Increasing Latino Student Success in STEM through a Cultural Capital Peer Mentoring Program California State University Long Beach

Transcription

1 Increasing Latino Student Success in STEM through a Cultural Capital Peer Mentoring Program California State University Long Beach Presenters: Natalia Gatdula & Helen Barriere

2 Introduction Funded by the U.S. Department of Education, Title III HSI STEM & Articulation Grant # P031C The overall aim is to increase the number of underrepresented Latino students attaining highly valued degrees in the fields of science, technology, engineering or mathematics, including transfer students from two-year institutions. Collaboration between the CSULB College of Engineering, College of Natural Sciences and Mathematics and Center for Latino Community Health, Evaluation, and Leadership Training

3 Promotores de STEM Peer Mentoring Program Goal: To promote Latino student success in STEM fields by providing culturally-relevant social and academic support, ultimately increasing retention and graduation rates. Objectives: (1) To connect students to the resources available on the university campus; (2) increase students self-efficacy in seeking out personal, academic and professional assistance; (3) increase students sense of belonging to the university; and (4) increase students term or cumulative GPA.

4 Latino STEM Student Cultural Capital Model

5 Cultural Capital Ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers. Intellectual and social skills attained through communication experiences in more than one language and/or style The cultural knowledge nurtured among familia that carry a sense of community history, memory and cultural intuition. Networks of people and community resources that provide instrumental and emotional support to navigate through society s institutions. The knowledge and skills fostered through oppositional behavior that challenges inequality. The skills of maneuvering through social institutions.

6 Services

7 Characteristics of the Promotores

8 Cultural Values

9 Latino STEM Student Cultural Capital Model

10 Integration of mentees to campus culture

11 Integration of mentees to campus culture

12 Integration of mentees to campus culture

13 Integration of mentees to campus culture PROMOTOR

14 The Peer Mentoring Process The role of the Promotor/a begins to diminish as: student is linked to resources and support on campus student self-efficacy in seeking out personal, academic and professional assistance begins to increase GPA begins to increase student begins to feel a sense of belonging at the university; therefore increasing retention and graduation rates

15 Who are the Promotores de STEM? Eligibility Declared major in the College of Engineering (COE) or Natural Science and Math (CNSM) Major GPA of 2.7 or above Completed the majority of lower division major courses Ability to tutor Strong desire to mentor Bicultural and /or bilingual (English/Spanish) Job Responsibilities Mentoring Tutoring Events Workshops / Presentations Recruitment

16 Promotor Demographics Major GPA: % College of Engineering 62.5% College of Engineering 62.3% Senior Class Standing 73.6% Male Cum GPA: % First Generation Educated N = 53

17 Promotores Training Promotores receive a 5-day training prior to the Fall semester. A refresher training is scheduled during Winter break, prior to the Spring semester. Trainings keep the same overall theme, but the specific content changes to keep up with institutional and campus changes. Day 1: Policies, Procedures, and Logistics Day 2: Campus Services, Advising, and Referrals Day 3: Leadership and Practice Day 4: Awareness and Advocacy Day 5: Teamwork and Planning for Academic Year

18 Training Day 1 Day 1: Policies, Procedures, and Logistics To ensure understanding of HSI STEM Program goal & data collection and management procedures. To learn about the Latino STEM Cultural Capital Model To understand promotores responsibilities outside of mentoring. To assess role of promotores at CSULB.

19 Training Day 2 Day 2: Campus Services, Advising, and Referrals To develop a deeper understanding of the importance of mentorship. Promotores will be able to provide their mentees with comprehensive financial aid & advising, and other campus service information. Promotores will be able to identify and assess mentee transcripts for potential problems.

20 Training Day 3 Day 3: Leadership and Practice Through various case studies promotores will be able to distinguish between inappropriate and appropriate mentorship relationships. Students will develop critical thinking skills in addressing Latino educational issues. Promotores will develop a consistency in the way services are provided to mentees and when they are provided.

21 Training Day 4 Day 4: Awareness and Advocacy Develop a consistency in the way services are provided to mentees and when they are provided Demonstrate competency of promotores model Work collaboratively to set recruitment & program goals for HSI STEM. Identify role in addressing Latino education issues

22 Training Day 5 Day 5: Teamwork and Planning for Academic Year Build communication about working styles and other organizational skills Work collaboratively to set recruitment & program goals for HSI STEM Articulate expectations of program, peers and staff Students will develop a sense of self awareness of their strengths as promotores

23 Who are the mentees? Eligibility Declared major or pre-major in COE/CNSM Latino/Hispanic Major, Term, or Cumulative GPA below a 2.5 OR Freshman year student enrolled in remedial courses Must commit one hour per week during the semester Benefits Enhanced learning and retention skills Exposure with on-campus resources and services Advice on balancing work, other responsibilities and setting priorities Increased confidence and motivation to achieve goals

