Women are turning the tables in higher education, and it is predicted that in the near future the number of men enrolled in college will be significantly less than women.
If the number of men pursuing college degrees is on the decline what does that mean for Latino men who already face a handful of challenges?
According to the College Board in 2008 51.9% of Hispanic males that graduated from high school were either unemployed, incarcerated, or deceased.
That statistic is alarming. I think that Chris would be saddened by this statistic, but not surprised. I think that it would make him want to work harder and earn his degree. It is also important for Chris to set an example for his younger brother, Alejandro. From a student affairs perspective, I think it is important to seek out and support students like Chris. If Chris can find his bearings he will be able to work with peers and prospective students while encouraging them to explore the option of attending college. As an invested member of his community Chris can go back and inform others of his experiences and how to navigate college. Along with that idea, the Puente Project is a program that assists minority students reach their dreams of attending college, and after completing their degrees sends them back to their community to serve as leaders and mentors to others.
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Sunday, October 28, 2012
Monday, October 22, 2012
Retention, Retention, Retention
According to Megan Rooney's article in the Chronicle of Higher Education, "Latino-Americans' interest in pursuing education after high school does not translate into success in achieving college degrees" (para 8).
The following is a list of issues that negatively impact retention. The highlighted points are challenges specific to Chris.
community college attendance resulting in no degree completion
for profit school attendance resulting in massive loans and nontransferable credits
enlisting in the military
Financial strains including low-income household and supporting family
Taking care of family members
Academic struggles and coming into college unprepared
Unclear understanding of what college entails
Lack of mentor
Unable to form connections
Lack of campus involvement
Going to school part time
Non-traditional aged student
Too many other commitments
Language barriers
Latino's are the leading minority group when it comes to college aspirations and attendance, but fall behind significantly when it comes to graduation completion.
The following is a list of issues that negatively impact retention. The highlighted points are challenges specific to Chris.
community college attendance resulting in no degree completion
for profit school attendance resulting in massive loans and nontransferable credits
enlisting in the military
Financial strains including low-income household and supporting family
Taking care of family members
Academic struggles and coming into college unprepared
Unclear understanding of what college entails
Lack of mentor
Unable to form connections
Lack of campus involvement
Going to school part time
Non-traditional aged student
Too many other commitments
Language barriers
Latino's are the leading minority group when it comes to college aspirations and attendance, but fall behind significantly when it comes to graduation completion.
Friday, October 19, 2012
"You Can't Be What You Can't See"
Missrepresentation has probably become one of my favorite eye opening documentaries. Watching it in 6020 marked the 5th time I had seen the documentary. The first time I watched the film was actually during Interview Days at BG. It was a bonding moment for PJ and I. Each time I have viewed the film I find something new to take away from it. This time I took something else away which was really an unexpected take away. Every time I have watched the film a quote by Marie Wilson, Founder and President Emeritus of The White House Project has always stuck with me. She says, " You can't be what you can't see" in regards to women in leadership roles and positively empowered women in media. How does this message apply to a male Latino? Well, my thought process led to adapting the quote into a different context. What role models does Chris have in his life? It has already been established that he is a first-generation college student and is not surrounded by people who have experienced college or have knowledge of the system. Who can Chris look to for an example of leadership? Who can he look to as someone who fulfilled the goals he wishes to like graduating from college and working in the engineering field? At the same time these questions are occupying my mind, the other graduate assistant working with University Activities Organization is preparing a presentation on diversity for our UAO leadership team. The presentation includes the demographics of Bowling Green State University students, faculty, and staff. According to the presentation 27 out of 797 faculty members identify as Hispanic American and 12 out of the 576 staff members at identify as Hispanic American at BGSU.
Granted, at a predominately white institution the number of minority and/or Latino faculty may be proportionate to the number of minority and/or Latino students, but that still leaves me wondering are there enough role models for Latino students among faculty and staff? My hope is that Chris is able to find a mentor and utilize resources, but how can someone who is unable to get involved due to academic and family commitments supposed to navigate finding a mentor? At this point, Chris would be unfamiliar with resources and would become decreasingly disconnected and probably increasingly unsure if he will make it through college. Which also leads me to ask if predominately white institutions are seeking to build diversity and use race as a factor in the admissions process, or what are they doing to support their students while they are there? It's not enough to have programs or systems in place if students are unable to utilize them or find them. How are Latino students, faculty, and staff supported as a whole and encouraged to reach out and connect to one another.
This video demonstrates the need for Latino students to have mentors early on.
