fromhere2theresuccessmodel2016 (2)

THE COLLEGE BOARD A DREAM DEFERRED

THE FUTURE OF AFRICAN AMERICAN EDUCATION“From Here to There”

A Success Model for First Generation African American Students

Dr. Fay M. [email protected]

LaGuardia Community College/CUNY

“From Here to There” A Proposed Model of Success

This Workshop will be presented in Five Partsi. The Concept of “Here to There”ii. Research: Theory, Definitions, Lit Reviewiii.The Proposed Model-Things about “Here and Things

about “There”- Criteria for Judgment and Measuring the Elements

iv. The Elements of the Modelv. Q and A-Survey/Concluding Thoughtsvi.References


i. The Concept of Here to ThereFrom here to there is not about a pipeline

or a direct route.. Instead this concept includes the many different stories and potential probable twists, turns and detours…getting….>>>>>>>> THERE


i. The Concept of Here to ThereFrom here to there suggests progressive

movement from one place to another. We meet students at different points in their journeys…many of us have the honor of being in a position to positively impact students on their journey of trying to get….”THERE”


i. The Concept of Here to ThereFor this workshop

“Here” is defined as a starting point: a decision, a move, a life moment when the student starts* their journey to a postsecondary education ( start time occurs at different times for different groups)“There” is defined as the institutional choice; actual enrollment and expectations


ii. Research: Theoretical Models used in support of this presentation are:

• Hossler’s and Gallagher’s (1987) college choice model (College ChoiceTheory);• Freemans model of college predetermination• Cabrera and LaNasa three task process• Bourdieu and Passeron’s (1990) theory of cultural capital; • Ogbu’s (1992 ) theory of the role of community forces (Status Attainment Theory); • Strayhorn (2012) Sense of Belonging


ii. Research: DefinitionsCultural and Social Capital-In simplest terms, the concepts of cultural and social capital mean assets, in the form of behaviors, on which individuals and/or families can draw to meet a certain set of established values in a society.Habitus-Bourdieu’s construct of Habitus provides an instructive lens for understanding the often complex experiences of First Gen or underrepresented students.


ii. Research: Definitions


ii. Research: Literature Review Key points regarding “Things about HERE”-Framework for Student Success


ii. Research: Literature Review Key points regarding “Things about THERE”

• Interaction between Institutional Conditions and students behaviors •Student engagement*** (sense of belonging)•Ongoing assessment of processes and outcomes


iii. THE PROPOSED MODEL-Things About Here and Things About ThereBased on previous research findings, these five elements during the pre-college experience are critical to the framework for student successIE= increasing expectations; IA= improving academic preparation; IC= improving college knowledge;IS= improving social supports; IF= increasing financial assistance.


iii. THE PROPOSED MODEL- Things About ThereBased on previous research findings, the presence or absence of the following five elements and the nature of programming activities as it relates to these elements influence success. SAA- Strategic Alignment of Academic optionsSS/SB- Social Supports-Sense of BelongingRE/PD-Raise Expectations-Personal DevelopmentIN-Institutional KnowledgeFA- Financial Awareness


iii. THE PROPOSED MODEL- Things About There

Criteria for JudgmentThe Criteria for Judgment was taken directly from the College Preparation literature as well as the Student Success Literature, including: College Students Sense of Belonging, What Matters To Student Success, Moving From Theory To Action.


iii. THE PROPOSED MODEL- Things About There Measuring the ElementsPresence/Absence

First, institutions can be judged on whether an element of success is present or absent. The presence of a specified number of activities within each element can potentially be categorized as highly present for that element. If there are not a high number of activities, an institution can be judged to only have that element partially present.


iii. THE PROPOSED MODEL- Things About There Measuring the ElementsPresence/Absence

Second, if the element of success is present, the institution can potentially be judged in how intentional they are in implementing activities that are sustained throughout a semester,an academic year or annually….


