1. Fostering Academic Success for UT’s African-American & Latino Students
Presented by:
Adam Hintz
Shumiala Kinnear
LaDonna Moore
Heather O’Keefe
Ashleigh Wade

2. Case Study
2007 graduation rates indicate a need to reach out to the minority student population here at UT
This need becomes increasingly important with the launch of the UT Guarantee Program
Effective initiatives need to be developed to increase academic achievement of UT’s minority students

3. Our Approach What does the research say?
What are institutions similar to UT doing? What are “best practice” institutions doing?
Programmatically, what is UT doing?
Recommendations to Strengthen Current Programs

4. Four Focus Cornerstones in Creating a Supportive Environment
Faculty Student Interaction
Academic Resources
Stabilize or provide a supportive system which provides a foundation for academic success.
Social Resources
Create an environment which enhances the student's self-esteem and supports their cultural interests.
Parental Involvement
Maintain parental, family/friend support and increase involvement in the student's personal/academic/social world.

5. Three Factors Defining “At-Risk” Students
Academic
GPA
Test Scores*
Financial
Social
Ability to adapt to college atmosphere
Parental/Family support (first generation?)
(Could be one, two, or all three of the above)

6. Definition of “At Risk” Students
Difficult to define because “at risk” can incorporate many different factors:
Social class
Socioeconomic status
Parental Income
First-generation status
Race

7. Definition of “At Risk” Students
Important to consider all of these factors individually and how they interact when addressing the needs of “at risk” student
For example a student can be Hispanic, a first-generation student, and from a low income background

8. Economically & Educationally Challenged Students
Term suggested by Marybeth Walpole
Economically and Educationally Challenged Students in Higher Education: Access to Outcomes: ASHE Higher Education Report, Volume 33, Number 3
The purpose of this text is to examine literature on how social class, socioeconomic status, parental income, first-generation status affects educational achievement & attainment of college students

9. Economically & Educationally Challenged Students
These students:
Face similar obstacles in gaining access to college
Report similar experiences with level of involvement
Similar outcomes after college
We have determined several areas in which we feel will support these students academically

10. Faculty/Student Interaction
Cole (2008) “Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students’ Educational Gains
Obtained random sample from HERI from UCLA
1,422 students completed Student Information Form to determine GPA & education satisfaction
Finding suggest that student-faculty interactions that consist of Constructive Criticism have a significant influence on African American & Hispanic students’ GPA & educational satisfaction

11. Constructive Criticism
Defined as a balance of positive and negative feedback
Includes critical feedback
Variety of verbal/nonverbal cues
Various teaching strategies
Opportunities for skill improvement on high/low stakes assignments
Provides students with faculty support, encouragement, and respect of academic community

12. Cole (2008) Minority students performance should improve when:
They are challenged
Have safe beneficial student-faculty interactions
Experience a sense of belonging to the academic community

13. Faculty/Student Interaction
Guiffrida (2005) : Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty
Sample included African American students attending a Predominantly White Institution
Participants were interviewed individually and in focus groups
Students were asked open-ended questions

14. Guiffrida (2005)
Researchers found that faculty-student relationships affect:
Student satisfaction with college
Academic achievement
Retention
Study also presented the idea of what determines if faculty are student-centered

15. Guiffrida (2005) Student-Centered Faculty
Provided comprehensive advising regarding career guidance, academic issues, & personal problems
Provided advice selecting courses, planning programs of study, & listening to students’ professional fears, dreams & goals
These faculty provided a web of support that went beyond students’ academic development

16. Faculty/Student Interaction
Santos & Reigadas (2002): Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program
Sample included 65 Latino student who were participating in a Faculty Mentor Program
These students were given a survey in order to determine the nature of the student-faculty mentoring process and how this mentoring relationship helps students adjust

17. Santos & Reigadas (2002) Researcher found that:
Latino students experienced an increase in self-efficacy and had better goals after joining FMP
Students with same-ethnic mentors perceived their mentors to be more helpful
Frequency of contact with faculty mentor was positively associate with Latino students’ adjustment

18. What are other institutions doing?
Faculty Student Interaction
Northern Kentucky University
NKU R O C K S: Responsibility, Opportunity, Community, Knowledge, and Success
Central Michigan University
GEAR UP & College Day Program
Angelo State University
1st Generation RAMS Mentoring Program
University of Texas at El Paso
Seminar in Critical Inquiry
University of California San Diego
Website driven resources for faculty mentoring

19. Academic Resources
Bordes, Arrendondo (2005) “Mentoring and First Year Latina/o College Students”
Set up study with conceptual framework
Psychosocial Development (Erikson 1963)
Ethnic Identity Development (Phinney 1993)
College Student Development (Chickering and Reisser 1993)
Other Interactional models

20. Bordes, Arrendondo (2005) Purpose of Study
“…examine the relationship between mentoring and perceptions of comfort in the university environment for first-year Latina/o students”
The more comfortable the student is on campus, the greater the likelihood for retention and, ultimately, graduation

