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Principles of Best Practice with Diverse College Students

Principles of Best Practice with Diverse College Students. UC Irvine Student Affairs October, 2008. Main Points. Questioning assumptions and norms Theory and research about key outcomes: Student academic success Sense of belonging Preparation for a diverse workplace/society

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Principles of Best Practice with Diverse College Students

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  1. Principles of Best Practice with Diverse College Students UC Irvine Student Affairs October, 2008

  2. Main Points • Questioning assumptions and norms • Theory and research about key outcomes: • Student academic success • Sense of belonging • Preparation for a diverse workplace/society Implications for Student Affairs work

  3. The Challenge: Educating Students in the Context of Inequality Rationale • Demographic shifts: 60% of Americans will be from a distinct racial/ethnic group, CA is diverse • Student body diversity promotes learning outcomes, better prepares students for diverse workplace and society, and better prepares them as professionals (Sandra Day O’Connor, 2003) • Economic benefits: Equalizing B.A. degree attainments across groups will generate billions in tax revenues and maintains high skill jobs

  4. Maximizing The Benefits of Diversity for Student Learning and Development • Changing minds, changing assumptions: Diversity is an asset, inequality is the problem/Students are ready to learn • Concept of “inclusive excellence,” focusing on student success (AAC&U) • Attention to multiple forms of a diverse learning environment, including representation, perceptions of the climate, and interactions across groups

  5. Transition and Adjustment to College First Year Findings

  6. Theories of Transition • “Rite of Passage” – Leaving prior relationships behind to form new ones (Tinto/Van Ganepp) • Vectors of Student Development-Achieving Autonomy / Interdependence (Chickering & Reisser) • Social and academic integration, engagement • Period of disequilibrium- familiar habits and routines, automaticity are not viable—yields stress but also a tremendous learning opportunity (Ruble, Piaget)

  7. Academic Adjustment: Challenges • 97% of freshmen expected to make at least a B average, but 77% actually reported they did so (only about 17% reported making A’s) • About 40% reported they were completely successful adjusting to the demands of college—6% were unsuccessful • Students thought they were unsuccessful managing their time 15%, getting to know faculty 21%, developing effective study skills 11%

  8. Fewer Students Studying 6+ Hours a Week as High School Seniors

  9. Transition Conceptual Model College Entry Social and Academic First Year Experiences First Year Outcomes Psychological Sense of Integration: Success in Managing the Academic Sense of belonging at the institution Academic Development and Performance Student Background Campus Structures that Link the Social and Academic Systems (specific programs, memberships, courses, advising) Financial Concerns Peer Environment Quality of cross-racial friendships Racial Climate Competitive Climate Pre-college Academic Achievement Family as External Push or Pull Factor Hurtado, Chang, Saenz, Espinosa, & Cabrera, (2007).

  10. Positive Expects contact with professors Ability to manage time Interaction with TA (URMs) Social self-concept (URMs) Academic advising by a junior/senior peer Working with academic advisor to select courses Hrs/wk studying or homework Relevance of coursework College GPA Negative Concern about financing college Interfering family responsibilities Climate: hostile racially or competitive Academic advising by another freshman peer (URMs) Predicting Successful Management of the Academic Environment

  11. Social Adjustment: Too Much or Too Little? • 60% were completely successful in developing close friendships with other students; 58% participated in student clubs • Increase in drinking in first year: 62% drank wine or liquor, 55% drank beer frequently or occasionally –26% report 6+ hrs/week partying • 48% felt lonely or homesick frequently or occasionally, 35% felt isolated from campus life

  12. Personal/Emotional Adjustment and Renegotiation of Relationships • Freshmen survey reflects an all time high of parental involvement in college decisions • Family support to succeed is important, but interfering family responsibilities detract from academic adjustment and sense of belonging in college • 39% frequently felt overwhelmed by all they had to do, 31% reported occasional difficulty with roommates, 13% reported depression

  13. Sense of Belonging/Attachment to the Institution • Social cohesion – students have other choices if they don’t feel a sense of attachment to the institution • Research suggests connecting the academic and social systems to engage students • Finding a niche that connects students to the larger campus environment

  14. Positive Academic advising by a peer (junior/senior +) Academic support program for URMs Cross racial interactions Change in ability to conduct research Successful management of the academic environment Social self-concept Family support to succeed Negative Interfering family responsibilities Perceptions of a hostile racial climate Concern about financing college Competition Predictors of Sense of Belonging in the First Year

  15. Implications of Research Findings • Facilitate methods of support and challenge—disequilibrium is uncomfortable but a necessary part of growth and development • Validating students’ competencies and ability to overcome challenges • Racial dynamics within the institution can undermine college adjustment

  16. Undergraduate Outcomes for a Multicultural Society • Pluralistic Orientation – Thinking and interacting skills for a diverse workforce and society • Complex Thinking – Sociohistorical attributions, multiplicity, contextual knowing • Perspective-taking – Ability to see the world from someone else’s perspective

  17. Campus Practice Knowledge about diverse groups (curricula) Diversity co-curricular activities Intergroup dialogue Community service Quality of informal peer interactions Outcome Complex thinking Pluralistic orientation Perspective-taking All outcomes Informal Peer Interactions and Campus-facilitated Interactions

  18. Implications of Rethinking Assumptions Student Affairs Can Shape the Climate for Learning: • Creating new expectations/facilitating transition • Acknowledge multiple demands on student time • Eliminating hierarchy/increase collaboration • Intentional facilitation of intergroup relations • Harnessing the power of the peer group

  19. CIRP Research ReportsFirst Generation, Black, Asian, & Latina/o Students—Trends and College Studies Advancing in Higher Education: A Portrait of Latina/o College Freshmen at Four Year Institutions, 1975-2006 Sylvia Hurtado, Victor B. Saenz, Jose Luis Santos, Nolan L. Cabrera

  20. Resources Higher Education Research Institute—reports on freshmen and research on students and faculty: www.heri.ucla.edu Science students: www.gseis.ucla.edu/heri/nih Journals- Research in Higher Education, Journal of Higher Education, Journal of College Student Development

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