iv. THE PROPOSED MODEL- The ElementsBased on previous research findings, the presence or absence of the following five elements and the nature of programming activities as it relates to these elements influence success. SAA- Strategic Alignment of Academic options element includes but not limited to: Curriculum Alignment with enrolled class academic preparation, Early college/bridge experiences, Type of academic advising, Academic supports, Diversity of instruction (definition)-


iv. THE PROPOSED MODEL- The Elements

SS/SB- Social Supports-Sense of Belonging Sense of belonging- A quick review-basic human need, sense of belonging is related to and consequence of mattering, social identities intersect and affect college students sense of belonging. Social support definitionsThis element includes but is not limited to: safe spaces for diverse groups, programming and outreach to support students who are members of affected groups, faculty /staff models, cross campus promotion of inclusion and diversity


iv. THE PROPOSED MODEL- The ElementsRE/PD-Raise Expectations-Personal Development elements

include but not limited to ; Road Mapping, Family Engagement, leadership training, talent and skill exploration(toolbox), mentoring, community involvement, building cultures of civility and respect..

The Toolbox – next slide

The Toolbox Seven Stages to Effective Use of Skills and TalentsSTAGE ONE Realization Know your Family History regarding natural talents and skills. STAGE TWO Investigative Investing of time and resources in learning about the skills and talents. STAGE THREE Visualization Seeing yourself effectively using, or mastering the gift or talents. STAGE FOUR Practical Stage Requires that one serve as an apprentice with another experienced family member or a subject matter expert in the field STAGE FIVE The Service Stage Total commitment to the gift or talent STAGE SIX Do No Harm- The Wisdom Stage Don’t use your expertise to harm, to disrespect others and don’t misappropriate your gift STAGE SEVEN Sustainability-Generation to Generation One of the ways in which our tools remain sharp and relevant/ sustainability is that we teach the next generation.Imagine: 30 Days to A New You Motivational Press. Chapter by Fay Maureen Butler



IN-Institutional Knowledge-elements include but are not limited to activities that assist students in managing and negotiating everyday life at our institutions, new student orientation, welcome back week, understanding of residence hall rules, frequency of publishing of important dates and student requirements, transportation, safety and security issues, building access issues



FA-Financial Awareness-elements-include but not limited to

• Meeting deadlines for Aid and Scholarship applications• Withdrawal from School/ maintaining status to receive aid• Career Choice and Finance• Managing Credit• Life Planning

“From Here to There”

Q and A-Survey/Concluding Thoughts

SurveyReview the elements:1. SAA- Strategic Alignment of Academic options2. SS/SB- Social Supports-Sense of Belonging3. RE/PD-Raise Expectations-Personal Development4. IN-Institutional Knowledge5. FA- Financial Awareness



Survey

1. Are these elements present or absent at your institution?Highly present/partially present

2. If they are present , can you name at least 2 activities that are under each of the “Present” elements



SummaryCreating the conditions that foster student success in college has never been more important (Kuh, Kinzie, Buckley, Bridges, Hayek)Low income students, first gen, historically underserved students often face double, perhaps triple disadvantages with Intersecting challenges. They may be at risk of underperforming or early departure.



Summary

• Pre Enrollment Factors influence the “here” part of the journey• Institutions can greatly impact the ‘there’ part of students experiences

References

Cabrera, A.F & La Nasa, S.M. (2001). On the path to college: Three critical tasks facing America’s disadvantaged. Research in Higher Education, 42 (2) 119-148.Cabrera, A.F., Prabhu, R., Deil-Amen, R., Terenzini, P.T., Lee, C. & Franklin, R.E. (Eds.). (2003). Paper presented at the 2003 ASHE meeting: Increasing the college preparedness of at-risk students, Portland, Or.Cabrera, A.F.,Burkum, K.R. & La Nasa, S.M. (2003). Pathways to a four year degree: Determinants of transfer & degree completion among socioeconomically disadvantaged students. In A. Seidman (Ed.) College student retention: A formula for student success. (pp.161). ACE/Praeger series on Higher Education.

