THE ROLE OF THE COMMUNITY COLLEGE TRUSTEE
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1 THE ROLE OF THE COMMUNITY COLLEGE TRUSTEE ADVANCING SUCCESS FOR MEN OF COLOR IN COMMUNITY COLLEGES Picture Source: Blackstarproject Frank Harris III & J Luke Wood San Diego State University
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4 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. Community College Survey of Men (CCSM) Community College Student Success Inventory (CCSSI) Community College Insights Protocol (CCIP) Male Program Assessment for College Excellence (M-PACE)
5 Community Colleges Latino Men Black Men 947 delayed 43% delayed 54% enrollment enrollment into college into college 81% are first-generation Students 48% are low-income 43% in need of remedial education 50% Attend college less than full-time 44% in need of remedial education 49% 59% 74% are first-generation Students 59% are low-income Attend college less than full-time
6 A Call to Action Success Outcomes for Black & Latino Men in the Community College Persistence Achievement Attainment Transfer 37% 23% 11% 20% Of Black Men Persisted through 3 years of college Of Black Men Have 3.5 GPA or higher Of Black Men Attained their degree goals Of Black Men Transferred to a 4-year college or university 46% 22% 10% 19% Of Latino Men Persisted through 3 years of college Of Latino Men Have 3.5 GPA or higher Of Latino Men Attained their degree goals Of Latino Men Transferred to a 4-year college or university 49% all other men 34% all other men 16% all other men 35% all
7 Why Do These Outcomes Matter? Part of the national dialogue Economic impact Prison industry Rich pool of talent for jobs Student equity plans Benefits all students
8 "Every system is perfectly designed to achieve the results it gets. (attributed to W. Edward Deming and Paul Batalden) It is futile to dwell on students past experiences. It is also harmful if inequalities are rationalized as beyond the control of practitioners. Instead we must focus on what is within the control of educators in terms of changing their own practices to meet the needs and circumstances of men of color. (Harris, Bensimon & Bishop, 2010)
9 Data versus Inquiry The Data Paradigm: Data Gaps In Educational Outcomes Solutions (Best Practices) The Inquiry Paradigm: Data Gaps Inquiry into the Causes Informed Solutions Evaluation of Implemented Solutions Bensimon, 2004
10 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
11 Why Assess? To illuminate systemic trends and patterns To foster critical conversations on student equity To facilitate organizational learning on promising practices and strategies To identify areas in need of enhanced attention To recognize and enhance evident strengths and opportunities To test the validity of common assumptions To identify what is known and what is unknown To reassess the institutional strategic plan
12 The Assessment Cycle 8. Implement & Assess Action 1. Set the Stage 7. Disseminate & Plan for Action 2. Form a "Working Group 6. Interpret the Findings 3. Clarify the Purpose & Goals 5. Engage in Assessment 4. (Re)review Existing Data
13 TOOLS FOR INSTITUTIONAL SELF- ASSESSMENT ON SERVING MEN OF COLOR IN COMMNITY COLLEGES
14 Community College Student Success Inventory (CCSSI) Six overarching areas for institutional action and support Financial aid (n=7) Student support services (n=18) Teaching and learning (n=13) Institutional research (n=9) Minority male initiatives and programs (n=14) Early alert systems (n=6) Content validation from subject matter experts (SMEs) Results published in the Community College Journal of Research and Practice (Harris & Wood, 2014).
15 Community College Student Success Inventory (CCSSI)
16 Community College Survey of Men (CCSM) An institution-level quantitative assessment that is used for: Benchmarking Performance Monitoring Identifying areas in need of enhanced attention Grounded theoretically by the SEO model and informed by the published research Rigorously validated over a three year period Completed by nearly 9,000 respondents 50+ Community Colleges in 8 States
17 Community College Survey of Men (CCSM)
18 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY Racial/Ethnic Key White Black/African American Asian SE Asian Mexican/Mexican American Latino CCSM Community College Survey of Men Staff Validation: Tells Me I Belong Here Help-Seeking: Comfortable Asking for Help CCSM Item Frequency Report This item reflects students responses to the following statement: Staff who regularly tells me that I belong at this institution. This variable reflects the degree to which students receive validation from staff. Higher scores reflect greater levels of validation. This item is part of the staff validation construct.
