Building Bridges to Success: Building Bridges to Success: Empowering - - PowerPoint PPT Presentation

Building Bridges to Success: Building Bridges to Success: Empowering American Indian Males Empowering American Indian Males Empowering American Indian Males Empowering American Indian Males Maricopa Community Colleges Maricopa Community Colleges 2012 N ti A i St d t Ad I tit t 2012 N ti A i St d t Ad I tit t 2012 Native American Student Advocacy Institute 2012 Native American Student Advocacy Institute University of California University of California Los Angeles, CA Los Angeles, CA Los Angeles, CA Los Angeles, CA May 22, 2012 May 22, 2012

• 265 942 credit and special interest students attended a
• 265,942 credit and special interest students attended a

Maricopa Community College in 2009‐2010.

• Ten Colleges

‐ Chandler‐ Gilbert ‐ Paradise Valley ‐ Estrella Mountain ‐ Phoenix ‐ GateWay ‐ Rio Salado ‐ Glendale ‐ Scottsdale Glendale Scottsdale ‐ Mesa ‐ South Mountain

kill

• Two skill centers

‐ Maricopa Skill Center

‐ SouthWest Skill Center

Maricopa Male Student Enrollment Fall 2009 Fall 2009

20,767 40,154 Minority Male All other Males

Maricopa Minority Male Student Enrollment Fall 2009 Fall 2009

7,059 13,708 Part Time Full Time

Fall 2010 Credit College Level Success Rate Credit, College‐Level Success Rate Full Time, Male Students

63% 75% 59% 70% 69% 69% 74% 60% 70% 80% 30% 40% 50% 60% 0% 10% 20% 30% 0%

Fall 2010 Credit, College‐ Level Success Rate Part time Male Students Part‐time, Male Students

65% 76% 69% 67% 70% 75% 70% 80% 65% 54% 67% 40% 50% 60% 70% 10% 20% 30% 40% 0% 10%

2008‐2009 Associate Degrees (Males) by Race/ g ( ) y Ethnicity Digest of Educational Statistics

17,156 3 074 White Males 36,739 17,156 3,074 Black Males 203,086 31,994 Hispanic Males A i M l Asian Males Native American Males

2008‐2009 Baccalaureate Degree (Males) by Race/ Ethnicity Digest of Educational Statistics

53 473 50,628 50,743 53,473 , 4,849 White Males Black Males 503,356 Hispanic Males Asian Males Nati e American Native American Males

The characteristics of under performing students The characteristics of under‐performing students

• underrepresented minority male
• part‐time student
• younger than 25

y g

• without a high school diploma or GED.

White and Asian Pacific Islander students White and Asian Pacific Islander students have higher…

• Institution‐ wide credit course successful

completion rates p

– Whites/ Asians (75%) Black/Hispanic/ Native American (66%) – Black/Hispanic/ Native American (66%)

• College‐ level credit course retention rates

– Whites/ Asian (83%) – Black/ Hispanic/ Native American (78%) Black/ Hispanic/ Native American (78%)

Course withdrawals for underrepresented Course withdrawals for underrepresented minority students (Native American Black and Hispanic) are 5% higher American, Black, and Hispanic) are 5% higher than White and Asian Pacific Islanders.

What is What is i ’ ? goin’ on?

d h ’ h According to Shaun Harper’s research…

• The competing paradox of masculinity and school achievement
• Insufficient outreach and college readiness programs tailored

Insufficient outreach and college readiness programs tailored SPECIFICALLY for minority males

• Insufficient cultural capital for some, and inadequate socialization toward

ll college

• Absence of college‐educated male role models

“…So, what is the college experience like for a minority male student? ” minority male student? “What are the challenges?”

Community College Student Input

Shaun D’Avignon

“Being out of school for almost 20 years and going back to school for the first time was a going back to school for the first time was a challenge” “Knowing your culture and being native helps Knowing your culture and being native helps you connect with other native people and better assist them.” “I received support from the SCC American Indian Center, tutors, and American Indian

• advisors. They were always looking out for

me, guiding me in the right direction….”

