CITL Center for Intercultural Teaching and Learning Research Strategies in Multiethnic Program...

CITLCenter for Intercultural Teaching and Learning

Research Strategies in Multiethnic Program Collaborations: Analysis of the Summer Academic Leadership Training Program (S.A.L.T.): Phase # 1

Robert Reyes, Ph.D., CFLE

CITL Research Director & Professor of Sociology

Ana Juarez-Lopez, M.S.S.A, CNM

Director of the Latino Study – Service Term

Fifth Annual National ConferenceAmerican Association of Hispanics in Higher Education (AAHHE)

March 4-6, 2010 Costa Mesa, CA


CITL promotes and CITL promotes and assesses collaborative assesses collaborative internal and external internal and external initiatives that aim to initiatives that aim to transform both our transform both our

own campus and the own campus and the educational educational

environment in our environment in our region. region.

CITL Areas of Focus or Activity


Research Focus: Research Focus: The Nature and The Nature and

Process of Process of Intercultural Intercultural

Teaching and Teaching and LearningLearning

Curriculum Curriculum Innovation Innovation and Faculty and Faculty

DevelopmentDevelopment

Understanding Understanding the Social & the Social &

Demographic Demographic Context of the Context of the Local Latino Local Latino PopulationPopulation

Engaging the Engaging the Community Community

through Action through Action Research in Research in

Local SchoolsLocal Schools

Understanding Understanding the Higher the Higher Education Education

Experience of Experience of CITL StudentsCITL Students

CITL - Research Areas of StudyCITL - Research Areas of Study

ResearchResearch

Recruitment and Recruitment and RetentionRetention

Curriculum and Curriculum and Campus Campus

TransformationTransformation

General Areas of Activity at the Center:


Demographic, Economic and Educational Context: Latinos in

Elkhart County, IN


Hispanic/Latino Concentrations in Indiana

Map Source: Indiana University Kelley School of Business

Data Source: U.S. Census Bureau

Top Counties:

1. Lake- 13.9%

2. Elkhart- 13.4%

3. Clinton- 12.3%

4. Cass- 10.6%

5. Noble- 9.9%

6. Marion- 6.6%


Age Distribution, Elkhart County 2008 ACS Community Estimates


Economic Context : Latinos in Elkhart County

•Earn a median household income of $37,010 compared to the total population’s median income of $47,507•Migrate to Midwest for the purpose of attaining jobs available in the unskilled labor market, specifically food processing and light industry. •RV manufacturing was particularly popular, but the recession has cut employment by 15% since 2004•54% of Latinos have less than a high school education (total population 14%)

(Source: 2008 ACS 1-year Estimates and Indiana Department of Workforce Development)


School Snapshot: Minority Student Population 1990-2008

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Minority Students as % of Total Student Body

Indiana State AverageGoshen Community SchoolsIndiana State Average

Source: Indiana Accountability System for Academic Progress (ASAP)


School Snapshot: Limited English Student Population 1991-2008

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Limited English Students as % of Student Body Indiana

Limited English Students as % of Student Body Goshen Community Schools

Source: Indiana Accountability System for Academic Progress (ASAP)


Organizational Chart and Logic Model (Design of the Study)

• Departmental – Collaboration Network


Institutional Diversity Profile: Goshen College

Latino/Hispanic 62 (6.7%)

International Students 40 (4.3%)

African-American 34 (3.7%)

Asian 15 (1.6%)

Total: International & Amer. EthnicMinority Students

164 (17.8%)

Total Enrollment at Goshen College (Fall 2009 Enrollment)

920 Undergraduate Students56% Mennonite Faith


Organizational Chart - SALT Program

Academic Affairs Office

Academic Affairs Office

Student Life Office

Student Life Office

Office of Enrollment/Admissions

Office of Enrollment/Admissions

Center for Intercultural Teaching

and Learning

Center for Intercultural Teaching

and Learning

CITL ResearchCITL Research Curriculum DevelopmentCurriculum

Development

Multicultural Affairs Office

Multicultural Affairs Office

•Program Evaluation•CITL/Teaching Strategies

Academic Support Center

Academic Support Center

•SALT student recruitment

Residence Program

Residence Program

•Res Assistant•Res Life Activities

•Tutoring•Teaching College Success Strategies

GC FacultyGC Faculty

•Eng 105•Math Lab•Comm 202

Student Leadership Activities

Student Leadership Activities

•Trips•Coffeehouse Performance


Short-term Short-term

Theory of OperationTheory of Operation

Research QuestionsResearch Questions

InputsInputs Outputs Outputs Activities Activities

Participation Participation

Outcomes Outcomes

SALT Program Logic Model

Long-TermLong-Term

IntermediateIntermediate

Academic and Social changes that we expect

Academic and Social changes that we expect

Who we reach and what we doWho we reach and what we do

How do we invest.The resources we have available at our disposal?


