alcanzandosueños - goshen college · alcanzandosueños: a four‐year model developing latino/a...

Session outline• Center for Intercultural Teaching and Learning

• A four‐year model for ethnically‐rooted leadership

• Role of ethnic identity development

• Latino students reaching their dreams

• Participants’ shared knowledge

Moving toward Hispanic Serving Institution

Institutional Mission Identity

Grant Funding Lilly Endowment Inc.

Demographic Shifts

Growing Latino population

The Center for Intercultural Teaching

and LearningGoshen CollegeGoshen, Indiana

Elkhart County & GoshenU.S. Census 2000‐2010

ELKHART COUNTY 197,5592000‐2010 increase: 14,7662000‐2010 percent increase: 8.1%

GOSHEN 31,7192000‐2010 increase: 2,336

White 21,140Total Minorities 10,579Hispanics (only) 8,903

% Total Minorities 33.3%% Hispanics (only) 28.0%

CITL ‐ Goals of the Lilly Grant

• To make a Goshen College education accessible to Latino students

• To create an intercultural learning community for all Goshen College students that equips them with the communication, understanding, and collaboration skills needed in the 21st century

• To investigate the dynamics behind the changing ethnic composition of a rural Midwest community and its implications for higher education, studying the nature and process of intercultural teaching and learning

CITL Students

• 39 first generation; 3 other than first generation• 21 from Goshen, Indiana• 15 from Indiana (Elkhart, Ligonier, Fort Wayne, Warsaw, Leesburg,

South Bend, La Porte)

• 6 from other states (Illinois, Texas, Puerto Rico, Ohio, Pennsylvania; one former CITL [still enrolled] from Idaho)

4‐year modelethnically‐rooted leadership

YEAR 4Higher level of integration; preparing for an intercultural

workplace

YEAR 2Contributing to my campus as an ethnically

diverse student

YEAR 1Ethnic Identity Exploration

Exploring who I am

SALT

YEAR 3Enacting servant

leadership in the community and exploring social justice

CITL Cohort Logic Model Research questions

Theory of operation

Inputs Outputs Outcomes ‐ Impacts Indicators & Assessments

ActivitiesWhat do we want to learn or know?

What informs our thinking?

What we invest

What we do Year 1 Year 2 Year 3 Year 4 Assessment

BelongingWhat role did CITL cohort play in developing students’ sense of belonging?

Social Integration(Tinto, 1975; Pascarella & Terenzini, 2005)

Program director

Academic support personnel

Guest speakers

Regular meetings

Team building

Check‐in

Shared group activities

Students view themselves as members of the CITL cohort and perceive group meetings as a, supportive place to share concerns.

Students will experience a sense of belonging in relation to the larger GC community (ownership; partnership)

Assessment: ObservationWeekly check‐in feedbackEnd of year interviewFocus group ‐ lunchSurveyCollegiate Psychological Sense of Community scale

Ethnic Identity DevelopmentWhat progress do students make in their identity exploration through participation in the CITL cohort?

Bi‐Cultural ModelTorres (2003)

Multigroup‐Ethnic Identity MeasureUnexamined, Exploration, AchievedPhinney (1992)

Locate self in Bi‐Cultural Model

Juana Bordas

Seminars/Discussion

Reflection

Students will be open to exploring ethnic identity development and understand their location in ethnic identity exploration model.

Students value their own ethnic identity and the ethnic identity of others.

Students will mentor others in ethnic identity exploration.

Students will utilize their ethnic identity strengths to mentor and model for others in the community.

Students will pursue careers and leadership roles beyond GC with an ability to operate effectively in their bi‐cultural context.

Assessment: Placement on model (beginning and end of year); Reflection; Phinney/ MEIM; Observation/recording of discussions; End of year interviews; GPA; 1st to 2nd year retention; Weekly check‐in (both social and academic adjustment)

Leadership DevelopmentHow does one’s ethnic identity awareness contribute to leadership development?

