Fostering Academic Success for UT’s African-American & Latino Students

1. Fostering Academic Success for UT’s African-American & Latino Students Presented by: Adam Hintz Shumiala Kinnear LaDonna Moore Heather O’Keefe Ashleigh Wade

2. Case Study • 2007 graduation rates indicate a need to reach out to the minority student population here at UT • This need becomes increasingly important with the launch of the UT Guarantee Program • Effective initiatives need to be developed to increase academic achievement of UT’s minority students

3. Our Approach • What does the research say? • What are institutions similar to UT doing? What are “best practice” institutions doing? • Programmatically, what is UT doing? • Recommendations to Strengthen Current Programs

4. Four Focus Cornerstones in Creating a Supportive Environment • Faculty Student Interaction • Academic Resources • Stabilize or provide a supportive system which provides a foundation for academic success. • Social Resources • Create an environment which enhances the student's self-esteem and supports their cultural interests. • Parental Involvement • Maintain parental, family/friend support and increase involvement in the student's personal/academic/social world.

5. Three Factors Defining “At-Risk” Students • Academic • GPA • Test Scores* • Financial • Social • Ability to adapt to college atmosphere • Parental/Family support (first generation?) (Could be one, two, or all three of the above)

6. Definition of “At Risk” Students • Difficult to define because “at risk” can incorporate many different factors: • Social class • Socioeconomic status • Parental Income • First-generation status • Race

7. Definition of “At Risk” Students • Important to consider all of these factors individually and how they interact when addressing the needs of “at risk” student • For example a student can be Hispanic, a first-generation student, and from a low income background

8. Economically & Educationally Challenged Students • Term suggested by Marybeth Walpole • Economically and Educationally Challenged Students in Higher Education: Access to Outcomes: ASHE Higher Education Report, Volume 33, Number 3 • The purpose of this text is to examine literature on how social class, socioeconomic status, parental income, first-generation status affects educational achievement & attainment of college students

9. Economically & Educationally Challenged Students • These students: • Face similar obstacles in gaining access to college • Report similar experiences with level of involvement • Similar outcomes after college • We have determined several areas in which we feel will support these students academically

10. Faculty/Student Interaction • Cole (2008) “Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students’ Educational Gains • Obtained random sample from CIRP @ HERI from UCLA • 1,422 students completed Student Information Form to determine GPA & education satisfaction • Finding suggest that student-faculty interactions that consist of Constructive Criticism have a significant influence on African American & Hispanic students’ GPA & educational satisfaction

11. Constructive Criticism • Defined as a balance of positive and negative feedback • Includes critical feedback • Variety of verbal/nonverbal cues • Various teaching strategies • Opportunities for skill improvement on high/low stakes assignments • Provides students with faculty support, encouragement, and respect of academic community

12. Cole (2008) • Minority students performance should improve when: • They are challenged • Have safe beneficial student-faculty interactions • Experience a sense of belonging to the academic community

13. Faculty/Student Interaction • Guiffrida (2005) : Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty • Sample included African American students attending a Predominantly White Institution • Participants were interviewed individually and in focus groups • Students were asked open-ended questions

14. Guiffrida (2005) • Researchers found that faculty-student relationships affect: • Student satisfaction with college • Academic achievement • Retention • Study also presented the idea of what determines if faculty are student-centered

15. Guiffrida (2005) • Student-Centered Faculty • Provided comprehensive advising regarding career guidance, academic issues, & personal problems • Provided advice selecting courses, planning programs of study, & listening to students’ professional fears, dreams & goals • These faculty provided a web of support that went beyond students’ academic development

16. Faculty/Student Interaction • Santos & Reigadas (2002): Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program • Sample included 65 Latino student who were participating in a Faculty Mentor Program • These students were given a survey in order to determine the nature of the student-faculty mentoring process and how this mentoring relationship helps students adjust

17. Santos & Reigadas (2002) • Researcher found that: • Latino students experienced an increase in self-efficacy and had better goals after joining FMP • Students with same-ethnic mentors perceived their mentors to be more helpful • Frequency of contact with faculty mentor was positively associate with Latino students’ adjustment

18. What are other institutions doing? • Faculty Student Interaction • Northern Kentucky University • NKU R O C K S: Responsibility, Opportunity, Community, Knowledge, and Success • Central Michigan University • GEAR UP & College Day Program • Angelo State University • 1st Generation RAMS Mentoring Program • University of Texas at El Paso • Seminar in Critical Inquiry • University of California San Diego • Website driven resources for faculty mentoring

19. Academic Resources Bordes, Arrendondo (2005) “Mentoring and First Year Latina/o College Students” Set up study with conceptual framework Psychosocial Development (Erikson 1963) Ethnic Identity Development (Phinney 1993) College Student Development (Chickering and Reisser 1993) Other Interactional models

