Building Bridges to Success:  Building Bridges to Success:  Empowering American Indian MalesEmpowering American Indian MalesEmpowering American Indian MalesEmpowering American Indian Males

Maricopa Community Colleges Maricopa Community Colleges 

2012 N ti A i St d t Ad I tit t2012 N ti A i St d t Ad I tit t2012 Native American Student Advocacy Institute2012 Native American Student Advocacy InstituteUniversity of CaliforniaUniversity of California

Los Angeles, CALos Angeles, CALos Angeles, CALos Angeles, CA

May 22, 2012May 22, 2012

• 265 942 credit and special interest students attended a• 265,942 credit and special interest students attended a Maricopa Community College in 2009‐2010.

• Ten Colleges‐ Chandler‐ Gilbert  ‐ Paradise Valley‐ Estrella Mountain ‐ Phoenix ‐ GateWay ‐ Rio Salado‐ Glendale ‐ ScottsdaleGlendale Scottsdale‐ Mesa ‐ South Mountain

kill• Two skill centers

‐ Maricopa Skill Center ‐ SouthWest Skill Center

Maricopa Male Student Enrollment Fall 2009Fall 2009

20,767

40,154 Minority Male

All other Males

Maricopa Minority Male Student EnrollmentFall 2009Fall 2009

7,059

13,708Part Time

Full Time

Fall 2010Credit College Level Success RateCredit, College‐Level Success Rate

Full Time, Male Students

63%75%

59%70% 69% 69%

74%

60%70%80%

30%40%50%60%

0%10%20%30%

0%

Fall 2010

Credit, College‐ Level Success Rate

Part time Male StudentsPart‐time, Male Students

65%76%

69% 67% 70% 75%70%80%

65%54%

67%

40%50%60%70%

10%20%30%40%

0%10%

2008‐2009 Associate Degrees (Males) by Race/ g ( ) yEthnicity Digest of Educational Statistics

17,156 3 074 White Males

36,739

17,156 3,074

Black Males

203,086

31,994Hispanic Males

A i M lAsian Males

Native American Males

2008‐2009 Baccalaureate Degree (Males) by Race/ Ethnicity Digest of Educational Statistics

53 473

50,62850,74353,473 ,

4,849 White Males

Black Males

503,356Hispanic Males

Asian Males

Nati e AmericanNative American Males

The characteristics of under performing studentsThe characteristics of under‐performing students • underrepresented minority male 

• part‐time student

• younger than 25y g

• without a high school diploma or GED.

White and Asian Pacific Islander studentsWhite and Asian Pacific Islander students have higher… 

• Institution‐ wide credit course successful completion ratesp– Whites/ Asians (75%)

Black/Hispanic/ Native American (66%)– Black/Hispanic/ Native American (66%)

• College‐ level credit course retention rates– Whites/ Asian (83%)

– Black/ Hispanic/ Native American (78%)Black/ Hispanic/ Native American  (78%)

Course withdrawals for underrepresentedCourse withdrawals for underrepresented minority students (Native American Black and Hispanic) are 5% higherAmerican, Black, and Hispanic) are 5% higher than White and Asian Pacific Islanders.

What isWhat is 

i ’ ?goin’ on?

d h ’ hAccording to Shaun Harper’s research…

• The competing paradox of masculinity and school achievement

• Insufficient outreach and college readiness programs tailoredInsufficient outreach and college readiness programs tailored SPECIFICALLY for minority males

• Insufficient cultural capital for some, and inadequate socialization toward llcollege

• Absence of college‐educated male role models

“…So, what is the college experience like for a minority male student? ”minority male student? 

“What are the challenges?”

Community College Student Input

Shaun D’Avignon

“Being out of school for almost 20 years and going back to school for the first time was agoing back to school for the first time was a challenge” 

“Knowing your culture and being native helpsKnowing your culture and being native helps you connect with other native people and better assist them.”

“I received support from the SCC American Indian Center, tutors, and American Indian advisors.  They were always looking out for me, guiding me in the right direction….”

Community College Student InputCommunity College Student InputLorenzo Clark ‐ Apache

“Not knowing that an American Indian Center existed on campus, less counseling and beingexisted on campus, less counseling and being afraid to ask for help”

“Understanding American Indian culture canUnderstanding American Indian culture can help with academic success;  for example, Natives are very quiet and afraid to k f h l ”ask for help.”

