Copy of You Matter! Draft 2
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Transcript of Copy of You Matter! Draft 2
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You Matter!
Improving First-Generation and Low-Income Students’ Transition
and OutcomesKatherine Julian Dunn
Brandeis University
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Goals for Today
1. Understand statistics and trends associated with first-generation and low-income college students.
2. Summarize research on mattering and marginality (Schlossberg, 1989) and how it relates to these populations.
3. Apply theory to interventions for first-year students from first-generation and low-income backgrounds.
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Brandeis University Student Support Services
● Funded by Department of Education on a TRiO grant
● Serves 145 eligible students with highest academic need
● Department within Office of Academic Services
● On campus for 25 years
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Group Brainstorm
When you think of the population of first-generation and low-income students on your campus, what words or phrases
come to mind?
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Who are first-generation and low-income students?
● First-generation college: “A student where neither parent/guardian has earned a bachelor’s degree” (Davis, 2011)
● 24% of college students in the US are both first-generation and low-income (Engle and Tinto, 2008)
● Brandeis undergraduate population: 7.5% first-generation, 13.1% low-income, 8% both first generation and low-income
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Risk Factors and Strengths
● First-generation and low-income students:○ More likely to hold other underrepresented
identities○ 4X more likely to leave college in the first year ○ 89% leave college without a degree after 6
years (Engle & Tinto, 2008)
● Counter narrative: First-generation students as “pioneers, not problems” (Greenwald, 2012)
○ assets: maturity, resilience, drive, generosity
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Challenges of first year transition: Academic
● Gaps in preparation/study skills
● Uninformed academic decision making
● Hidden academic costs: books, laptops
● Reluctance to seek help
○ i.e. Higher rate of first-generation students “needing but not using” mental health and counseling services (Stebleton, Soria & Huesman, 2014)
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Challenges of first year transition: Social
● Limited involvement due to work and family commitments
● Differences in social and cultural capital from peers
● “Integration vs. segregation dynamic” (Lowery-Hart, Pachenco, 2011)
○ “I feel connected to the SSSP community, but not the Brandeis community”
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Challenges of first year transition: Family
● Family responsibilities/ family dependance
● “Push and pull” dynamic with parents (Nichols & Islas, 2016)
○ First-generation students get a broad level of encouragement from parents that pushes them rather than the specific advice and intervention continuing generation students get that pulls them along and helps them cultivate social networks
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Overall theme: Feelings of marginality
● Marginality: feelings of isolation, disconnection, insignificance, invalidation, insecurity. Feeling “on the margins” (Schlossberg, 1989)
● Negative impact on sense of belonging, mental health (Stebleton, Soria & Huesman, 2014)
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Mattering as a framework for addressing marginality
● Mattering: “The feeling that others depend on us, are interested in us, are concerned with our fate, and experience us as an ego-extension” (Rosenberg &
McCullough, 1981)
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Dimensions of Mattering
● Attention: “The feeling one commands the interest or notice of another person” (Rosenberg &
McCullough, 1981)
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Dimensions of Mattering
● Importance: “Another person is concerned with our fate and cares about what we want, think or do” (Rosenberg & McCullough, 1981)
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Dimensions of Mattering
● Ego-Extension: “Others will be proud of our accomplishments and disappointed by our failures” (Schlossberg, 1989)
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Dimensions of Mattering
● Dependence: “Feeling needed or depended on by others” (Rosenberg & McCullough, 1981)
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Dimensions of Mattering
● Appreciation: “Others are thankful for our efforts and appreciate what we do” (Schlossberg, 1989)
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Mattering as a motive for behaviorSchlossberg, Lynch and Chickering (1989) studied adult learners’ experience in college. They found students who felt they mattered in a university environment showed...
● Increased engagement in learning
● Increased involvement in the campus community
● Increased institutional loyalty
● increased self-confidence and self-esteem
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From Theory to Practice
● Two institutional “case studies”
○ Pre-Orientation
○ Peer Mentoring
● Additional programs and initiatives that take a “mattering approach”
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SSSP Pre-Orientation Program Objectives
● Provide an “extended campus acclimation process” (Davis, 2011) introducing students to college expectations as well as campus resources in a comfortable environment
● Connect students to a community who can act as a support system
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SSSP Pre-Orientation Program
Description
● Friday-Sunday prior to August orientation
● Required of all new SSSP students
● Sessions that address academic, social, cultural transition, assess skills, and normalize fears
● Involvement of parents and families
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Pre-Orientation in Action
“My questions and even questions I didn’t know I had were answered.”
“The SSSP community surpassed my expectations. I’m so happy to have this family.”
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Dimensions of Mattering AddressedAttention: Specific time/resources carved out to assist this group of students in their adjustment to campus.
Importance: Special visits from Dean and student body president welcoming them to campus.
Dependence: Reliance on Peer Mentors to facilitate sessions, offer guidance
Appreciation: Opportunity for students to recognize each other at end of program for making positive contributions to the group.
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Peer Mentoring Program
Objectives
● Offer new students an accessible guide and role model through their transition who can help navigate challenges, direct towards opportunities and resources
● Provide a leadership opportunity for current students in the program to “pay it forward”
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Peer Mentoring Program
Description
● 13-16 mentors with 2-4 new mentees, meeting bi-weekly for 30-60 minutes
● All mentors must be active in program and in good academic standing
● Specialized training
● Regular supervisory check ins and mid-year performance evaluation
● Documentation of meetings using google form and timesheet for payment ($10/hr)
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Peer Mentoring in Action
“I love speaking with Ana because she is really a great listener. I also like how she is able to give me constructive criticism. It's great that she's able to tell me what I need to hear and
not always what I want to hear.”
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Dimensions of Mattering Addressed
Attention: Low student:mentor ratio, high frequency of meetings, mentors offer holistic support, 500+ hours of mentoring per year with first-year class.
Dependence: Empower upperclass students in program to share their experiences and hone their interpersonal skills as leaders.
Ego-Extension: By having a mentor, new students feel a peer is investing in their success. Mentors want to offer additional comfort during difficult times. “Big Brother/Big sister” relationship. Open line of communication with advisors who are also invested.
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Other examples of a mattering approach
SSSP Shout Out program (Appreciation)
○ Monthly opportunities for peers to recognize peers in a variety of areas, public display of recognition
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Other examples of a mattering approach
SSSP “I AM” Event (Importance, Dependence)
○ Provides students the opportunity to define themselves and their journey through a high profile event
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Program Outcomes
● Our program is assessed on three major outcomes:
○ Academic good standing
○ First to second year retention
○ Six year graduation
● Each grant cycle we set new targets for these outcomes that are ambitious and attainable
● We are proud that our program’s graduation rate exceeds that of the general Brandeis population
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Reflection and Small Group Discussion
1) In your role, how do you show first-generation and low-income students they matter?
2) Outside of your role, how does your campus show first-generation and low- income students they matter?
3) Think of a program in your office. What dimensions of mattering are incorporated into this program?
4) What can you take away from this presentation to improve your work with first-generation and low-income student populations?
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Questions/Comments?