20. Bordes, Arrendondo (2005) Purpose of Study “…examine the relationship between mentoring and perceptions of comfort in the university environment for first-year Latina/o students” The more comfortable the student is on campus, the greater the likelihood for retention and, ultimately, graduation

21. Bordes, Arrendondo (2005) Setting and Participants Arizona State University (2002) 112 first-semester Latina/o students Part of a larger study- 876 students (article focused on ASU) Professors in first-year classes distributed questionnaires Questions analyzed four areas Demographic Information Mentoring University Environment Cultural Congruity

22. Bordes, Arrendondo (2005) Six Hypothesis were tested (2 key to mentoring) Hypothesis 2- “…perceptions of having a mentor would be related to more positive perceptions of university environment and to greater cultural congruity” Hypothesis 3- “…students who HAD a mentor would report higher levels of cultural congruity and more positive perceptions of university environment.” Students were classified into two groups- “have mentor” and “do not have mentor” Both were “partially supported”- both showed positive correlation to positive university environment, but not strong enough correlation for greater cultural congruity ***Authors concluded further research should be conducted to determine whether or not there is correlation between mentoring and cultural congruity

23. Academic Resources Campbell and Campbell (1997) “Faculty/Student Mentor Program: Effects on Academic Performance and Retention” Participants (large metropolitan West Coast university) Students were invited to join the program during the summer before fall semester 1992 339 students from ethnic groups which were underrepresented involved in mentor program 339 “control group” students- matched to original 339 participants using a computer program pairing them based on similar characteristics semester/year, gender, ethnic group, entering class, entering GPA Predominantly Latina/o (69%) and African American (22%) involved in study

24. Campbell and Campbell (1997) Variables measured First Semester GPA Second Semester GPA Cumulative GPA (could be three years later for some students Retention rate (students still enrolled in spring 1995- 2 years) Graduation rate

25. Campbell and Campbell (1997) Results Consistent differences in GPA favoring the mentored students Especially in first semester- 0.3 average difference Dropout rate for mentored group was half of control group (2 year retention) While there was no significant difference in Graduation rate, only 6% of the students had enough semesters to qualify for graduation ***Amount of contact Average of 7.28 contacts during the academic year with faculty members 124.25 minutes of meeting time

26. What are other institutions doing? • Academic Resources • Central Michigan University • Supplemental Instruction Program • Angelo State University • 1st Generation Scholarship • RAMS 1st Generation Scholarship • University of Florida • University Minority Mentoring Program (UMMP) • University at Buffalo • S.A.G.E. (Success through Access to Guidance and experience Internship Program) • NASPA Undergraduate Fellows Program (NUFP) • University of Texas at Austin • Pre-College Youth Development and Student Academic Success Initiatives • Longhorn Center for Academic Excellence

27. Social Resources • Wallace, Abel, Ropers-Huilman (2000) “Clearing a Path for Success: Deconstructing Borders Through Undergraduate Mentoring” • Sample included 20 students who were participants of TRIO programs • Theses students were interviewed open-ended questions

28. Wallace, Abel, & Ropers-Huilman (2000) • This study examined students’ interpretation of their involvement with formal mentoring through TRIO services • TRIO is a federally funded program that: • Supports student’s decisions to attend college • Increases their retention • Increases academic performance • Improves satisfaction with college

29. Wallace, Abel, & Ropers-Huilman (2000) • Researchers found that: • Students’ relationships with TRIO workers allowed them to see more options • Gave students the ability to navigate available resources to help them succeed • Student minimized differences between themselves & mentors, if they were caring and concerned about students’ success

30. Social Resources • Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) “Support Program that Work” • Article provides an autobiographical perspective of several Latino college students • Students serve as an authentic source of information for student affairs professionals

31. Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) • Purpose: understand the influence that institutional programs, campus organizations, mentors, and leadership opportunities may have on Latino student success • Each personal account mentions community involvement in some form

32. Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) • Authors state: • By working and volunteering in student services programs and community organizations these students contributed to increasing the pool of Latino students • They have a desire and responsibility to assist in bridging the economic gap and increasing the level of educational attainment for the Latino community.

33. What are other institutions doing? • Social Resources • Central Michigan University • Men About Change • Angelo State University • Host Family Program • Multicultural Movie Series • Diversity Dialogue Workshops • Multicultural Advisory Council • University at Buffalo • Brother to Brother • Diversity Institute • Diversity Advocates • University of Florida • BEAD who you are • University of Texas at Austin • Thematic Initiatives and Community Engagement

34. Parental/Family Involvement • Herndon and Hirt (2004) “Black Students and Their Families: What Leads to Success in College” • Underrepresented group in American education • Four key areas of support for black students • Academic, Emotional, Social and Financial

35. Herndon and Hirt (2004) • “Black students at predominantly White institutions rely on support from family members more so than White students at predominantly White campuses and Black students at historically Black colleges” • Black families value extended kin relationship • “Fictive Kin” • May not be blood relationships, but are equally significant

