Presented by:Adam Hintz
Shumiala KinnearLaDonna MooreHeather O’KeefeAshleigh Wade
2007 graduation rates indicate a need to reach out to the minority student population here at UT
This need becomes increasingly important with the launch of the UT Guarantee Program
Effective initiatives need to be developed to increase academic achievement of UT’s minority students
What does the research say? What are institutions similar to UT doing?
What are “best practice” institutions doing?
Programmatically, what is UT doing? Recommendations to Strengthen Current
Programs
Faculty Student Interaction Academic Resources
Stabilize or provide a supportive system which provides a foundation for academic success.
Social Resources Create an environment which enhances the
student's self-esteem and supports their cultural interests.
Parental Involvement Maintain parental, family/friend support and
increase involvement in the student's personal/academic/social world.
Academic GPA Test Scores*
Financial Social
Ability to adapt to college atmosphere Parental/Family support (first
generation?)
(Could be one, two, or all three of the above)
Difficult to define because “at risk” can incorporate many different factors: Social class Socioeconomic status Parental Income First-generation status Race
Important to consider all of these factors individually and how they interact when addressing the needs of “at risk” student For example a student can be Hispanic, a first-
generation student, and from a low income background
Term suggested by Marybeth Walpole Economically and Educationally Challenged Students in
Higher Education: Access to Outcomes: ASHE Higher Education Report, Volume 33, Number 3
The purpose of this text is to examine literature on how social class, socioeconomic status, parental income, first-generation status affects educational achievement & attainment of college students
These students: Face similar obstacles in gaining access to
college Report similar experiences with level of
involvement Similar outcomes after college
We have determined several areas in which we feel will support these students academically
Cole (2008) “Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students’ Educational Gains Obtained random sample from CIRP @ HERI from
UCLA 1,422 students completed Student Information
Form to determine GPA & education satisfaction Finding suggest that student-faculty interactions
that consist of Constructive Criticism have a significant influence on African American & Hispanic students’ GPA & educational satisfaction
Defined as a balance of positive and negative feedback Includes critical feedback Variety of verbal/nonverbal cues Various teaching strategies Opportunities for skill improvement on
high/low stakes assignments Provides students with faculty support,
encouragement, and respect of academic community
Minority students performance should improve when: They are challenged Have safe beneficial student-faculty
interactions Experience a sense of belonging to the
academic community
Guiffrida (2005) : Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty Sample included African American students
attending a Predominantly White Institution Participants were interviewed individually and
in focus groups Students were asked open-ended questions
Researchers found that faculty-student relationships affect: Student satisfaction with college Academic achievement Retention
Study also presented the idea of what determines if faculty are student-centered
Student-Centered Faculty Provided comprehensive advising regarding
career guidance, academic issues, & personal problems
Provided advice selecting courses, planning programs of study, & listening to students’ professional fears, dreams & goals
These faculty provided a web of support that went beyond students’ academic development
Santos & Reigadas (2002): Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program Sample included 65 Latino student who were
participating in a Faculty Mentor Program These students were given a survey in order
to determine the nature of the student-faculty mentoring process and how this mentoring relationship helps students adjust
Researcher found that: Latino students experienced an increase in
self-efficacy and had better goals after joining FMP
Students with same-ethnic mentors perceived their mentors to be more helpful
Frequency of contact with faculty mentor was positively associate with Latino students’ adjustment
Faculty Student Interaction Northern Kentucky University
NKU R O C K S: Responsibility, Opportunity, Community, Knowledge, and Success
Central Michigan University GEAR UP & College Day Program
Angelo State University 1st Generation RAMS Mentoring Program
University of Texas at El Paso Seminar in Critical Inquiry
University of California San Diego Website driven resources for faculty mentoring
Bordes, Arrendondo (2005) “Mentoring and First Year Latina/o College Students” Set up study with conceptual framework
