The Men of Color Initiative: Reaching Student Success through

Mentorship

Presented by: Kevin Lee, Miguel Macias, Joe Saucedo

Loyola University Chicago

Session Overview

• Loyola University Chicago • Learning Outcomes for today• Mentoring – what do we know?• Loyola’s Men of Color Initiative• Impact of MOCI• Discussion – what are your thoughts?

Loyola University Chicago

• Total enrollment: 16,040• 4+ campuses• Diversity:– 32% students of color– 65% women – 555 international students

Loyola’s Mission

• We are Chicago’s Jesuit Catholic University–a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith.

Learning Outcomes

• Understand one model for integrating peer & professional mentoring

• Articulate benefits of mentoring specific to underrepresented students

• Gain understanding of the challenges faced by men of color (MOC)

• Identify success stories experienced by MOC • Learn new ideas to implement change at your own institutions

Mentoring in higher education

• Relationship Structure– Mentoring can be informal and ad hoc or it can be

more formalized (Reddick 2009)

– Developmental relationship focused on learning, goal attainment, and personal growth (Campbell, Smith, Dugan, Komives 2012)

– Short term vs. sustained over years

Mentoring in higher education

• Access to resources– Mentors are equipped to guide mentees on how

to navigate various aspects of college– Academic tutor, financial aid counselor, etc.

• Positive role modeling• Influence vocational discernment

The impact of mentorship

• Validation theory (Rendón 1994)– Academic and interpersonal validation

• Staff and faculty mentors who earn students’ trust can positively impact their self-efficacy

• Cultivate a sense of belonging• Acquisition of skills and knowledge that can be

taught to others

Development of MOCI• Student Diversity and Multicultural Affairs charged with

establishing an initiative to improve retention and graduation rates for MOC at Loyola

• Coordinator investigated best practices and programs • Drafted outline for MOCI as a four-year experience (Spring

2012)• mission, vision and principles (Discover, Connect, Transform)

• Outreach to MOC faculty and staff to serve as mentors• Introduced as Opt-out program• Sent letters to all incoming first time freshmen and

transfer MOC

MOCI Framework

• Intended to be a four or two year experience

• Each year has unique benchmarks and developmental outcomes

• MOCI seeks to create supportive atmosphere for its members to thrive and create a positive Loyola experience

MOCI Faculty/Staff Mentors

• Selected 37 Men of Color Mentors from Loyola University Chicago.

• 15 faculty from across Loyola/22 staff members

• All participated in training to be mentors

• Held monthly check ins for all mentors

Role of Loyola Faculty & Staff Mentors

• Recruitment of faculty and staff• Initial communication to the

mentees• Collaborating and supporting

students– Invite to on & off campus

programs, lunch, dinner• Year 1 and Year 2

Pilot Year 2012-2013

• Welcomed 247 men to the MOCI Program– 58% first year Freshmen– 48% transfer students– 92% from the Chicagoland Area– 70% first generation college students

AAPI37%

African Amer-ican/Black

20%

Latino/Hispanic33%

Multiracial or Biracial8%

Other2%

Mentee Racial Composition

Pilot Year 2012-2013• Hosted four academic workshops • Social outings with MOCI participants • Each staff mentor held family/individual outings• SDMA created interventions for students

regarding academics and financial aid– Student example

Impact of MOCI

• Higher visibility of MOC in Student Diversity programming

• Increased sense of community among MOC• Building a network of faculty and staff

support• Average GPA at the end of their first year

( 3.1 )• Retention rate of 89% vs. institutional rate

(87%)

MOCI 2013-2014

• Moved to Opt-In format • MOCI registered 43

participants • Added 8 peer mentors who

also collaborate with staff & faculty mentors

• Formed MOCI Advisory Committee

Looking ahead

• Further develop Years 2-3-4 of the MOCI experience

• Plan and implement MOCI retreat • Utilize advisory committee to support

assessment– programming and campus climate

Voices of MOCI @ Loyola

Being in MOCI means I have people who connect with my struggle and makes me feel like I am not in this alone.

The main challenge for myself is reaching out to my mentees.

My mentor was able to help me with emotional challenges as well as talking about my grades and coursework to make sure I had my bearings. And of course, since he took me out to dinner every once and a while, I had an added incentive to talk to him!

Voices of MOCI @ Loyola

• I have actually learned more about my culture from my mentees than from my mentors this year actually.

• With MOCI, I get a sense of community…each week when we have our meeting, I look around the table and see someone of every background. When we connect and do good together, it is a wonderful thing.

• Having interactions with women of color and their experiences could also shift our dynamic in a positive fashion.

Q&A / Discussion

References• Cerezo, A., Lyda, J., Beristianos, M., Enriquez, A., & Connor, M. (2012, August

20). Latino men in college: giving voice to their struggles and triumphs. Psychology of Men & Masculinity.

• Johnson-Bailey, J., & Cervero, R. M. (2002). Cross-cultural mentoring as a context for learning. New Directions for Adult and Continuing Education, 96, 15-26.

• Reddick, R. J., & Young, M. D. (2012). Mentoring graduate students of color. The SAGE Handbook of Mentoring and Coaching for Education, Sage Publications Inc., Thousand Oaks, CA, 412-429.

• Rendón, Laura I. (1994). Validating culturally diverse students: toward a new model of learning and dtudent development. Innovative Higher Education, Vol. 19, No. 1, 33-51.