We’re Going to College!?!?

Working with First Generation College Bound Girlsand Their Families

National Conference on Girls’ EducationFebruary 2012

Irma L. Rangel YWLS Magnet school in the Dallas ISD Public-Private partnership between Dallas

ISD and Foundation for the Education of Young Women

First public school for girls in Texas Opened in 2004 470 girls in grades 6 through 12 72% of high school students qualify for

free/reduced lunch 96% underrepresented in college population

Irma L. Rangel YWLS

Rated Exemplary by TEA U.S. Department of EducationNational Blue Ribbon School 2011 100% of students are college bound Class of 2012 is fourth graduating

class * 57% are first-generation Students and families served by one

DISD counselor and a full-time CollegeBound Advisor

First Generation Defined Broad definition: Student whose

parents have not attended college and/or have not earned a college degree

Narrow definition: Those students whose parents’ highest level of education is a high school diploma or less

First GenerationEnrollment Statistics

28% of White students 45% of Black/African-American students 48.5% of Hispanic/Latino students 32.2% of Asian students 35.6% Native American/Alaskan Native students

National Center for Education Statistics (NCES) U.S. Department of Education2010 report on 2007-2008 post-secondary enrollment

Characteristics May come from lower income families May be from underrepresented backgrounds May have parents born outside the United States May speak a language other than English at home May receive lower scores on standardize

admission exams May maintain lower grade point averages than

their non-first generation counterparts May not have a support base at home for

understanding the college search and admission process

Are more likely to be working while in school

Factors that affect their access to college Lower levels of academic

preparation Lower educational aspirations Less knowledge about the college

application process Fewer resources to pay for college Less encouragement and support

to attend college, particularly from Parents

Redefining College Readiness

Although a rigorous high school curriculum is essential to postsecondary success, academic preparation alone does not guarantee degree completion.

Define “college knowledge” as a specific skill set – social, academic and cultural – necessary for successful transition to postsecondary education and degree completion.

Burleson, Hallett & Park, College Knowledge: An Assessment of Urban Students’ Awareness of College Processes, AACRAO: College & University, Fall 2008.

Redefining College Readiness

(Burleson, Hallett, Park)

Financial Access Involvement and Campus Life Relationships Time Management

The Fourth “R” = Resilience Irma L. Rangel YWLS

The Search forSustainable Girls

They want to achieve and succeed in major ways unheard of in the past.

In the quest to develop talents and aspirations, they have carved for themselves a frightening new territory where there is no concept of enough. The chance to become everything has become an impulse to become everything.

Our girls seem to have a mechanism that leaves them without sufficient boundaries. Girls just keep adding…and adding…expectations, creating an endless list of chores and goals.

Anne Pabst, The Search for Sustainable Girls, The Journal of College Admission, Fall 2010

Symptoms of Girls at Risk

Fatigue The need to do more The constant measuring of themselves Being easily disappointed in themselves The need to care for others The hyper-awareness of parents’ desires The wistful looking into their past Devotion to coffee The passion for appearance, the worryAnne Pabst, The Search for Sustainable Girls, The Journal of

College Admission, Fall 2010

Parents Parents often do not have and lack access

to “college knowledge” Knowledge limited by their own lack of

experience with the college admission process

Knowledge limited by lack of access to key information sources (i.e. the Internet, parent-teacher conferences, college nights) due to barriers such as language or work/family responsibilities (cannot afford to miss time from work, cannot secure childcare or may be single parent)

From the Rangel archives…

1. “I need you at home mija!”2. Return to Mexico with family3. Conflicting messages and failure to individuate4. “You are bringing shame to the family!”5. A question of identity6. History of poverty

Many of our students co-parent Many of our students work to support their families Students often compared to older siblings, cousins etc. and

their college bound attempts and experiences Often cannot afford campus visits May not consider living on campus because of family

expectations and responsibilities

Raising Aspirations for College

Connect college to job and career interests

Inform about college and how to pay for it Help students perceive themselves as

college material Students need to understand that college

is possible Be personal and persistent about college Question isn’t “Am I going to college?”

but “Where am I going to college?”