Psychosocial Development (Erikson 1963) Ethnic Identity Development (Phinney 1993) College Student Development (Chickering and
Reisser 1993) Other Interactional models
Purpose of Study “…examine the relationship between
mentoring and perceptions of comfort in the university environment for first-year Latina/o students”
The more comfortable the student is on campus, the greater the likelihood for retention and, ultimately, graduation
Setting and Participants Arizona State University (2002) 112 first-semester Latina/o students Part of a larger study- 876 students (article
focused on ASU) Professors in first-year classes distributed
questionnaires Questions analyzed four areas
Demographic Information Mentoring University Environment Cultural Congruity
Six Hypothesis were tested (2 key to mentoring) Hypothesis 2- “…perceptions of having a mentor would be
related to more positive perceptions of university environment and to greater cultural congruity”
Hypothesis 3- “…students who HAD a mentor would report higher levels of cultural congruity and more positive perceptions of university environment.” Students were classified into two groups- “have mentor” and “do not
have mentor” Both were “partially supported”- both showed positive
correlation to positive university environment, but not strong enough correlation for greater cultural congruity
***Authors concluded further research should be conducted to determine whether or not there is correlation between mentoring and cultural congruity
Campbell and Campbell (1997) “Faculty/Student Mentor Program: Effects on Academic Performance and Retention”
Participants (large metropolitan West Coast university)
Students were invited to join the program during the summer before fall semester 1992 339 students from ethnic groups which were
underrepresented involved in mentor program 339 “control group” students- matched to original 339
participants using a computer program pairing them based on similar characteristics semester/year, gender, ethnic group, entering class, entering GPA
Predominantly Latina/o (69%) and African American (22%) involved in study
Variables measured First Semester GPA Second Semester GPA Cumulative GPA (could be three years later for
some students Retention rate (students still enrolled in spring
1995- 2 years) Graduation rate
Results Consistent differences in GPA favoring the
mentored students Especially in first semester- 0.3 average difference
Dropout rate for mentored group was half of control group (2 year retention)
While there was no significant difference in Graduation rate, only 6% of the students had enough semesters to qualify for graduation
***Amount of contact Average of 7.28 contacts during the academic year
with faculty members 124.25 minutes of meeting time
Academic Resources Central Michigan University
Supplemental Instruction Program Angelo State University
1st Generation Scholarship RAMS 1st Generation Scholarship
University of Florida University Minority Mentoring Program (UMMP)
University at Buffalo S.A.G.E. (Success through Access to Guidance and
experience Internship Program) NASPA Undergraduate Fellows Program (NUFP)
University of Texas at Austin Pre-College Youth Development and Student Academic
Success Initiatives Longhorn Center for Academic Excellence
Wallace, Abel, Ropers-Huilman (2000) “Clearing a Path for Success: Deconstructing Borders Through Undergraduate Mentoring” Sample included 20 students who were
participants of TRIO programs Theses students were interviewed open-ended
questions
This study examined students’ interpretation of their involvement with formal mentoring through TRIO services
TRIO is a federally funded program that: Supports student’s decisions to attend college Increases their retention Increases academic performance Improves satisfaction with college
Researchers found that: Students’ relationships with TRIO workers
allowed them to see more options Gave students the ability to navigate available
resources to help them succeed Student minimized differences between
themselves & mentors, if they were caring and concerned about students’ success
Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) “Support Program that Work” Article provides an autobiographical
perspective of several Latino college students Students serve as an authentic source of
information for student affairs professionals
Purpose: understand the influence that institutional programs, campus organizations, mentors, and leadership opportunities may have on Latino student success
Each personal account mentions community involvement in some form
Authors state: By working and volunteering in student
services programs and community organizations these students contributed to increasing the pool of Latino students
They have a desire and responsibility to assist in bridging the economic gap and increasing the level of educational attainment for the Latino community.
