APIDA Leadership Retreat Description

The APIDA Leadership Retreat is an opportunity for self­identified Asian, Pacific Islander, and Desi American (APIDA) college students at UGA to explore their racial/ethnic identities in relation to their leadership identity. During this retreat, participants will begin to think about leadership and to recognize themselves as leaders. This retreat will help (APIDA) participants understand inclusive/socially just and culturally relevant styles of leadership by exploring what they have learned about leadership and understanding what leadership means to them. This leadership retreat is a one­day retreat where participants will engage in small group activities, workshops, and discussions about leadership from an APIDA­specific perspective. Needs Assessment

Quantitative Needs Assessment: We will be performing a quantitative needs assessment looking at student interest in engaging with the topic. We will collect names and contact information of all persons interested in this project, and keep track of the numbers. We anticipate interest from at least 50 students and will move forward with the project as written should we receive that amount of interest. If not, we will adjust accordingly. Qualitative Needs Assessment: We will be performing an informal information gathering to better understand what kinds of topics and issues should be prioritized as per the needs of the students and will gather focus groups of APIDA Undergraduate Students to better understand and gather testimonials to the importance of an APIDA Leadership Retreat. Informal Needs Assessments: Student leaders of the following organizations, who identify as APIDA, expressed interest in participating in this retreat:

Indian Cultural Exchange (MSP) Asian American Student Association (MSP) Chinese Language Society (ISL) Filipino Student Association (ISL) Vietnamese Student Association (ISL) Gates Millennium Scholars/Asian Pacific Islander Scholarship Fund (personal outreach)

Additionally, personal outreach to specific individuals who identify as APIDA have expressed interest in attending this leadership retreat. Connection to Theory

Understanding student leadership development is important to understanding the complex processes in which students recognize themselves as leaders and to act upon that recognition as leaders. For APIDAs, the literature on leadership development includes the impact of cultural values, stereotypes, campus climate, and self­efficacy.

Cultural Values Models and theories on leadership development are built upon western culture and values. In the U.S., leadership is traditionally and narrowly defined as individualistic, assertive, decisive, and hierarchical which marginalizes and excludes students of color who do not subscribe to this definition of leadership. In particular, western notions of leadership excludes practices and characteristics of leadership found and valued in APIDA culture. Practices and characteristics of leadership in the APIDA community include a collectivistic approach to leading such as obeying elders (or those in positions of seniority),

choosing harmony over conflict, experiencing humility, etc. (Liang, Lee, & Ting, 2002). Therefore, how APIDAs understand leadership contrasts with that of western culture. Because leadership is culturally defined and culture­specific (Kodama & Dugan, 2013; Liang, Lee, & Ting, 2002; Lin 2007), how can we conceptualize leadership more broadly to include things that APIDA students are already doing? In the words of Liang, Lee, and Ting (2002), “redefining leadership and devising inclusive leadership development programs can help to empower Asian American students and encourage them to become more involved on campus” (p. 81).

