Urban Student Success and Inclusive Decision Making A Presentation by Chantae Recasner, Ph.D. and...
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![Page 1: Urban Student Success and Inclusive Decision Making A Presentation by Chantae Recasner, Ph.D. and Tracy Hall, Ed.D.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eba5503460f94bc1ba5/html5/thumbnails/1.jpg)
Urban Student Success and Inclusive Decision
Making
A Presentation by
Chantae Recasner, Ph.D. and Tracy Hall, Ed.D
![Page 2: Urban Student Success and Inclusive Decision Making A Presentation by Chantae Recasner, Ph.D. and Tracy Hall, Ed.D.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eba5503460f94bc1ba5/html5/thumbnails/2.jpg)
Key Concepts
Urban• Not just a euphemism for
Black, or African American• When used as reference to Black,
“urban” perpetuates white supremacist notions of danger, filth, and ugliness (Hayden, 2003)
• A social geographic reference that characterizes contested, politicized public spaces
• Connotes the struggles of various “othered” groups
Student Success• Passing courses• Completion of degree• Successful transfer
American Association of Community Colleges
Annual Convention, April 9-12, 2011, New Orleans
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What is the Value of a Culturally Responsive Paradigm?• Core Components of
Cultural Responsiveness• Culture Counts• Cultural Diversity is a
Strength• Test Scores are
Symptoms/ Failure is a Symptom
• Traditional Reform Doesn’t Work
• Intention without Action is Insufficient
American Association of Community Colleges
Annual Convention, April 9-12, 2011, New Orleans
Impact of Cultural Responsiveness
• Cultural Responsiveness =Action• Action = Inclusion
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Campus Profile: CINCINNATI STATE TECHNICAL &
COMMUNITY COLLEGEAverage age 27.1 Age 22 and under 44% Age 23 or older 56% Part-time student 60% Full-time student 40%Employed full-time 38%
Male 46% Female 54% Caucasian 65%African-American 23% Asian 2%Hispanic/Latino 1%International 4% Other 1%Non disclosed ethnicity 8%
Receive financial assistance 66% Parents highest education high school diploma or GED 35%Earned a GED 9% Need remediation 86%
Non-traditional College Students
Gender, Race, Ethnicity, and Language Diversity
Access and Learning Challenges
“At the age of twelve I had a son that I was fully responsible for and I had no clue how to take care of him. I remember trying to fix his first bottle, I felt so ashamed of myself because I could not read the directions on the back of the container.”
“At the age of twelve I had a son that I was fully responsible for and I had no clue how to take care of him. I remember trying to fix his first bottle, I felt so ashamed of myself because I could not read the directions on the back of the container.”
“When it comes to literacy I might have been considered as an illiterate in this society if you only see it one way. And sometimes I wonder when we label people as been literate and illiterate if we have taken people like me into consideration.”
“When it comes to literacy I might have been considered as an illiterate in this society if you only see it one way. And sometimes I wonder when we label people as been literate and illiterate if we have taken people like me into consideration.”
“Once I started the classes to obtain my G.E.D. my self-esteem started to build and I started to feel alive. The process was slow but I was learning…”
“Once I started the classes to obtain my G.E.D. my self-esteem started to build and I started to feel alive. The process was slow but I was learning…”
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Example of Culturally Responsive Practices in Teaching and Leadership• Innovation
• Paradigm shift about technology • Cell phone is no longer a distraction in classrooms
(teaching)• Move beyond Blackboard or Angel and
communicate via text, twitter, and facebook—i.e. using hashtags to create community (leadership)
• Impact• Bridging the digital divide• Direct, personal contact with students• Enhanced student engagement
American Association of Community CollegesAnnual Convention, April 9-12, 2011, New Orleans
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Fall 2010 Student Body Profile: STLCC-Forest Park
American Association of Community Colleges
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St. Louis Community College
Graduation Rates: College-Ready
Fall, 2005 Cohort (New, 1st time degree-seeking students)
3 Years:
7% African-American
24% Caucasian
5 Years:
13% African-American
34% Caucasian
Graduation Rates: Developmental
Fall, 2005 Cohort (New, 1st time degree-seeking students)
3 Years:
5% African-American
12% Caucasian
5 Years:
10% African-American
22% Caucasian
American Association of Community Colleges
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STLCC-Forest Park2011-2012 Strategic Priorities
I. Increase Distance Education offerings/Quality
II. Expand K-12 Outreach
III. Expand Outreach to working adults
IV. Increase Student Success in Developmental Courses
V. Increase Success in Gateway and 100-level Courses
VI. Increase enrollment, retention, and student success in CTE Programs
VII. Enhance Workforce Development Partnerships
VIII. Expand cultural diversity and global citizenship
American Association of Community Colleges
![Page 9: Urban Student Success and Inclusive Decision Making A Presentation by Chantae Recasner, Ph.D. and Tracy Hall, Ed.D.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eba5503460f94bc1ba5/html5/thumbnails/9.jpg)
DiscussionCultural Responsiveness = Action
Action = Inclusion
Discuss ways your campus/Institution uses data to inform your decision-making and planning, and respond to the needs of current and future students.
American Association of Community Colleges
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Questions and Answers
American Association of Community Colleges
Annual Convention, April 9-12, 2011, New Orleans
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Thank YouDr. Chantae RecasnerDepartment of English and LiteratureCincinnati State Technical & Community [email protected](513) 569-1724
Dr. Tracy D. HallVice President for Academic AffairsSt. Louis Community College-Forest [email protected]
American Association of Community Colleges
Annual Convention, April 9-12, 2011, New Orleans