References

Education Commission of the States. (2001). Postsecondary Options:dual/concurrent enrollment.Freeman, K. (1997). Increasing African Americans participation in higher education. Journal of higher education, 68, 523-550Higher Education Research Institute. (2007). First in my Family: A Profile of First Generation College StudentsHossler, D., Schmit, J., & Vesper, N. (1999). Going to College. Baltimore, MD: Johns Hopkins University PressKezar, A. (2000a). Access to higher education. ERIC Review, 8 (1) 2-3Kezar, A. (2000). Does it work? Research on early intervention. ERIC Review, 8 (1) 9-12.

References

Kirst, M.W. & Venezia, A. (2004). From high school to college: Improving opportunities for success in postsecondary San Francisco, CA Jossey BassKuh,G.D.,Kinzie,J.,Buckley, J.A. &Bridges, B.,(2006). What Matters to Student Success: A Review of the literature. NPECLUMINA Foundation (2003). Restricted access. Lumina Foundation for Education New Agenda series. Indianapolis, In.Martinez, M. & Klopott, S (2003). Improving college access for minority, low-income, and first generation students. Pathway to College Network. Boston, Ma.McDonough, P (2004). The school to college transition: Challenges and Prospects American Council on Education: Center: for Policy Analysis.

References

McDonough, P. (1997). Choosing Colleges: How social class and How social class and schools structure opportunity Albany. N.Y. State University of New York Press.National Center for Education Statistics (1996), National education longitudinal study: 1988-1994, Descriptive summary reportWashington, D.C.:U.S, Department of Education.National Center for Education Statistics (1997), Confronting the Odds; students at risk and the pipeline to higher education, Washington, D.C.: U.S. Department of Education.National Center for Education Statistics (1997) Access to postsecondary education fro the 1992 high school graduates. Washington, D.C.,U.S. Department of Education.

References

National Center for Education Statistics (1998). Choosing A Post Secondary Institution, Washington, D.C.: U.S. Department of Education.National Center for Education Statistics (1998). First-Generation Students: Undergraduates whose Parents Never Enrolled in Postsecondary Education., Washington, D.C.: U.S. Department of Education.National Center for Education Statistics (2001), Educational Achievement in black-White Inequality, Washington , D.C.: U.S. Department of Education.Ogbu, J. (2003). Black American students in an affluent suburb. Mahwah, NJ: Earlbaum Associates.Perna, L.W. (2000). Promoting college enrollment through early intervention. ERIC Review, 8 (1) 4-8.

References

Perna, L.W. (2000). Differences in the decision to attend college among African American, Hispanics and Whites. The Journal of Higher Education, 71 (2), 117-141Price, D.V. (2002). What we know about access and success in postsecondary education. Lumina Foundation for Education, Indianapolis, In.Roscigno, V.J. (1998).Race and the reproduction of educational disadvantage. Social forces, 76 (3), 1033-1061.St. John, E.P., Chung, C.G. Musoba, G.D., Simmons, A.B, & Wooden, O.S. & Medndez, J.P, (2204. Expanding college access: The impact of state finance strategies. Lumina Foundation for Education New Agenda Series.

References

Strayhorn, T.L. (2011). Bridging The Pipeline: Increasing Underrepresented Students’ Preparation for College Through A Summer Bridge Program. American Behavioral Scientist 55(2). Sage Publications

Strayhorn, T.L. (2012). College Students Sense of Belonging: A Key to Educational Success for All Students. Routledge Publishing

Tinto, V., Pusser,B (2006) . Moving From Theory to Action: Building a Model of Institutional Action for Student Success.Venezia, A., Kirst, M.W., & Antonio, A.L. (2003). Betraying the college dream: How disconnected K-12 and postsecondary education systems undermine student aspirations. Stanford University Bridge Project.

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