The APIDA Leadership Retreat is a one-day retreat that aims to help APIDA students at UGA explore their racial and ethnic identities in relation to leadership. During the retreat, participants will discuss what leadership means to them and recognize themselves as leaders. They will learn about inclusive and culturally relevant leadership styles by engaging in small group activities and workshops from an APIDA perspective. A needs assessment was conducted to determine student interest and priorities for topics. The retreat connects to research on how cultural values, stereotypes, campus climate, and self-efficacy impact APIDA students' understanding of leadership.

1. 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),

2. 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).

3. 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

4. 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:

5. ● 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”

6. 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.

7. 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

8. 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.