Supporting the Engagement, Learning, Supporting the Engagement, Learning, and Success of At-Risk Studentsand Success of At-Risk Students

Part IPart I

Tom Brown Tom Brown

Innovative Educators webinar seriesInnovative Educators webinar seriesMarch 18, 2009 March 18, 2009

tom@tbrownassociates.comwww.tbrownassociates.tom@tbrownassociates.comwww.tbrownassociates.comcom

There are within us There are within us seeds of who we seeds of who we might become.might become.

Thich Nhat HanhThich Nhat Hanh

The interactions students have in The interactions students have in the academic and social domains the academic and social domains are critical to their satisfaction, are critical to their satisfaction, achievement and success.achievement and success.

Leaving College: Rethinking the Causes and Leaving College: Rethinking the Causes and Cures of Student AttritionCures of Student Attrition

Vincent Tinto, 1987, 1993Vincent Tinto, 1987, 1993

The task of the excellent teacher is The task of the excellent teacher is to stimulate "apparently ordinary" to stimulate "apparently ordinary" people to unusual effort. The people to unusual effort. The tough problem is not in identifying tough problem is not in identifying winners: it is in making winners winners: it is in making winners out of ordinary people. out of ordinary people.

K. Patricia Cross, K. Patricia Cross, Professor of Higher Education EmeritaProfessor of Higher Education EmeritaUniversity of California, BerkeleyUniversity of California, Berkeley

Today’s workshopToday’s workshop

What are some characteristics of What are some characteristics of students at-risk?students at-risk?

What challenges do they confront What challenges do they confront in their pursuit of their goals? in their pursuit of their goals?

What What strengthsstrengths do they bring that do they bring that could increase their success?could increase their success?

Today’s Workshop….Today’s Workshop….

What can the individual educator do to What can the individual educator do to support students who are at-risk?support students who are at-risk?

What existing offices, programs, What existing offices, programs, services, and services, and peoplepeople need to collaborate need to collaborate in support of specific at-risk groups?in support of specific at-risk groups?

What new programs, services and What new programs, services and interventions might we need to develop interventions might we need to develop and implement?and implement?

Increasing student Increasing student persistence is a persistence is a continuing concern in continuing concern in higher education…higher education…

National Graduation* Rates n Mean

Two-year public 442 29.3Four-year public MA 166 38.8Four-year public PhD 173 48.6Four-year private MA 348 55.4Four-year private PhD 173 63.4Overall 1661 46.2 Completion in 3 years for Associates; 5 years for BA/BS

*Source: ACT Institutional Data File, 2008

www.act.org

Why students leave collegeWhy students leave college

Psychological FactorsPsychological FactorsEnvironmental FactorsEnvironmental FactorsStructural Societal FactorsStructural Societal Factors

What happens to students What happens to students afterafter they enroll frequently they enroll frequently has a more powerful impact has a more powerful impact on whether they stay and on whether they stay and achieve their goals or leave.achieve their goals or leave.

TintoTinto

Some Institutions seem to be Some Institutions seem to be more effective than others in more effective than others in helping students from a wide helping students from a wide range of abilities and range of abilities and background succeed…background succeed…

How College Affects StudentsHow College Affects StudentsPascarelli & Terenzini, 2005Pascarelli & Terenzini, 2005

Retention practices with greatest impactRetention practices with greatest impacton student persistence:on student persistence:

1.1. First-year programsFirst-year programs

2.2. Advising interventions for specific Advising interventions for specific student populationsstudent populations

3.3. Learning supportLearning support

What Works In Student RetentionWhat Works In Student RetentionHabley & McClanahan, 2004Habley & McClanahan, 2004

Some at-risk groups in educationSome at-risk groups in educationFirst-generation/Low SES studentsFirst-generation/Low SES studentsAdult and re-entry studentsAdult and re-entry studentsStudent with disabilitiesStudent with disabilitiesStudent-AthletesStudent-AthletesFirst-year studentsFirst-year studentsUndecided studentsUndecided studentsLGBTQ studentsLGBTQ studentsStudents of ColorStudents of ColorUnderprepared studentsUnderprepared studentsTransfer studentsTransfer students

Categories of “otherness” Categories of “otherness” Beverly D. Tatum, 1997Beverly D. Tatum, 1997

““Otherness”Otherness” Race/ethnicityRace/ethnicity GenderGender ReligionReligion Sexual OrientationSexual Orientation Socio-economic statusSocio-economic status AgeAge Physical/Mental AbilityPhysical/Mental Ability

Form of oppressionForm of oppression Racism/ethnocentrismRacism/ethnocentrism SexismSexism Religious oppressionReligious oppression HomoHomonegativismnegativism ClassismClassism AgeismAgeism AbleismAbleism

Treating everyone the same Treating everyone the same may be may be equalequal treatment, treatment, but it but it may not be equitablemay not be equitable treatment.treatment.