Granted, at a predominately white institution the number of minority and/or Latino faculty may be proportionate to the number of minority and/or Latino students, but that still leaves me wondering are there enough role models for Latino students among faculty and staff? My hope is that Chris is able to find a mentor and utilize resources, but how can someone who is unable to get involved due to academic and family commitments supposed to navigate finding a mentor? At this point, Chris would be unfamiliar with resources and would become decreasingly disconnected and probably increasingly unsure if he will make it through college. Which also leads me to ask if predominately white institutions are seeking to build diversity and use race as a factor in the admissions process, or what are they doing to support their students while they are there? It's not enough to have programs or systems in place if students are unable to utilize them or find them. How are Latino students, faculty, and staff supported as a whole and encouraged to reach out and connect to one another.
This video demonstrates the need for Latino students to have mentors early on.
Monday, October 8, 2012
Orientation...Not Just for Students
I had been looking up articles on Orientation and First-Year programs for a potential issue paper topic and functional 15 assignment. Along the way I began to investigate what the orientation experience looks like for Latino students and explore what Chris's transition might look like. As I mentioned in my first blog entry I was confused about orientation at Adams State last year. I didn't understand why parents were invited to orientation and welcome week activities. I came from a school where the parents were sent away by 4pm after an hour long parent session on move-in day. Like I have mentioned before, I had a lot to learn and I value the opportunity to become better informed as well as reflect on my past experiences.
I am going to break this entry into three parts
1. Important and relevant points from A Qualitative Exploration of the First-Year Experience of Latino College Students by John C. Hernandez
2. Excerpt from Deborah A Santiago's All Together: the Role of Latino Families in Higher Education
3. A look at Schlossberg's Transition Theory in relationship to Chris's transition
1. Hernandez (2002) pointed out that students of color that attend predominately white institutions (like Chris) have additional challenges during their first-year of college, and went on to note some specific challenges that Latino students face such as being first-generation students from low income house holds where Spanish is the primary language spoken in addition to feeling isolated and academically unprepared at their institution. Students were surveyed in the fall and spring to see if they believed they would obtain a four year degree. Based on survey results Latinos scored the highest of minority groups, but in the spring semester dropped to the lowest (Hernandez, 2002). Additionally, Latino students were interviewed about their first-year experience. Based on the results Hernandez organized responses into four themes or significant factors that tie in with first-year Latino students' transition. The four themes are academic and social adjustments, family support and encouragement, involvement opportunities, and ethnic and cultural identity (Hernandez, 2002). In terms of academic adjustments students felt under prepared by their high schools, and responses were mixed about social adjustments with some feelings of isolation. However, it was a common theme that students actively chose not to get involved based off of a wanting to stay solely focused on academics as well as home and community obligations. It is important to recognize that a lack of engagement does not mean students are apathetic, but rather committed to home life and engaged within their communities. However, involvement results in forming connections, and the lack of on- campus involvement among Latino student results in a disconnect to the institution. Another reason Latino students have difficulty forming connections is a reported lack of culture and pieces from their culture that they miss (Hernandez, 2002). Students also experienced what Hernandez refers to as a "culture clash (2002). The expectations of their parents and American experiences created the clash. Lastly, Hernandez (2002) found that Latino students tended to congregate together in order to build support and community. Students also reported that In terms of family support, Hernandez (2002) echoed what most people and articles point to. Families want a better life for their children and encourage them to seek out higher education opportunities, but have trouble supporting them beyond encouragement due to a lack of knowledge and financial strains. Chris's experience aligns with this conclusion, except that his family encouraged him to attend the nearby community college. One of the biggest recommendations Hernandez (2002) offers from his findings is including parents in the orientation process and hosting bilingual information sessions for parents.
2. All Together: the Role of Latino Families in Higher Education
Deborah A. Santiago, "My family made a powerful sacrifice that still humbles me to this day. They let me go. I don't mean they allowed me to go to college—that had always been their goal. Rather, they let me leave the protective support of my home and trusted me to succeed in a new environment more than 3,000 miles away.
My experience is not unique. For many Latino students who are the first in their families to go to college, the role of family is critical, for a variety of reasons. Family bonds are strong for many Latinos, which reinforces both cultural ties and a family's sense of responsibility for success. Many Latino families have lower incomes and must struggle to cover college costs. Latino parents who immigrated to this country to provide more opportunities for their children are heavily invested in their success. There is a strong Latino family identity, and the success of children reflects upon the entire family. Family is so important among Latinos that one-third of Latino undergraduates continue to live at home while they are enrolled." This article goes on to credit institutions that have incorporated and welcomed families into orientation as well as family programming and initiatives.
3. Schlossberg's Transition Model (Evans et al., 2010)
Compiled from information in Goodman, Schlossberg, and Anderson (2006)
Transitions: Chris entering college, leaving home
Meaning for the Individual Based on: Anticipated transition with personal relationship to transition with a large impact in daily life. Chris is in a new and unfamiliar place and is being challenged in ways he has never been challenged before.