Servant LeadershipGreenleaf (1998); GC Core Values

Leadership Identity Development ModelKomives, Longerbeam, Owen, Mainella, & Osteen (2006)

Juana Bordas Leadership styles inventoryPresident BrennemanGoals for the Future

Students will practice servant leadership through planning and facilitating Goals for the Future.

Students will pursue campus and community leadership roles. Students will develop their own voice and ability to contributes in meaningful ways.

Students enact servant leadership—linking leadership to areas of social justice.

Students will be servant leaders in their careers, communities, families, and churches (Post college future aspiration)

Assessment: ‐Ability to articulate leadership style by sharing with the CITL group

‐Identify leadership role in the Goals for the Future event (their personal contribution)

‐Demonstrate leadership effectiveness through planning, collaboration, and follow‐up

Academic IntegrationDoes intrusive advising promote academic success among CITL cohort students?

Intrusive AdvisingGlennen (1985)

Academic and social integrationTinto (1975)

Workshop(s)ReflectionAdvising meetings with academic counselorFinal exam study planLASSI results

Students will apply skills and strategies needed to master assignments and be successful in college.

Students will advance in their role as a student by applying skills and strategies to master assignments and be successful in college.

Students will increase intrinsic motivation for learning and begin to envision themselves as competent leaders in their chosen field (major).

Success defined not only by grades and graduation, but by the depth of learning, intrinsic motivation for learning, and orientation toward life‐long learning.

Assessment: Academic Counselor informant; “Check‐in” notes; Interview; GPA

‐Regular meeting and class attendance‐Keep Academic counseling appointments‐Responds/follows through on academic alerts

Ethnic Identity DevelopmentWhat progress do students make in their identity exploration through participation in the CITL cohort?

Bi‐Cultural ModelTorres (2003)

Multigroup‐Ethnic Identity MeasureUnexamined, Exploration, AchievedPhinney (1992)

Program director

Academic support personnel

Guest speakers

Locate self in Bi‐Cultural Model

Juana Bordas

Seminars/ Discussion

Reflection

Students will be open to exploring ethnic identity develop‐ment and understand their location in ethnic identity exploration model.

Students value their own ethnic identity and the ethnic identity of others.

Students will mentor others in ethnic identity exploration.

Students will utilize their ethnic identity strengths to mentor and model for others in the community.

Students will pursue careers and leadership roles beyond GC with an ability to operate effectively in their bi‐cultural context.

Placement on model (beginning and end of year)ReflectionPhinney/ MEIM; Observation/ recording of discussionsEnd of year interviewsGPA1st to 2nd year retentionWeekly check‐in (social and academic adjustment)

Research Questions

Theory Input Outputs Outcomes ‐ Impacts Indicators & Assessments

What do we want to learn or know?

What informs our thinking?

What we invest

What we do Year 1 Year 2 Year 3 Year 4 Assessment

CITL Cohort Logic Model – Ethnic Identity

Ethnic Identity Development• Ethnic Identity Development: process of the search of

identity with a particular ethnic group. “Ethnic identity refers to one’s sense of belonging to an ethnic group and the part of one’s thinking, perceptions, feelings, and behavior that is due to ethnic group membership” (Phinney, 1996).

• Unexamined, Exploration, Achieved (Phinney, 1996)• Bi‐Cultural Orientation Model (Torres, 2003)• Enclaves (Kuh & Love, 2000) Bridging the cultural distance

between students of color and the larger predominantly White campus (Rodgers & Summers, 2008)

When did you awaken to your own ethnic identity?

Mi GenteIn Search of the Hispanic Soul

by Rafael Falcón

When I look in the mirror…

When I look in the mirror….I look in the mirror and see the God that changed me from a hostile past. I see my

mother who shaped who I am today. I see a father that reminds me of my tapatian

culture as well as his favorite spicy sauce. I see a religious boundary that “separates” my family from the Mexican tradition. But overall, I see a young woman who is called to love who she is, love who she sees, and

love who she will be.

