CULTIVATING A SENSE OF BELONGING AT EOP:

Ethan Chang & Priscilla SungUniversity of California, Santa Cruz

March 6, 2018

AN EXPLORATORY STUDY OF ‘CULTURAL HUMILITY’

Student Success & Evaluation Research Center (SSERC)Institutional Research, Assessment, & Policy Studies (IRAPS)

Chancellor’s Graduate Internship Program (CGIP)

Can you think of at leastone staff or faculty member

at your college who really “had your back”?

What did this staff orfaculty member do that made you feel this way?

CULTURAL HUMILITY

I felt a strong connection to a specific group at my

undergraduate university.

SENSE OF BELONGING

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THINKING BACK TO COLLEGE…

(Baumeister & Leary, 1995) (Tervalon & Murray-García, 1998)

RESEARCH QUESTIONS

1. What theories and practices inform EOP advisers’ daily work

with historically underserved students?

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RESEARCH QUESTIONS

1. What theories and practices inform EOP advisers’ daily work

with historically underserved students?

2. What is the relationship between these practices and

EOP students’ sense of belonging?

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RESEARCH QUESTIONS

1. What theories and practices inform EOP advisers’ daily work

with historically underserved students?

2. What is the relationship between these practices and

EOP students’ sense of belonging?

3. In what ways do EOP advising, programs, and events cultivate

EOP students’ sense of belonging?5

5.Re-analyze

DataFall 2017

5.Re-analyze

DataFall 2017

PROJECT OVERVIEW

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6.Report Briefing

Today

2. Disseminate

Student Survey

Winter 2017

3. Analyze Survey Data

Spring 2017

4.Produce

Final Report Spring 2017

QUALITATIVE

3. Analyze Survey Data

Spring 2017

QUANTITATIVE

1.Interviews & Observations

Fall 2016

1.Interviews & Observations

Fall 2016

PARTICIPANTS

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74% Women

81% First generation

14% Transfer students

EOP advisers(n = 10)

30% Women

90% First generation

50% Hispanic/Latinx0% Asian American0% White, non-Hispanic50% African-American/Black

EOP students(n = 773)

56% Hispanic/Latinx22% Asian American11% White, non-Hispanic8% African-American/Black

1. What theories and practices inform EOP advisers’ daily work

with historically underserved students?

RESEARCH QUESTIONS

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E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O F

M A R G I N A L I Z AT I O N

QUALITATIVE FINDINGS (n = 10)

D E V E L O P I N G S T U D E N T S ’ AG E N C Y A N D

S E L F - B E L I E F

‘ I N T RU D I N G ’ A S A M E A N S O F A F F I R M I N G

H O L I S T I C L I S T E N I N G

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E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O F

M A R G I N A L I Z AT I O N

QUALITATIVE FINDINGS (n = 10)

D E V E L O P I N G S T U D E N T S ’ AG E N C Y A N D

S E L F - B E L I E F

‘ I N T RU D I N ’ G A S A M E A N S O F A F F I R M I N G

H O L I S T I C L I S T E N I N G

I let students know that I’m not just an EOP advisor who has never experienced this.

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E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O F

M A R G I N A L I Z AT I O N

QUALITATIVE FINDINGS (n = 10)

D E V E L O P I N G S T U D E N T S ’ AG E N C Y A N D

S E L F - B E L I E F

‘ I N T RU D I N G ’ A S A M E A N S O F A F F I R M I N G

H O L I S T I C L I S T E N I N G

I think it’s really important to teach students to advocate for themselves because once you do graduate… you’re left on your own and it’s a sink or swim kind of thing. As a counselor, trying to instill that… being an advocate for themselves and being persistent and providing that support is crucial.

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E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O F

M A R G I N A L I Z AT I O N

QUALITATIVE FINDINGS (n = 10)

D E V E L O P I N G S T U D E N T S ’ AG E N C Y A N D

S E L F - B E L I E F

‘ I N T RU D I N G ’ A S A M E A N S O F A F F I R M I N G

H O L I S T I C L I S T E N I N G

I mean we are very intrusive just by texting students. It’s like we care too much so we’re always there. Again, the student is away from their home so we’re like a second family for these students.

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E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O F

M A R G I N A L I Z AT I O N

QUALITATIVE FINDINGS (n = 10)

D E V E L O P I N G S T U D E N T S ’ AG E N C Y A N D

S E L F - B E L I E F

‘ I N T RU D I N G ’ A S A M E A N S O F A F F I R M I N G

H O L I S T I C L I S T E N I N G

A lot of them start talking about class and then I stop them and say, ‘How are you doing?’ I try to take a step back to really check in with the person and see where they are… I feel like it’s important to know where someone is before you start talking about everything else going on in their life.

