SALIENT FINDINGS FROM THE CHAFFEY COLLEGE COMMUNITY COLLEGE SURVEY OF MEN
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1 SALIENT FINDINGS FROM THE CHAFFEY COLLEGE COMMUNITY COLLEGE SURVEY OF MEN Presented at the Chaffey College Spring 2015 Flex Day Frank Harris III & J. Luke Wood San Diego State University Minority Male Community College Collaborative (M2C3)
2 Twitter Engagement
3 What is M 2 C 3? M 2 C 3 is an initiative that was established to partner with community colleges to build the institutional capacity necessary to facilitate student success for men who have been historically underrepresented and underserved in postsecondary education. Flagship Needs Assessment Tool: Community College Survey of Men (CCSM) Community College Student Success Inventory (CCSSI) Community College Insights Protocol (CCIP) Professional Development Activities Student Success Workshops
4 Assessment, Research, Training
5 The Pyramid of Student Success Student Success Effective and Engaging Pedagogy Relational: Trust/Mutual Respect/Authentic Care
6 Equity-mindedness Equity minded educators.... are cognizant of exclusionary practices and systemic inequities that produce outcome disparities in educational contexts attribute outcome disparities to breakdowns in institutional performance rather than exclusively to student deficits or behaviors continuously reflect upon their roles in and responsibilities for student success challenge their colleagues to be equity-minded educators
7 Socio-Ecological Outcomes (SEO) Model Inputs Background/ Defining Factors Age Time Status Veteran Status Primary Language Citizenship Status Generation Status [Dis]ability Societal Factors Stereotypes Prejudice Economic Conditions Capital Identity Projection Mass Incarceration Socio-Ecological Domains Non-Cognitive Domain Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Academic Domain Faculty-Student Interaction Academic Service Use Commitment to Course of Study Environmental Domain Mediators (Finances) (Transportation) (External Validating Agents) Commitments (Family Responsibilities) (Employment) Stressful Life Events Campus Ethos Domain Sense of Belonging (Student-Student) (Student- Faculty) (Student-Student Service) Campus Racial/Gender Climate Welcomeness to Engage Campus Resources (Access) (Efficacy) Internal Validating Agents (Faculty) (Staff) Outcomes Student Success * Persistence * Achievement * Attainment * Transfer * Goal Accomplishment *Labor Market
8 SALIENT INSIGHTS FROM THE CHAFFEY COLLEGE CCSM STUDY
9 CCSM Methods & Sample Random sample of creditseeking men 386 Respondents 17.1% White 14.5% Asian 20.5% Black/African American 32.5% Mexicano 15.3% Latino (excluding Mexicano) Expectation maximization replacement Weighted for enrollment intensity Exploratory data analysis Analysis of variance (scale constructs) Posthoc tests (Bonferroni and Dunnett s C) Correlation and backwards linear regression Multinomial propensity score adjustment and ANCOVA
10 Non-Cognitive Domain (Intrinsic Interest & Help-Seeking)
11 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Intrinsic Interest: Enjoy Learning CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black This item reflects students responses to the following statement: I enjoy learning from my classes. This variable provides an indication of students authentic interest in academic matters. This item is part of the intrinsic interest construct.
12 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Intrinsic Interest: Class is Interesting CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black This item reflects students responses to the following statement: What I learn in class is interesting. This variable provides an indication of students authentic interest in academic matters. This item is part of the intrinsic interest construct.
13 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Help-Seeking: Comfortable Accepting Help CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black This item reflects students responses to the following statement: I am accepting help when it is offered. This variable reflects students dispositions toward seeking help from support services and faculty. Higher scores tend to reflect more healthy conceptions of masculinity. This item is part of the help-seeking construct.
14 Campus Ethos (Faculty Welcomeness & Faculty Validation)
15 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Racial and Gender Stereotypes: Professor CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black This item reflects students responses to the following statement: My professors hold negative stereotypes about men of color. This variable provides an indication of students perceptions of racial/ethnic and gender stereotypes. This item is part of the racial-gender stereotypes construct.
16 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) CCSM MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) Community College Survey of Men INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY Faculty Welcomed Office Hours Attendance CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of whether or not faculty welcomed them to attend office hours. This item is part of the faculty outside welcome construct.
