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Socio-Economic Status: Building Partnerships for Student Success

Socio-Economic Status: Building Partnerships for Student Success. Professional Development Institute January 7, 2010. Jody Donovan Associate Dean of Students and Executive Director of Parent and Family Programs. Oscar Felix Executive Director Access Programs. Andrea Reeve Director

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Socio-Economic Status: Building Partnerships for Student Success

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  1. Socio-Economic Status: Building Partnerships for Student Success Professional Development Institute January 7, 2010

  2. Jody Donovan Associate Dean of Students and Executive Director of Parent and Family Programs Oscar Felix Executive Director Access Programs Andrea Reeve Director Academic Advancement Program Paul Thayer Associate Vice President for Student Affairs and Special Advisor to the Provost for Retention Colorado State University Fort Collins, Colorado

  3. Session Overview • Voices of Students • Demographic Dimensions of Students from First Generation and Low Income Backgrounds • Research Perspectives • Factors in Student Success • Strategy Options and Decision-Making • Summary

  4. Student Voices

  5. “I was a participant in the Aims Community College Student Support Services Program. So many times I told myself I couldn’t. Then I would come into the office and hear, ‘yes, you can”. Kathy

  6. “Sometimes it was hard for my Mom to handle everything alone with my brother, so I had to return to Denver to help out. This made it difficult to establish a life for myself at CSU. I still go home often.” Rachel

  7. “Pairing with a mentor kept me focused on educational goals. As a first-generation student I frequently felt ‘out of the loop’ of higher education.” Scott

  8. Family Income Background

  9. Chance for Baccalaureate Degree Attainment by Family Income, 1970-2005 (Thomas Mortenson, Postsecondary Education Opportunity, June 2008)

  10. Parent Educational Attainment Background

  11. “First Generation:” Neither parent has earned a bachelor’s degree Bachelor’s degree correlates with increased income, better health, increased involvement in cultural activities, recreation, voting, civic involvement and service

  12. First Generation Students • More likely to be Black or Hispanic and to be from families from the lowest income quartile • Have lower aspirations to earn a bachelor’s degree, yet many do have such aspirations (46-64%) Choy, 2001

  13. Chance for Baccalaureate Degree Attainment by Parent Education Level, (Thomas Mortenson, Postsecondary Education Opportunity, January 1999)

  14. First Generation • First generation students compose 47% of all entering college students (BPS, 1995-1996, in Pell Institute, 2006) • Among graduates who did go to college, 56% of first-generation students attended a two-year institution or less, compared to 23 % of students whose parents had college degrees (Berkner & Chavez, 1997, in Pell Institute, 2006)

  15. Demographics: more likely than advantaged peers to: Who Are Low-Income and First-Generation Students? The Numbers… 4.5 million low-income, first generation students enrolled in postsecondary education (24% of all undergrads)* *US Department of Education National Postsecondary Student Aid Study 2004 Be older Be female Have a disability Come from minority backgrounds Be non-native English speakers or born outside of US Have dependent children and be single parents Have a GED Be financially independent from parents Have unmet financial need Be enrolled at a community/2 year college (Pell Institute, Beyond Access, 2008)

  16. Educational Outcomes and Socioeconomic Status Fox, Connolly, and Snyder 2005

  17. Educational Outcomes and Socioeconomic Status Fox, Connolly, and Snyder 2005

  18. Student Success at CSU

  19. First Generation Students: Cumulative Graduation Rate (Fall 2001 Cohort, through 2007) 8.9 percentage point gap by sixth year [7.0 percentage point gap for the previous cohort] From CSU Institutional Research data

  20. Pell Recipients: Cumulative Graduation Rate (Fall 2001 Cohort, through 2007) 10.6 percentage point gap by sixth year [8.2 percentage point gap for the previous cohort] From CSU Institutional Research data

  21. Where are we heading?

  22. Regression Analysis: What Effects for Various Factors, Controlling at the Same Time for Other Factors? Lacy, Michael et. al., 2007