A Principle: A Principle:

Human beings seek to Human beings seek to economize on the energy economize on the energy required to make required to make distinctions.distinctions.

Today’s SessionToday’s Session

First-generation /Low SES studentsFirst-generation /Low SES studentsAdult and re-entry studentsAdult and re-entry studentsFirst-year studentsFirst-year studentsStudents of Color/Students of Color/ Multicultural studentsMulticultural students

March 25 SessionMarch 25 Session

Student-AthletesStudent-AthletesLGBTQ StudentsLGBTQ StudentsUndecided StudentsUndecided StudentsUnder-prepared StudentsUnder-prepared Students

First Generation-Low SES First Generation-Low SES StudentsStudents

Forty percent of new students are Forty percent of new students are the first in their families to attend the first in their families to attend college.college. (National Center for Education Statistics, (National Center for Education Statistics,

1996, 1998, 2001) 1996, 1998, 2001)

Often, they are not as Often, they are not as academically or socially prepared academically or socially prepared as others and are prone to drop as others and are prone to drop out.out.

Watson Scott Swail, PresidentWatson Scott Swail, PresidentEducational Policy InstituteEducational Policy InstituteChronicle of Higher EducationChronicle of Higher Education, 1/19/04, 1/19/04

40% of first generation 40% of first generation students leave college students leave college without a degree….they are without a degree….they are more likely to come from more likely to come from low income families.low income families.

US Department of Education, 2005US Department of Education, 2005

First Generation FactsFirst Generation FactsMore likely to be older, low More likely to be older, low income, married with dependentsincome, married with dependents57% are women57% are women23% in lowest SES quartile23% in lowest SES quartileMore likely to be enrolled in More likely to be enrolled in two-year collegestwo-year collegesMore likely to be in certificate More likely to be in certificate vs. Bachelor’s programs.vs. Bachelor’s programs.

Nunez & Cuccaro-Alamin, 1998Nunez & Cuccaro-Alamin, 1998

Some Americans Are Much Less Some Americans Are Much Less Likely to Graduate From Likely to Graduate From

College:College:Bachelor’s degree earned by age 24Bachelor’s degree earned by age 24

Young People From High SES Families

75%

Young People From Low SES Families

9%

Source: “Family Income and Higher Education Opportunity 1970 to 2003,”in Postsecondary Education Opportunity, Number 156, June 2005.

SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.

The idea that the offspring of the The idea that the offspring of the poor have chances as good as poor have chances as good as the offspring of the rich, well the offspring of the rich, well that’s not true. It is not that’s not true. It is not respectable in scholarly circles respectable in scholarly circles anymore to make that anymore to make that argument….argument….

Gary Solon, EconomistGary Solon, EconomistUniversity of MichiganUniversity of MichiganNew York Times, May 15, 2005New York Times, May 15, 2005

First generation status First generation status appears to be a disadvantage appears to be a disadvantage throughout postsecondary throughout postsecondary education that is independent education that is independent of other background and of other background and enrollment factors.enrollment factors.

Choy, 2001Choy, 2001

Non-Academic Challenges for Non-Academic Challenges for First-Generation StudentsFirst-Generation Students

Some keys to student success:Some keys to student success:

Link to ResourcesLink to Resources

First Generation StudentsFirst Generation Studentshttp://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/1st_Generation.htm

How can the individual educator How can the individual educator support first generation support first generation students?students?

What existing offices, programs, What existing offices, programs, services, and services, and peoplepeople need to need to collaborate in support of first collaborate in support of first generation students?generation students?

What new programs, services What new programs, services and interventions might be and interventions might be needed?needed?

Adult/Re-entry studentsAdult/Re-entry students

Adult students return to college for a Adult students return to college for a variety of reasons:variety of reasons:

Differences between adult learners Differences between adult learners and younger student populations:and younger student populations:

Adult StudentsAdult Students

Key characteristicsKey characteristics

Most work full or part-timeMost work full or part-time

Family responsibilities a Family responsibilities a prioritypriority

Less involvement with Less involvement with campus lifecampus life

Managing multiple rolesManaging multiple roles

Varied life experiencesVaried life experiences

Time challengedTime challenged

Low self concept based on Low self concept based on previous academic previous academic experiencesexperiences

Link to ResourcesLink to Resources

Adult LearnersAdult Learnershttp://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/adultlearners.htm

How can the individual educator How can the individual educator support adult students?support adult students?

What existing offices, programs, What existing offices, programs, services, and services, and peoplepeople need to need to collaborate in support of specific collaborate in support of specific adult students?adult students?

What new programs, services What new programs, services and interventions might be and interventions might be needed?needed?