19 COMMUNITY COLLEGE SURVEY OF MEN (CCSM) MINORITY MALE COMMUNITY COLLEGE COLLABORATIVE (M2C3) INTERWORK INSTITUTE, SAN DIEGO STATE UNIVERSITY Racial/Ethnic Key White Black/African American Asian SE Asian Mexican/Mexican American Latino CCSM Community College Survey of Men Help Seeking: Comfortable Asking for Help Help-Seeking: Comfortable Asking for Help CCSM Item Frequency Report This item reflects students responses to the degree to which they are comfortable asking for help from others (e.g., faculty, staff) when they need it. Higher scores reflect more healthy conceptions of help-seeking behavior. This item is part of the help-seeking behavior construct. 26% 26%
20 Community College Insights Protocol (CCIP) A framework for obtaining qualitative insights about how men of color experience community colleges A consensus group protocol Participants collaboratively identify challenges and propose recommendations for needed action Focused primarily on identifying: salient challenges for men of color factors that enable men of color to overcome salient challenges institutional practices that facilitate success for men of color what campuses should be doing to support men of color
21 Community College Insights Protocol (CCIP) Matrix What challenges do you face as a man of color at this college? % What factors help you to overcome these challenges? What is the campus currently doing that helps men of color succeed at this colleges? What advice would you offer to campus leaders to help them better serve men of color at this college?
22 Community College Insights Protocol (CCIP) Matrix What challenges do you face as a man of color at this college? % What factors help you to overcome these challenges? What is the campus currently doing that helps men of color succeed at this colleges? What advice would you offer to campus leaders to help them better serve men of color at this college? 1. Racial stereotypes 75 % Drive and motivation Being able to talk to a counselor Offering a student success course for men of color Hire more Black and Latino professors 2. Low expectations from faculty 3. Feeling like no one cares about me
23 Male Program Assessment for College Excellence (M-PACE) A program-level outcomes based assessment tool Designed for repeated measures designs Based on a synthesis of program outcomes and services commonly employed by MMIs leadership development, mentoring, college survival skills, community learning opportunities, tutoring, academic advising, cohort study sessions, counseling, career planning, and books clubs
24 Male Program Assessment for College Excellence (M-PACE)
25 Male Program Assessment for College Excellence (M-PACE) Focused on outcomes in two areas Affective - academic self-efficacy; sense of belonging, self-confidence, resilience, locus of control, self-esteem, racial affinity, social justice orientation, socio-emotional intelligence, collaborative leadership Performance - anticipated persistence, transfer readiness, achievement (GPA), graduation readiness, use of services, facultystudent interactions.
26 Male Program Assessment for College Excellence (M-PACE)
27 Implications for Policy Implement a statewide/districtwide early alert system. Create programs to reclaim near completers those who have completed a substantial proportion of college units but have not completed their degrees. Establish measureable student success goals for men of color and/or historically underserved students. Require student outcomes data to be disaggregated by gender within race/ethnicity. Refine ethnic classifications to better account for outcome disparities that are experienced by diverse student populations. Assign an increased percentage of full-time faculty to gatekeeper and basic skills courses.
28 Implications for Policy Establish policies regarding ongoing professional development for faculty and staff to better serve men of color and/or historically underserved students. Partner with the business industry to create internships and other co-curricular opportunities. Intrasystem collaboration between colleges and districts to ease system navigation Include serving historically underrepresented and underserved students in institutional mission statements and strategic plans (especially for minority-serving institutions). Create a statewide educational initiative for men of color. Ensure that men of color are equitably represented among students who transfer
29 Implications for Policy Develop stronger mechanisms for assessing the effectiveness of retention programs designed to serve historically underserved students Scalability of FYE and other programs that have a track record of success on key student outcomes Imbed assessment of disproportionate impact by race/ethnicity within gender in equity plans
30 Contact Information & Advisory Board Minority Male Community College Collaborative (M2C3) Frank Harris III & J. Luke Wood, Co-Directors Administration, Rehabilitation, & Postsecondary Education Department San Diego State @fharris3 George R. Boggs, Ph.D. President & CEO Emeritus American Association of Community Colleges Edward C. Bush, Ph.D. Vice President for Student Services Riverside Community College Shaun R. Harper, Ph.D. Associate Professor and Director Center for the Study of Race and Equity in Education University of Pennsylvania Samuel D. Museus, Ph.D. Associate Professor of Higher Education University of Denver Rita Cepeda, Ed.D. Chancellor San Jose Evergreen Community College District Ned Doffoney, Ed.D. Chancellor North Orange County Community College District William E. Piland, Ed.D. Professor Emeritus, Postsecondary Education San Diego State University Victor B. Saenz, Ph.D. Associate Professor, Higher Education University of Texas at Austin Margaret Ford Fisher, Ed.D. President Houston Community College - Northeast Rosemary Gillett-Karam, Ph.D. Director, Community College Leadership Doctoral Program Morgan State University Ronald Williams, Ph.D. Vice President Emeritus The College Board
31 THE ROLE OF THE COMMUNITY COLLEGE TRUSTEE ADVANCING SUCCESS FOR MEN OF COLOR IN COMMUNITY COLLEGES Picture Source: Blackstarproject Frank Harris III & J Luke Wood San Diego State University
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