17 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Faculty Faculty Welcome Welcomed Talk About Office Non-Academic Hours Attendance Matters CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of whether or not faculty welcomed them to talk about non-academic matters outside of class. This item is part of the faculty outside welcome construct.
18 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Faculty Welcomed Faculty Office Welcome Hours Ask Attendance for Support CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of whether or not faculty welcomed them to ask for academic support during out of class conversations. This item is part of the faculty outside welcome construct.
19 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Faculty Validation: I Can Succeed CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of the number of faculty who serve as validating agents. Reflects responses to the statement, Professor who regularly tells me that I can succeed in college. This item is part of the faculty validation construct.
20 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Faculty Validation: That I Belong CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of the number of faculty who serve as validating agents. Reflects responses to the statement, Professor who regularly tells me that I belong at this institution. This item is part of the faculty validation construct.
21 Academic Domain (Engagement with Faculty)
22 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Engagement with Faculty: Out of Class CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students self-reported engagement with faculty. Indicates student responses to the following statement: Talk with professors about academic matters outside of class. This item is part of the faculty-student engagement construct.
23 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Engagement with Faculty: Class Matters CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students self-reported engagement with faculty. Indicates student responses to the following statement: Talk with professors about academic matters inside of class. This item is part of the faculty-student engagement construct.
24 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) CCSM MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) Community College Survey of Men INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY Predictors of Faculty-Student Engagement CCSM Item Frequency Report White Asian Black Latino FBELONG1 Faculty-Care about my perspective in class. FBELONG2 Faculty-Value interacting with me during class. FBELONG3 Faculty-Value my presence in class. FBELONG4 Faculty-Care about my success in class. FBELONG5 Faculty-Believe I belong here. FVALID2 Professor who communicates that I can succeed in college. FVALID3 Professor who communicate that I belong at this institution. FWELCOME1 Ask questions during class OUTSIDE1 Visit them during office hours OUTSIDE3 Talk with them about academic matters - outside OUTSIDE4 Talk with them about non-academic matters - outside OUTSIDE5 Ask for academic support CONNECTION3 I feel a connection with professors at this campus
25 Campus Ethos (Validation from Staff)
26 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Staff Validation: That I Belong CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of the number of staff who serve as validating agents. Reflects responses to the statement, Staff who regularly tell me that I belong at this institution. This item is part of the staff validation construct.
27 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Staff Validation: I Have the Ability CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students perceptions of the number of staff who serve as validating agents. Reflects responses to the statement, Staff who regularly tell me that I have the ability to do the work. This item is part of the staff validation construct.
28 Academic Domain (Use of Academic Services)
29 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Service Use: Academic Advising CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students self-reported use of academic advising services. Reported on a scale ranging from never to several times a week. This item is part of the campus services construct.
30 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Service Use: Transfer Services CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Students self-reported use of transfer services. Reported on a scale ranging from never to several times a week. This item is part of the campus services construct.
31 Student Outcomes (Anticipated Persistence & Transfer Readiness)
32 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Anticipated Persistence CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Anticipated Persistence reflects students intention to continue, stop-out, dropout, or not re-enroll because they have completed their goal(s).
33 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY CCSM Community College Survey of Men Transfer Readiness CCSM Item Frequency Report Racial/Ethnic Key White Mexicano Asian Latino Black Transfer readiness reflects whether students believed they were on track to transfer. The sample was delimited to those who indicated transfer as a primary goal.
34 Key Takeaways Areas of Strength Perceptions of care from campus staff Perceptions of racial/gender stereotypes Willingness to seek out help Intrinsic interest in academic learning Areas in Need of Attention and/or Further Exploration Welcomesness to engage and validation with faculty Out of class engagement with faculty Belonging from faculty and staff Mexicano men across the items and scales
35 Suggested Next Steps Within-group analyses of CCSM data Student focus groups using the CCIP Faculty and staff focus groups Taskforce on Men of Color using the CCSSI Developing a Professional Development Plan
36 SALIENT FINDINGS FROM THE CHAFFEY COLLEGE COMMUNITY COLLEGE SURVEY OF MEN Presented at the Chaffey College Spring 2015 Flex Day Frank Harris III & J. Luke Wood San Diego State University Minority Male Community College Collaborative (M2C3)
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