Students of ColorStudents of ColorMulticultural StudentsMulticultural Students

There is Rapid Growth Among There is Rapid Growth Among Groups Who Already Are Under-Groups Who Already Are Under-

RepresentedRepresented

0 2 4 6 8 10 12

African American

Asian

Latino

Native American

White

Millions

Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020

Source: U.S. Census Bureau, Population Projections

Some Americans Are Much Less Some Americans Are Much Less Likely to Graduate From CollegeLikely to Graduate From College

A Challenge in Diversity TrainingA Challenge in Diversity Training

Efforts to teach about diverse Efforts to teach about diverse groups can lead to stereotyping.groups can lead to stereotyping.

People from the same group are People from the same group are often often diversediverse based on SES, based on SES, education, age, individual education, age, individual experiences, etc.experiences, etc.

Critical Issues for Students of ColorCritical Issues for Students of Color

Difference between college and Difference between college and previous educational settingsprevious educational settings““Minority” for the first timeMinority” for the first timeLack of mentors and role modelsLack of mentors and role modelsIssues of identity developmentIssues of identity development

Brown and Rivas, 1997Brown and Rivas, 1997

Stereotype ThreatStereotype Threat

Arises when students of color are in Arises when students of color are in situations where their performance situations where their performance could result in their being reduced could result in their being reduced to a stereotype, where they could be to a stereotype, where they could be judged by a stereotype, or where judged by a stereotype, or where judgments about them could be judgments about them could be made based on a stereotype.made based on a stereotype.

Professor Claude M. SteeleProfessor Claude M. SteeleStanford University, 1995Stanford University, 1995

Stereotype ThreatStereotype Threat

Black kids can be shy in the Black kids can be shy in the classroom because if they make a classroom because if they make a mistake, it can be taken as a mistake, it can be taken as a stereotype and confirmation of stereotype and confirmation of their being academically inferior.their being academically inferior.

Steele & Aronson, 1995Steele & Aronson, 1995

Schools can eliminate some of Schools can eliminate some of the stereotype tension by the stereotype tension by building trust between teachers building trust between teachers and students and protecting and students and protecting student identities and student identities and confidence in the classroom.confidence in the classroom.

Steele & Aronson, 1995Steele & Aronson, 1995

see: see: http://reducingstereotypethreat.orghttp://reducingstereotypethreat.org

Validation TheoryValidation Theory

Many non-traditional students Many non-traditional students want their doubts erased about want their doubts erased about their being capable of learning….their being capable of learning….

This is especially true for first This is especially true for first generation students, Hispanic and generation students, Hispanic and African American students….African American students….

Laura Rendon, 1994Laura Rendon, 1994

Some keys to student success:Some keys to student success:

Pluralistic Teaching and Pluralistic Teaching and Advising SkillsAdvising Skills

Understand, acknowledge, value Understand, acknowledge, value difference.difference.Self-assess biases and attitudes.Self-assess biases and attitudes.Increase knowledge base of diverse Increase knowledge base of diverse groupsgroupsUse culturally appropriate strategies.Use culturally appropriate strategies.Avoid over-generalizations.Avoid over-generalizations.

Brown & Rivas, 1994, 1997, 2004Brown & Rivas, 1994, 1997, 2004

How can the individual educator How can the individual educator support students of color?support students of color?

What existing offices, programs, What existing offices, programs, services, and services, and peoplepeople need to need to collaborate in support of collaborate in support of students of color?students of color?

What new programs, services What new programs, services and interventions might be and interventions might be needed?needed?

Link to ResourcesLink to Resources

Students of ColorStudents of Color

Multicultural Students/Multicultural Students/http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Multicultural.htm

First-Year Students…First-Year Students…

National Drop Out RatesFreshman to Sophomore Year

n Mean

Two-year public 824 46.3Four-year public MA 220 30.0Four-year public PhD 227 27.1Four-year private MA 502 27.7Four-year private PhD 220 19.6Overall 2582 32.7

*Source: ACT Institutional Data File, 2008

www.act.org

Many students who leave college do so as the result of experiences they have during the first six weeks.

Astin, Tinto, Crockett

Ann Lynch’s Moving In, Moving Through, and Moving On provides a conceptual framework for organizing programs and services for students.

Arthur Chickering. George Mason University“Empowering Lifelong Development”NACADA Journal, Fall 1994

Changing Environment & Changing Students

1st Year 2nd Year 3rd Year4th, 5th, 6th Year

PRESCRIPTIVE DEVELOPMENTAL

Lynch, 1989; Brown& Rivas, 1994; Creamer, 2000; Brown, 2006

Need for Information

Need for ConsultationChanging Needs for Advising

Moving In Moving Through Moving On

I I/S I/S S/I SI = Faculty, advisors, etc.S = Student

Changing Contexts for Advising

Helping students move into college is far and away the most important task for academic advisors.

