glenda musoba
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What is Unique about Driving Latino/Hispanic Student Success
Glenda Droogsma Musoba
Florida International University
Miami
Many kinds of Hispanic/Latino Students
Endowed – will make it without our help
Challenged – need our help
First generation (low parent education)Limited EnglishLack knowledge of US educ. systemLower incomesWeaker curriculum assignment in HSWeaker high schoolsLess than full
documentation
Latino high schoolers
• Student aspirations are high
• Rigorous math in 8th grade (↑rising but need more)
• College prep curriculum track ↑
• AP classes ↑
• Classes at graduation don’t match performance in 10th grade would predict
• Students and parents trust high school placement
Parents and high school
• No blaming parents (myth)
• Parent aspirations are high
• Parent encouragement is high
• College knowledge is low about steps to take and when to take them
– Help select courses
– Monitor grades and on track to graduate
– Plan and prep for PSAT/SAT/ACT
Parents and College
• Don’t know how to help select college
• Don’t know the differences in graduation probability based on where student starts
• More likely to rely on formal information sources which are limited in many urban HS
• Dislike financial aid application questions
• Don’t understand the out of class expectations at the U
How we can help parents
• Let go of myth that Latinos don’t value education
• Bilingual parent education on college web sites
• Parent orientation
• Include parents in the experience
• Parent newsletter
• Use faith communities
• Help with FAFSA
Students in college
• Undecided major - Know only the TV careers
• More likely to start at Community College where financial aid applications are low and completion rates are low
• CC by definition means an extra transition
• Lack college knowledge so any college feels unfamiliar
• Cultural incongruence with the competitive environments of selective institutions
What FIU students like?
• Predominantly Hispanic, female, upper division, AA transfers
24% of all FIU undergrads are Upper Division Hispanic females, most transfers
Increasing Latino student success
• Keep connection to family - first year especially
• Telling to “cut the cord” = “don’t be Latino”
• Small group affiliation more important to fit than total campus affiliation
• Discussing coursework outside of class is beneficial so learning communities are useful
• Collaborative learning (small group tutoring)
Increasing Latino student success
• Check for counter policies (requiring on campus living may harm recent immigrant Latino students)
• Advising – we’ve added face to face and degree tracking – Community C have high advisor student ratios so don’t count on them
• First year experience for college knowledge– Instructor pedagogy balance
– Links to U resources and key academic topics
Marker Classes
• College Algebra
– Gateway to major in STEM & Business
– Highest DFW (below passing grade or withdrew) rate in U
– At FIU about 25 to 30% passing rate on first attempt (similar rates at non-selective institutions that don’t make this a priority)
– At FIU, if passed College Algebra: 91% retained to next yr. If failed College Algebra: 74% retained
Undecided about major
• Once students in a major, vast majority graduate
• AA transfer students’ advantage—usually have a major
• Bridge advisors - Advising center staff housed in colleges
– Working to link students to majors so not lost after first year
• FYE section for undecided students with career selection content
Can’t get into major
• Career expansion efforts (beyond TV careers)
• Open more slots
• Help identify when it is not happening and support (tough love vs. let them keep trying)
Increasing student financial success
• Less likely to apply for financial aid
• Parents concerned about privacy and FAFSA
• Encourage financial aid
• Financial aid for undocumented – know the informal information
Discussion/Questions