Research Strategies in Multiethnic Program
Collaborations: Analysis of the Summer Academic
Leadership Training Program (S.A.L.T.): Phase # 1
Fifth Annual National Conference
American Association of Hispanics in Higher Education (AAHHE)
March 4-6, 2010 Costa Mesa, CA
Robert Reyes, Ph.D., CFLE
CITL Research Director & Professor of Sociology
Ana Juarez-Lopez, M.S.S.A, CNM
Director of the Latino Study – Service Term
CITL
Center for Intercultural
Teaching and Learning
CITL Areas of Focus
or Activity
Recruitment/Retention
CITL promotes and
assesses collaborative
internal and external
initiatives that aim to
transform both our own
campus and the educational
environment in our region.
Research
Curriculum Innovation/
Campus
Transformation
CITL
Center for Intercultural
Teaching and Learning
CITL - Research Areas of Study
Engaging the
Community
through
Action
Research in
Local Schools
Understanding
the Social &
Demographic
Context of the
Local Latino
Population
Research Focus:
The Nature and
Process of
Intercultural
Teaching and
Learning
Curriculum
Innovation
and Faculty
Development
General Areas of Activity
at the Center:
Recruitment and
Retention
Understanding
the Higher
Education
Experience of
CITL Students
CITL
Curriculum and
Campus
Transformation
Research
Center for Intercultural
Teaching and Learning
Demographic, Economic and
Educational Context: Latinos in
Elkhart County, IN
CITL
Center for Intercultural
Teaching and Learning
Hispanic/Latino
Concentrations in Indiana
Top Counties:
1. Lake- 13.9%
2. Elkhart- 13.4%
3. Clinton- 12.3%
4. Cass- 10.6%
5. Noble- 9.9%
6. Marion- 6.6%
Map Source: Indiana University Kelley School of Business
Data Source: U.S. Census Bureau
CITL
Center for Intercultural
Teaching and Learning
Age Distribution, Elkhart County
2008 ACS Community Estimates
CITL
Center for Intercultural
Teaching and Learning
Economic Context : Latinos in
Elkhart County
•Earn a median household income of $37,010
compared to the total population’s median income of
$47,507
•Migrate to Midwest for the purpose of attaining jobs
available in the unskilled labor market, specifically
food processing and light industry.
•RV manufacturing was particularly popular, but the
recession has cut employment by 15% since 2004
•54% of Latinos have less than a high school
education (total population 14%)
(Source: 2008 ACS 1-year Estimates and Indiana Department of
Center for Intercultural
Workforce Development)
Teaching and Learning
CITL
School Snapshot:
Minority Student Population 1990-2008
Minority Students as % of Total Student Body
60.00%
50.00%
40.00%
30.00%
Indiana State Average
Goshen Community Schools
Indiana State Average
20.00%
10.00%
0.00%
Source: Indiana Accountability System for Academic Progress (ASAP)
CITL
Center for Intercultural
Teaching and Learning
School Snapshot:
Limited English Student Population 1991-2008
35.00%
30.00%
25.00%
Limited English Students as % of
Student Body Indiana
20.00%
Limited English Students as % of
Student Body Goshen Community
Schools
15.00%
10.00%
5.00%
0.00%
Source: Indiana Accountability System for Academic Progress (ASAP)
CITL
Center for Intercultural
Teaching and Learning
Organizational Chart and Logic
Model (Design of the Study)
• Departmental – Collaboration Network
CITL
Center for Intercultural
Teaching and Learning
Institutional Diversity Profile:
Goshen College
Total Enrollment at Goshen College (Fall 2009
Enrollment)
920
56%
Undergraduate Students
Mennonite Faith
Latino/Hispanic
62 (6.7%)
International Students
40 (4.3%)
African-American
34 (3.7%)
Asian
15 (1.6%)
Total: International & Amer. Ethnic
Minority Students
164 (17.8%)
CITL
Center for Intercultural
Teaching and Learning
Organizational Chart - SALT Program
Academic
Affairs Office
Student Life
Office
Office of
Enrollment/Admissions
•SALT student
recruitment
Multicultural Affairs
Office
Center for
Intercultural Teaching
and Learning
CITL Research
Residence
Program
Curriculum
Development
•Program Evaluation
•CITL/Teaching Strategies
GC Faculty
•Eng 105
•Math Lab
•Comm 202
Academic
Support
Center
•Tutoring
•Teaching College Success
Strategies
Student
Leadership
Activities
•Res Assistant
•Res Life Activities
•Trips
•Coffeehouse Performance
CITL
Center for Intercultural
Teaching and Learning
SALT Program Logic Model
Research
Questions
What do we
want to know
or learn?
Theory of
Operation
What informs
our thinking?
Inputs
How do we
invest.
The resources
we have
available at our
disposal?
