EMAC: a standing faculty/student committee promoting empowerment in an academic program¶

Element · All elements
Evidence · no claims cited

Description¶

The Ethnic Minority Affairs Committee (EMAC) of an educational psychology department is offered as a concrete case of the five Cs in action. Formed in the early 1970s, its biweekly meetings draw 20-25 students and faculty, over 50% American ethnic minority or international students and 20% faculty, led by two faculty co-chairs, two student co-leaders, and a student secretary. Activities include recruitment and file review for ethnic minority applicants, an "EMAC buddy" support system, consciousness-raising discussions and workshops, and advocacy.

Design Implications¶

Context¶

Requirements¶

• Departmental support through assistantships, strong faculty and staff attendance at public functions, and consideration of issues raised by the committee.

Constraints¶

• Recurring internal issues include whether to limit faculty attendance and whether to broaden focus beyond racism; the committee has continued to emphasize concerns related to students of color while acknowledging other issues.

Target Learners¶

• graduate ethnic minority students
• counselling faculty

Target Learning Goals¶

• recruitment, retention, support, and advocacy for ethnic minority students and faculty
• critical consciousness about racism

Claims¶

Related Elements¶

Examples¶

• Foster community in counsellor education through student organizations, common space, collegial feedback, and rewards for mutual support

Key Sources¶

• Ellen Hawley McWhirter. (1998). An Empowerment Model of Counsellor Education. Canadian Journal of Counselling, 32(1). https://cjc-rcc.ucalgary.ca/