21. Bordes, Arrendondo (2005) Setting and Participants
Arizona State University (2002)
112 first-semester Latina/o students
Part of a larger study- 876 students (article focused on ASU)
Professors in first-year classes distributed questionnaires
Questions analyzed four areas
Demographic Information
Mentoring
University Environment
Cultural Congruity

22. Bordes, Arrendondo (2005)
Six Hypothesis were tested (2 key to mentoring)
Hypothesis 2- “…perceptions of having a mentor would be related to more positive perceptions of university environment and to greater cultural congruity”
Hypothesis 3- “…students who HAD a mentor would report higher levels of cultural congruity and more positive perceptions of university environment.”
Students were classified into two groups- “have mentor” and “do not have mentor”
Both were “partially supported”- both showed positive correlation to positive university environment, but not strong enough correlation for greater cultural congruity
***Authors concluded further research should be conducted to determine whether or not there is correlation between mentoring and cultural congruity

23. Academic Resources
Campbell and Campbell (1997) “Faculty/Student Mentor Program: Effects on Academic Performance and Retention”
Participants (large metropolitan West Coast university)
Students were invited to join the program during the summer before fall semester 1992
339 students from ethnic groups which were underrepresented involved in mentor program
339 “control group” students- matched to original 339 participants using a computer program pairing them based on similar characteristics semester/year, gender, ethnic group, entering class, entering GPA
Predominantly Latina/o (69%) and African American (22%) involved in study

24. Campbell and Campbell (1997)
Variables measured
First Semester GPA
Second Semester GPA
Cumulative GPA (could be three years later for some students
Retention rate (students still enrolled in spring years)
Graduation rate

25. Campbell and Campbell (1997)
Results
Consistent differences in GPA favoring the mentored students
Especially in first semester- 0.3 average difference
Dropout rate for mentored group was half of control group (2 year retention)
While there was no significant difference in Graduation rate, only 6% of the students had enough semesters to qualify for graduation
***Amount of contact
Average of 7.28 contacts during the academic year with faculty members
minutes of meeting time

26. What are other institutions doing?
Academic Resources
Central Michigan University
Supplemental Instruction Program
Angelo State University
1st Generation Scholarship
RAMS 1st Generation Scholarship
University of Florida
University Minority Mentoring Program (UMMP)
University at Buffalo
S.A.G.E. (Success through Access to Guidance and experience Internship Program)
NASPA Undergraduate Fellows Program (NUFP)
University of Texas at Austin
Pre-College Youth Development and Student Academic Success Initiatives
Longhorn Center for Academic Excellence

27. Social Resources
Wallace, Abel, Ropers-Huilman (2000) “Clearing a Path for Success: Deconstructing Borders Through Undergraduate Mentoring”
Sample included 20 students who were participants of TRIO programs
Theses students were interviewed open-ended questions

28. Wallace, Abel, & Ropers-Huilman (2000)
This study examined students’ interpretation of their involvement with formal mentoring through TRIO services
TRIO is a federally funded program that:
Supports student’s decisions to attend college
Increases their retention
Increases academic performance
Improves satisfaction with college

29. Wallace, Abel, & Ropers-Huilman (2000)
Researchers found that:
Students’ relationships with TRIO workers allowed them to see more options
Gave students the ability to navigate available resources to help them succeed
Student minimized differences between themselves & mentors, if they were caring and concerned about students’ success

30. Social Resources
Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) “Support Program that Work”
Article provides an autobiographical perspective of several Latino college students
Students serve as an authentic source of information for student affairs professionals

31. Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004)
Purpose: understand the influence that institutional programs, campus organizations, mentors, and leadership opportunities may have on Latino student success
Each personal account mentions community involvement in some form

32. Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004)
Authors state:
By working and volunteering in student services programs and community organizations these students contributed to increasing the pool of Latino students
They have a desire and responsibility to assist in bridging the economic gap and increasing the level of educational attainment for the Latino community.

33. What are other institutions doing?
Social Resources
Central Michigan University
Men About Change
Angelo State University
Host Family Program
Multicultural Movie Series
Diversity Dialogue Workshops
Multicultural Advisory Council
University at Buffalo
Brother to Brother
Diversity Institute
Diversity Advocates
University of Florida
BEAD who you are
University of Texas at Austin
Thematic Initiatives and Community Engagement

34. Parental/Family Involvement
Herndon and Hirt (2004) “Black Students and Their Families: What Leads to Success in College”
Underrepresented group in American education
Four key areas of support for black students
Academic, Emotional, Social and Financial

35. Herndon and Hirt (2004)
“Black students at predominantly White institutions rely on support from family members more so than White students at predominantly White campuses and Black students at historically Black colleges”
Black families value extended kin relationship
“Fictive Kin”
May not be blood relationships, but are equally significant

36. Herndon and Hirt (2004)
Students at one of two predominantly White universities in a Mid-Atlantic state
Study was designed to look at the role of families in helping students succeed
Seniors chosen- likely to graduate
Deemed “Successful” students
Participants (2 groups)
“Successful” African American college students (20)
Members of the students’ families (20)

37. Herndon and Hirt (2004) Apparatus
Interviews- two sections
Demographic Information
Role of family members
Eight themes developed in three chronological stages
Precollege Influences
Family influence, macro perspectives on race, factors of motivation
Early College Influences
Negotiating environments, sense of community, spiritual support
Late College Influences
Family expectations, role models