What informs our thinking? What informs our thinking?

What do we want to know or learn?

What do we want to know or learn?



Short-Term OutcomesShort-Term Outcomes

Expected Short-term changes

ACADEMIC

-Increase in both the skills and confidence of SALT students for foundational college work

-Pass Math Competency Exam

-Identify behaviors necessary for college success.

-Understand Academia


ACADEMIC

-Increase in both the skills and confidence of SALT students for foundational college work

-Pass Math Competency Exam

-Identify behaviors necessary for college success.

-Understand Academia

Intermediate Outcomes

Intermediate Outcomes

Medium term changes we expect.

-GPA from first semester higher than anticipated GPA (as calculated by admissions).

-Successful transition

-Demonstrated campus engagement.

Medium term changes we expect.

-GPA from first semester higher than anticipated GPA (as calculated by admissions).

-Successful transition

-Demonstrated campus engagement.

Long-Term Impacts

Long-Term Impacts

Long-term changes we expect

-Higher Retention rates from first to second year

-Higher graduation rates (in four to six years).

Long-term changes we expect

-Higher Retention rates from first to second year

-Higher graduation rates (in four to six years).


SOCIAL

-Built sense of community

-Developed a network of support systems

-Developed sense of belonging

-Understanding of support structures

-Ethnic Identity Development


SOCIAL

-Built sense of community

-Developed a network of support systems

-Developed sense of belonging

-Understanding of support structures

-Ethnic Identity Development



Theory of OperationTheory of Operation

What informs our thinking?

Pascarella & Terenzi

Beverly Tatum’s ABC Theory Weidman’s Model of Undergraduate Socialization

-Solberg’s Theory of College Self-Efficacy

-Tinto’s Model of Student Retention.

-Nora’s theory of Academic & Social Integration

What informs our thinking?

Pascarella & Terenzi

Beverly Tatum’s ABC Theory Weidman’s Model of Undergraduate Socialization

-Solberg’s Theory of College Self-Efficacy

-Tinto’s Model of Student Retention.

-Nora’s theory of Academic & Social Integration

Research QuestionsResearch Questions

What do we want to know or learn?1.What is the context from which SALT students are coming from?

* Need to know about histories of stress, coping mechanisms, general high school experience; family support systems.

1.What is the students current self-efficacy?

2.How did the SALT program affect the self-efficacy of students?

3.What was the students’ experience with the SALT Program?

4.How satisfied were the students with the program?

What do we want to know or learn?1.What is the context from which SALT students are coming from?

* Need to know about histories of stress, coping mechanisms, general high school experience; family support systems.

1.What is the students current self-efficacy?

2.How did the SALT program affect the self-efficacy of students?

3.What was the students’ experience with the SALT Program?

4.How satisfied were the students with the program?

InputsInputs


-Lilly Funding & CITL

-Program coordinator

-Academic Coordinator

-Instructors

-Student Life Staff

-Staff from other departments

-Tutors

-Resident Assistants

-Supplies for all classes.

-Dorms


-Lilly Funding & CITL

-Program coordinator

-Academic Coordinator

-Instructors

-Student Life Staff

-Staff from other departments

-Tutors

-Resident Assistants

-Supplies for all classes.

-Dorms

Outputs Outputs

Activities Activities Participation Participation What we do

-Oral Communication or English 105 Classes

-Math Lab

-Library & Research Skills

-Study Time & Academic Coaching

-Cultural Programming (field trips)

-Campus Life Experience

-Leadership Training Sessions

-Worship Time

What we do

-Oral Communication or English 105 Classes

-Math Lab

-Library & Research Skills

-Study Time & Academic Coaching

-Cultural Programming (field trips)

-Campus Life Experience

-Leadership Training Sessions

-Worship Time

Who we reach

- Incoming CITL students

-ALANA students

Who we reach

- Incoming CITL students

-ALANA students


Methodology

• Mixed-Method Qualitative Methodology– Quantitative

• Initial Data– F-COPES: Coping mechanisms – College Self-Efficacy Inventory– Students’ grades on English 105 or Oral Comm– Students’ outcome on Math Competency Exam

• Intermediary Data– Students’ G.P.A.s after first semester


Methodology

– Qualitative• Semi-structured interviews

– High school experience – Family stress & support– College expectations– SALT program experience

» Academically» Socially» Dorm Life

– Program Assessment: Satisfaction Inventory


Types of Evaluation

• Process Evaluation (Improvement & Future Planning)– Are the students’ satisfied with the program?

