individuals who are ethnically and racially different from themselves (American Psychological Association, 2003). I agree that psychologist can hold many different beliefs concerning others. The beliefs can sometimes hinder a person from growing emotionally, and cognitively. In my opinion it is important for the professional to be familiar with the diversity that may exist in their patients and remain professional in their

This helped in eliminating bias through reduced sampling error. The sample of 20 practitioners as well as 20 consultants appears to be too small and unrepresentative. There are too many consultants and practitioners in the field today to be represented by a group of only 20 individuals. Again, the sample represented the population in the New England Metropolitan area. This created bias in the representation as it only represents a single area. On the other hand, the sample waa a nice blend of representatives from different groups including men and women, white, Latino, Asians, and blacks. Though not in equal numbers, the good representation helped eliminate bias a both the possible oppressors as well a those oppressed were represented hence each group could contribute its views. The study also considered experts in the interviews.. this a great advantage to the study as experts have a good understanding in combined or specific knowledge. They understand the process, strategies as well as group behaviors. The interviewer recorded the interviews on tape. This was an advantage to the study as it gave an accurate summary of the interview. Comments and information gathered were stored for reference. Through repeated listening, it must have been easy for the interviewing committee to get interview clarity and analyze speech, body language, and voice

As a child, growing up in a low income household has made me humble and attentive to other’s situations. Similarly, my South Asian family has instilled a strong nature to serve others, which is the reason I have been involved in service learning activities throughout my undergraduate career, such as LIFT – Chicago and Refugee One. Even post-graduation, my work at Wekaw caters to urban underserved populations. In graduate school, I wish to continue this involvement in campus organizations which enforce diversity inclusion, whether it is joining a volunteering club aiding community populations or conducting research with immigrants. This is one aspect of diversity I can contribute to Rosalind Franklin University, and is also why my professional goal is to work in a community hospital serving diverse populations.

Between 1500 and the 1860’s at least 12 million Africans were taken to America. The largest migration known in American history relocated 50 ethnic and linguistic groups. Less than half million were sent to North America and the majority were sent to South America and the Caribbean. European goods were taken to Africa to exchange for slaves. The slaves were than taken to America were the slaves were traded for agricultural products in exchange for slave labor. The earliest slaves worked in North American along the southern coast in plantations cultivating crops such as rice and tobacco. The demand for slave labor increased, profit potential multiplied for America’s planters with the Louisiana Purchase and new inventions such as the cotton gin which boosted the cotton economy. Upper region of the south were turn into slave exporting states with a new burgeoning agricultural country, and many slaves were separated from their families. Many African Americans strived to be free since slavery in the earliest days of slavery and many escaped to Canada, Mexico and other areas throughout the US. Slavery was abolished at the end of the Civil War in 1865 and the cotton industry was destroyed between 1915 and 1920. After World War One jobs at factories and railroads were created. The Pennsylvania Railroad helped more than 10,000

Having served in higher education the past three years, I have grown in my appreciation for the complexities of colleges and universities. Specifically, I am fascinated by how institutions value diversity within their student population and among their employees. Over the past two years colleges and universities have had to confront their racist past to understand their student population. Christian higher education has not been immune to this soul searching. Christian institutions must recognize diversity as a biblical and institutional imperative to embrace institutional inclusive excellence. Diversity needs to be embraced for institutions to survive in a pluralistic and changing society. As higher education faces a tumultuous future, there is a heightened need for diverse administrators who can navigate and effectively lead institutions towards inclusive excellence.

I am writing to express my interest in obtaining the Summer Intern position with LSAC Diversity Initiatives. Currently, I am a full-time 2L attending Drexel University, Thomas Kline School of Law. I am currently in my third year of a joint degree program with Rutgers University and Drexel, where I will obtain my Masters in City and Regional Planning and Juris Doctor by May 2018. I have a high interest in family, particularly children advocacy, civil rights, and criminal law. I have represented the sort of determination, direction, and diligence that I feel not only effects positive change but also evokes this change with a rich understanding that collective harmony is key to changing the culture of

Dr. Charleyse Pratt serves as the assistant vice president of multicultural affairs and engagement of Cleveland state university. In this role her primary responsibilities include coordinating Learning Communities Programs and Partnerships at Cleveland State as well as directing initiatives for the Cleveland Transfer Connection. The transfer connection partnership is with Cuyahoga county Community College’s where students are able to begin associate or undergraduate studies to earn a degree and then transfer to Cleveland State to complete the four-year baccalaureate degree. The Cleveland Transfer Connection (CTC) at Tri-C and Cleveland State University is a Learning Communities program unique to Cleveland because it provides services from two institutions and offers two degrees (an Associate’s and a Bachelor’s) in one community of students. Dr Pratt’s driving philosophy is to create opportunities while disarming challenges for students who have a desire to gain an education but now need the preparation to be successful in a classroom. Her approach is student-centered support, leadership training and resource management to better navigate the academic journey toward graduation.

From the reading on page 254 in chapter 9 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, there are myths stated about the failure of bilingual students and bilingual education. In table 9.2 on page 254 it is stated that, “it is a myth that all immigrant groups were successful [with learning the English language]. There were many low-skilled entry-level jobs that did not require advanced language skills.” My question is what is the considered success for immigrants learning the English language? Would it be considered successful if an immigrant learned enough English to obtain a job and earn a living within the United States or does an immigrant need to meet a specific level of mastery in the eyes of educators

Keeping in line with Marietta College’s statement on Diversity and Inclusion, it is important to map out a plan to make sure we are living up to the mission of the college. In order to fulfill this mission, it is necessary to have students from diverse backgrounds represented on campus. However, having students on campus is only one aspect of D&I work. Understanding the make-up of the college and the surrounding city, it is necessary to ensure these students have the support to be retained through graduation. In this effort, I propose the creation of a three part program that will assist in this effort. This plan will involve

The Equity, Diversity, and Inclusion office is committed to ensuring that Ryerson is truly a diverse and inclusive place to learn, grow, and work. The office collaborates with the whole campus by leadership and strategic planning, consultation services, workshops, events, assessment, monitoring, and human rights services. Students can greatly benefit professionally by getting connected with The Office of Equity, Diversity, and Inclusion. By attending events hosted by the department, students can gain knowledge about community engagement, action, inclusion, respect, and putting people first. These skills and lessons are greatly valued and can be employed at an

I interviewed the Director of Community Outreach, Chris Strohl. She works at Lake Land College in Mattoon in Coles County, Illinois. The college was founded in 1966 and It serves 7,400 students, mainly from the east-central Illinois region. Chris is an Eastern Illinois University Alumnus. She has a Bachelors in Science in Organizational Development. After graduation, Chris worked in sales for a of couple years and believes that that ultimately gave her great skills that she still uses in her job today. Chris has worked at Lake Land College for 17 years and her focus is

from the context of the personal culture of the client (Sue, Arrendondo & McDavis, 1994; Sue &