Outcomes
Outputs
Activities
Short-term
Intermediate
Participation
Long-Term
Who we reach
and what we do
CITL
Academic and
Social changes
that we expect
Center for Intercultural
Teaching and Learning
SALT Program Logic Model
Short-Term Outcomes
Expected Short-term
changes
Expected Short-term
changes
ACADEMIC
SOCIAL
-Increase in both the
skills and confidence
of SALT students for
foundational college
work
-Built sense of
community
-Pass Math
Competency Exam
-Identify behaviors
necessary for college
success.
-Understand
Academia
-Developed a
network of support
systems
-Developed sense of
belonging
-Understanding of
support structures
-Ethnic Identity
Development
Intermediate
Outcomes
Long-Term
Impacts
Long-term
changes we
expect
Medium term
changes we
expect.
-GPA from first
semester higher
than anticipated
GPA (as calculated
by admissions).
-Higher Retention
rates from first to
second year
-Higher
graduation rates
(in four to six
years).
-Successful
transition
-Demonstrated
campus
engagement.
CITL
Center for Intercultural
Teaching and Learning
SALT Program Logic Model
Research
Questions
What do we want to
know or learn?
1. What is the context
from which SALT
students are coming
from?
* Need to know
about histories of
stress, coping
mechanisms, general
high school
experience; family
support systems.
1.
What is the students
current self-efficacy?
2.
How did the SALT
program affect the
self-efficacy of
students?
3.
4.
What was the
students’ experience
with the SALT
Program?
How satisfied were the
students with the
program?
Theory of
Operation
What informs our
thinking?
Pascarella &
Terenzi
Beverly Tatum’s
ABC Theory
Weidman’s Model
of Undergraduate
Socialization
-Solberg’s Theory
of College SelfEfficacy
-Tinto’s Model of
Student Retention.
-Nora’s theory of
Academic & Social
Integration
Outputs
Inputs
How do we invest.
The resources we
have available at
our disposal?
-Lilly Funding & CITL
-Program
coordinator
-Academic
Coordinator
Activities
What we do
Participation
Who we reach
-Oral
Communication
or English 105
Classes
- Incoming CITL
students
-ALANA
students
-Math Lab
-Library &
Research Skills
-Instructors
-Student Life Staff
-Staff from other
departments
-Study Time &
Academic
Coaching
-Tutors
-Cultural
Programming
(field trips)
-Resident
Assistants
-Campus Life
Experience
-Supplies for all
classes.
-Leadership
Training
Sessions
-Dorms
CITL
Center for Intercultural
Teaching and Learning
-Worship Time
Methodology
• Mixed-Method Qualitative Methodology
– Quantitative
• Initial Data
–
–
–
–
F-COPES: Coping mechanisms
College Self-Efficacy Inventory
Students’ grades on English 105 or Oral Comm
Students’ outcome on Math Competency Exam
• Intermediary Data
– Students’ G.P.A.s after first semester
CITL
Center for Intercultural
Teaching and Learning
Methodology
– Qualitative
• Semi-structured interviews
–
–
–
–
High school experience
Family stress & support
College expectations
SALT program experience
» Academically
» Socially
» Dorm Life
– Program Assessment: Satisfaction Inventory
CITL
Center for Intercultural
Teaching and Learning
Types of Evaluation
• Process Evaluation (Improvement & Future Planning)
–
–
–
–
Are the students’ satisfied with the program?
Which components went well?
Which program components should be deleted or done differently?
How can we improve the program?
• Outcome-Based Evaluation (Impact)
– Were the outcomes goals and objectives achieved?
– Did the program have an impact on the students?
– Were some of the students more impacted than others?
CITL
Center for Intercultural
Teaching and Learning
Project: Underlying Frameworks
Guiding the Bridge Program
•
•
•
•
Academic integration
Social integration/Networks
Academic Self-Efficacy
McCubbin’s Double ABCX Model of
Family Stress and Resiliency
CITL
Center for Intercultural
Teaching and Learning
Student Profile
Item
Mean
Frequency
Age
17.80
Sex
Male
Female
6
9
Race/ethnicity
Latino/Hispanic
15
Country of Origin/Descent (Latinos)
Mexican
Mexican/Guatemalan
Peruvian
Ecuadorian
Puerto-Rican
Salvadorian/Puerto Rican
10
1
1
1
1
1
Immigrant Status
U.S. Born
Foreign Born
12
3
CITL
Center for Intercultural
Teaching and Learning
Student Sample
Item
Mean
Frequency
Household Income
Below $25,000
$25,001-40,000
$40,001-80,000
$80,001-120,000
7
4
3
1
Mother’s Level of Education
No High School
Only High School Diploma
Associate’s Degree Only
Bachelor’s Degree Only
Postgraduate Degree
8
5
0
0
2
Father’s Level of Education
No High School
Only High School Diploma
Associate’s Degree Only
Bachelor’s Degree Only
Postgraduate Degree
10
2
0
0
2
13 out of 15 are
first-generation
college students.