Social Resources Central Michigan University
Men About Change Angelo State University
Host Family Program Multicultural Movie Series Diversity Dialogue Workshops Multicultural Advisory Council
University at Buffalo Brother to Brother Diversity Institute Diversity Advocates
University of Florida BEAD who you are
University of Texas at Austin Thematic Initiatives and Community Engagement
Herndon and Hirt (2004) “Black Students and Their Families: What Leads to Success in College”
Underrepresented group in American education
Four key areas of support for black students Academic, Emotional, Social and Financial
“Black students at predominantly White institutions rely on support from family members more so than White students at predominantly White campuses and Black students at historically Black colleges”
Black families value extended kin relationship “Fictive Kin” May not be blood relationships, but are
equally significant
Students at one of two predominantly White universities in a Mid-Atlantic state
Study was designed to look at the role of families in helping students succeed Seniors chosen- likely to graduate Deemed “Successful” students
Participants (2 groups) “Successful” African American college
students (20) Members of the students’ families (20)
Apparatus Interviews- two sections
Demographic Information Role of family members
Eight themes developed in three chronological stages Precollege Influences
Family influence, macro perspectives on race, factors of motivation
Early College Influences Negotiating environments, sense of community, spiritual
support Late College Influences
Family expectations, role models
Discussion (Early College Experience) Data Suggests that having family support
creates the true sense of community While family members may not know the
other students or faculty at a university, but by encouraging their students to seek out relationships with members of these groups, they can assist their students in creating a support system
Families should also make sure that their students have a religious organization with which to affiliate at/near the institution
Auerbach (2004) “Engaging Latino Parents in Supporting College Pathways: Lessons From a College Access Program”
Central concern for Latino families is access to college
Most important for Latino families is lack of instrumental knowledge to the steps needed to go to college
Futures and Families Program (F&F) Component of Futures project within
partnership with UCLA Article focuses on F&F meetings held at a
large, racially and socioeconomically diverse high school in the Los Angeles metro area
15 Latino parents of 10th through 12th grade students were intensely interviewed
Recommendations of the study Start early- no later than upper elementary Speak their language- colleges should reach out in both
English and Spanish Think small- hold small group meetings Invite guest speakers from similar backgrounds to
share their stories Reinforce basic college information- possibly have the
students research the information and present to their parents
Provide opportunities for individual meetings Help parents move through the college process as part
of a group or cohort Be up front and direct about educational inequalities
and the barriers that their students face
Parental Involvement Central Michigan University
MSS Newsletter MSS Listserv
Angelo State University Diversity Digest Newsletter
University of Texas at Austin Parent and Family Guide linked to 1st
generation student website
Office of African American Student Enrichment Initiatives Office (A-FAM)
James Jackson, Director
Office of Latino Initiatives (OLI)
Sabina Elizondo-Serratos, Director
Resource Center in the Student Union Enrichment Institute Orientation for African-
American Students new to UT (2-day orientation)
Weekly Workshops called Reaching African-American Potential (R.A.A.P.) Sessions
Academic Assistance and Intervention 2-Week Check Up (First year students) First Year Rewind (First year students)
Leadership Development (Black Student Union Freshman Leadership Program)
Recognition Programs for High Academic Achievers and Graduates
Connection with Mentorship Programs
Established to address the Latino retention rate of students
OLI is focused on the development of Latino students as they transition from high school to college and beyond. The office also cultivates relationships between Latino students and the UT community so that they- Succeed academically at UT Feel a sense of belonging at UT Establish a lifelong connection to UT
PRIMOS Mentor Program Study Tables Exam Cram Latino Student Union Programs Charlar Sessions-Topics vary Hispanic Heritage Month United States Hispanic Leadership Institute
Conference Annual Latino Youth Summit-Parent and Overnight
Components, also apart of the Latino Youth Summit High School Visits Diversity and Leadership Development Workshops Diamante Dinner and Award Ceremony Rocket Launch/Transition Information Fair
Public Schools in 6 major urban Ohio cities (Akron, Cincinnati, Cleveland, Columbus, Dayton and Toledo)
15 additional urban communities 3.0 cumulative High School GPA Pell Grant Eligibility UT will cover the remainder of
tuition after all grants are applied
Pilot Program in Fall 2009 Dean of Students Office Target Audience (required) is UT
Guarantee students Ideally, will develop and open up to all
students
Structure 1 Faculty/Staff member “manages”…
Training program/documents (via email?) “Life-Lines” packet with FAQ’s
5 Student Mentors (upper classmen) GPA requirement (2.5) Training program Weekly journal entries
3 First-year “protégés” Frequency
1contact per month between Faculty/Staff and Mentor
1 contact per week Between Mentor and Protégé
Four Goals (“Pillars”) Responsibility/Accountability
Health, safety, time management Success
Academic Rigor, Academic Integrity, Academic Relationships
Belonging Join “something” during first academic year NOT a recruitment tool for organizations
Aspire “Big picture” “Your future starts now”
Enhancing communication with current and prospective African-American and Latino families: Forums at area high schools (Toledo Public
and Catholic) A Friend/Family email address (
[email protected]) Monthly Newsletter distributed (via snail mail
or email) Families can register to receive the Newsletter
during Rocket Launch or on the UT Website
OMSS needs to have a stronger presence and role in New and Transfer Student Orientation
OMSS needs to be given more authority in tracing student progress
Stronger Collaboration with other Student Affairs Departments
Direct Faculty Student Mentorship Programs
Provided to the audience Thank you for coming!