Transforming the Lives of First Generation Students: Strategies for College Access Professionals

April 16, 2018 3:15pm-4:30pm

Presenters Contact us at Charlain Bailey Montgomery Blair High School Silver Spring, MD

charlain_e_bailey@mcpsmd.org

Kristina Nance Bridges Baltimore, MD

knance@stpaulschool.org

Amara Sillah Bridges Baltimore, MD

asillah@stpaulsschool.org

LEARNING OBJECTIVES

1. Identify characteristics of First Generation, Low Income and undocumented students

2. Discuss strategies that can be easily applied to the work College Access Professionals currently do

3. Discuss how College Access professionals can collaborate and provide wrap-around services to First Generation, Low Income and Undocumented students

DEFINITION OF TERMS USED IN THIS PRESENTATION • College Access Professionals –High School Counselors, Admission

Representative and Non-Profit or Non-Government Organizations that work with youth in the area of college preparation, access and application.

• College preparation/ college access - when an individual gains the knowledge, skills, or support necessary for college aspiration, qualification, application, and enrollment.

• First-Gen student is a nickname for a first generation college student–someone whose parents did not attend college. You can be a first-gen college student even if you older sibling attended college

• Low income students – are often but not exclusively first generation college students. Threshold is defined as the income below which a family is likely to spend 20 % or more of its income on food, shelter and clothing than the average family. Low Income can qualify for federal and state aid to attend college.

DEFINITION OF TERMS USED IN THIS PRESENTATION (CONTINUED)

• Undocumented Students – who we refer to as “DREAMers” also fall under the category of First-Gen. college students who qualifies for the Development, Relief, and Education for Alien Minors (DREAM) Act. – Dreamers are also frequently referred to as “DACA recipients”. But not all

Dreamer have applied for and received DACA status

– While the majority of Dreamers are Latino, they are a diverse group and come from a multitude of countries and cultures. Seven of the top 24 countries for Dreamers are in Asia, Europe, or the Caribbean. Tens of thousands of young Dreamers come from South Korea, the Philippines, India, Jamaica, Tobago, Poland, Nigeria, Pakistan, Brazil, the Dominican Republic, and Guyana.

DEFINITION OF TERMS USED IN THIS PRESENTATION (CONTINUED)

Deferred Action for Childhood Arrivals (DACA) allows undocumented youth to request consideration of deferred action for a period of two years, subject to renewal. Deferred action does not provide lawful status, only a social security in order to work legally, and live without fear of deportation.

WHAT ARE THE STRENGTHS COLLEGE BOUND FIRST GENERATION & LOW INCOME (FG&LI) STUDENTS CAN PRESENT THAT CREATE BARRIERS?

• Independent – As a result, they believe they can navigate this process with little intervention or support adults

• Self-reliant - As a result, they trust their knowledge over yours initially.

• Mature - When it comes to practical life matters and believe is applies in ever situation

• Strong Will - They will work hard, but not often smart

• Decision Makers - but lack the understanding of decision making in context to college access

• Literal and Logical - typically always prepared for the worst, never assuming the best based on their frame of reference and experience.

• Resilient and strong – Have the ability to get back up when they have fallen or failed quickly

WHAT DO FG&LI STUDENTS NEED FROM US AS COLLEGE ACCESS PROFESSIONALS ? • Do not to pity them or their situation.

• Acknowledge and point out the strengths they have that others might not going through this process oppose to weakness or disadvantages.

• Be knowledgeable, state facts about all aspects of this process from preparation to completion

• Be direct in asking questions to better understand their reality and not assume students will give you the information you need when not asked.

• Provide opportunities to teach students how to communicate with adults

• Provide opportunities and setting for students to take action on what they are required to do.

• Communicate clearly and consistently that they are worth your time!

• Form an alliance with the parent or adult figures who have control over them outside of school.

• Communicate that they should NEVER be ashamed of their story!

• Be the Student’s Advocate when needed

THE ROLE OF THE SCHOOL COUNSELOR: STARTING IN 9TH

• Identify your First Gen, Low Income and Undocumented Students

• Develop strategies and practices to monitor grades and progress

• Develop practices of communication

• Support students in creating action plans to carryout expected tasks

• Teach them how to communicate their needs and life situations

THE ROLE OF THE HIGH SCHOOL COUNSELOR: IN 9TH AND 10TH GRADE - IDENTIFY YOUR STUDENTS

• School database (free and reduce lunch identification, school demographic databases)

• Communicate with middle school counselors through articulation or first semester content teachers

• Create your own survey or questionnaire

• Add questions to your registration documents to get this information by the end of 9th grade.

THE ROLE OF THE HIGH SCHOOL COUNSELOR: STRATEGIES AND PRACTICES TO MONITOR GRADES AND PERFORMANCE

• Become familiar with core academic courses and course sequences that demonstrate college readiness not just meet High School Graduation Requirements. Post or provide that information to students w/graduation requirements

• Monitor student progress quarterly at interim, NOT at the end of the marking period.

• Make consistent statements of encouragement to apply rigor to all students, but go back and double check if your FG&LI students actually acted on your encouragement. Always check for rigor, opportunity and balance.

• Identify other adults who can help to support and encourage students – Apply the Village Concept in your School.

THE ROLE OF THE SCHOOL COUNSELOR: DEVELOP PRACTICES OF COMMUNICATION • Be directive and less suggestive when it come to course selection and college preparation

• Give information disseminated is Mass, directly to students via (email, paper copy or send a pass for them to pick it up)

• Be a student advocate – double check and question teacher recommendations in course selection. Help teachers understand students home situation and support in reference to classes that require a great deal of work outside of school.

• Provide an open lunch policy or a time when Any students can come to you for questions. Personally communicate to FG&LI students that’s a great time to come to see you.

• Contact any person the student identifies as a person who has knowledge or experience to support them outside of school. Always communicate that NO one goes through this process alone. Everyone needs support. Who and where you get it doesn’t matter.

• Communicate your knowledge about opportunities for FG&LI and undocumented students directly. “Did you know you can..? (SAT Prep, Fee Waiver, take a college tour on your own) Did you know you can attend college and be undocumented..?

THE ROLE OF THE HIGH SCHOOL COUNSELOR: DEVELOPING AN ACTION PLAN AND A PLACE TO CARRY IT OUT (11TH & 12TH GRADE) • Communicate information to students about when

and what they MUST complete using checklist, visuals. Make sure to include time lines an due dates that pertain to that student.

• Schedule a meeting w/family member to go over their expectations, questions, concerns or non-negotiables.

• Provide work sessions, where students can complete task and get support.

• Create email groups or Remind App to communicate with students and send reminders

• Identify parent support people in your district, who can help with translation and explanation with non-English speaking parents about the college process. Communicate the student’s action plan and the parent’s role in the action plan.

THE ROLE OF THE HIGH SCHOOL COUNSELOR: IN TEACHING FG&LI STUDENTS HOW TO COMMUNICATE THEIR NEEDS (11TH & 12TH GRADE)

• Provide guidance and support to FG&LI students when they need to communicate with any adult in this process. (i.e. CollegeBoard, ACT, Admissions, Financial Aid office, FASFA , NCAA etc)

• Model what to say, what to write when talking with professionals

• When possible, be present and accessible the first time students have to make calls. Allow them to do it in your office so you can guide them through the process.

• Have students give you permission to speak on their behalf with Admission and Financial Aid professionals in their absences.

THE ROLE OF NON GOVERNMENTAL ORGANIZATION (NGO)

• Bridges Baltimore, Upward Bound, Urban Alliance, etc.

• Typically works with students afterschool and on weekends

• Increasing college access is almost always one of the stated program goals

• Programs often offer tutoring, SAT Prep along with other programming

• Common services offered are workshops on the college process, campus tours, financial aid workshops, scholarships, essay writing help

SCHOOL COUNSELOR/NGO PARTNERSHIP

• Counselors should ask students if they are involved in organizations, NGOS should ask if they’ve seen the guidance counselor at their school. Feel free to reach out!

• Can NGO representative be included on emails or alerted to college-related events (waiver)?

• NGOs can possibly be a source of funding for supplemental student experiences (pay student trip fee, etc)

• NGOs often have a person relationship with student & family, can act as a coach or supplemental parent

THE ROLE OF ADMISSIONS COUNSELORS

• Make presentations & publications friendly to FGLI & undocumented students.

• Many are less likely to ask questions, reveal what they don’t know.

• Watch for jargon/practices students may not be familiar with (CSS profile, bursar, early action vs early decision, etc).

• Watch out for hidden costs/practices that may become barriers (visiting campus, alumni interviews, parental permission forms, fees).

• Make it explicit that FGLI students & undocumented students are wanted so students feel comfortable revealing status.

SPOTTING AN FG&LI OR UNDOCUMENTED STUDENT IN CONVERSATION • Can appear overly confident and/or unusually mature.

• Don’t know what they don’t know… and are reluctant to ask.

• May distrust adults they don’t know.

• Very sensitive to being advised away from something they want, can feel like they are being undermined.

• Ask outright if anyone is helping them with this process, then ask exactly how.

• Use the same tone you would with a parent. Treat them as an equal.

• Address money early and explicitly, it is often the primary concern.

THE OTHER SIDE – BUILDING COLLEGE SUCCESS MINDSET

• Independence a gift and a curse! Students to learn a new way to self-manage, learn the value of a trusted circle or friends/mentors.

• Stress adult decision-making involves getting feedback, bouncing ideas off others before decisions are made.

• College is full of people who are paid to mentor students into adulthood. Make sure they understand!

• Try to model what a good relationship of advice/feedback is like.

• Their job when they get to college is to “find their people”.

• Admission people – they may come find you!

SETTING STUDENTS UP FOR SUCCESS

• Main barriers to success in these populations… lack of money and savvy!

• Getting students to additional support early is VITAL.

• If the school has a Bridge program, urge them to participate – steer students towards colleges with strong FGLI support programs if possible.

• Suggest students sign up for programs over the summer (pre-orientation events, peer mentoring program, etc) – CHECK THEIR EMAIL!

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