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Best Practices in the Assessment of programs in Multicultural Affairs

Best Practices in the Assessment of programs in Multicultural Affairs. Kendal Washington White, Director, MASS Marc Johnston, Director, APASA Melissa D. Ousley, Ph.D., Research Analyst, MASS The University of Arizona UA Assessment Showcase 2009. What is MASS?.

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Best Practices in the Assessment of programs in Multicultural Affairs

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  1. Best Practices in the Assessment of programs in Multicultural Affairs Kendal Washington White, Director, MASS Marc Johnston, Director, APASA Melissa D. Ousley, Ph.D., Research Analyst, MASS The University of Arizona UA Assessment Showcase 2009

  2. What is MASS? • Multicultural Affairs and Student Success • Cultural Centers: African American Student Affairs, Asian Pacific American Student Affairs, Chicano/Hispano Student Affairs and Native American Student Affairs • Undergraduate Initiatives: The New Start Summer Program, Maximum Educational Results in Two Semesters (MERITS), Student Support Services (TRIO), MOSAIC Living/Learning Community and LRC 297b: The Connections Course • Retention and cultural programs serving underrepresented students and those at risk for attrition

  3. Commitment to Assessment & Research Utilizing current research, creativity and diverse perspectives, we offer cutting edge and nationally recognized programs that address the critical issues of today's students. Research Reports, Fact Sheets, PRAXIS http://www.mass.arizona.edu/

  4. Types of Assessments • Early intervention for first year students through the College Student Inventory • Program evaluation through pre/post and needs assessments • Retention studies • The Millennial Student Project

  5. The Millennial Student Project • Exploration of how current students perceive diversity issues • Mixed methods: survey, interviews, focus groups • Documentary: Class of 2009 • Dynamic Diversity Paradigm Inventory Ousley, Levine-Donnerstein & Antonellis 2008

  6. The Millennial Student Project • Analysis of DDPI: coefficient alpha of .72 for the instrument’s two main scales (Progressive and Conservative), n = 1,459 • Kruskal-Wallis, Chi Square and Multiple Regression Analyses • Differences in openness to diversity by gender and ethnicity: ethnic minorities and white females more open than white males

  7. The Millennial Student Project • In general, students report openness to concept of diversity, but differ on perception of affirmative action and experiences with prejudice. • Results indicate students approach diversity issues in different ways; social justice educators should use different strategies with a consideration for diverse gender and ethnic populations.

  8. Asian Pacific American Student Affairs Needs Assessment (Spring 2008) • Quantitative: Online survey (n=142) • Qualitative: Open-ended survey questions and focus groups (n=34) • Quantitative findings demonstrate significant differences between APA subgroups: • East Asian students were less comfortable than other ethnic groups in receiving support from: API staff in an API center, API staff not in an API center, non-API staff and API peer mentors. • Southeast Asian students were less likely to have parents who were born in the U.S. • Students who identified as “Other” were also strongly correlated with being multi-ethnic, and less likely to express interest in APA leadership programs or APA courses.

  9. Asian Pacific American Student Affairs Focus Groups (Spring 2008) • Students broken down into regional API ethnic groups • Pacific Islander, South Asian, Southeast Asian, East Asian, Filipino, Multiracial/Hapa • Common Themes • Mistaken Identities/Perpetual Foreigner • Adjustment Issues • Pressure to Succeed • Resource Disparities • Leadership Development/Involvement

  10. Asian Pacific American Student Affairs EDGE Program Research • How effective is a peer-advising learning partnership for AAPI students?—in terms of persistence, GPA and self-authorship? • Pre- and post- assessment, with matched cohort of non-program peers • Self-Authorship Survey (SAS-R; Pizzolato, 2007) • Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992) • Semi-structured interviews

  11. The New Start Summer Program • Primarily serves students with multiple attrition risks: first generation college students, low income students and ethnic minorities • Six-week program offering holistic support through enrollment in a Gen Ed course and a success course, mentoring from faculty and peers and social and leadership events • 58% served are Hispanic • 62.5% served are female

  12. The New Start Summer Program • Comprehensive study on cohorts from 1993-2006, n = 5,970 • Chi Square analysis revealed successful completers were significantly more likely to have a higher: • First year GPA (.13 points higher: 2.51 vs. 2.38) • Retention rate (9 points higher: 78.2% vs. 69.2%) • Hispanic and female students who successfully completed had higher first year GPA and retention rates

  13. Contact Kendal Washington White, Director, MASS Marc Johnston, Director, APASA Melissa D. Ousley, Ph.D. Research Analyst Multicultural Affairs and Student Success (520) 621-1094 http://www.mass.arizona.edu/

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