Intergenerational Issues and Ethnicity: the New Student Body

• Linda Lacey, Dean of the Graduate School, New Mexico State University (lacey@nmsu.edu) 505 646-5746

Thank you for giving me this opportunity to share and learn from you

How many of you are faculty, staff and/or administrators?

The Purpose of the Presentation

• To discuss the new diversity on campuses which includes the blending of generations and cultures

• To engage you in discusses on the diverse learning needs of a diverse students

• To learn of best practices on campus to meet the needs of a diverse student body---student services, teaching, and outreach efforts

Definitions

I began with definitions of diversity and inclusiveness

I provide examples from non-profit organizations, the private sector and universities

Definitions of Diversity and Inclusiveness

The Denver FoundationDiversity describes the extent to which an organization

has people from diverse backgrounds and communities working as board members, staff and/or volunteers

Inclusive organizations…are learning-centered organizations that value the perspectives and contributions of all people, and strive to incorporate the needs and viewpoints of diverse communities in the design and implementation of universal and inclusive programs.

The Shell Oil Corporation Diversity means all the ways we differ. Some of

these differences we are born with and cannot change. Some of these differences are visible while others lie underneath the surface

Inclusiveness puts the concepts and practice of diversity into action by creating an environment of involvement, respect and connection---where the richness of ideas, backgrounds and perspectives is harnessed to create business value

The Council of Graduate Schools Series on Inclusiveness Diversity in the context of higher education refers to the

broad range of different types of students, with different ethnic, cultural and racial backgrounds

Inclusiveness means not only opening the door to talented students from groups historically underrepresented in graduate education, but also providing those students with the support and resources to walk through the door… Inclusiveness require sensitivity to issues of access and fairness. In addition, it requires the labor-intensive practices of recruiting and retaining students as well as ensuring that they graduate

Making Excellence Inclusive: The American Association of Universities and Colleges

Diversity: Individual differences and group/social differences that can be engaged in the service of learning

Inclusion: The active, intentional and ongoing engagement with diversity---in people, in the curriculum, in the co-curriculum, and in communities with which individuals might connect--in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Summary of these definitions

Diversity is half of the picture. The other half is the act of being inclusive

The focus is on engaging, connecting, and involving all segments of students in the learning process as well as in the administration of their education.

Corporate America

Employers require a diverse workforce in which individuals have the skills to problem solve and communicate and work with people that are different from themselves

Employers are recruiting at universities and community colleges that are producing students that can work within a multicultural labor force

The New Diversity on Campuses

Retirees are entering the classroom Baby Boomers are taking classes and earning

degrees

Underrepresented groups still exist• American Indians, Hispanics and African Americans

New underrepresented groups

• Sons and daughters of migrants:

• from Central and South America and the Caribbean

• from Asian countries---Philippines, Viet Nam, Cambodia

• from Polynesian countries

Impact of baby boomers on Higher Education

77 million baby boomers will retire within the next 30 years

Many will retire healthy and can expect to live another 20 to 30 productive years

Most plan to work during retirement Many will enroll in institutions of higher

education

Baby Boomers cont.

Many are enrolled in a course or two Increasing, baby boomers are obtaining

degrees and moving into new professions

The Chronicle of Higher Education uses the term “re-negotiating” work

Baby Boomers and Higher Education

What impact will baby boomers have on higher education?

Will new programs of study be created to meet the demands of this new student?

Will colleges need to develop different types of student services, and will faculty need to change how they teach?

The Emerging student body: blending age cohorts and cultures

Veterans born between 1922-1943 Baby Boomers 1943 to 1960 The Xers 1961-1980 The Nexters 1980 to 2000 Children of the new migrants Traditional underrepresented groups

The Current and Future Work Force

The emerging student body reflects the current and future labor market

In the past, the labor market was highly stratified

• senior white males in high level positions, middle aged in middle management, and younger employees were in entry level positions

In the information age, all age and ethnic groups can be senior managers/owners

Age Cohorts and Learning

I would like to focus on age cohorts and learning styles

Second, I will focus on students of color

Ages 18 to 30

CHARACTERISTICS: Live in a high tech world and communicate through multiple

channels including email, personal web sites and cell phones.

Rely on student support services that are web based and office based.

