College Retention Efforts and Engaging Alumni Karl Reid, Moderator (Senior Vice President for...
-
Upload
hugo-baldwin -
Category
Documents
-
view
217 -
download
3
Transcript of College Retention Efforts and Engaging Alumni Karl Reid, Moderator (Senior Vice President for...
College Retention Efforts and Engaging Alumni
• Karl Reid, Moderator (Senior Vice President for Research, Innovation, and Member Engagement, UNCF)
Panelists: • Kya Dixon (Senior Program Officer of College Programs, the
College Success Foundation) • Ashref Elshazli (Alumni Affairs Coordinator, Friendship Collegiate
Academy) • Sirwalter Hemphill (Management Analyst, OSSE)• Emma Levine (Alumni Program Manager and Associate College
Counselor, Thurgood Marshall Academy)
4th Annual Postsecondary & Career Education Conference
A Chronic Pipeline Crisis Exists
3,230,000African Americans
5,485,000Latinos
1,243,550(38%)
Will Not Complete High School
455,175(38%)
Will Graduate
788,621(40%)
Will Not Enroll in College
1,986,450(62%)
Will Complete High School
1,197,829(60%)
Will Enroll in College
742,654(62%)
Will Not Graduate
2,169,893(62%)
Will Enroll in College
3.482,975(64%)
Will Complete High School
2,002,025(36%)
Will Not Complete High School
1,313,082(38%)
Will Not Enroll in College
1,063,248(49%)
Will Graduate
1,106,646(51%)
Will Not Graduate
11,xxx,xxxWhites
2,093,040(19%)
Will Not Complete High School
11,xxx,xxxWhites
2,525,198(28%)
Will Not Enroll in College
11,xxx,xxxWhites
8,922,960(81%)
Will Complete High School
11,xxx,xxxWhites
2,559,105(40%)
Will Not Graduate
11,xxx,xxxWhites
3,838,657(60%)
Will Graduate
11,xxx,xxxWhites
11,xxx,xxxWhites
11,016,000Whites
6,397,762(72%)
Will Enroll in College
Sources:"Public School Dropouts and Graduates from the Common Core of Data, 2007-08", (2010) US Department of Education National Center of Education Statistics. Washington, DC: US Government Printing Office. <http://nces.ed.gov/pubs2010/2010341.pdf>
"Public School Dropouts and Graduates from the Common Core of Data, 2007-08", (2010) US Department of Education National Center of Education Statistics. Washington, DC: US Government Printing Office. <http://nces.ed.gov/pubs2010/2010341.pdf>
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., Tahan, K. (2011). "The Condition of Education 2011" (NCES 2011-033). U.S. Department of Education, National Center for Education Statistics, Washington, DC: U.S. Government Printing Office. <http://nces.ed.gov/programs/coe/indicator_trc.asp>
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., Tahan, K. (2011). "The Condition of Education 2011" (NCES 2011-033). U.S. Department of Education, National Center for Education Statistics, Washington, DC: U.S. Government Printing Office. < http://nces.ed.gov/programs/coe/pdf/coe_pgr.pdf>
Low-income studentsFurther defining the college-completion challenge
<10% of students from low-income families graduate from college by their mid-20s
There Are Numerous Contributing FactorsCertain academically disabling factors compound with each educational level
Elementary• Teacher
subject-matter proficiency
• Special education assignments
• 4th Grade Syndrome
• Skills deficits
Middle School• “Elementary”
factors+
• Peer influence
• Identity development
• “Good at”/”Bad at”
• Tracking
• Teacher expectations
• Oppositional attitude
• Affirmation elsewhere (sports, music, clowning)
• High School preparation hindered
High School• MS factors +
• Identity reified
• Expectations reified
• “Good at”/”Bad at” reified
• Aspirations reified
• Academic self-efficacy reified
• College Readiness lacking
College• HS factors +
• “Smartness” questioned
• Habits of Mind
• Faculty integration
• Academically-oriented social integration
• Financial challenges
• Persistence is threatened
Establishing an Ecosystem for Achievement
Environment (Culture)
Motivation
BehaviorIdentity
• Affirmation
• Academic rigor (within Zone of Proximal Development)
• Rewards/Punishment
• Faculty/Teacher integration
• Peer integration (posse’s)
• Racial, gender, sexual orientation
• “To be Popular or Smart”
• Cultural Fluency
• “Habits of Mind”
• Deliberate Practice
• Self-explanation
• Reading comprehension
• Utilizing study groups
• Confidence
• Mindset
• Attribution
• Resilience
Self-Efficacy“I Can”
STEM4All Planning GroupKarl W. Reid, Ed.D.
1.3.14
Adapted from Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
College Retention Efforts and Engaging Alumni
• Karl Reid, Moderator (Senior Vice President for Research, Innovation, and Member Engagement, UNCF)
Panelists: • Kya Dixon (Senior Program Officer of College Programs, the
College Success Foundation) • Ashref Elshazli (Alumni Affairs Coordinator, Friendship Collegiate
Academy) • Sirwalter Hemphill (Management Analyst, OSSE)• Emma Levine (Alumni Program Manager and Associate College
Counselor, Thurgood Marshall Academy)
4th Annual Post-Secondary & Career Education Conference
7
FindingsWhat Matters for High-Achieving Black Males in College?
They had high confidence in their academic ability They had strong relationships with faculty They were more socially integrated in the campus
community They possessed a strong "internalized" racial identity
“The way a student perceives and responds to events in the college setting will differentiate his or her college experience
and shape his or her outcomes.” W. R. Allen