HI ED 556 Group ProjectHI ED 556 Group Project

Brian PetroskyBrian Petrosky

Ryan ServiceRyan Service

Stephen HoloviakStephen Holoviak

IntroductionIntroduction

• Class ActivityClass Activity

• DemographicsDemographics

• Interviewee CharacteristicsInterviewee Characteristics

• Connections to Course LiteratureConnections to Course Literature

• LimitationsLimitations

• Q&A Panel DiscussionQ&A Panel Discussion

African African AmericaAmericansns

WhitesWhites All other All other ethnicitiethnicitieses

TotalTotal Percent Percent of of African African AmericaAmericansns

PSU-PSU-UniversitUniversity Park y Park (2008)(2008)

1,5601,560 31,59931,599 3,5283,528 37,98837,988 4.1%4.1%

National National enrollmeenrollment rates nt rates (2006)(2006)

1,713,0001,713,000 9,900,0009,900,000 2,319,002,319,0000

12,528,0012,528,0000

13.7%13.7%

Total U.S. Total U.S. PopulatioPopulationn(2008)(2008)

39,041,0039,041,0000

242,938,0242,938,00000

21,845,021,845,00000

303,825,0303,825,00000

12.9%12.9%

DemographicsDemographics

Who We InterviewedWho We Interviewed

• Five undergraduate students attending Five undergraduate students attending University Park CampusUniversity Park Campus

• All identified as African-AmericanAll identified as African-American

• 2 male & 3 female2 male & 3 female

• Age range 18 – 21yrs.Age range 18 – 21yrs.

• Four sophomores and one seniorFour sophomores and one senior

• All from Pennsylvania – 2 from All from Pennsylvania – 2 from Pittsburgh, 3 from PhiladelphiaPittsburgh, 3 from Philadelphia

Family InformationFamily Information

• All interviewees parents are separated or All interviewees parents are separated or divorceddivorced

• Four identified as low-income, one middle-Four identified as low-income, one middle-classclass

• No parents earned a four-year baccalaureate No parents earned a four-year baccalaureate degreedegree

• Everyone has at least one parent with some Everyone has at least one parent with some postsecondary experience.postsecondary experience.

• All have at least one supportive family All have at least one supportive family member who provides encouragementmember who provides encouragement– In each case it was the mother or another female In each case it was the mother or another female

family memberfamily member

Financing CollegeFinancing College

• All students receive some form of All students receive some form of financial aidfinancial aid

• One student is in financial jeopardy One student is in financial jeopardy due to changing major, and falling due to changing major, and falling short of GPA requirementsshort of GPA requirements

• Four students report no financial stress Four students report no financial stress paying for collegepaying for college– Mixture of grants, loans, and scholarshipsMixture of grants, loans, and scholarships– Attitude toward loans – good investmentAttitude toward loans – good investment

Academic ProfileAcademic Profile

• Current student majors:Current student majors:– IST, Communications, HDFS, FinanceIST, Communications, HDFS, Finance

• Two students began in Engineering Two students began in Engineering and changed majorsand changed majors

• GPA’s – 2.0, 3.11, 2.5, 3.25 ?GPA’s – 2.0, 3.11, 2.5, 3.25 ?

• Four of five have withdrawn from at Four of five have withdrawn from at least one classleast one class

Time ManagementTime Management

• Study time ranged from six to forty hours per Study time ranged from six to forty hours per weekweek

• All have worked at some point during college All have worked at some point during college career – three currently work on and off career – three currently work on and off campuscampus

• One student currently works in excess of One student currently works in excess of twenty hours per week 11hrs. on campus and twenty hours per week 11hrs. on campus and 15-20hrs off campus15-20hrs off campus

• All expressed a desire for more leisure timeAll expressed a desire for more leisure time– Activities varied from naps, phone calls, sporting Activities varied from naps, phone calls, sporting

events, parties, and time at the HUBevents, parties, and time at the HUB

Co-Curricular ActivitiesCo-Curricular Activities

• Three of five were involved in multiple co-Three of five were involved in multiple co-curricular activitiescurricular activities– Student Minority Advisory and Recruitment Team Student Minority Advisory and Recruitment Team

(SMART)(SMART)• Spend a fall daySpend a fall day• Achievers weekendAchievers weekend

– Black Male Leadership Symposium (BMLS)Black Male Leadership Symposium (BMLS)– Alpha Phi Alpha fraternityAlpha Phi Alpha fraternity– College of Communications and Smeal College Peer College of Communications and Smeal College Peer

MentorsMentors– Leadership Development and Community Service Leadership Development and Community Service

ProgramsPrograms

Acting Black ThemesActing Black Themes

• HBCU vs. PWIHBCU vs. PWI– Benefits of HBCU and PWIBenefits of HBCU and PWI– Prestige a factor when students went to Prestige a factor when students went to

PSUPSU– One student claimed that they got into an One student claimed that they got into an

HBCU too quicklyHBCU too quickly

• Loss of “blackness” identity Loss of “blackness” identity – Accused of “talking white” when returning Accused of “talking white” when returning

home.home.