Transition Process: Moving in
Coping with Transition
Situation: The desire to receive a college degree, take care of family, and have a better life precipitated the transition. The transition is considered on time and planned. Chris would like to believe he is in control of his transition but when faced with challenges encompassed in Hernandez's four themes he no longer believes he is in control of his transition, only his reaction. Chris has changed roles going from a high school student to a college student which is seen as a gain. The transition is seen as uncertain, and he has no previous experience with a similar transition. There are multiple sources of stress present. Chris has financial stress. He has family obligations that make it hard to connect to campus and get involved, in adddition to the upcoming birth of his niece. Chris is stressed about his academic performance and is currently enrolled in a developmental English/Writing course. He also has stress from his late night campus job. He sees himself responsible for the transition and internalizes the stress, anxiety, and guilt he faces.
Self: Factors include low-income, Latino, first-generation, male, and Chris's determination to remain at school.
Support: At this point in the transition his main support system is his family that provides both encouragement as well as guilt for being far away. Therefore his support system is not stable.
Strategies: Chris would look to modify the situation, but could easily fall into managing stress in the aftermath because of the overwhelming amount of stress he is experiencing, and doesn't fully grasp all the ways in which he could modify his situation.
I am going to break this entry into three parts
1. Important and relevant points from A Qualitative Exploration of the First-Year Experience of Latino College Students by John C. Hernandez
2. Excerpt from Deborah A Santiago's All Together: the Role of Latino Families in Higher Education
3. A look at Schlossberg's Transition Theory in relationship to Chris's transition
1. Hernandez (2002) pointed out that students of color that attend predominately white institutions (like Chris) have additional challenges during their first-year of college, and went on to note some specific challenges that Latino students face such as being first-generation students from low income house holds where Spanish is the primary language spoken in addition to feeling isolated and academically unprepared at their institution. Students were surveyed in the fall and spring to see if they believed they would obtain a four year degree. Based on survey results Latinos scored the highest of minority groups, but in the spring semester dropped to the lowest (Hernandez, 2002). Additionally, Latino students were interviewed about their first-year experience. Based on the results Hernandez organized responses into four themes or significant factors that tie in with first-year Latino students' transition. The four themes are academic and social adjustments, family support and encouragement, involvement opportunities, and ethnic and cultural identity (Hernandez, 2002). In terms of academic adjustments students felt under prepared by their high schools, and responses were mixed about social adjustments with some feelings of isolation. However, it was a common theme that students actively chose not to get involved based off of a wanting to stay solely focused on academics as well as home and community obligations. It is important to recognize that a lack of engagement does not mean students are apathetic, but rather committed to home life and engaged within their communities. However, involvement results in forming connections, and the lack of on- campus involvement among Latino student results in a disconnect to the institution. Another reason Latino students have difficulty forming connections is a reported lack of culture and pieces from their culture that they miss (Hernandez, 2002). Students also experienced what Hernandez refers to as a "culture clash (2002). The expectations of their parents and American experiences created the clash. Lastly, Hernandez (2002) found that Latino students tended to congregate together in order to build support and community. Students also reported that In terms of family support, Hernandez (2002) echoed what most people and articles point to. Families want a better life for their children and encourage them to seek out higher education opportunities, but have trouble supporting them beyond encouragement due to a lack of knowledge and financial strains. Chris's experience aligns with this conclusion, except that his family encouraged him to attend the nearby community college. One of the biggest recommendations Hernandez (2002) offers from his findings is including parents in the orientation process and hosting bilingual information sessions for parents.
2. All Together: the Role of Latino Families in Higher Education
Deborah A. Santiago, "My family made a powerful sacrifice that still humbles me to this day. They let me go. I don't mean they allowed me to go to college—that had always been their goal. Rather, they let me leave the protective support of my home and trusted me to succeed in a new environment more than 3,000 miles away.
My experience is not unique. For many Latino students who are the first in their families to go to college, the role of family is critical, for a variety of reasons. Family bonds are strong for many Latinos, which reinforces both cultural ties and a family's sense of responsibility for success. Many Latino families have lower incomes and must struggle to cover college costs. Latino parents who immigrated to this country to provide more opportunities for their children are heavily invested in their success. There is a strong Latino family identity, and the success of children reflects upon the entire family. Family is so important among Latinos that one-third of Latino undergraduates continue to live at home while they are enrolled." This article goes on to credit institutions that have incorporated and welcomed families into orientation as well as family programming and initiatives.
3. Schlossberg's Transition Model (Evans et al., 2010)
Compiled from information in Goodman, Schlossberg, and Anderson (2006)
Transitions: Chris entering college, leaving home
Meaning for the Individual Based on: Anticipated transition with personal relationship to transition with a large impact in daily life. Chris is in a new and unfamiliar place and is being challenged in ways he has never been challenged before.