Stereotypes and the Model Minority Myth The lack of research on APIDA student leadership may stem from the perpetuation of the model minority myth which stereotypes APIDAs as high achieving and academically competent, and therefore not needing support in educational institutions. The model minority myth also stereotypes APIDAs as “unassertive, passive, and quiet” (Lin, 2007, p. 2) which are characteristics that do not fit the western definition of leadership in the U.S. (Lee & Davis, 2000; Liang, Lee, & Ting, 2002; Suyemoto, Kim, Tanabe, Tawa, & Day, 2009). Furthermore, APIDA’s ‘overrepresentation’ in higher education and in specific academic disciplines and career fields excludes them as a minority group and consequently, they are often left out of the conversation on race relations. This false imagery of APIDA ‘success’ in the U.S. due to their ‘full assimilation’ and “hard working ethic, fortitude, perseverance, and quiet attitude” (Pan, n.d., p. 48) creates antagonism and strife between and among students of color. As a result, APIDAs may find that they are stuck and/or do not belong anywhere. In conclusion, this myth perpetuates stereotypes and misinforms about the nuanced experiences of APIDA students. Campus Climate Campus cultures at PWIs have primarily been associated with negative experiences and outcomes among students of color (Museus, 2008). Compared to other racial groups, African Americans and APIDAs are the least satisfied with their overall college experience (Museus, 2008). APIDA students frequently experience bullying and discrimination from their peers and college personnel due to their physical appearance and English language skills (or lack thereof). These acts of prejudice and discrimination contribute towards their feelings of alienation and isolation (Lee & Davis, 2000; Liang, Lee, & Ting, 2002; Suyemoto et al., 2009). Additionally, APIDA students experience “less satisfaction with social support than their non­Asian American peers” (Suyemoto et al., 2009, p. 42). Self­efficacy Self­efficacy is defined as an “individual’s internal beliefs about [his/her] knowledge, skills, and abilities to successfully engage in leadership” (Kodama & Dugan, 2013, p. 185). To understand the ways in which race influences the perception and enactment of leadership, Kodama and Dugan (2013) conducted a study to analyze predictors of leadership self­efficacy by race. From this study, Kodama and Dugan (2013) discovered that APIDA students had the lowest score in leadership self­efficacy. Similarly, Balon (2005) discovered that APIDA students “were the least likely of all racial groups to self­identify as leaders and felt culturally marginalized from the term leadership and the leader role” (as cited from Kodama & Dugan, 2013, p. 186). This research challenges and deconstructs the previously held ‘one­size­fits all’ approach to leadership by examining racial group differences in leadership self­efficacy, and “validates the powerful influences of social constructions of race on the leadership development process” (Kodama & Dugan, 2013, p. 194).

In conclusion, understanding the differences among racial groups’ perception of leadership is important to understanding their specific needs. In doing so, student affairs professionals will be better prepared to vary and target their leadership programs and training strategies to fit those needs (Kodama & Dugan, 2013). As a result, the consideration of race should be important in the leadership development of college students. Additionally, advocating for a more integrated leadership model (and an assessment of that model) is warranted due to leadership perceptions that are grounded in western culture (Lin, 2007).

Benchmarking

Institution Status Notes

Iowa State University Comparator Institutions

APIDA students and APIDA faculty and staff (a formally recognized group at Iowa State) co­created its first leadership retreat for APIDA students in January 2016. APIDA students, faculty, and staff recognized the need to have this retreat due to the increasing APIDA student enrollment and campus climate.

University of California ­ Davis

Comparator Institutions

On its 23rd year, UCD’s Asian Pacific Islander Leadership Retreat (APILR) takes place during the month of January of every year. The Google Folder for APILR 2015 was shared with me. Please see the Workshop Proposals in this Google Folder.

Michigan State University Comparator Institutions

APASO (Asian Pacific American Student Orgs) is an umbrella student organization that allocate funds to its affiliate API organizations. The advisors (1 full­time staff/faculty member and 1 part­time GA) host a leadership retreat for the APASO leadership team at the beginning of each semester. A representative per affiliate organization will attend weekly APASO meetings. Additionally, affiliate organizations are required to send members to other affiliate organizations’ events and General Body Meetings.

University of California ­ Berkeley

Aspirational Institutions

The Director suggested bringing experts (APIAu) to facilitate an APIDA leadership retreat.

University of Illinois ­ Urbana­Champaign

Aspirational Institutions

The Asian American Cultural Center collaborates with other identity­based student affairs departments to organize a leadership retreat for students with marginalized identities.

Colorado State University Other The Asian/Pacific American Cultural Center collaborates with the Native American Cultural Center to organize a 2­day leadership retreat for self­identified APIDA and American Indian students called All Nations Leadership Retreat.

