Timothy Beard, Ph.D.€¦ · Culture shock is the anxiety, feelings of frustration, alienation ......
Transcript of Timothy Beard, Ph.D.€¦ · Culture shock is the anxiety, feelings of frustration, alienation ......
Exploring Culture Shock:
Retention of African American Men
Timothy Beard, Ph.D. Pasco-Hernando Community College
Darlena Jones, Ph.D., EBI
Research on African American Male Retention
Male Ideation
Social and Cultural Isolation
Financially Expectant
Social Justice Deprivation
Academically Marginalized
Gender Defused
Masculinity Bound
Improving Retention
Early Alert Systems
Peer Mentors
Tutoring
Financial Aid Student Activities
Living / Learning
Communities
First-Year Experience
With the
exception of Early
Alert Systems,
these are all
passive
interventions
Culture Shock
Culture shock is the anxiety, feelings of frustration, alienation
and anger that may occur when a person is placed in a new
culture (seen primarily in people moving to foreign countries).
(Wikipedia)
Four Phases:
• Honeymoon phase: Romantic, fascination
• Negotiation phase: Differences begin creating anxiety
• Adjustment: Begin to feel comfortable with new culture
• Mastery: Participate fully and comfortable in new culture
Metrics of Culture Shock
Culture Shock
Internal
External
Populations
• Homesickness
• Poor social integration
• Poor peer connections
• Low commitment
• Behavioral issues
• Mental Health issues
• Isolation
• Not getting involved
• Financial Issues
• First-Generation
• Minority students
• Rural to urban
• Urban to rural
• International students
What Predicts Retention?
Predicting Retention
Demographic factors
Non-Cognitive Measures
Behavioral/ Environmental
Cognitive Measures
Admissions controls which students come
to your institution.…
These are within your influence…
Areas of Influence…
Behavioral / Environmental
• Satisfying living environment, financial issues, campus climate, family issues
Non-Cognitive
• Academic and social integration, academic self-efficacy, goals, resiliency, social comfort, educational commitment
Getting students
help to overcome
issues like financial
or housing will
likely solve some
retention problems.
But what about
social/academic
integration?
MAP-Works Data Set
2010-2011 Participants
• 79 4-Year Institutions submitting over 133,000 students
Fall 2011 Fall Transition Survey
• 76% response rate
Fall 2011 Fall Check-Up Survey
• 46% response rate
Individual Student Profile
• 68 institutions provided fall term GPA
• 59 institutions provided fall-to-spring persistence data
• Conceived at Ball State
University 22 years ago
• Partnership leveraging
EBI’s research, theory,
technology, and
experience
powered by
MAP-Works was created by
educators, for educators
The Whole is Greater
Identifies Risk
Motivates
Informs Staff
Manages Strategy
Analytics & Reporting
Provides Feedback
Quickly Identify Students
Drill down to see
Johnathan’s
Talking Points…
Johnathan’s Risk
Indicator was Green,
now it’s yellow…
Quickly identify most
recent issues
• Using Fall 2010 MAP-Works data
• Comparing students who responded to Fall Transition Survey (~ 3 weeks in to fall term) to the Fall Check-Up Survey (~ 10 weeks in to fall term)
• Cutting perceptions by persistence/attrited status
• Two groups of students: African American Men (4,768 students) compared to all others (~110,000)
Matched Data Set
61%
38%
2%
23%
64%
13%
Low Entrance (ACT <= 19; SAT<= 960)
Moderate (ACT 20 to 27; SAT961 to 1290)
High (ACT >= 28; SAT >=1291)
African American Men All Other Students
Entrance Test Scores
The majority of African
American Men enter
college with lower test
scores The majority of all
other students enter
with moderate test
scores
47%
21%
34%
32%
20%
48%
African American Men All Other Students
Fall Term GPA >= 3.0
Fall Term GPA 2.0 to 2.9
Fall Term GPA < 2.0
Fall Term Outcomes
16% 10%
84% 90%
African AmericanMen
All Other Students
Attrited Persisted
Differences in African American Men and All Other Students
Differences
Social Integration
Institutional Commitment
Basic Academic
Skills
Financial Means
Academic Integration
Overall, to what degree:
– Do you belong here?