– Which components went well?

– Which program components should be deleted or done differently?

– How can we improve the program?

• Outcome-Based Evaluation (Impact)– Were the outcomes goals and objectives achieved?

– Did the program have an impact on the students?

– Were some of the students more impacted than others?


Project: Underlying Frameworks Guiding the Bridge Program

• Academic integration

• Social integration/Networks

• Academic Self-Efficacy

• McCubbin’s Double ABCX Model of Family Stress and Resiliency


Student Profile

Item MeanFrequency

Age 17.80

Sex Male Female

6 9

Race/ethnicity Latino/Hispanic

15

Country of Origin/Descent (Latinos) Mexican Mexican/Guatemalan Peruvian Ecuadorian Puerto-Rican Salvadorian/Puerto Rican

10 1 1 1 1 1

Immigrant Status U.S. Born Foreign Born

12 3


Student Sample

Item MeanFrequency

Household Income Below $25,000 $25,001-40,000 $40,001-80,000 $80,001-120,000

7 4 3 1

Mother’s Level of Education No High School Only High School Diploma Associate’s Degree Only Bachelor’s Degree Only Postgraduate Degree

8 5 0 0 2

Father’s Level of Education No High School Only High School Diploma Associate’s Degree Only Bachelor’s Degree Only Postgraduate Degree

10 2 0 0 2

13 out of 15 are first-generation college students.


Sample: Educational Background


Results


Understanding the Context: How do students cope with problems?

F-COPES (Instrument) Definitions

• Acquiring Social Support (ASS): Family’s ability to actively engage in acquiring support from relatives, friends, neighbors and extended family.

• Reframing (R): Family’s capability to redefine stressful events in order to make them more manageable.

• Seeking Spiritual Support (SSS): Family’s ability to acquire spiritual support.

• Mobilizing Family to Acquire and Accept Help: The family’s ability to seek out community resources and accept help from others.

• Passive Appraisal: Family’s ability to accept problematic issues minimizing reactivity.


Understanding the Context: How do students cope with problems?

F-COPES (Coping Instrument) Scale

• 1= Strongly Disagree

• 2=Moderately Disagree

• 3=Neither Agree nor Disagree

• 4=Moderately Agree

• 5=Strongly Agree


Responses: Family Distress Index (FDI)

Not a Problem=0 Small Problem=1 Medium Problem=2 Large Problem=3


Has there been a major change in your family in the last few years?

–Divorce/parent left (6)

–Family financial problems (3)

–Moving (2)

–Father’s death (1)

–New baby in the family (1)

–Parents do not treat student as an adult (1)


Results:F-Copes

Scale1= Strongly Disagree; 2=Moderately Disagree; 3=Neither

Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree


(F-COPES) Acquiring Spiritual Support:When we face problems or difficulties in our family we respond by

Scale1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor

Disagree; 4=Moderately Agree; 5=Strongly Agree


Acquiring Social SupportWhen we face problems or difficulties in our family we respond by:

Scale1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree

nor Disagree; 4=Moderately Agree; 5=Strongly Agree


Mobilizing Family SupportWhen we face problems or difficulties in our family we respond by:

Scale1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree

nor Disagree; 4=Moderately Agree; 5=Strongly Agree


Is there someone in your family to whom you can turn for advice?

• Mother (8)

• Both parents (3)

• Other relatives (2)

• Sister (1)

• Brother (1)


Can you describe the role you family/parents has played in your development as a student?

– Verbal encouragement/Moral Support (11)• “My family, whether it be my mom, uncles, aunts, they’ve

always encouraged me to study and keep up my grades.”• “My mom is always telling me that I have to do good in

school, that I have to do my homework. “– They were “hands-on” (2)

• “In elementary school she would attend the honor roll banquets, teacher conferences, chaperone for field trips.

– Did not provide support /encouragement (2)• “They encouraged me sometimes, but I’m not really as much

as I wanted to so. It was on my own that I actually graduated (from high school).”


Moral SupportWhat are parents saying to their children?

• “You have to go, you know. You can’t just be like me, working in a factory. So, go to college. Be successful. Don’t follow the crowd.”