Intended Learning Outcomes

By participating in the APIDA Leadership Retreat, participants will be able to…

Articulate what leadership means to them by exploring culturally relevant styles of leadership through a multicultural lens

Define social identity Identify salient aspects of their [self­]identity Summarize the hxstory of APIDAs in the US Explain the relevance of hxstory to current APIDA issues

The word hxstory is used to redefine how we been taught "history" from the "winner's" perspective which often skews what we "know" about ourselves and the world. Hxstory is an inclusive term that symbolizes the many different untold hxstories that we have never been taught in educational institutions. Additionally, the word hxstory resembles the contributions of

womxn and those who do not gender identity to resist patriarchal society and its very gendered hxstory.

Focus on the emergence of the term “Asian American” and different social justice movements in the past

List 3 current trends and issues within the APIDA Community Define and deconstruct the model minority myth as it affects the APIDA Community

Connection to Mission, Vision, and Strategic Plan

University of Georgia: Pillars of Student Success The following are the connections to the Pillars of Student Success

Self­Identity – Understanding intersections of our identities, values, and abilities: We will be exploring the intersection between leadership and social identity, specifically as it pertains to race. By exploring the ways that our leadership styles and values are affected by the APIDA Identity, student leaders are able to further explore through the pillar of Character.

Inclusion – Examining and challenging behaviors that prevent full and equal participation of all people: We will be challenging participants to engage with topics of inclusion and social justice as APIDA Leaders. They will examine how these current issues show up in their leadership roles and how to provide insight around them

Division of Student Affairs: Pillars of Student Success This goals of this retreat fall within the pillars of student success under civic engagement, inclusion, critical thinking, and self­identity.

Civic engagement: By building leadership capacity in our APIDA students, we help them take individual and collective action in their organizations and the wider APIDA community, both on and off campus, beyond college.

Inclusion: At this retreat, we will challenge students to think about what social justice means for them as APIDA students, and how they can integrate it more throughout their lives

Critical thinking: The sessions in the retreat will engage students intellectually to think more critically on the context and histories of their communities.

Self­identity: Participants will be engaged throughout the retreat to explore their APIDA and other intersectional identities.

International Student Life: Mission: International Student Life enhances the student‐learning environment through programs and services that internationalize the campus experience. This work is accomplished through focused and intentional efforts in three core areas:

Transition & Support: Services and programs aimed at supporting international students to assist with their ongoing transition to the University of Georgia and life in the United States.

Programming & Outreach: Opportunities and events designed for the UGA and Athens communities to share, explore, and learn about cultures in an effort to build an inclusive and internationalized campus.

Leadership & Engagement: Volunteer and leadership opportunities that promote global citizenship through individual growth, and cross cultural learning and development.

Specifically, the APIDA Leadership Retreat supports ISL’s Programming & Outreach and Leadership & Engagement core areas in that it examines leadership from different cultural perspectives, explores social identities and how these identities impact their understanding of self, and works to foster cross­cultural learning among and between participants to promote an inclusive campus community. Additionally, ISL heavily supports both international and domestic APID/A students. Of the 23 organizations that ISL directly advises, 9 of them are specifically focused on APID/A students and culture:

Chinese Language Society Chinese Student Association* Filipino Student Association Indian Student Association* Korean Undergraduate Student Association Pakistani Student Association Taiwanese Student Association* Thai Student Association Vietnamese Student Association

Center for Leadership and Service: Mission: The Center for Leadership & Service empowers students to intentionally engage in leadership learning and practice active citizenship. Vision: The Center for Leadership & Service envisions a promising future where students and alumni are:

active and engaged citizens and lead with integrity. advocates for a society that promotes the well­being and equal participation of all groups. active leaders with a strong public service tradition and contribute to the development and

enhancement of leadership capacity in others. committed, accountable, life­long learners who seek to understand global societal complexities

