CULTIVATING A SENSE OF BELONGING AT EOP€¦ · Fall 2017 PROJECT OVERVIEW 6 6. Report Briefing...
Transcript of CULTIVATING A SENSE OF BELONGING AT EOP€¦ · Fall 2017 PROJECT OVERVIEW 6 6. Report Briefing...
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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