• “They’d always make sure, when I was younger that I’d have my homework done. And when I got older, they just kept telling me, ‘your goal is to finish high school and then from then go to college” And “Oh keep going mija; you’re going to college and you’re gonna study and you’re gonna become something in life.”


Self-Efficacy:Definition

College Self-Efficacy: In academic settings, self-efficacy refers to students’ confidence in their ability to carry out college-related tasks in the following areas:

1. Academic (i.e. talking to professors, writing a term paper).

2. Social (i.e. making new friends, joining a student organization).

3. Roommate (i.e. Socializing with others in your living space).

Solberg, O’Brien, Villareal, & Davis, 1993


Self-Efficacy

College Self-Efficacy Inventory Scale• 0=Totally Confident• 1=Very Unconfident

• 2=Unconfident• 3=Somewhat unconfident

• 4=Undecided• 5=Somewhat confident

• 6=Confident• 7=Very confident

• 8=Totally confident


What is the students self-efficacy & how did the program affect it?

Scale 0=Totally Unconfident1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident; 4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very confident; 8=Totally Confident


What is the students self-efficacy & how does the program influence it?

Scale 0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident



Sel

f-E

ffic

acy

Sca

le

Scale 0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident



G.P.A.

Scale 0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident



G.P.A.

Sel

f-E

ffic

acy

Sca

le

Scale 0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident; 4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very Confident; 8=Totally Confident



G.P.A.


Self-Efficacy:High School Experience

How well do you think high school prepared you for college?

Like at my high school I feel that they were just like, they helped you a little too much. They would tell you things. They would like hand feed you things, you know. And then like, I feel like at college, um, it’s gonna be a little different, like looking to the syllabus to know when things are due? Instead of asking my teacher, having my teacher remind me.


Self-Efficacy:High School Experience

How well do you think high school prepared you for college?

“It was pretty well cause I took a lot of AP classes. The last two years in my high school, so they had, a lot of homework and now the class I’m taking now? I feel that there’s more homework, but not too much more that I can’t, that I can’t handle it cause I was prepared. And so, those classes really prepared me for how it was gonna be.”


Do you have any particular concerns about college classes or homework?

– Time management (10)

– Too much homework/Class Difficulty (3)

– Being away from home (1)

– No concern at the moment (3)


How do you feel the program will helpyou achieve your academic goals?

• “By helping me understand college academic expectations” (10)– Knowing what will be expected academically.– Study methods and the amount of time needed for serious

studying.– Note taking in class.– Time management.

• Improving academic skills (4)

• Awareness of campus resources. (1)

• Meeting new people to whom you can turn for help. (1)


Describe your experience of living in the dorms?

• It helped to me to adjust to living with a roommate (5).

• It helped us to make friends (build a sense of community) (6).

• It helped with the adjustment of being away from home (3).– For many students, this was their first experience of being away

from home/family for any significant amount of time.

• It helped with getting adjusted to new responsibilities.– SALT allows them their first taste of independence without

running the risk of damaging an entire semester’s worth of work.


Implications for Academic Achievement

• Preliminary – Pilot Study • It is important to have an ecological, contextual framework in considering

all the factors that may affect students academic and social adjustment.• In examining family stress and coping methods further research is

needed in examining;– The individuals and/or families ability to pursue assistant from non

familial or professional support agents.– The role that peer support agent may play in developing or

responding to academic goals.– The role that challenging academic curriculum may play in developing

pro-academic identities and self efficacy.– The type of messages parents are providing to their children and the

role that these messages may play in developing academic persistence.


References

• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2): 117-149.

• Maples, S. C. (2003). Academic achievement and retention rate of students who did and did not participate in a university summer bridge program. Dissertation Abstracts International Section A: Humanities & Social Sciences, 63 (7-A), 2468.

• McCubbin, H., Thompson, A., Elver, K., 1993

• McCubbin, H., Olson, D., Larsen, A., 1981

• Solberg, V. S., O’Brien, K., Villareal, R. K., and Davis, B., (1993). Self-efficacy and Hispanic college students: Validation of the college self-efficacy instrument. Hispanic Journal of Behavioral Sciences, 15(1): 80-95.

• Velazquez, P (2002). A qualitative study of a summer bridge program’s contribution to the persistence of underrepresented students of color at selective, predominately white institutions. People of Color in Predominantly White Institutions, Seventh Annual National Conference, POCPWI, University of Nebraska – Lincoln Year 2002. This paper is posted at DigitialCommons@University of Nebraska – Lincoln.http://digitalcommons.unl.edu/pocpwi7/16.

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