Professor Arthur Chickering, 1994

Ask entering students what they fear most about going to college and they will probably say dropping out.

Lee UpcraftOrienting Students to College, 1984.

The freshman year is taking a real toll on students’ physical and mental health. Colleges are paying more attention to what happens in the transformative first-year.

“Your First Year of College” Policy Center on the First-year of College Chronicle of Higher Education, 2/1/02

A major part of working with first year students is helping them understand that they’re not in high school anymore….

Sam Gorovitz, Professor of PhilosophyFormer Director, First Year ProgramsSyracuse University

Most students are never taught how to study. We call it the “hidden curriculum.”

Marcy FallonUniversity of Maryland, 2002

How can the individual educator How can the individual educator support first-year students?support first-year students?

What existing offices, programs, What existing offices, programs, services, and services, and peoplepeople need to need to collaborate in support of collaborate in support of first-year students?first-year students?

What new programs, services What new programs, services and interventions might be and interventions might be needed?needed?

Link to ResourcesLink to Resources

First-Year StudentsFirst-Year Studentshttp://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year.htm

Strategies That WorkStrategies That Work

Proactive interventionsProactive interventionsTarget services for specific Target services for specific populationspopulationsEncourage group studyEncourage group studyDevelop skills in contextDevelop skills in contextEncourage utilization of campus Encourage utilization of campus resourcesresourcesConnect with mentorsConnect with mentors

Intrusive AdvisingIntrusive Advising

Intrusive advising means taking a Intrusive advising means taking a personal interest in students and personal interest in students and approaching them with an open caring approaching them with an open caring attitude.attitude.

A A personal relationshippersonal relationship with a with a concerned member of the campus concerned member of the campus community can community can reduce the reduce the psychological distance that hinders psychological distance that hinders academic integrationacademic integration..

Intrusive AdvisingIntrusive Advising

Early outreach is the key to effective Early outreach is the key to effective support for at-risk students.support for at-risk students.

Effective advisors of at-risk students Effective advisors of at-risk students must insist on regular contact whether must insist on regular contact whether students think they need it or not. students think they need it or not.

Spann and VanDettSpann and VanDett

No student service is No student service is mentioned in retention mentioned in retention research more often as a research more often as a means of promoting student means of promoting student persistence than academic persistence than academic advising.advising.

The Strategic Management of College EnrollmentsThe Strategic Management of College EnrollmentsHossler and Bean, 1990Hossler and Bean, 1990

Quality interaction with Quality interaction with faculty seems to be more faculty seems to be more important that any other important that any other single college factor in single college factor in determining minority determining minority student persistence.student persistence.

Levin and LevinLevin and Levin19911991

Good advising may be the Good advising may be the single most underestimated single most underestimated characteristic of a successful characteristic of a successful college experience.college experience.

Richard Light, 2001Richard Light, 2001

For community college For community college students, frequent interaction students, frequent interaction with faculty and advisers with faculty and advisers outside of class all had a outside of class all had a positive impact on preventing positive impact on preventing students from dropping out….students from dropping out….

Regina Deil AmenRegina Deil AmenChronicle of Higher Education Chronicle of Higher Education

August 17, 2005August 17, 2005

Most faculty agree Most faculty agree there is a relationship between there is a relationship between academic advising and academic advising and retention….retention….

There is a relationship There is a relationship between advising and between advising and retention. retention. (n=1594)(n=1594)

Agree/strongly agreeAgree/strongly agree 86%86%DisagreeDisagree 4% 4%

Brown Survey, 2001-2006Brown Survey, 2001-2006

Most faculty report having had Most faculty report having had little or no training or other little or no training or other preparation prior to beginning preparation prior to beginning their work in advising….their work in advising….

When I first began to advise, I When I first began to advise, I had adequate preparation and had adequate preparation and training. training. (n=1570)(n=1570)

Strongly agree/agreeStrongly agree/agree 30%30%

Disagree/strongly disagreeDisagree/strongly disagree 53%53%

Brown Survey of Faculty, 2001-2006Brown Survey of Faculty, 2001-2006

58% of campuses have 58% of campuses have programs in place for programs in place for advisor training.advisor training.

Advising Needs ReportAdvising Needs ReportNoel-Levitz, 2006Noel-Levitz, 2006

Teaching CompetenciesTeaching Competencies

Developed after educators arrive on campus

Requires colleges to deliver professional development programs to enhance student learning inside and outside the classroom

Brown and Ward, 2007

Professional DevelopmentProfessional Development

Conceptual: Conceptual: What educators should What educators should UNDERSTANDUNDERSTAND

Informational:Informational: What educators should What educators should KNOWKNOW

Relational:Relational: What educators should What educators should DODO