24 Mentee Demographics 95.7% Fulltime students 82.0% First Generation Educated 62.3% Engineering 54.3% male 87.7% Receive Financial Aid 90.7% U.S. Born Mean age % Work 47.8% Freshmen

25 Application and Matching Process Application Review Preliminary Mentor/Mentee Matching Promotores Coordinator/ Mentee Meeting Promotor Notification

26 Mentorship Process Initial Promotor/ Mentee Meeting Weekly Meetings Post Semester Assessment

27 Data Collection Process All data collection instruments are approved yearly by the CSULB Institutional Review Board Data Collection Process: Informed Consent Demographic Survey Pre-Questionnaire Meeting Reflections/Follow ups Meeting Cancelations Post-Questionnaire One-year Follow Up Survey

28 Changes in GPA after one semester Term GPA Pre Post t(113) = , p <.01, r = 0.28

29 Retention and Graduation 80.9% (131) remain(ed) in a STEM major 70.0% (110) remain(ed) in declared STEM major 13.0% (21) switched majors within STEM 19.1% (31) switched to a non-stem major 5.6% (9) graduated (8 in STEM, 1 non-stem)

30 Areas of Improvement In what areas do Mentees report improving on as a result of participation in the program? Goal Setting 72.1% Personal Academic Planning 69.7% Motivation 65.6% Study Skills 63.1% Familiarity w/ student services 63.9% Time Management 61.5% Organizational Skills 54.9% Career Planning 45.9% Lowering Stress Level 42.6% Sense of Campus Community 41.8% Math Skills 27% Instructor Relations 27% Testing skills 24.6% Work Outlook 23% Family and Personal Life 15.6% Writing Skills 6.3% Other 3.3% Communication, Interviewing Skills

31 Mentee Experience Promotor Evaluation Was you mentor.? Never Rarely Sometimes Often Always Consistently available on a weekly basis Organized Effective in referring campus services Effective in explaining campus services On time for meetings Effective in providing useful information Friendly and inviting 0%.8% 1.7% 14.9% 82.6% 0% 1.6%.8% 11.5% 86.1% 0%.8% 1.6% 5.7% 91.8%.8% 0% 2.5% 9% 87.7% 0% 0% 1.6% 16.4% 82.0% 0%.8%.8% 9.8% 88.5% 0% 0% 0% 2.5% 97.5%

32 Mentee Experience Did the program meet the expectations of the Mentees? 2% 37% Did not meet expectations Met my expectations 61% Exceeded my expectations

33 Mentee Feedback Sometimes you need the extra push when you're struggling to get back into momentum and that's what Edwin has done for me. Through weekly meetings I knew I had to be on top of all of my work. He was doing his part and I needed to do mine. The Promotores are there for help and guidance. It changed my outlook on what my goals are in life and now I'm 100% dedicated to reach them now. It opens your eyes to all the opportunities STEM students have! My mentor went out of his way to make sure I knew of multiple internships available to me for this upcoming summer. My promotor was very helpful and introduced me to new opportunities and she was always there to answer my questions at any time. My mentor's enthusiasm and knowledge motivated me to excel not only in the school environment, but also in the work environment.

34 Reports from the Field (Mentee Success Stories) My mentee is a sophomore, majoring in aerospace engineering. He joined HSI STEM mentoring program in fall His main goal was to raise his GPA. He mentioned some obstacles about being on academic probation and not being able to register for class until he attended a mandatory meeting with his advisors. He also had certain people doubt his potential in college that put him down. Before joining the program, he received a C on his first exam for calculus 1. Throughout the semester he received tutoring and mentoring services from HSI-STEM. He obtained an A on his next two exams and also his final. His final grade for the class was an A. His fall semester GPA was a 3.5 and my mentee is no longer on academic probation.

35 Reports from the Field (Mentee Success Stories) My mentee is a computer engineering student and joined the Promotores program after being reinstated from academic disqualification. She was looking to improve her GPA, study habits and campus involvement, however, was not sure where to start. I learned she was the first in her family to go to college and had a history of not receiving full parental support. However, her family s attendance at the Bienvenida had motivated her parents to support her and she was excited to be making progress. At the time, she was working off campus to help support the family financially and had already developed time management habits, but she was not effectively executing her tasks. We scheduled a meeting with LAC to introduce new study habits and I also offered to share some of my own. She was not aware that the school offered these types of services. My mentee is now in her second semester with the program and making great academic progress, involved with on campus clubs and has successfully found an internship.

36 Lessons Learned Mentees need to be matched to a promotor by the end of the 7 th week of the semester in order to make an impact. Mentee eligibility of 2.5 GPA or below has created obstacles for recruitment need to shift to a strengths-based approach. Consistent and continuous monitoring of data is key to ensure promotores are correctly completing and submitting data forms. Drop-in tutoring, although not originally part of the grant, has proven to be a key service for student success.

37 Gracias! Natalia Gatdula Project Coordinator 1250 Bellflower Blvd. SSPA 024 Long Beach, CA Phone: (562)