Presented by:
Adam Hintz
Shumiala Kinnear
LaDonna Moore
Heather O’Keefe
Ashleigh Wade
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2007 graduation rates indicate a need to reach
out to the minority student population here at
UT
This need becomes increasingly important with
the launch of the UT Guarantee Program
Effective initiatives need to be developed to
increase academic achievement of UT’s
minority students
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What does the research say?
What are institutions similar to UT doing?
What are “best practice” institutions doing?
Programmatically, what is UT doing?
Recommendations to Strengthen Current
Programs
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Faculty Student Interaction
Academic Resources
 Stabilize or provide a supportive system which
provides a foundation for academic success.
Social Resources
 Create an environment which enhances the student's
self-esteem and supports their cultural interests.
Parental Involvement
 Maintain parental, family/friend support and
increase involvement in the student's
personal/academic/social world.
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Academic
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GPA
Test Scores*
Financial
Social
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Ability to adapt to college atmosphere
Parental/Family support (first generation?)
(Could be one, two, or all three of the above)
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Difficult to define because “at risk” can
incorporate many different factors:
Social class
 Socioeconomic status
 Parental Income
 First-generation status
 Race
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Important to consider all of these factors
individually and how they interact when
addressing the needs of “at risk” student
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For example a student can be Hispanic, a firstgeneration student, and from a low income
background
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Term suggested by Marybeth Walpole
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Economically and Educationally Challenged Students in
Higher Education: Access to Outcomes: ASHE Higher
Education Report, Volume 33, Number 3
The purpose of this text is to examine
literature on how social class,
socioeconomic status, parental income, firstgeneration status affects educational
achievement & attainment of college
students
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These students:
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Face similar obstacles in gaining access to college
Report similar experiences with level of involvement
Similar outcomes after college
We have determined several areas in which we
feel will support these students academically
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Cole (2008) “Constructive Criticism: The Role
of Student-Faculty Interactions on African
American and Hispanic Students’ Educational
Gains
Obtained random sample from CIRP @ HERI from UCLA
 1,422 students completed Student Information Form to
determine GPA & education satisfaction
 Finding suggest that student-faculty interactions that
consist of Constructive Criticism have a significant
influence on African American & Hispanic students’ GPA
& educational satisfaction
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Defined as a balance of positive and negative
feedback
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Includes critical feedback
Variety of verbal/nonverbal cues
Various teaching strategies
Opportunities for skill improvement on high/low
stakes assignments
Provides students with faculty support,
encouragement, and respect of academic
community
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Minority students performance should
improve when:
They are challenged
 Have safe beneficial student-faculty interactions
 Experience a sense of belonging to the academic
community
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Guiffrida (2005) : Othermothering as a
Framework for Understanding African
American Students’ Definitions of StudentCentered Faculty
Sample included African American students
attending a Predominantly White Institution
 Participants were interviewed individually and in
focus groups
 Students were asked open-ended questions
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Researchers found that faculty-student
relationships affect:
Student satisfaction with college
 Academic achievement
 Retention
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Study also presented the idea of what
determines if faculty are student-centered
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Student-Centered Faculty
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Provided comprehensive advising regarding career
guidance, academic issues, & personal problems
Provided advice selecting courses, planning
programs of study, & listening to students’
professional fears, dreams & goals
These faculty provided a web of support that
went beyond students’ academic development
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Santos & Reigadas (2002): Latinos in Higher
Education: An Evaluation of a University
Faculty Mentoring Program
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Sample included 65 Latino student who were
participating in a Faculty Mentor Program
These students were given a survey in order to
determine the nature of the student-faculty
mentoring process and how this mentoring
relationship helps students adjust
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Researcher found that:
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Latino students experienced an increase in selfefficacy and had better goals after joining FMP
Students with same-ethnic mentors perceived their
mentors to be more helpful
Frequency of contact with faculty mentor was
positively associate with Latino students’ adjustment
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Faculty Student Interaction
 Northern Kentucky University
 NKU R O C K S: Responsibility, Opportunity,
Community, Knowledge, and Success
 Central Michigan University
 GEAR UP & College Day Program
 Angelo State University
 1st Generation RAMS Mentoring Program
 University of Texas at El Paso
 Seminar in Critical Inquiry
 University of California San Diego
 Website driven resources for faculty mentoring
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Bordes, Arrendondo (2005) “Mentoring and
First Year Latina/o College Students”
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Set up study with conceptual framework
 Psychosocial Development (Erikson 1963)
 Ethnic Identity Development (Phinney 1993)
 College Student Development (Chickering and Reisser
1993)
 Other Interactional models
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Purpose of Study
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“…examine the relationship between mentoring and
perceptions of comfort in the university environment
for first-year Latina/o students”
The more comfortable the student is on campus, the
greater the likelihood for retention and, ultimately,
graduation
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Setting and Participants
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Arizona State University (2002)
112 first-semester Latina/o students
Part of a larger study- 876 students (article focused
on ASU)
Professors in first-year classes distributed
questionnaires
Questions analyzed four areas
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Demographic Information
Mentoring
University Environment
Cultural Congruity
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Six Hypothesis were tested (2 key to mentoring)
Hypothesis 2- “…perceptions of having a mentor would be related to
more positive perceptions of university environment and to greater
cultural congruity”
Hypothesis 3- “…students who HAD a mentor would report higher
levels of cultural congruity and more positive perceptions of university
environment.”