– Are you fitting in?
– Are you satisfied with your social life on campus?
Social Integration
Social Integration: Changes
10%
11%
11%
7%
31%
37%
36%
33%
59%
53%
53%
59%
All Other Students
African American Men
All Other Students
African American MenF
all
Che
ck U
pF
all
Tra
nsitio
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Early in term, Af Am Men
slightly higher
But, 7 weeks later, Af Am Men slightly lower
– overestimated earlier integration?
37%
8%
22%
10%
37%
31%
42%
37%
26%
61%
36%
53%
Attrited
Persisted
Attrited
PersistedA
ll O
ther
Stu
dents
Afr
ican
Am
erican
Me
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Social Integration: Persistence
Attrited were impacted by lack
of Social Integration
… but not as impacted as
the other students – why?
To what degree are you committed to completing your college degree at this institution
To what degree do you intend to come back to this institution for the:
– Spring term
– Next academic year
Institutional Commitment
5%
5%
4%
4%
15%
24%
17%
26%
81%
71%
79%
70%
All Other Students
African American Men
All Other Students
African American MenF
all
Che
ck U
pF
all
Tra
nsitio
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Institutional Commitment: Changes
Early in term, fewer Af Am
Men are committed
Same 7 weeks later
43%
2%
26%
4%
24%
14%
32%
25%
33%
83%
42%
71%
Attrited
Persisted
Attrited
PersistedA
ll O
ther
Stu
dents
Afr
ican
Am
erican
Me
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Institutional Commitment: Persistence
A smaller segment of Af Am men who
stayed are committed to institution Fewer attrited men wanted
to leave
To what degree are you confident that you can pay for:
– Next term's tuition and fees
– Monthly living expenses (e.g. room / board / utilities / rent)
– Social activities (e.g. eating out, going to movies) with your friends
Financial Means
Financial Means: Breakdown
10%
7%
20%
14%
16%
17%
15%
23%
25%
37%
13%
4%
All Other Students
African American Men
Not receiving aid but need it About 25%
About 50% 75% or more
All or nearly all Not receiving aid, don't need it
64% of African American men receive 75% or
more of need through financial aid (or they
don’t need it) compared to 53% of other
students
7% of African
American men don’t
receive any aid and
really need it!
17%
23%
21%
29%
34%
40%
43%
44%
49%
37%
36%
26%
All Other Students
African American Men
All Other Students
African American MenF
all
Che
ck U
pF
all
Tra
nsitio
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Financial Means: Changes
Early in term, few Af Am Men are
confident of financial means…
And, 7 weeks later, more Af Am Men are
confident but still less than other students
32%
15%
37%
21%
31%
34%
38%
40%
37%
50%
25%
39%
Attrited
Persisted
Attrited
PersistedA
ll O
ther
Stu
dents
Afr
ican
Am
erican
Me
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Financial Means: Persistence
… even more than for other students
Financial issues definitely impact persistence…
Overall, to what degree are you:
– Keeping current with your academic work
– Motivated to complete your academic work
– Learning
– Satisfied with your academic life on campus
Academic Integration
Academic Integration: Changes
4%
7%
2%
3%
41%
50%
37%
38%
55%
43%
60%
59%
All Other Students
African American Men
All Other Students
African American MenF
all
Che
ck U
pF
all
Tra
nsitio
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Early in term, Af Am Men
same
But, 7 weeks later, Af Am Men 12% points
lower – overestimated earlier integration?