Learning environments include online and traditional classroom experiences.

More likely to communicate with faculty through email rather than face-to-face.

Likely to be full-time students rather than part-time students Use campus library facilities equally with the internet to

conduct research for papers

Ages 30 to 40

CHARACTERISTICS: Tend to be part-time students who are working, and in many

cases raising families while they attend School For many, distance learning may be their only option They tend to put limited demands on student services and

professional development programs of the college. Professional development needs focus on time management

skills to help them juggle job, family responsibilities and their courses

Speed reading is also a skill need. While they tend to be excellent students, they need to re-tool their study and comprehensive skills.

They rely heavily on online library resources as well as the Internet to collect information for papers and their theses.

Ages 40 to 55

CHARACTERISTICS:

Many have similar characteristics of those 30 to 40. However, some may not be as comfortable using electronic technology.

Ages 55 and above (retirees)

CHARACTERISTICS: The reason for pursuing higher education is diverse Professional development skills focus on learning skills

and use of electronic technology. For retirees, many are enrolled as full-time students. They enjoy the physical library and are developing

skills in using the Internet as an information and learning tool.

They are more likely to visit faculty during office hours rather than rely heavily on email as a form of communicating with faculty.

Ages 55 and above

Bring a wealth of experience to the classroom

Are more likely to challenge faculty in class discussions

Many come with large retire incomes---and can be potential donors

Many are developing skills for new careers and businesses

Age Cohorts: San Juan College

AgesNumbers Percent

0-20 1,609 21.9 % 21-30 2,373 32.3 % 31-40 1,216 16.5 % 41-50 1,102 15.0 % 51-60 700 9.5 % 61 + 339 4.6 %

Source: San Juan College 2006 Fact Book, Office of Institutional Research and Planning

Blending of Age Cohorts and Underrepresented Students

The two largest ethnic groups in New Mexico are Hispanics and American Indians

Community colleges are the largest providers of college education

73 percent of American Indians and 59 percent of Hispanics attend a community college

Source: Annual Accountability Report December 2007New Mexico Independent Community Colleges

Independent Community Colleges in New Mexico (8 colleges)

Total Student Enrollment

37.2 % Hispanic 8.4 % Native American 52.6 % Other

• 42.3 White

• 2.7 % Black

• 7.6 % Other

Source: Annual Accountability Report

Dec. 2007, NM Independent Community

Colleges

San Juan College

12 % Hispanic 27.2 % Native American 61.2 % Other

Source: San Juan College 2006 Fact Book, Office of Institutional Research and Planning

Native American Students

Obstacles to student success• Hardships in transitioning to the diverse academic and

social environment of college

• Financial difficulties

• Lack of academic preparation for college

• Others?

Source: NM Higher Education Department Native American and Hispanic Students, Recruitment, Enrollment, Retention and Graduation Trends, Dec. 6, 2005

Strategies for Success

“Facilitate the student’s ability to maintain cultural relationships Mentoring and recognition of students by tribal leaders Follow-up with students via campus visits by tribal higher educ.

Representatives Early intervention and preparation to get students interested in

and ready for college Financial Assistance Matching career with summer employment opportunities and

internships” Source: NM Higher Education Department, Native American and

Hispanic Students, Recruitment, Enrollment, Retention and Graduation Trends, Dec. 6, 2005

Excellent Reference

Vine Deloria, Jr. and Daniel R. Wildcat, 2001, Power and Place: Indian Education in America, Golden: Fulcrum Resources• The context or process of education within the tribe, and the

content or what is taught

• The value of what students learn from the tribe

• The difficulties students face in integrating tribal learning with western education

• The need to allow students to integrate western education with their cultural experiences as part of the learning process

Strategic Planning for the Future

How do we meet the needs of different segments of the student body in terms of:

• Student support services,

• Professional development

• Student orientations,

• The delivery of education—online, in class or blended.

• The teaching of students

Strategic Planning continue

How do we prioritize goals and objectives to meet regional, national and global needs for an intergenerational and culturally diverse work force?

How do we promote diversity but more important, inclusiveness where students are engaged and connected to the learning environment?

What is taking place on your campus?

1) How are you changing how you teach to reflect your student body?

2) How are you changing how you provide services to students to reflect the composition of your students?