Community College Student Input Community College Student Input

Lorenzo Clark ‐ Apache

“Not knowing that an American Indian Center existed on campus, less counseling and being existed on campus, less counseling and being afraid to ask for help” “Understanding American Indian culture can Understanding American Indian culture can help with academic success; for example, Natives are very quiet and afraid to k f h l ” ask for help.” “Knowing my past and where I came from, I understand cultural awareness is important.”

What are WE in higher education going to do to support minority males?

Create and Implement Engagement Strategies (Harper)

– Work with minority men on their uninvolved peers

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– Work with minority men on their uninvolved peers – Create and support minority men’s student organizations – Systematically collect data from minority men to determine how their

• ut‐of‐class time is spent

– Persuade emerging minority male students to seek leadership positions in campus organizations positions in campus organizations – Host an annual campus kickoff event for minority men. A “Minority Male Forum” or similar types of programming for Men of Color will enable student leaders and advisors to attract a captive audience of minority men to whom they can promote the benefits of out‐of‐class involvement

Maricopa Community Colleges Maricopa Community Colleges Minority Male Initiative Minority Male Initiative

The Primary Goals The Primary Goals

• To actively explore, coordinate and implement

strategies that improve the access and persistence strategies that improve the access and persistence rate of minority males. T ti l t i it l ith d i

• To proactively connect minority males with academic

and other support resources.

• To assist in enhancing college environments that may

create a culture of success for minority males including a sense of belonging and a connection to faculty, staff and other students.

Mentoring Outcomes g

• Participating in the mentoring program will increase a

student's semester to semester persistence rate.

• Participating in the mentoring program will actively

p g g p g y connect students with campus resources.

• Participating in the mentoring program will provide

students with one on one interaction with a working f i l th t ill t th t d t ’ d i professional that will support the students’ academic goals.

• Participating in the mentoring program will provide

students with career exposure and professional students with career exposure and professional experiences.

Task Force Membership Represents Task Force Membership Represents… T M i ll

• Ten Maricopa colleges
• Ethnic groups‐ Asian American, Black, Caucasian,

Hispanic, and Native American.

• Males and Females‐ Predominately Minority males

y y

• Faculty, staff and adminstrators

MARICOPA MINORITY MALE INITIATIVE

• College Success Course
• Student Club/Association – MOCA

MMI A l S d C f

• MMI Annual Student Conference
• Mentoring Program ‐Employee to

Mentoring Program Employee to Student

• American Indian Summer Bridge Program

2010‐2012 Conference Participation Comparison (Highlighting Yearly Increased Attendance Rate) ( g g g y )

140% 300 268 114% 120% 140% 250 300 187 80% 100% 150 200 125 50% 40% 60% 100 150 Actual Attendance % Increase 2010‐2012 43% 0% 20% 50 0% 2010 2011 2012

American Indian Summer Bridge Program

• Early Outreach Program targeting 20 American

Indian males in middle school

• June 2011

Ch dl Gilb C i C ll (CGCC)

• Chandler Gilbert Community College (CGCC)
• Full scholarship opportunity

p pp y

• Connection to other programs & resources

• Enrolled in a college success course taught by

American Indian faculty – AAA 150 Strategies for Success

Retention Activities – Summer & Fall 2011

• Trips to local universities
• Museums
• Challenger Space Center

Mentor/Speaker Series ‐ Orientation & Closing Keynote Speakers ‐ Weekly American Indian Male speakers y p ‐ Fall & Spring Speakers

Gains associated with increased student engagement ( ) (Harper) – Cognitive and intellectual skill development Adj t t t ll – Adjustment to college – Moral and ethical development Psychosocial development – Psychosocial development – Interpersonal skills and competence “…these gains equal increased CONFIDENCE which creates a cycle of SUCCESS!”

Those who are most Those who are most actively engaged in educationally purposeful activities, both inside and

• utside of the

classroom are more likely classroom, are more likely to persist through degree

• attainment. (Harper)
• attainment. (Harper)

Questions???

Presenters: Gerard Begay – Student Service Specialist Gerard Begay Student Service Specialist American Indian Early Outreach Program Maricopa Community Colleges Lambert Yazzie – Coordinator ACE Puente Program Rio Salado College Maricopa Community Colleges Pam Yabeny – Director American Indian Early Outreach Program Maricopa Community Colleges http://www.maricopa.edu/ // / / / http://www.maricopa.edu/studentaffairs/minoritymales/