13%
7%
13%
3%
70%
50%
56%
41%
17%
43%
31%
56%
Attrited
Persisted
Attrited
PersistedA
ll O
ther
Stu
dents
Afr
ican
Am
erican
Me
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Academic Integration: Persistence
But fewer other students who persisted
are as strongly integrated
Af Am Men persisters are more likely
to be strongly academically integrated
To what degree are you the kind of person who:
– Attends class
– Takes good notes in class
– Turns in required homework assignments
– Records your assignments and tests in a calendar
– Spends sufficient study time to earn good grades
Basic Academic Skills
1%
5%
1%
3%
33%
44%
30%
49%
66%
51%
69%
48%
All Other Students
African American Men
All Other Students
African American MenF
all
Che
ck U
pF
all
Tra
nsitio
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Basic Academic Skills: Changes
Early in term, Af Am Men are
struggling with these skills
And, 7 weeks later, Af Am Men still
struggling
5%
1%
12%
5%
45%
32%
57%
43%
50%
67%
32%
52%
Attrited
Persisted
Attrited
PersistedA
ll O
ther
Stu
dents
Afr
ican
Am
erican
Me
n
Low (Mean < 4.0) Moderate (Mean < 6.0) High (Mean >= 6.0)
Basic Academic Skills: Persistence
…but levels are still much lower compared to other students
More persister Af Am men rate Basic Skills high
Basic Academic Skills: Breakdown
56%
61%
76%
90%
94%
44%
40%
67%
77%
89%
Spends sufficient studytime to earn good grades
Records assignments andtests in a calendar
Takes good notes in class
Turns in requiredhomework
Attends class
African American Men All Other Students
Largest
Difference
Fewer African American Men report high levels of compliance compared to all other students
Summary and Actions
• Not as academically prepared as other students Inputs
• Less socially integrated by end of semester
• Fewer have good Basic Academic Skills
• Persisted are more academically integrated
• Attrited were still committed to staying
• Attrited experiencing more financial issues
Differences
• Training in Basic Academic Skills
• More financial assistance / education Actions
Pasco-Hernando Community
College
Dr. Timothy Beard, Vice-President , Student Development and Enrollment Management
Multiple Campuses in Central West Florida – East Campus in Dade City – North Campus in Brooksville – Spring Hill Campus in Spring Hill – West Campus in New Port Richey
2-Year, public supported 15,970 total enrollment 25% full-time students, 75% part-time students 36% male / 64% female 76 % White / 8 % African American/ 15 % Latino www.phcc.edu
Who is PHCC?
Data: http://nces.ed.gov/collegena
vigator
PROGRAM TYPES/SERVICES THAT ARE ESSENTIAL TO IMPROVING AFRICAN AMERICAN MALE PERSISTENCE AND GRADUATION
Academic Engagement Tutorials and Academic Advising
Financial Resources Grants and Scholarships
Social Engagement Culturally relevant student organizations/racial composition of student body
Personal Development - Parental engagement and access to
religious and spiritual organizations
Supporting African American Men
Nearly 35 class sections
700 students
College Student Success course
90 % ftic students
Nearly 65 % survey response rate
Significant survey response increase from previous year
Academic Advisors/Student Development office
Enrollment Management Specialists – three campuses
Assistant Deans of Student Development
Teaching and Learning Center Coordinators
Dean of Student Enrollment and Retention
Departments Using MAP-Works
Significance of Engagement and Personal Touch
Significance of Social and Cultural Identity
Significance of Self Esteem
Significance of Self-Efficacy
Building Upon Successes - Increases in Persistence and Graduation Rates
African American males increase in retention rates- 47 % to 70 % in three years
2011 Florida College System Chancellor’s Program Best Practice
Lessons Learned
PHCC Programs and Services to Engage and Facilitate the Success of African American Males
Acquisition of Student Financial Assistance
Continual Monitoring and Massaging of “Best Practices”
Get Acquainted Day (GAD)
Welcome and Engagement Team (WE-Team)
MAP-Works
Student Assistance Program (SAP)
Implementation of Intramural Program
Staff and Faculty to Student Mentoring Program
Men of Excellence
Information Center Retention Campaign
Moving Forward
Summary
MAP-Works
• One possible reason for attrition is “Culture Shock”
• Issues like academic integration and academic self-efficacy impact persistence for men
PHCC
• Significance of multiple variables like engagement, social and cultural identity, self-esteem, and self-efficacy
• Evaluating programs to determine areas of improvement
• Linking students with peer mentors
Timothy L. Beard, Ph.D. [email protected]
Darlena Jones, Ph.D. [email protected]
Timothy Beard, Ph.D. , [email protected]
Darlena Jones, Ph.D. [email protected]
Want to Learn More?
Visit the EBI / MAP-Works booth in the exhibit hall
Attend one of EBI’s free educational webinars (www.webebi.com/community)