Socio-Ecological Outcomes (SEO) Model Socio-Ecological Domains - - PowerPoint PPT Presentation
Socio-Ecological Outcomes (SEO) Model Socio-Ecological Domains Inputs Outcomes Non-Cognitive Domain Academic Domain Background/ Defining Factors Student Success Environmental Domain Societal Factors Campus Ethos Domain Structural Domain
Student Success Academic Domain Campus Ethos Domain Societal Factors Background/ Defining Factors Environmental Domain Non-Cognitive Domain Inputs Socio-Ecological Domains Outcomes
Structural Domain
“I can’t tell you how many times I’d be sitting at
come to me and ask for my student ID. At first I thought it was something that they did to everybody when it got late but then I started to notice they asked me for mine and didn’t ask anyone else for theirs.” (Harris III & Wood, 2016) "I needed the most help on my writing, and the teacher was looking at me like, ‘ahhhhh [exhale], here we go. You know, we got a r******d kid in class now.’” (Wood, 2015)
“My biggest obstacle really is my mother who is has bladder cancer. I have a little brother and a little sister and they just went
to college and my mom is home alone in a big house where she can't do nothing because she is battling this cancer. So it is hard you know when you're at class you can't think about anything. I can't concentrate and then when you're with her you know sometimes you're thinking about school which I'm serious sounds strange but that is kind of how it is. It is just kind of hard to maintain your head and your emotions and it can just all cross at once in the middle of class. I may get teary eyed or something, just different things like that, it is really hard.”
“I have to take 3 buses to get to school. Transportation is a real concern. If I miss
that I don’t make it to class on time. Yeah, I spend like an hour, sometimes an hour and a half just getting to school.”
Percentage of students by race and gender with housing insecurities, CCSM 2016
26.4 33.7 30 29.4 42.3 40 32.1 26.1 48.4 41.1 31.3 31.7 30.2 36.6 31.8 33.9 10 20 30 40 50 60 Men Women
White Asian SE Asian Filipino Black Latino Multiethnic All
Percentage of students by race and gender with food insecurities, CCSM 2016
11.9% 8.9% 15.0% 0.5% 17.9% 6.7% 17.6% 8.7% 22.9% 9.9% 16.7% 8.6% 10.6% 15.9% 15.4% 8.7% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% Men Women
White Asian SE Asian Filipino Black Latino Multiethnic All
“[Professors say] do not take this class, at all. Don’t even try to take this class. The professor emphasized multiple times that if you’re not getting it, drop the
class.”
Legend Acceptable Emerging Concern Needs Attention Immediate Attention
All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building
5.33
2.11
Institutional Responsibility 20.93 21.00 21.54 20.71 21.34 19.84 High Expectations 0.86 0.38 1.30 1.63 2.01
Validating Messages 0.38
4.14
0.17
Engagement
4.42
5.08
Disclosing Practices 1.20
3.62
5.12 1.33 Empowerment Techniques
2.53
0.38 0.78 Intrusive Support
3.38
2.94
Microaggressions
1.41
1.22
Equity-Mindedness (1) 0.36
3.12
2.56 0.18 Equity-Mindedness (2)
0.10
Welcomeness (Inside)
2.23
6.80
Welcomeness (Outside) 0.16
1.12
8.63 2.61 Cultural Competency
2.85
3.33
Academic Advising and Counseling Career Center Retention Programs Services to Students w/ Disabilities Child Center International Student Services Transfer Center Library Services Computer Labs Honors Programs Career Technical Services Tutorial Center and Services
Legend Acceptable Emerging Concern Needs Attention Immediate Attention
All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building Needs Attention Institutional Responsibility Acceptable High Expectations Emerging Concern Validating Messages Emerging Concern Engagement Needs Attention Disclosing Practices Emerging Concern Empowerment Techniques Needs Attention Intrusive Support Needs Attention Microaggressions Needs Attention Equity-Mindedness (1) Emerging Concern Equity-Mindedness (2) Needs Attention Welcomeness (Inside) Needs Attention Welcomeness (Outside) Emerging Concern Cultural Competency Needs Attention
Legend Acceptable Emerging Concern Needs Attention Immediate Attention
All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building Needs Attention Immediate Concern Acceptable Acceptable Acceptable Emerging Concern Institutional Responsibility Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable High Expectations Emerging Concern Emerging Concern Emerging Concern Emerging Concern Acceptable Needs Attention Validating Messages Emerging Concern Immediate Concern Acceptable Immediate Concern Emerging Concern Needs Attention Engagement Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Disclosing Practices Emerging Concern Immediate Concern Acceptable Immediate Concern Acceptable Emerging Concern Empowerment Techniques Needs Attention Immediate Concern Acceptable Needs Attention Emerging Concern Emerging Concern Intrusive Support Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Microaggressions Needs Attention Immediate Concern Emerging Concern Immediate Concern Emerging Concern Needs Attention Equity-Mindedness (1) Emerging Concern Immediate Concern Acceptable Immediate Concern Acceptable Emerging Concern Equity-Mindedness (2) Needs Attention Immediate Concern Emerging Concern Immediate Concern Needs Attention Needs Attention Welcomeness (Inside) Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Welcomeness (Outside) Emerging Concern Immediate Concern Emerging Concern Immediate Concern Acceptable Acceptable Cultural Competency Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention