Download - Timothy Beard, Ph.D.€¦ · Culture shock is the anxiety, feelings of frustration, alienation ... help to overcome issues like financial or housing will likely solve some retention

Exploring Culture Shock:

Retention of African American Men

Timothy Beard, Ph.D. Pasco-Hernando Community College

Darlena Jones, Ph.D., EBI

http://phcc.edu/

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?

http://phcc.edu/

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%


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


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


All Other Students


all

Che

ck U

pF

all

Tra

nsitio

n


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


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


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


All Other Students


all

Che

ck U

pF

all

Tra

nsitio

n


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


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


All Other Students


all

Che

ck U

pF

all

Tra

nsitio

n


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


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


All Other Students


all

Che

ck U

pF

all

Tra

nsitio

n


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


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


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

http://phcc.edu/

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

http://www.phcc.edu/

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)