1. Creating Multiculturally Competent Student Affairs Professionals: An Evolution of a Graduate Preparation Program Heather Bixby, Natalie Camacho, Mari Luna De La Rosa, Sharyn Slavin-Miller College Counseling and Student Development Azusa Pacific University

2. Context of the Issue One of the most important areas of graduate preparation is in the area of multiculturalism, preparing graduate students to work with the diversity of student populations on today’s campuses. Student affairs professionals are considered valuable assets to their campuses when they possess the knowledge and skills to work effectively with students of diverse backgrounds.

3. Purpose of the Presentation This poster presentation presents the development of graduate students as it relates to their competency in multiculturalism through the use of a diversity action plan in the College Counseling and Student Development Program at Azusa Pacific University.

4. Essential Program Competency Multicultural Awareness, Knowledge and Skills: –Graduates should possess the attitude beliefs, values and self-awareness necessary to serve students who are culturally different than themselves. –In addition, the APU approach highly values effective and deep learning experiences within and outside the classroom.

5. Theoretical Approach Diversity Action Plan based on Pope and Reynolds (1997) –The action plan is designed to help students identify and accomplish growth goals, goals of awareness, knowledge and skills. –Each student develops objectives and a range of experiences that will be challenging and provide maximum potential for their personal development.

6. Diversity Action Plan: Homosexual Students By: Heather Bixby, Masters Student Student Activities Coordinator Goal: To become more familiar with the lifestyle of homosexuals and specifically learn what it is like to be homosexual on a predominantly heterosexual campus and Christian institution.

7. Develop an Awareness of the Lifestyle of Homosexuals Attended a Christian church originally founded to serve the Lesbian, Gay, Bisexual and Transgender community: I was overwhelmed by their hospitality: I have never felt so welcomed, valued and loved by a congregation of Christians. The service was just like a “normal” service; however, the worship and sermon seemed to thoroughly focus on the importance of forgiving those who persecute you. It is devastating for me to think that so many Christians are shunning homosexuals from the body of Christ simply because of their visible sin.

8. Gained Increased Knowledge of the Homosexual Lifestyle Met with student affairs professionals to learn their perceptions of the needs and concerns within the LGBT campus community. –Through interviews, I was forced to acknowledge that I face multiple barriers to support homosexual students at my current Christian institution. –After sharing my despair with the director, I was encouraged to become a straight ally and to keep an open mind and open heart, to put one’s own beliefs aside and let LGBT students know they are welcomed, loved and supported.

9. Develop Skills to Understand and Support Homosexual Students Initially, when I started the action plan, I felt that homosexuality was a sin and yet, guilty for how they were treated and shunned within the Christian community. As I worked through my action plan, my preconceptions and views were completely transformed. Not only has my comfort level increased, but I have also gained skills on how to work with homosexual students.

10. Quotes “….A gay student at a Christian institution will never openly admit their sexual orientation because he or she may feel ashamed or unsure of the consequence. “ (Student) “…Not only are LGBT students constantly being excluded, but most are dealing with this secret …alone” (director of LGBT campus services)

11. Diversity Action Plan: African American Students By: Natalie Camacho, Masters Student, Intern for Campus Life and Large Scale Programming Goal: To become familiarized with the college experiences and culture of African American students as a minority on a predominantly White campus

12. Develop Awareness of African American Students Attended an event hosted by a historically black fraternity. –Experienced the feeling of being “a minority” and being out of place, not comfortable in my own skin –Being perceived as the “other” and feeling the negative impact of stereotyping others –By end of the event, found comfort level and commonality increased through dialogue with the students

13. Gained Increased Knowledge of the African American College Experience Interviewed African American students at predominantly White institutions –Students’ views towards majority students, faculty and staff were negative –No support or advocate for African American students on campus –Felt that they had to constantly “prove” themselves to others solely based on the color of their skin

14. Develop Skills to Understand and Support African American Students Initially, my perception of the African American community was biased due to my limited understanding and connection to the culture. As I worked through my action plan, I gained a better understanding of being marginalized as a minority. Came to realize the importance of being an ally for all students regardless of background

15. Student Quotes “I hate that I’m the only Black person in most of my classes. I stick out like a sore thumb. I hate how students automatically think I am an athlete just because I am Black.” (Black student) “I don’t know why White people look at me funny. Just because I dress different from them doesn’t mean I’m weird. Just because I talk different doesn’t mean I’m “ghetto”. (Black student) “When I talk about those Blacks, I wasn’t talking about you. You are not like the rest of them, you are so different I don’t even see you as Black.” (White student)