and act to create positive change in their communities and professions. Guiding Principles: Life­Long Learning: requires a commitment to the continuous process of learning by promoting and supporting academic excellence and the commitment to developing individual purpose by engaging with others. Active Citizenship: fosters a life­long spirit of service that compels us to engage reciprocally with the world around us to identify and address community needs through humble service. Interculturalism: acknowledges the interconnectedness of all people, while honoring and valuing the unique identities, backgrounds, and talents of others in order to create inclusivity. Justice: promotes a critical understanding of the social complexities in a global community to move toward making a positive impact. The APIDA Leadership Retreat speaks to the CLS’s Guiding Principles of Interculturalism and Justice, student leaders work to understand social complexities that affect the APIDA Identity. Furthermore, program focuses in on engagement in leadership learning through a lens of interculturalism and awareness of social identity. Multicultural Services and Programs: Mission: “The Office of Multicultural Services and Programs works to create an inclusive campus environment by supporting the development and affirming the overall experiences of all students, particularly multicultural students. With this mission in mind, we:

Advise and provide leadership opportunities for 13 multicultural student organizations Provide social justice education programs for the campus community Affirm, advocate, and facilitate learning opportunities around intersections of identities Advocate for the needs of multicultural students and support them in amplifying their voice and

developing agency Honor, celebrate, and validate the experiences and cultures of multicultural students within the larger

campus community Challenge all students to fully examine issues of equity, oppression, and privilege Foster a safe community of care for multicultural students”

This retreat is part of our mission to provide education on the intersections of identity based in social justice. We will build leadership capacity in our students that is affirming of all their intersectional identities and based firmly in social justice.

Anticipated Logistics

Dates: During API Heritage Month: April 2 Time: Saturday from 9AM ­ 5PM Location: Memorial Ballroom will serve as the main hub of operations with larger sessions taking place in that space. For breakout rooms, we hope to utilize Adinkra Hall, Memorial Hall, Tribal Lounge, and/or the Intersection Anticipated Attendance: 100 Recruitment and Marketing Strategy: We will utilize snowball recruitment and marketing strategy in order to get the word out and gather students to the project. In addition, ECHD’s Social Justice Ambassadors also were willing to send out a message for the College of Education. Registration: Registration will take place using Qualtrics. Campus Collaboration and Staffing

AQT is composed of self­identified APIDA graduate students and staff members. This group will coordinate the logistics of this retreat as well as facilitate the activities and discussions.

In addition, the Center for Leadership and Service may serve as a source of support and funding for this project

Budget

Expenditures Allocation Justification

Room Reservations (MLC, Tate?) $125.00 8 Hours Memorial Hall: $15 per hour

Supplies (t­shirts for facilitators and participants) $575.00 Custom Ink: $4.73 each for 120 Shirts Print Materials (activity sheets, handouts, etc.) $ 50.00 Advertising (creating a logo for retreat, to be included on the tshirts) $0 In­house graphic designer (MSP)

Food (breakfast, snacks, & lunch) $500.00 Breakfast: $150 (Sam’s) Lunch: $350 (Pizza for 100 people)

Total Budget $1250.00 Proposed Agenda

Timing Topic 9:00AM ­ 9:30AM Check­In / Breakfast and Networking 9:30AM ­ 12:00PM Developing a Common Language

History Behind APIDAs in the USA and the Model Minority Myth Social Identity and Social Justice

12:00PM ­ 1:00PM Lunch and Networking 1:00PM ­ 3:30PM

Trends and Issues within the Community Caucus Leadership and APIDA Identity

3:30PM ­ 4:00PM Closing

Intended Assessment Strategy

Session Evaluations: Paper surveys for some sessions for immediate feedback (Breakout Session, Large Group Session, etc.). This will give our presenters as well as the planning committee some idea of what satisfaction with some of the components were throughout the day

Learning Assessment: We would like to do a follow up qualtrics assessment to note some of the learning that occurred and gain more depth in terms of understanding how the day went logistically and where we hit on intended learning outcomes. These would be modeled after leadership summit surveys for evaluation of outcomes and would be delivered the Monday after the summit.