“Knowing my past and where I came from, I understand cultural awareness is important.”

What are WE in higher education going to do to support minority males?

Create and Implement Engagement Strategies (Harper)– Work with minority men on their uninvolved peers

y

– Work with minority men on their uninvolved peers

– Create and support minority men’s student organizations

– Systematically collect data from minority men to determine how their out‐of‐class time is spent

– Persuade emerging minority male students to seek leadership positions in campus organizationspositions in campus organizations

– Host an annual campus kickoff event for minority men. A “Minority Male Forum” or similar types of programming for Men of Color will enable student leaders and advisors to attract a captive audience of minority men to whom they can promote the benefits of out‐of‐class involvement

Maricopa Community CollegesMaricopa Community Colleges 

Minority Male InitiativeMinority Male Initiative

The Primary GoalsThe Primary Goals• To actively explore, coordinate and implement strategies that improve the access and persistencestrategies that improve the access and persistence rate of minority males.

T ti l t i it l ith d i• To proactively connect minority males with academic and other support resources.

• To assist in enhancing college environments that may create a culture of success for minority males including a sense of belonging and a connection to faculty, staff and other students.

Mentoring Outcomesg• Participating in the mentoring program will increase a 

student's semester to semester persistence rate.

• Participating in the mentoring program will actively p g g p g yconnect students with campus resources.

• Participating in the mentoring program will provide students with one on one interaction with a working 

f i l th t ill t th t d t ’ d iprofessional that will support the students’ academic goals.

• Participating in the mentoring program will provide students with career exposure and professionalstudents with career exposure and professional experiences.

Task Force Membership RepresentsTask Force Membership Represents…

T M i ll• Ten Maricopa colleges

• Ethnic groups‐ Asian American, Black, Caucasian, Hispanic, and Native American.

• Males and Females‐ Predominately Minority malesy y

• Faculty, staff and adminstrators

MARICOPA MINORITY MALE INITIATIVE

• College Success Course

• Student Club/Association – MOCA

MMI A l S d C f• MMI Annual Student Conference

• Mentoring Program ‐Employee toMentoring Program  Employee to Student

• American Indian Summer Bridge Program

2010‐2012 Conference Participation Comparison(Highlighting Yearly Increased Attendance Rate)( g g g y )

140%300268

114% 120%

140%

250

300

187

80%

100%

150

200

125

50%40%

60%

100

150Actual Attendance

% Increase 2010‐201243%

00%

20%

0

50

0%0

2010 2011 2012

American Indian Summer Bridge Program

• Early Outreach Program targeting 20 American Indian males in middle school

• June 2011

Ch dl Gilb C i C ll (CGCC)• Chandler Gilbert Community College (CGCC) 

• Full scholarship opportunityp pp y

• Connection to other programs & resources

• Enrolled in a college success course taught by American Indian faculty – AAA 150 Strategies for Success

Retention Activities – Summer & Fall 2011• Trips to local universities 

• Museums

• Challenger Space Center

Mentor/Speaker Series 

‐ Orientation & Closing Keynote Speakers

‐Weekly American Indian Male speakersy p

‐ Fall & Spring Speakers

Gains associated with increased student engagement ( )(Harper)– Cognitive and intellectual skill developmentAdj t t t ll– Adjustment to college

– Moral and ethical developmentPsychosocial development– Psychosocial development

– Interpersonal skills and competence

“…these gains equal increased CONFIDENCE which creates a 

cycle of SUCCESS!”

Those who are mostThose who are most actively engaged in educationally purposeful activities, both inside and outside of the classroom are more likelyclassroom, are more likely to persist through degree attainment. (Harper)attainment. (Harper)

Questions???

Presenters:Gerard Begay – Student Service SpecialistGerard Begay  Student Service SpecialistAmerican Indian Early Outreach Program

Maricopa Community Colleges

Lambert Yazzie – Coordinator ACE Puente ProgramRio Salado College

Maricopa Community Colleges

Pam Yabeny – DirectorAmerican Indian Early Outreach Program

Maricopa Community Colleges

http://www.maricopa.edu/// / / /http://www.maricopa.edu/studentaffairs/minoritymales/