Acting Black ThemesActing Black Themes

• Racial Climate at Penn StateRacial Climate at Penn State– Most African American students socialized with Most African American students socialized with

other African American students.other African American students.– African American students felt welcome all over African American students felt welcome all over

campus and in most parts of towncampus and in most parts of town• One student reported bad experience at the DinerOne student reported bad experience at the Diner

• Large group of African American students at the HUB Large group of African American students at the HUB between 12-2pmbetween 12-2pm

– Racial Divide in the HUBRacial Divide in the HUB

– All claimed feeling comfortable with racial All claimed feeling comfortable with racial experience at Penn Stateexperience at Penn State

Acting Black ThemesActing Black Themes

• ColorismColorism– Not an issue at Penn StateNot an issue at Penn State– Considered more of a jokeConsidered more of a joke– Most students did not know what it wasMost students did not know what it was

•One did but not an issue at Penn StateOne did but not an issue at Penn State

Northwestern (1967-1989) vs. Northwestern (1967-1989) vs. Penn State 2008Penn State 2008

• Similarities Similarities – Strong social racial divide Strong social racial divide – No explicit racism but racial insensitivity No explicit racism but racial insensitivity – Cohesive African American communityCohesive African American community

• DifferencesDifferences– 7-10% African American students at NU vs. 3.9% 7-10% African American students at NU vs. 3.9%

at PSU at PSU – Different time period Different time period – Describe racial experience as more negative at Describe racial experience as more negative at

NUNU

Overview of student’s experience in Overview of student’s experience in regards to Acting Black regards to Acting Black

• Positive racial climate at Penn StatePositive racial climate at Penn State

• Social Racial DivideSocial Racial Divide

• Most encounter experiences occurred away Most encounter experiences occurred away from Penn Statefrom Penn State

• Most have no plans to leave Penn StateMost have no plans to leave Penn State

• Close African American community on campusClose African American community on campus

• Many of the issues Willie discovered still exist Many of the issues Willie discovered still exist today, although progress has been madetoday, although progress has been made

College Choice ProcessCollege Choice Process• Three Stage Process –Three Stage Process –

1.1. Predispositions: Grades 7-9Predispositions: Grades 7-9– Development of educational aspirations and Development of educational aspirations and

intentionsintentions

2.2. Search: Grades: 10-12Search: Grades: 10-12– Information gathering & list of preliminary Information gathering & list of preliminary

institutionsinstitutions

3.3. Choice: Grades 11-12Choice: Grades 11-12– Completing prerequisites (entrance exams, Completing prerequisites (entrance exams,

financial aid applications, etc…) and financial aid applications, etc…) and enrollingenrolling

Source: (Cabrera & La Nasa, 2000)Source: (Cabrera & La Nasa, 2000)

Factors in Choice Process Leading Factors in Choice Process Leading to Successful Outcomesto Successful Outcomes

StagesStages FactorsFactors

Predisposition-Predisposition-

Search-Search-

Choice-Choice-

Parental Encouragement X 3Parental Encouragement X 3

Socioeconomic Status X 3Socioeconomic Status X 3

Student Ability X 3Student Ability X 3

High School Academic Resources X 2High School Academic Resources X 2

Parental SavingsParental Savings

Information About CollegeInformation About College

Saliency of Potential InstitutionsSaliency of Potential Institutions

Educational & Occupational Educational & Occupational AspirationsAspirations

Perceived Institutional AttributesPerceived Institutional Attributes

Perceived Ability to PayPerceived Ability to Pay

Source: (Cabrera & La Nasa, 2000)

College Choice Process College Choice Process Cont.Cont.• Parental encouragement is the most Parental encouragement is the most

influential factor for predicting influential factor for predicting educational plans of students educational plans of students (Cabrera & Nasa, 2000)(Cabrera & Nasa, 2000)

• The amount and quality of parental The amount and quality of parental encouragement is related to the encouragement is related to the ability of the student (Cabrera & La ability of the student (Cabrera & La Nasa, 2000)(Carter, 1999)Nasa, 2000)(Carter, 1999)

• Themes from our interviews:Themes from our interviews:

Persistence in CollegePersistence in College

• African American students are 20% African American students are 20% less likely to complete a degree less likely to complete a degree within six years than White within six years than White students (Cabrera et al. 1999)students (Cabrera et al. 1999)

– Hypothesized CausesHypothesized Causes::

1.1. Academically UnpreparedAcademically Unprepared

2.2. Perceptions of Prejudice or Perceptions of Prejudice or DiscriminationDiscrimination

Persistence ContinuedPersistence Continued

• Research Findings:Research Findings:1.1. No support was found to suggest that the No support was found to suggest that the

difference in persistence between African difference in persistence between African American students and White students American students and White students was applicable to academic preparation was applicable to academic preparation (Cabrera et al. 1999)(Cabrera et al. 1999)

2.2. Perceptions of prejudice and Perceptions of prejudice and discrimination influenced persistence discrimination influenced persistence decisions for both African American and decisions for both African American and White students (Cabrera et al. 1999)White students (Cabrera et al. 1999)

Persistence ContinuedPersistence Continued

3.3. African American and White students adjust African American and White students adjust to college similarly with persistence to college similarly with persistence determined by:determined by:

• Preparation for collegePreparation for college• Positive academic experiencesPositive academic experiences• Strong parental encouragementStrong parental encouragement• Academic performance in collegeAcademic performance in college• ““For both groups, exposure to a campus climate For both groups, exposure to a campus climate

of prejudice and intolerance lessens commitment of prejudice and intolerance lessens commitment to the institution and, indirectly, weakens to the institution and, indirectly, weakens decisions to persist. (Cabrera et al. 1999 p. 153)decisions to persist. (Cabrera et al. 1999 p. 153)

• Themes from our interviews:Themes from our interviews:

Cross’s Theory of Cross’s Theory of NigrescenceNigrescence• 5-stage theory of Black identity development5-stage theory of Black identity development

• Way to describe identity transition occurring Way to describe identity transition occurring in participants of the Black power movement in participants of the Black power movement in the 60’s and 70’sin the 60’s and 70’s

• Movement from “worldview where Blacks are Movement from “worldview where Blacks are devalued” to “appreciation of self and others devalued” to “appreciation of self and others as racial beings”as racial beings”

Cross (1971, 1991, 1995) as cited in Torres, Howard-Hamilton, & Cooper (2003), Evans, Forney, & Guido-DiBrito (1998), and Pascarella & Terenzini (2005)

Cross’s Theory of Cross’s Theory of NigrescenceNigrescence

• StagesStages– Pre-encounterPre-encounter– EncounterEncounter– Immersion-EmersionImmersion-Emersion– InternalizationInternalization– Internalization-CommitmentInternalization-Commitment

Cross (1971, 1991, 1995) as cited in Torres, Howard-Hamilton, & Cooper (2003), Evans, Forney, & Guido-DiBrito (1998), and Pascarella & Terenzini (2005)

LimitationsLimitations• Voluntary nature of the sample Voluntary nature of the sample

(Cabrera et al. 1999)(Cabrera et al. 1999)

• Interviews with students who are Interviews with students who are persistingpersisting

• Interviews with students who are Interviews with students who are academically succeedingacademically succeeding

• Interviewer experience minimalInterviewer experience minimal

• Broad-based interview questions to Broad-based interview questions to find themesfind themes

Q & AQ & A

ReferencesCabrera, A. F., & LaNasa, S. M. (2000). Understanding the college-choice process. In A. F.

Cabrera & S. M. LaNasa (Eds.), Understanding the College Choice of Disadvantaged Students (New Directions in Institutional Research, n. 107) (pp. 5-21). San Francisco: Jossey-Bass.

Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African-American students. The Journal of Higher Education, 70, 134-160.

Carter, D. F. (1999). The impact of institutional choice and environments on African-American and White students’ degree expectations. Research in Higher Education, 40, 17-41.

Central Intelligence Agency. (2008). World Fact Book: United States. Washington, D.C. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/print/us.html

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory research, and practice. San Francisco: Jossey-Bass.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass.

Penn State University. (2008). Enrollment by Ethnicity Fall 2008. Retrieved from http://www.budget.psu.edu/FactBook/StudentDynamic/MinorityEnrolbyEthnicity.aspx?YearCode=2008

Torres, V., Howard-Hamilton, M. F., & Cooper, D. L. (2003). Identity development of diverse populations. San Francisco: Jossey-Bass.

U.S. Census Bureau. (2008). School Enrollment in the United States: 2006. Washington, D.C. Retrieved from http://www.census.gov/prod/2008pubs/p20-559.pdf

Willie, S. S. (2003). Acting Black: College, identity, and the performance of race. New York: Routledge.