CITL
Center for Intercultural
Teaching and Learning
Sample: Educational
Background
CITL
Center for Intercultural
Teaching and Learning
Sample: Educational Background
CITL
Center for Intercultural
Teaching and Learning
Results
CITL
Center for Intercultural
Teaching and Learning
Understanding the Context: How do
students cope with problems?
F-COPES (Instrument) Definitions
•
Acquiring Social Support (ASS): Family’s ability to actively engage in acquiring
support from relatives, friends, neighbors and extended family.
•
Reframing (R): Family’s capability to redefine stressful events in order to make them
more manageable.
•
Seeking Spiritual Support (SSS): Family’s ability to acquire spiritual support.
•
Mobilizing Family to Acquire and Accept Help: The family’s ability to seek out
community resources and accept help from others.
•
Passive Appraisal: Family’s ability to accept problematic issues minimizing
reactivity.
CITL
Center for Intercultural
Teaching and Learning
Understanding the Context: How do
students cope with problems?
F-COPES (Coping Instrument) Scale
• 1= Strongly Disagree
• 2=Moderately Disagree
• 3=Neither Agree nor Disagree
• 4=Moderately Agree
• 5=Strongly Agree
CITL
Center for Intercultural
Teaching and Learning
Responses:
Family Distress Index (FDI)
Not a Problem=0
Small Problem=1
Medium Problem=2
Large Problem=3
CITL
Center for Intercultural
Teaching and Learning
Has there been a major change in
your family in the last few years?
–Divorce/parent left (6)
–Family financial problems (3)
–Moving (2)
–Father’s death (1)
–New baby in the family (1)
–Parents do not treat student as an
adult (1)
CITL
Center for Intercultural
Teaching and Learning
Results:
F-Copes
Scale
1= Strongly Disagree; 2=Moderately Disagree; 3=Neither
Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree
CITL
Center for Intercultural
Teaching and Learning
(F-COPES) Acquiring Spiritual Support:
When we face problems or difficulties in our family we respond by
Scale
1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor
Disagree; 4=Moderately Agree; 5=Strongly Agree
CITL
Center for Intercultural
Teaching and Learning
Acquiring Social Support
When we face problems or difficulties in our family we respond by:
Scale
1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree
nor Disagree; 4=Moderately Agree; 5=Strongly Agree
CITL
Center for Intercultural
Teaching and Learning
Mobilizing Family Support
When we face problems or difficulties in our family we respond by:
Scale
1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree
nor Disagree; 4=Moderately Agree; 5=Strongly Agree
CITL
Center for Intercultural
Teaching and Learning
Is there someone in your family
to whom you can turn for advice?
• Mother (8)
• Both parents (3)
• Other relatives (2)
• Sister (1)
• Brother (1)
CITL
Center for Intercultural
Teaching and Learning
Can you describe the role you family/parents
has played in your development as a student?
– Verbal encouragement/Moral Support (11)
• “My family, whether it be my mom, uncles, aunts, they’ve
always encouraged me to study and keep up my grades.”
• “My mom is always telling me that I have to do good in
school, that I have to do my homework. “
– They were “hands-on” (2)
• “In elementary school she would attend the honor roll
banquets, teacher conferences, chaperone for field trips.
– Did not provide support /encouragement (2)
• “They encouraged me sometimes, but I’m not really as much
as I wanted to so. It was on my own that I actually graduated
(from high school).”
CITL
Center for Intercultural
Teaching and Learning
Moral Support
What are parents saying to their children?
• “You have to go, you know. You can’t just be like
me, working in a factory. So, go to college. Be
successful. Don’t follow the crowd.”
• “They’d always make sure, when I was younger
that I’d have my homework done. And when I
got older, they just kept telling me, ‘your goal is
to finish high school and then from then go to
college” And “Oh keep going mija; you’re going
to college and you’re gonna study and you’re
gonna become something in life.”
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy:
Definition
College Self-Efficacy: In academic settings, self-efficacy
refers to students’ confidence in their ability to carry out
college-related tasks in the following areas:
1. Academic (i.e. talking to professors, writing a term
paper).
2. Social (i.e. making new friends, joining a student
organization).
3. Roommate (i.e. Socializing with others in your living
space).
Solberg, O’Brien, Villareal, & Davis, 1993
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy
College Self-Efficacy Inventory Scale
• 0=Totally Confident
• 1=Very Unconfident
• 2=Unconfident
• 3=Somewhat unconfident
• 4=Undecided
• 5=Somewhat confident
• 6=Confident
• 7=Very confident
• 8=Totally confident
CITL
Center for Intercultural
Teaching and Learning
What is the students self-efficacy &
how did the program affect it?