36. Herndon and Hirt (2004) • Students at one of two predominantly White universities in a Mid-Atlantic state • Study was designed to look at the role of families in helping students succeed • Seniors chosen- likely to graduate • Deemed “Successful” students • Participants (2 groups) • “Successful” African American college students (20) • Members of the students’ families (20)

37. Herndon and Hirt (2004) Apparatus • Interviews- two sections • Demographic Information • Role of family members • Eight themes developed in three chronological stages • Precollege Influences • Family influence, macro perspectives on race, factors of motivation • Early College Influences • Negotiating environments, sense of community, spiritual support • Late College Influences • Family expectations, role models

38. Herndon and Hirt (2004) • Discussion (Early College Experience) • Data Suggests that having family support creates the true sense of community • While family members may not know the other students or faculty at a university, but by encouraging their students to seek out relationships with members of these groups, they can assist their students in creating a support system • Families should also make sure that their students have a religious organization with which to affiliate at/near the institution

39. Parental/Family Involvement • Auerbach (2004) “Engaging Latino Parents in Supporting College Pathways: Lessons From a College Access Program” • Central concern for Latino families is access to college • Most important for Latino families is lack of instrumental knowledge to the steps needed to go to college

40. Auerbach (2004) • Futures and Families Program (F&F) • Component of Futures project within partnership with UCLA • Article focuses on F&F meetings held at a large, racially and socioeconomically diverse high school in the Los Angeles metro area • 15 Latino parents of 10th through 12th grade students were intensely interviewed

41. Auerbach (2004) • Recommendations of the study • Start early- no later than upper elementary • Speak their language- colleges should reach out in both English and Spanish • Think small- hold small group meetings • Invite guest speakers from similar backgrounds to share their stories • Reinforce basic college information- possibly have the students research the information and present to their parents • Provide opportunities for individual meetings • Help parents move through the college process as part of a group or cohort • Be up front and direct about educational inequalities and the barriers that their students face

42. What are other institutions doing? • Parental Involvement • Central Michigan University • MSS Newsletter • MSS Listserv • Angelo State University • Diversity Digest Newsletter • University of Texas at Austin • Parent and Family Guide linked to 1st generation student website

43. Division of The Office of Multicultural Student Services • Office of African American Student Enrichment Initiatives Office (A-FAM) • James Jackson, Director • Office of Latino Initiatives (OLI) • Sabina Elizondo-Serratos, Director

44. A-FAM Office Programs and Initiatives • Resource Center in the Student Union • Enrichment Institute Orientation for African-American Students new to UT (2-day orientation) • Weekly Workshops called Reaching African-American Potential (R.A.A.P.) Sessions • Academic Assistance and Intervention • 2-Week Check Up (First year students) • First Year Rewind (First year students) • Leadership Development (Black Student Union Freshman Leadership Program) • Recognition Programs for High Academic Achievers and Graduates • Connection with Mentorship Programs

45. Office of Latino Initiatives (OLI) • Established to address the Latino retention rate of students • OLI is focused on the development of Latino students as they transition from high school to college and beyond. The office also cultivates relationships between Latino students and the UT community so that they- • Succeed academically at UT • Feel a sense of belonging at UT • Establish a lifelong connection to UT

46. Office of Latino Initiatives (OLI) • PRIMOS Mentor Program • Study Tables • Exam Cram • Latino Student Union Programs • Charlar Sessions-Topics vary • Hispanic Heritage Month • United States Hispanic Leadership Institute Conference • Annual Latino Youth Summit-Parent and Overnight Components, also apart of the Latino Youth Summit • High School Visits • Diversity and Leadership Development Workshops • Diamante Dinner and Award Ceremony • Rocket Launch/Transition Information Fair

47. UT Gurantee Program Qualifications • Public Schools in 6 major urban Ohio cities (Akron, Cincinnati, Cleveland, Columbus, Dayton and Toledo) • 15 additional urban communities • 3.0 cumulative High School GPA • Pell Grant Eligibility • UT will cover the remainder of tuition after all grants are applied

48. Rocket-2-Rocket Peer Mentorship Pilot Program in Fall 2009 Dean of Students Office Target Audience (required) is UT Guarantee students Ideally, will develop and open up to all students

49. Rocket-2-Rocket Peer Mentorship Structure 1 Faculty/Staff member “manages”… Training program/documents (via email?) “Life-Lines” packet with FAQ’s 5 Student Mentors (upper classmen) GPA requirement (2.5) Training program Weekly journal entries 3 First-year “protégés” Frequency 1contact per month between Faculty/Staff and Mentor 1 contact per week Between Mentor and Protégé

50. Rocket-2-Rocket Peer Mentorship Four Goals (“Pillars”) Responsibility/Accountability Health, safety, time management Success Academic Rigor, Academic Integrity, Academic Relationships Belonging Join “something” during first academic year NOT a recruitment tool for organizations Aspire “Big picture” “Your future starts now”