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Students were classified into two groups- “have mentor” and “do not have
mentor”
Both were “partially supported”- both showed positive correlation to
positive university environment, but not strong enough correlation for
greater cultural congruity
***Authors concluded further research should be conducted to determine
whether or not there is correlation between mentoring and cultural
congruity
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Campbell and Campbell (1997) “Faculty/Student
Mentor Program: Effects on Academic Performance
and Retention”
Participants (large metropolitan West Coast university)
Students were invited to join the program during the
summer before fall semester 1992
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339 students from ethnic groups which were underrepresented
involved in mentor program
339 “control group” students- matched to original 339
participants using a computer program pairing them based on
similar characteristics semester/year, gender, ethnic group,
entering class, entering GPA
Predominantly Latina/o (69%) and African American (22%)
involved in study
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Variables measured
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First Semester GPA
Second Semester GPA
Cumulative GPA (could be three years later for some
students
Retention rate (students still enrolled in spring 19952 years)
Graduation rate
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Results
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Consistent differences in GPA favoring the mentored
students
 Especially in first semester- 0.3 average difference
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Dropout rate for mentored group was half of control
group (2 year retention)
While there was no significant difference in
Graduation rate, only 6% of the students had enough
semesters to qualify for graduation
***Amount of contact
 Average of 7.28 contacts during the academic year with
faculty members
 124.25 minutes of meeting time
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Academic Resources
 Central Michigan University
 Supplemental Instruction Program
 Angelo State University
 1st Generation Scholarship
 RAMS 1st Generation Scholarship
 University of Florida
 University Minority Mentoring Program (UMMP)
 University at Buffalo
 S.A.G.E. (Success through Access to Guidance and experience
Internship Program)
 NASPA Undergraduate Fellows Program (NUFP)
 University of Texas at Austin
 Pre-College Youth Development and Student Academic Success
Initiatives
 Longhorn Center for Academic Excellence
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Wallace, Abel, Ropers-Huilman (2000)
“Clearing a Path for Success: Deconstructing
Borders Through Undergraduate Mentoring”
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Sample included 20 students who were participants
of TRIO programs
Theses students were interviewed open-ended
questions
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This study examined students’ interpretation of
their involvement with formal mentoring
through TRIO services
TRIO is a federally funded program that:
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Supports student’s decisions to attend college
Increases their retention
Increases academic performance
Improves satisfaction with college
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Researchers found that:
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Students’ relationships with TRIO workers allowed
them to see more options
Gave students the ability to navigate available
resources to help them succeed
Student minimized differences between themselves
& mentors, if they were caring and concerned about
students’ success
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Mina, Cabrales, Juarez, Rodriguez-Vasquez
(2004) “Support Program that Work”
Article provides an autobiographical perspective of
several Latino college students
 Students serve as an authentic source of information
for student affairs professionals
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Purpose: understand the influence that
institutional programs, campus organizations,
mentors, and leadership opportunities may
have on Latino student success
Each personal account mentions community
involvement in some form
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Authors state:
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By working and volunteering in student services
programs and community organizations these
students contributed to increasing the pool of Latino
students
They have a desire and responsibility to assist in
bridging the economic gap and increasing the level
of educational attainment for the Latino community.