Scale
0=Totally Unconfident1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident;
4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very confident; 8=Totally Confident
CITL
Center for Intercultural
Teaching and Learning
What is the students self-efficacy &
how does the program influence it?
Academic Self-Efficacy
CITL & Non-CITL Base Measure
Self Efficacy Scale
8
7
6
5
4
3
2
1
0
0
1
2
3
4
G.P.A
CITL
Non-CITL
Scale
0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident;
4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy Scale
What is the students self-efficacy &
how does the program influence it?
Scale
0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident;
4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy Scale
What is the students self-efficacy &
how does the program influence it?
Scale
0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident;
4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident
CITL
Center for Intercultural
Teaching and Learning
What is the students self-efficacy &
how does the program influence it?
G.P.A.
Scale
0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident;
4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy Scale
What is the students self-efficacy &
how does the program influence it?
G.P.A.
Scale
0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident;
4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very Confident; 8=Totally Confident
CITL
Center for Intercultural
Teaching and Learning
What is the students self-efficacy &
how does the program influence it?
G.P.A.
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy:
High School Experience
How well do you think high school
prepared you for college?
Like at my high school I feel that they were just
like, they helped you a little too much. They
would tell you things. They would like hand feed
you things, you know. And then like, I feel like at
college, um, it’s gonna be a little different, like
looking to the syllabus to know when things are
due? Instead of asking my teacher, having my
teacher remind me.
CITL
Center for Intercultural
Teaching and Learning
Self-Efficacy:
High School Experience
How well do you think high school
prepared you for college?
“It was pretty well cause I took a lot of AP classes.
The last two years in my high school, so they
had, a lot of homework and now the class I’m
taking now? I feel that there’s more homework,
but not too much more that I can’t, that I can’t
handle it cause I was prepared. And so, those
classes really prepared me for how it was gonna
be.”
CITL
Center for Intercultural
Teaching and Learning
Do you have any particular concerns
about college classes or homework?
– Time management (10)
– Too much homework/Class Difficulty (3)
– Being away from home (1)
– No concern at the moment (3)
CITL
Center for Intercultural
Teaching and Learning
How do you feel the program will help
you achieve your academic goals?
• “By helping me understand college academic expectations”
(10)
– Knowing what will be expected academically.
– Study methods and the amount of time needed for serious
studying.
– Note taking in class.
– Time management.
• Improving academic skills (4)
• Awareness of campus resources. (1)
• Meeting new people to whom you can turn for help. (1)
CITL
Center for Intercultural
Teaching and Learning
Describe your experience of
living in the dorms?
• It helped to me to adjust to living with a roommate (5).
• It helped us to make friends (build a sense of community) (6).
• It helped with the adjustment of being away from home (3).
– For many students, this was their first experience of being away
from home/family for any significant amount of time.
• It helped with getting adjusted to new responsibilities.
– SALT allows them their first taste of independence without
running the risk of damaging an entire semester’s worth of work.
CITL
Center for Intercultural
Teaching and Learning
Implications for
Academic Achievement
• Preliminary – Pilot Study
• It is important to have an ecological, contextual framework in
considering all the factors that may affect students academic and
social adjustment.
• In examining family stress and coping methods further research is
needed in examining;
– The individuals and/or families ability to pursue assistant from
non familial or professional support agents.
– The role that peer support agent may play in developing or
responding to academic goals.
– The role that challenging academic curriculum may play in
developing pro-academic identities and self efficacy.
– The type of messages parents are providing to their children and
the role that these messages may play in developing academic
persistence.
Center for Intercultural
CITL
Teaching and Learning
References
•
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist,
28(2): 117-149.
•
Maples, S. C. (2003). Academic achievement and retention rate of students who did and did not participate in a
university summer bridge program. Dissertation Abstracts International Section A: Humanities & Social Sciences,
63 (7-A), 2468.
•
McCubbin, H., Thompson, A., Elver, K., 1993
•
McCubbin, H., Olson, D., Larsen, A., 1981
•
Solberg, V. S., O’Brien, K., Villareal, R. K., and Davis, B., (1993). Self-efficacy and Hispanic college students:
Validation of the college self-efficacy instrument. Hispanic Journal of Behavioral Sciences, 15(1): 80-95.
•
Velazquez, P (2002). A qualitative study of a summer bridge program’s contribution to the persistence of
underrepresented students of color at selective, predominately white institutions. People of Color in Predominantly
White Institutions, Seventh Annual National Conference, POCPWI, University of Nebraska – Lincoln Year 2002.
This paper is posted at DigitialCommons@University of Nebraska –
Lincoln.http://digitalcommons.unl.edu/pocpwi7/16.
CITL
Center for Intercultural
Teaching and Learning