CULTURAL HUMILITY

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Melanie Tervalon, MD, MPH

Jann Murray-García, MD, MPH

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“Lifelong commitment toself-evaluation and

self-critique”

E M P A T H I Z I N G & D I S C L O S I N G

D E V E L O P I N G A G E N C Y

‘ I N T R U D I N G ’ T O A F F I R M

H O L I S T I C L I S T E N I N G

CULTURAL HUMILITY

…empathizes with the challenges I experience.

…listens to what I have to say.

My EOP adviser…(Tervalon & Murray-García, 1998)

(Chang, 2017)

D E V E L O P I N G A G E N C Y

‘ I N T R U D I N G ’ T O A F F I R M

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E M P A T H I Z I N G & D I S C L O S I N G

D E V E L O P I N G A G E N C Y

‘ I N T R U D I N G ’ T O A F F I R M

H O L I S T I C L I S T E N I N G

…helps me to be my own advocate.

…encourages my growth as a person.

…and I work together as a team.

…encourages me to speak freely.

…empathizes with the challenges I experience.

…listens to what I have to say.

My EOP adviser…(Tervalon & Murray-García, 1998)

“Lifelong commitment toself-evaluation and

self-critique”

CULTURAL HUMILITY

“Redressing power imbalances between

patients and physicians”

(Chang, 2017)

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E M P A T H I Z I N G & D I S C L O S I N G

D E V E L O P I N G A G E N C Y

‘ I N T R U D I N G ’ T O A F F I R M

H O L I S T I C L I S T E N I N G

…empathizes with the challenges I experience.

…listens to what I have to say.

My EOP adviser…

…assures me that I belong in college.

…is concerned about my overall development as a student.

…helps me to be my own advocate.

…encourages my growth as a person.

…and I work together as a team.

…encourages me to speak freely.

“Lifelong commitment toself-evaluation and

self-critique”

CULTURAL HUMILITY

“Redressing power imbalances between

patients and physicians”

“Developingmutually beneficial and advocacy partnerships”

(Tervalon & Murray-García, 1998)

(Chang, 2017)

AgreeStronglyagree

Neither agreenor disagree

DisagreeStronglydisagree

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…empathizes with the challenges I experience.

…listens to what I have to say.

My EOP adviser…

…assures me that I belong in college.

…is concerned about my overall development as a student.

…helps me to be my own advocate.

…encourages my growth as a person.

…and I work together as a team.

…encourages me to speak freely.

“Lifelong commitment toself-evaluation and

self-critique”

CULTURAL HUMILITY

“Redressing power imbalances between

patients and physicians”

“Developingmutually beneficial and advocacy partnerships”

(Chang, 2017)

(Tervalon & Murray-García, 1998)

RESEARCH QUESTIONS

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1. What theories and practices inform EOP advisers’ daily workwith historically underserved students?

2. What is the relationship between these practices andEOP students’ sense of belonging?

3. In what ways are EOP advising, programs, and events cultivatingEOP students’ sense of belonging?

MEASURING SENSE OF BELONGING

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Do EOP students feel that they belong at EOP? (Anderson-Butcher & Conroy, 2002)

65% feel that they belong at EOP

Strongly agreeAgreeNeither agreenor disagreeDisagreeStrongly disagree

20%45%31%3%1%

n = 678

CULTURAL HUMILITY IN PRACTICE

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Do EOP advisers practice cultural humility in 1-on-1 counseling sessions? (Chang, 2017)

Strongly agreeAgreeNeither agreenor disagreeDisagreeStrongly disagree

37%45%18%0%0%

n = 310

82% agree that EOP advisers practice cultural humility

“I belong at EOP.”

CULTURAL HUMILITY PRACTICES

CULTURAL HUMILITY IN PRACTICE

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Do students who experience cultural humility in 1-on-1 sessionsfeel a stronger sense of belonging?

The more that students experience cultural humility from EOP advisers,the stronger their sense of belonging.

Strongly agreeAgreeNeither agreenor disagree

c2(2)=68.47, p < .001

RESEARCH QUESTIONS

1. What theories and practices inform EOP advisers’ daily workwith historically underserved students?

2. What is the relationship between these practices andEOP students’ sense of belonging with EOP?

3. In what ways do EOP advising, programs, and events cultivateEOP students’ sense of belonging? 23

EVENTS

PROGRAMS

1-ON-1 COUNSEL ING

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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EVENTS

PROGRAMS

1-ON-1 COUNSEL ING

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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How many EOP advising sessions have you attended?