Navigating the College Admission Process

Start early, meet often Take it step by step Share information on financial aid

applications and how to pay Get the family involved Make connections to the community

Best PracticesParents

Share tips on how to communicate with daughter and idea of what to expect from her

Utilize resources and speakers from ACT, College Board, Department of Education, community based organizations, university partners

Grade level programming beginning in middle school

College Bound Super Saturday Parent University

Best PracticesParents

Offer meetings during the day, in the evenings and on weekends

Provide child care Provide bilingual materials Printed newsletters and handbooks

(supplement internet presence) Get parents on a college campus Connect them to veteran alumnae parents Connect them to organizations at partner

universities Senior Transition Events

Best PracticesStudents

Utilize resources from ACT, College Board, Department of Education, community based organizations, university partners

Grade level programming (NACAC Guiding the Way to Higher Education) Share tips on how to communicate with

parents and idea of what to expect from them Develop Advisory Curriculum Partner with teachers, Senior Class Advisors Pre-College Admission Camp College Fairs on and off campus Handbooks and organization systems

Best PracticesStudents

Comprehensive summer camp program Mentoring Program Sponsor college campus visit with parent(s) Senior Transition Events Alumnae Events & Support• Pair younger students with alumnae • Alumnae Panels and presentations• Alumnae serve as ambassadors for their

colleges/universities• Engage alumnae in college bound activities • Utilize social media to support alumnae• Visit alumnae on their campuses• Connect alumnae to local support

Mother Daughter Programs

Offer workshops, open houses, leadership conferences, summer camps, pairing with undergraduate women

Programs begin as early as 6th grade and continue through freshman year in college

Mother Daughter Program - University of Texas, El Paso

Hispanic Mother Daughter Program - Arizona State University

Con Mi Madre – Junior League of Austin Mother Daughter Academy – Angelo State University Mother Daughter Program – University of Texas, Pan

American Mother Daughter Program – Lubbock Betty Anderson

branch of the AAUW Mother Daughter Program – Knox College

First Generation Students may experience…

Culture shock/stress Confusion regarding what is expected of them

as college students Family responsibilities that conflict with

academic responsibilities Lack of family understanding about these

responsibilities Alienation from family support Alienation from new campus culture Frustration with the “system” Difficulty connecting with professors

Alumnae Stress Points Feelings of guilt (leaving family/siblings behind) Making friends Getting to know her way around campus Difficulty accessing resources and connecting to

services Balancing studying and social scene Feeling financially “less than” Course load and different academic assessment

models Knowing how and when to ask for help Believing it is okay to ask for help

Easing the Initial Transition to College

“Getting into college is one thing. It’s actually sticking it through that’s the hard part.”

Prepare students academically for collegeEncourage participation in summer bridge or orientation programsContinue support throughout first year of collegeHelp students acclimate to college environmentInvolve parents Help students manage the financial aspects of college

Tips for First Generation Students

Get involved on campus Join a study groupLeave your room and reach out to make friendsGet to know your professorsLocate a diversity advocateEducate yourself on financial aid optionsEducate yourself on campus resourcesTune into how you are doing physically, emotionally, intellectually, socially and spiritually and take care of yourselfSeek help when you recognize a problem

Adapted from material published by Marquette University

Conclusions & Recommendations

Get the message out to ALL students about college as early as possible

Partner with colleges/universities, community based organizations and state/federally funded pre-college programs

Better prepare students for college through rigorous coursework rich in pre-AP, AP, IB or dual enrollment opportunities

Continue support for students once in college

THANK YOU!

Ann MaranoCollegeBound AdvisorIrma Lerma Rangel

Young Women’s Leadership SchoolDallas, Texas

(972) 749-5221amaranofou@dallasisd.org