Transition Process: Moving in
Coping with Transition
Situation: The desire to receive a college degree, take care of family, and have a better life precipitated the transition. The transition is considered on time and planned. Chris would like to believe he is in control of his transition but when faced with challenges encompassed in Hernandez's four themes he no longer believes he is in control of his transition, only his reaction. Chris has changed roles going from a high school student to a college student which is seen as a gain. The transition is seen as uncertain, and he has no previous experience with a similar transition. There are multiple sources of stress present. Chris has financial stress. He has family obligations that make it hard to connect to campus and get involved, in adddition to the upcoming birth of his niece. Chris is stressed about his academic performance and is currently enrolled in a developmental English/Writing course. He also has stress from his late night campus job. He sees himself responsible for the transition and internalizes the stress, anxiety, and guilt he faces.
Self: Factors include low-income, Latino, first-generation, male, and Chris's determination to remain at school.
Support: At this point in the transition his main support system is his family that provides both encouragement as well as guilt for being far away. Therefore his support system is not stable.
Strategies: Chris would look to modify the situation, but could easily fall into managing stress in the aftermath because of the overwhelming amount of stress he is experiencing, and doesn't fully grasp all the ways in which he could modify his situation.
Evans,
N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in
college:
Theory, research, and practice
(2nd. Ed.). San Francisco: Jossey-Bass
Publishers.
Wednesday, October 3, 2012
Ferdman and Gallegos's Model of Latino Identity Development
Ferdman and Gallegos (2001) identity process consists six different orientations that serve as a lens in which Latinos may view themselves. The six orientations are based on five factors which include the individual's identity lens, identity preference, view of Latinos as a whole, view of whites as a whole, and consideration of race (Evans et al., 2010).
According to Evans et al, (2010) Ferdman and Gallegos 6 orientations are:
Latino-integrated: Someone in this orientation views themself holistically and integrates their Latino identity with other identities. People in this orientation have the widest lens.
Latino-identified: Someone in this orientation view the Latino community as one Latino race. Whites are considered to be a separate race that either are supportive or non-supportive of Latinos.
Subgroup-identified: Someone in this orientation identifies solely with a subgroup and has potential to view other subgroups as inferior. Someone in this orientation values culture and ethnicity over race.
Latino as other: Someone in this orientation is unaware of their background/heritage and are more likely to connect with people of color based on physical attributes and how race is socially constructed.
Undifferentiated/denial: Someone in this orientation doesn't believe that race is important and is unable to connect with other Latinos.
White-identified: Someone in this orientation adopts a white racial identity and believes that Latinos and other racial groups are inferior.
Chris's father grandfather and parents fall under the subgroup-identified orientation. At this point Chris falls under that orientation as well. Chris's grandfather grew up in Mexico and although both of his parents were born and raised in Texas grew up in households where their parents identified as solely Mexican and celebrated their culture. Although Chris currently shares the same orientation as the authority figures in his life I believe at some point he will move to another orientation. He may end up back at the same orientation at the end. The combination of being a third generation living in America, moving away from home, meeting new people, and having new experiences will cause Chris to look differently at himself and start to question his identity which is something he has never seriously done before. Part of his identity development process will be influenced by the people he is able to connect with at school.
I found a video produced by the Pew Hispanic Center that discusses the Latino community and how they identify.
According to Evans et al, (2010) Ferdman and Gallegos 6 orientations are:
Latino-integrated: Someone in this orientation views themself holistically and integrates their Latino identity with other identities. People in this orientation have the widest lens.
Latino-identified: Someone in this orientation view the Latino community as one Latino race. Whites are considered to be a separate race that either are supportive or non-supportive of Latinos.
Subgroup-identified: Someone in this orientation identifies solely with a subgroup and has potential to view other subgroups as inferior. Someone in this orientation values culture and ethnicity over race.
Latino as other: Someone in this orientation is unaware of their background/heritage and are more likely to connect with people of color based on physical attributes and how race is socially constructed.
Undifferentiated/denial: Someone in this orientation doesn't believe that race is important and is unable to connect with other Latinos.
White-identified: Someone in this orientation adopts a white racial identity and believes that Latinos and other racial groups are inferior.
 |
| Drawing by Anthony & Mercer 2012 |
Chris's father grandfather and parents fall under the subgroup-identified orientation. At this point Chris falls under that orientation as well. Chris's grandfather grew up in Mexico and although both of his parents were born and raised in Texas grew up in households where their parents identified as solely Mexican and celebrated their culture. Although Chris currently shares the same orientation as the authority figures in his life I believe at some point he will move to another orientation. He may end up back at the same orientation at the end. The combination of being a third generation living in America, moving away from home, meeting new people, and having new experiences will cause Chris to look differently at himself and start to question his identity which is something he has never seriously done before. Part of his identity development process will be influenced by the people he is able to connect with at school.
I found a video produced by the Pew Hispanic Center that discusses the Latino community and how they identify.
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