38. Herndon and Hirt (2004) Discussion (Early College Experience)
Data Suggests that having family support creates the true sense of community
While family members may not know the other students or faculty at a university, but by encouraging their students to seek out relationships with members of these groups, they can assist their students in creating a support system
Families should also make sure that their students have a religious organization with which to affiliate at/near the institution

39. Parental/Family Involvement
Auerbach (2004) “Engaging Latino Parents in Supporting College Pathways: Lessons From a College Access Program”
Central concern for Latino families is access to college
Most important for Latino families is lack of instrumental knowledge to the steps needed to go to college

40. Auerbach (2004) Futures and Families Program (F&F)
Component of Futures project within partnership with UCLA
Article focuses on F&F meetings held at a large, racially and socioeconomically diverse high school in the Los Angeles metro area
15 Latino parents of 10th through 12th grade students were intensely interviewed

41. Auerbach (2004) Recommendations of the study
Start early- no later than upper elementary
Speak their language- colleges should reach out in both English and Spanish
Think small- hold small group meetings
Invite guest speakers from similar backgrounds to share their stories
Reinforce basic college information- possibly have the students research the information and present to their parents
Provide opportunities for individual meetings
Help parents move through the college process as part of a group or cohort
Be up front and direct about educational inequalities and the barriers that their students face

42. What are other institutions doing?
Parental Involvement
Central Michigan University
MSS Newsletter
MSS Listserv
Angelo State University
Diversity Digest Newsletter
University of Texas at Austin
Parent and Family Guide linked to 1st generation student website

43. Division of The Office of Multicultural Student Services
Office of African American Student Enrichment Initiatives Office (A-FAM)
James Jackson, Director
Office of Latino Initiatives (OLI)
Sabina Elizondo-Serratos, Director

44. A-FAM Office Programs and Initiatives
Resource Center in the Student Union
Enrichment Institute Orientation for African-American Students new to UT (2-day orientation)
Weekly Workshops called Reaching African-American Potential (R.A.A.P.) Sessions
Academic Assistance and Intervention
2-Week Check Up (First year students)
First Year Rewind (First year students)
Leadership Development (Black Student Union Freshman Leadership Program)
Recognition Programs for High Academic Achievers and Graduates
Connection with Mentorship Programs

45. Office of Latino Initiatives (OLI)
Established to address the Latino retention rate of students
OLI is focused on the development of Latino students as they transition from high school to college and beyond. The office also cultivates relationships between Latino students and the UT community so that they-
Succeed academically at UT
Feel a sense of belonging at UT
Establish a lifelong connection to UT

46. Office of Latino Initiatives (OLI)
PRIMOS Mentor Program
Study Tables
Exam Cram
Latino Student Union Programs
Charlar Sessions-Topics vary
Hispanic Heritage Month
United States Hispanic Leadership Institute Conference
Annual Latino Youth Summit-Parent and Overnight Components, also apart of the Latino Youth Summit
High School Visits
Diversity and Leadership Development Workshops
Diamante Dinner and Award Ceremony
Rocket Launch/Transition Information Fair

47. UT Gurantee Program Qualifications
Public Schools in 6 major urban Ohio cities (Akron, Cincinnati, Cleveland, Columbus, Dayton and Toledo)
15 additional urban communities
3.0 cumulative High School GPA
Pell Grant Eligibility
UT will cover the remainder of tuition after all grants are applied

48. Rocket-2-Rocket Peer Mentorship
Pilot Program in Fall 2009
Dean of Students Office
Target Audience (required) is UT Guarantee students
Ideally, will develop and open up to all students

49. Rocket-2-Rocket Peer Mentorship
Structure
1 Faculty/Staff member “manages”…
Training program/documents (via ?)
“Life-Lines” packet with FAQ’s
5 Student Mentors (upper classmen)
GPA requirement (2.5)
Training program
Weekly journal entries
3 First-year “protégés”
Frequency
1contact per month between Faculty/Staff and Mentor
1 contact per week Between Mentor and Protégé

50. Rocket-2-Rocket Peer Mentorship
Four Goals (“Pillars”)
Responsibility/Accountability
Health, safety, time management
Success
Academic Rigor, Academic Integrity, Academic Relationships
Belonging
Join “something” during first academic year
NOT a recruitment tool for organizations
Aspire
“Big picture”
“Your future starts now”

51. Recommendations to Further Strengthen the Environment at UT
Enhancing communication with current and prospective African-American and Latino families:
Forums at area high schools (Toledo Public and Catholic)
A Friend/Family address
Monthly Newsletter distributed (via snail mail or )
Families can register to receive the Newsletter during Rocket Launch or on the UT Website

52. Recommendations to Further Strengthen the Environment at UT
OMSS needs to have a stronger presence and role in New and Transfer Student Orientation
OMSS needs to be given more authority in tracing student progress
Stronger Collaboration with other Student Affairs Departments
Direct Faculty Student Mentorship Programs

53. Reference List
Provided to the audience
Thank you for coming!