EVENTS

PROGRAMS

1-ON-1 COUNSEL ING

Single “touch point”Provision of educational resources

A few ”touch points”Group activitiesOptional 1:1 advising

Multiple “touch points”Intensive cohort programsMultiple 1:1 advising sessions.

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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Low intensity

Medium intensity

High intensity

EVENTS

PROGRAMS

1-ON-1 COUNSEL ING

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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How many EOP eventshave you attended?

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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NO ENGAGEMENT

LOW ENGAGEMENT

MEDIUMENGAGEMENT

HIGH ENGAGEMENT

VERY HIGHENGAGEMENT

20% 26% 24% 16% 14%

n = 758

LEVEL OF ENGAGEMENT WITH EOP

In what ways do EOP advising, programs, and eventscultivate students’ sense of belonging?

CULTIVATING A SENSE OF BELONGING AT EOP

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NO LOW MED HIGH VERYHIGH

“I belong at EOP.”

The more advising, programs, and events that EOP students are involved in,the stronger their sense of belonging.

c2(4)=141.61, p < .001

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“EOP is like a beacon for me. I can't believe how there's a resource at the university that was created specifically to assist students like me who are floating and lost and didn't have successful role models to look up to.”

“Without the physical, emotional, andfinancial support given to me by EOP,

I would not be graduating this June.”

“EOP is a big family. It’s always nice to have a group that is able to support you and motivate you to succeed. I have received help that has not only allowed me to continue my years at this university, but it has taught me that I do in fact belong here.”

STUDENTS’ VOICES

FINDINGS & IMPLICATIONS

1. What theories and practices inform EOP advisers’ daily work with historically underserved students?

2. What is the relationship between these practices and EOP students’ sense of belonging?

3. In what ways do EOP advisers, programs, and events cultivate EOP students’ sense of belonging?

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1. What theories and practices inform EOP advisers’ daily work with historically underserved students?

FINDINGS & IMPLICATIONS

D E V E L O P I N G S T U D E N T S ’AG E N C Y A N D S E L F - B E L I E F

E M PAT H I Z I N G & D I S C L O S I N GS H A R E D E X P E R I E N C E S O FM A R G I N A L I Z AT I O N

H O L I S T I C L I S T E N I N G

I N T RU D I N G A S AM E A N S O F A F F I R M I N G

EOP advisers are doing important work in higher education that parallels

innovative practices that have transformed the field

of public health

How might we learn fromand work with other

practitioners who are tasked with serving the needs of a

diverse student body?

These advising practices may

set the stage for students to develop

meaningfulconnections with

EOP advisers

What otheradvising practices

might help students feel supported, connected, and

motivated to succeed?

FINDINGS & IMPLICATIONS

2. What is the relationship between these practices and EOP students’ sense of belonging?

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T H E M O R E T H AT S T U D E N T S E X P E R I E N C E C U LT U R A L H U M I L I T Y,T H E S T R O N G E RT H E I R S E N S E O F B E L O N G I N G

“I belong at EOP.”

FINDINGS & IMPLICATIONS

3. In what ways do EOP advisers, programs, and events cultivate EOP students’ sense of belonging?

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T H E H I G H E R S T U D E N T S ’ L E V E L O F E N G AG E M E N T,T H E S T R O N G E RT H E I R S E N S E O F B E L O N G I N G .

“I belong at EOP.” Multiple points of contact with EOP may

provide important opportunities for students to build community and

connection

How can these findings inform our programs

and practices,moving forward?

LIMITATIONS FUTURE DIRECTIONS

LIMITATIONS & FUTURE DIRECTIONS

¡ Relied primarily on survey data to understand student perspectives

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¡ In-depth interview study, focus groups, observations.

¡ Exploration of practices at other student success units

¡ Strategic oversampling of under-engaged EOP students

¡ Program-specific study

¡ Who are the students who are NOT engaged?

20%

THANK YOU!

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¡ EOP leadership and staff

¡ Sam Foster, Rebecca London, & Amy Hyler-Essig(SSERC)

¡ Anna Sher (IRAPS)

WHOLE GROUP DISCUSSION

¡ Questions or comments?

¡ Moving forward…1. How might we learn from and work with other pract i t ioners who are tasked

with ser v ing the needs of a d iverse student body?

2 . What other adv is ing pract ices might he lp students fee l suppor ted , connected , and mot ivated to succeed?

3 . How can these f ind ings in form our programs and pract ices moving forward?

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