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Social Resources
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Central Michigan University
 Men About Change
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Angelo State University
 Host Family Program
 Multicultural Movie Series
 Diversity Dialogue Workshops
 Multicultural Advisory Council
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University at Buffalo
 Brother to Brother
 Diversity Institute
 Diversity Advocates
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University of Florida
 BEAD who you are
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University of Texas at Austin
 Thematic Initiatives and Community Engagement
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Herndon and Hirt (2004) “Black Students and
Their Families: What Leads to Success in
College”
Underrepresented group in American
education
Four key areas of support for black students
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Academic, Emotional, Social and Financial
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“Black students at predominantly White
institutions rely on support from family
members more so than White students at
predominantly White campuses and Black
students at historically Black colleges”
Black families value extended kin relationship
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“Fictive Kin”
May not be blood relationships, but are equally
significant
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Students at one of two predominantly White
universities in a Mid-Atlantic state
Study was designed to look at the role of
families in helping students succeed
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Seniors chosen- likely to graduate
Deemed “Successful” students
Participants (2 groups)
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“Successful” African American college students (20)
Members of the students’ families (20)
Apparatus
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Interviews- two sections
 Demographic Information
 Role of family members
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Eight themes developed in three chronological stages
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Precollege Influences
 Family influence, macro perspectives on race, factors of motivation
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Early College Influences
 Negotiating environments, sense of community, spiritual support
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Late College Influences
 Family expectations, role models
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Discussion (Early College Experience)
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Data Suggests that having family support creates the
true sense of community
While family members may not know the other
students or faculty at a university, but by
encouraging their students to seek out relationships
with members of these groups, they can assist their
students in creating a support system
Families should also make sure that their students
have a religious organization with which to affiliate
at/near the institution
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Auerbach (2004) “Engaging Latino Parents in
Supporting College Pathways: Lessons From a
College Access Program”
Central concern for Latino families is access to
college
Most important for Latino families is lack of
instrumental knowledge to the steps needed to
go to college
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Futures and Families Program (F&F)
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Component of Futures project within partnership
with UCLA
Article focuses on F&F meetings held at a large,
racially and socioeconomically diverse high school in
the Los Angeles metro area
15 Latino parents of 10th through 12th grade students
were intensely interviewed
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Recommendations of the study
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Start early- no later than upper elementary
Speak their language- colleges should reach out in both English
and Spanish
Think small- hold small group meetings
Invite guest speakers from similar backgrounds to share their
stories
Reinforce basic college information- possibly have the students
research the information and present to their parents
Provide opportunities for individual meetings
Help parents move through the college process as part of a
group or cohort
Be up front and direct about educational inequalities and the
barriers that their students face
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Parental Involvement
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Central Michigan University
 MSS Newsletter
 MSS Listserv
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Angelo State University
 Diversity Digest Newsletter
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University of Texas at Austin
 Parent and Family Guide linked to 1st generation
student website
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Office of African
American Student
Enrichment Initiatives
Office (A-FAM)
James Jackson,
Director
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Office of Latino
Initiatives (OLI)
Sabina ElizondoSerratos, Director
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Resource Center in the Student Union
Enrichment Institute Orientation for African-American
Students new to UT (2-day orientation)
Weekly Workshops called Reaching African-American
Potential (R.A.A.P.) Sessions
Academic Assistance and Intervention
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2-Week Check Up (First year students)
First Year Rewind (First year students)
Leadership Development (Black Student Union
Freshman Leadership Program)
Recognition Programs for High Academic Achievers
and Graduates
Connection with Mentorship Programs
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Established to address the Latino retention rate
of students
OLI is focused on the development of Latino
students as they transition from high school to
college and beyond. The office also cultivates
relationships between Latino students and the
UT community so that they
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Succeed academically at UT
Feel a sense of belonging at UT
Establish a lifelong connection to UT
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PRIMOS Mentor Program
Study Tables
Exam Cram
Latino Student Union Programs
Charlar Sessions-Topics vary
Hispanic Heritage Month
United States Hispanic Leadership Institute Conference
Annual Latino Youth Summit-Parent and Overnight
Components, also apart of the Latino Youth Summit
High School Visits
Diversity and Leadership Development Workshops
Diamante Dinner and Award Ceremony
Rocket Launch/Transition Information Fair
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Public Schools in 6 major urban Ohio cities
(Akron, Cincinnati, Cleveland, Columbus,
Dayton and Toledo)
15 additional urban communities
3.0 cumulative High School GPA
Pell Grant Eligibility
UT will cover the remainder of tuition after
all grants are applied
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Pilot Program in Fall 2009
Dean of Students Office
Target Audience (required) is UT Guarantee
students
Ideally, will develop and open up to all
students
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Structure
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1 Faculty/Staff member “manages”…
 Training program/documents (via email?)
 “Life-Lines” packet with FAQ’s
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5 Student Mentors (upper classmen)
 GPA requirement (2.5)
 Training program
 Weekly journal entries
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3 First-year “protégés”
Frequency
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1contact per month between Faculty/Staff and
Mentor
1 contact per week Between Mentor and Protégé
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Four Goals (“Pillars”)
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Responsibility/Accountability
 Health, safety, time management
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Success
 Academic Rigor, Academic Integrity, Academic
Relationships
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Belonging
 Join “something” during first academic year
 NOT a recruitment tool for organizations
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Aspire
 “Big picture”
 “Your future starts now”
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Enhancing communication with current and
prospective African-American and Latino
families:
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Forums at area high schools (Toledo Public and
Catholic)
A Friend/Family email address
(omssfriends@utoledo.edu)
Monthly Newsletter distributed (via snail mail or
email)
 Families can register to receive the Newsletter during
Rocket Launch or on the UT Website
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OMSS needs to have a stronger presence and
role in New and Transfer Student Orientation
OMSS needs to be given more authority in
tracing student progress
Stronger Collaboration with other Student
Affairs Departments
Direct Faculty Student Mentorship Programs
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Provided to the audience
Thank you for coming!