  23. After adjusting for effects due to all other variables (residency, gender, first generation, and Index)… *** p<0.01, ** p<0.05, * p<0.1

  24. After adjusting for effects due to all other variables (ethnic/racial group, gender, residency, and Index)… *** p<0.01, ** p<0.05, * p<0.1

  25. Insights from Qualitative Research Donovan, Jody (2007). Borders, Bridges and Braiding: A Latino Family’s Meaning Making of the First in the Family to Go to College. Schwartz, J.L., Donovan, J. A., & Guido-DiBrito, F. (2008). Stories of Social Class: Self-identified Mexican male college students crack the silence. Felix, Oscar (2002). Success Factors of Under-Prepared Students: A Phenomenological Study.

  26. Borders, Bridges, and Braiding… (Jody Donovan, 2006) “I couldn’t depend on my family to tell me what to do, because that’s usually who does tell me what to do… I didn’t know what to expect because I had no one to look to, and then I wasn’t well prepared… not prepared for what the college workload was like.” -- Liz Puente

  27. Borders, Bridges, and Braiding… (Jody Donovan, 2006) “It’s true that you don’t have to go to college to be happy. But you don’t get many things because we have to work twice as hard to get where college people can get. She might buy a Lamborghini and we might buy one too. But we would have to have two jobs to pay for that and she only has to have one job. And maybe just Monday through Friday, and we have to work seven days a week.” --Liz’s Mom, Maggie

  28. Success Factors of Underprepared Students: A Phenomenological Study (Oscar Felix, 2002) “I thought of three schools and CSU was one of them. The other was Wyoming. Puget Sound in Seattle was one of them. I kind of wanted to go far away, but not too far. I know CSU is a real good school within Colorado. And our tuition costs, too, also affected that.” --Student 7

  29. Assets & Challenges Activity Assets & Opportunities Challenges Pre-College Postsecondary

  30. Choosing Strategies

  31. Three Propositions: Which are True? √ • Sound educational strategies for all students benefit underrepresented students. • Strategies conceived without diversity explicitly in mind often miss the target. • Strategies conceived with diverse students explicitly in mind are likely to be powerful for all students. √ √

  32. Potential Impact Institutional / Structural/ Comprehensive Individual

  33. Learning Center: collecting a few services Facilitated Study Group Letter of warning to failing students Comprehensive Learning Center Supplemental Instruction Tutoring Program Strategic ChoiceExample: Academic Support Institutional / Structural/ Comprehensive Individual A

  34. Strategic ChoiceAccess/Pipeline Institutional / Structural/ Comprehensive Individual P

  35. Strategic ChoiceResidence Life Institutional / Structural/ Comprehensive Individual P

  36. Strategic ChoiceOrientation Institutional / Structural/ Comprehensive Individual P

  37. Strategic ChoiceClass Curriculum and Pedagogy Institutional / Structural/ Comprehensive Individual P

  38. TeachingAdvisingStudent SupportPre-College and TransitionOther? Institutional / Structural/ Comprehensive Individual • Small Groups: • Identify strategies that support first generation/low-income students and place on the continuum. • Propose at least one strategy that moves in the direction of Institutional-Structural- Comprehensive. • Share with group.

  39. Resources • Choy, S. (2001). Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment. Washington, DC: National Center for Education Statistics. • Engle, J., Bermeo, A., O’Brien, C. (2006). Straight from the Source: What Works for First-Generation College Students. Washington, DC: Pell Institute • Engle, J. and O’Brien, C. (2006). Demography is Not Destiny: Increasing the Graduation Rates of Low-Income College Students at Large Public Universities. Washington, DC: Pell Institute. • Fox, M., Connolly, B., and Snyder, T. (2005). Youth Indicators 2005: Trends in the Well-Being of American Youth. Washington, DC: National Center for Education Statistics • Mortenson, T. Postsecondary Education Opportunity, http://www.postsecondary.org/ • Thayer, P. (2000). Retention of Students from First Generation and Low Income Backgrounds. Washington, DC: National TRIO Clearinghouse. • Pell Institute www.pellinstitute.org

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