Success With Students of Color Success With Students of Color - - PowerPoint PPT Presentation

“ “Success With Students of Color Success With Students of Color Attending a Predominately White Attending a Predominately White Institution” Institution”

Presented by: Presented by:

• Dr. Ulysses J. Connor, Jr.
• Dr. Ulysses J. Connor, Jr.

Project Director

Project Director

• Dr. George M. Colton
• Dr. George M. Colton

Data Analyst/Counselor

Data Analyst/Counselor

Kutztown University Kutztown, Pennsylvania

The Challenges We Face The Challenges We Face

“Education continues to be a major vehicle for upward mobility, and attainment of a bachelor’s degree is the largest single factor responsible for creation of the present Black middle class.”

Dervarics, 1989

The average salary difference between high school graduates and bachelor degree holders in 2000 was $21,800.

American Council on Education, 2002

The Challenges We Face The Challenges We Face

After four years of study, only 19.8% of African American, 22.7% of Latino American, and 21.6% of Native American students earned bachelor degrees. After nine years of study only 33.9% of African American and 39.5% of Latino American and 33.2% of Native American students graduate with bachelor degrees.

National Center for Educational Statistics, 2002; Higher Education Research Institute, 2001; ACT, 1998;

The Challenges We Face The Challenges We Face

“It is not uncommon for students of

color to feel isolated, to question their academic ability, to experience inferiority feelings and to question their self worth. They often experience disrespect, lower expectations, and pressure from peers not to perform well academically”

Shultz, Colton & Colton, 2001

The Challenges We Face The Challenges We Face

Eighty percent of all students who will enroll in institutions of higher education during the next 15 years will be students of color.

Krishnamurthi, 2003

Question: Question:

How are we to assist students of color in being successful at Predominately White Institutions (PWI)?

Three Persistence Models Three Persistence Models

• Student Integration Model

(Tinto, 1983, 1993)

• Student Attrition Model

(Bean & Metzer, 1985)

• Student Involvement Model

(Astin, 1984)

Model Characteristics that are Model Characteristics that are Relevant in Working with Relevant in Working with Students of Color Students of Color

Pre-entry Characteristics Institutional Involvement/Experience

– Integration into Academic Life – Integration into Social Life – Factors external to the Institution

Racism

Pre-entry Characteristics Pre-entry Characteristics

Little knowledge of requirements for success in higher education Inadequate preparation in high school for college/university expectations

• Poor study habits & study skills
• Poor note-taking & test-taking skills
• Poor research & library skills
• Reluctance to participate in group learning activities

Academic self esteem issues

Institutional Institutional Involvement/Experience Involvement/Experience

Academic Life

Absence of positive role models Low expectations from faculty Minimal Involvement with faculty inside and

• utside of class

Lack of assertiveness in interacting with

faculty Poor Academic Self Esteem Poor Academic Advisement

Institutional Institutional Involvement/Experience Involvement/Experience

Social Life

Little to no involvement in campus life

• Isolation and Alienation

Involvement in Negative Behaviors Maintenance of High School Peer Group Work and Financial Aid Issues Family Issues

Racism Racism

“The subtle glance of the eye which indicates ‘What are you doing here’… the loathsome look… the invisibility of presence… the sudden quietness… the intimidation experienced when attempting to converse with faculty members”

Lett &Wright, 2003

Racism Racism

Racism, no matter how subtle

• Lowers self esteem
• Retards development of personal

identities

• Retards cognitive and affective

development

• Shakes confidence and
• Leads to feelings of isolation, alienation,

depression and dissonance.

Racism Racism

Students of Color need to learn how to deal with these forms of racism and we need to assist them in better developing this competency.

Question: Question:

What type of program is needed to address the needs of students of color?

Answer: Answer:

A Program that uses proactive interventions, monitoring and early intervention, intrusive advising and counseling, focuses on building personal support networks among students, and creates strong personal advising/mentoring relationships with faculty.

Program Structure Program Structure

Faculty and Staff Faculty and Staff

• Inclusive
• Multi-culturally sensitive
• Self aware
• Faith in student’s abilities
• Focus on student’s strengths
• Encouraging

Program Structure Program Structure

Program Office Space Program Office Space

• Safe haven on campus
• Place where students of color:
• Feel Safe
• Experience equality
• Feel valued and respected
• Have a home on campus

Program Structure Program Structure

• Systematic method to effectively immerse

each student of color in the learning process.

• Proactive Interventions

Program Structure Program Structure

• Mandatory participation in all recommended

program activities.

• Extrinsic rewards to motivate positive behaviors

Question: Question:

What program interventions are needed to specifically address the needs of students of color?

Interventions Interventions

• Intrusive/mandatory advising and

counseling

• Priority registration
• Peer and faculty mentoring
• Freshman Seminar
• Social and cultural activities

Interventions Interventions

• Diagnostic testing
• Progress reports
• Tutoring/Supplemental Instruction
• Study skills assistance

Interventions Interventions

• Bursar deferments
• Financial assistance
• Advocacy
• Newsletter/Program List-serve

Outcomes Outcomes

Demographic Characteristics Mean Grade Point Averages Persistence Data

Demographic Information Demographic Information

Cohort 1 Cohort2 Cohort3 KU

YR OF ENTRY 2001-2002 2002-20 2003-2004 Overall TOTAL N 59 21 25 @8,000 FIRST GEN. 78% 81% 84% 62% GENDER: Female 61% 71% 52% 62% Male 39% 29% 48% 38% AGE (mean) 18 18 18 21 RACE African American 76% 81% 52% Latino American 24% 14% 36% 5% Multiple 5% 4% Native American 2%

Demographic Information Demographic Information

Cohort 1 Cohort2 Cohort3 KU

YR OF ENTRY 2001-2002 2002-2003 2003-2004 Overall TOTAL N 59 21 25 @8,000 DISABLED 3% 0% 0% 4.5% CONDITIONAL ADMISSION 48% 38% 44% 27% 1ST YR AGI 0-9,999 23% 30% 10,000-19,999 9% 10% 20,000-29,999 16% 30% UNK UNK 30,000-39,999 16% 15% 40,000-49,999 11% 5% 50,000+ 25% 10%

Mean Cumulative Point Averages Mean Cumulative Point Averages

Cohort 1 Cohort2 Cohort3

YR OF ENTRY 2001-2002 2002-2003 2003-2004 TOTAL N 59 21 25 YEAR One (F01) 2.47 (F02) 2.26 (F03) 2.66 (Sp02) 2.49 (Sp03) 2.33 (Sp04) 2.56 Two (F02) 2.57 UNK (Sp03) 2.60 Three UNK

Persistence Data Persistence Data

C1 C2 C3 KU KU KU

YR OF ENTRY 01-02 02-03 03-04 Overall Stu Color Elig Stu TOTAL N 59 21 25 YEAR One 92% 81% 96% 74% 68% 54% Two 86% UNK 62% 47% 33% Three UNK 57% 39% 25% Four 54% 25% 17%

Contact Information: Contact Information:

• Dr. Ulysses J. Connor, Jr.

153 Beekey Education Center Kutztown University Kutztown, PA 19530 610-683-4219 connor@kutztown.edu