Perspectives From a Multicultural Affairs Office Professional: Diversity Education During COVID-19

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Author(s): Tristen Brenaé Johnson (University of South Florida, St. Petersburg, USA)
Copyright: 2021
Pages: 20
Source title: Handbook of Research on Inequities in Online Education During Global Crises
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Joseph Blankson (Ohio Northern University, USA)and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-7998-6533-9.ch013

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

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Perspectives From a Multicultural Affairs Office Professional: Diversity Education During COVID-19

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