First‐Year Students

1st Year ‐ Who am I?

Multigroup Ethnic Identity Measure (Phinney, 1992) pre‐/post‐test

• I am happy that I am a member of the group I belong to. 3.7/3.9

• I have a strong sense of belonging to my own ethnic group. 3.5/3.6

• In order to learn more about my ethnic background, I have often talked to other people about my ethnic group. 2.9/3.1

• I have a lot of pride in my ethnic group. 3.5/3.7• I feel good about my cultural or ethnic background. 3.5/3.6

1st Year Ethnic identity exploration

[CITL has] been good to me personally. I feel like it has helped me get more comfortable with college, and with myself. For the first months we explored our identities and who we were and how we felt about our own culture. So, I think that’s been good, it’s giving us more of an idea of who we are,…and…helped us to create relationships.

1st Year Proud of my ethnicity

…back then [at the beginning of the year] like oh, I’m Latino,

just Latino. But now I don’t feel like, I’m just Latino. But

now since I’ve talked to everybody I feel like I’m

Latino, yeah, but feel like I can be open to everybody else, I can fit in with whoever I’m

with. But still I’m Latino and I’m proud [of that].

1st Year Importance of cohort group‐The meetings served as a way to get together with friends and share our problems that we were facing to be able to give each other support, advice.

‐Meeting with peers frequently is a great way to have some type of support which is important to have during college. It is a chance to basically let it all out.

Sophomores

2nd YearAppreciating the ethnicity of others

Definitely it’s a lot different…I definitely see a different side of people now. When I was a freshman I used to judge a lot of people just based off of their ethnicity and stuff. Now this year I can definitely relate to a lot of people.

2nd YearBranching outAt first you just look in your Latino group, but this year I’ve been trying to get out more, getting to know more people…, not keeping yourself in your own bubble….There might be times where you’re not so comfortable, but you’re also doing other things which would benefit you. So I’ve been trying to do more of that.

2nd YearEthnic identity strength

I’m definitely more mature and I have more strength in raising my voice and saying, “this is not acceptable, this is acceptable, or there’s no way I’m buying this.” I feel more mature and more strong in my identity and the way I relate with people and the way I go about things.

Juniors

3rd YearGiving Back ‐ Serving the Larger Community

Highest Rated Leadership SkillsMentoring Skills

Setting an exampleListening skills

Affirming those you leadSharing expertise

Servant Leadership | Social Justice IssuesMentoring Program & PhotoVoice Project

3rd Year Mentoring and strengths

…I think that I have the knowledge to see, especially with Latino students, where they’re coming from, so I have a better understanding of that kind of culture, and I think that would be an asset for me…. The Latino culture is much different from American culture, so I think in that sense, I am better prepared than, a person that only has one culture.

3rd Year Mentoring ‐ using funds of knowledge*

It feels great to have been part of the mentoring program because in high school a lot of minority students—it’s kind of what they need…someone to helpthem throughout their application process or informthem about what college is like…. I definitely always tried to relate [their questions] to when I was in their position.… you can give them facts or you can give them examples, but if you [tell them] what you did, I feel like that’s more credible.

*(Moll, Amanti, Neff & Gonzalez, 2001)

Latino Heritage

Yolo Lopez‐Perez

Latino Heritage video

Seniors

4th Year ‐ Using bicultural skills to make a difference

CITL has always talked about us being leaders, especially as Latinos how we have to raise our standards high…They always were like "ok you're Latino, you're at an advantage of being bi‐cultural, of being bilingual, of bringing all those different experiences that other people might not have”….That's something they kept telling us…And I think I believe it…We can make a difference and be good leaders.

4th Year ‐Becoming a leader in the Latino community

I realized that I could become a leader. I just saw Mr. Martinez in

the community and he was a great inspiration to me to help

the Latino community and Latinos on campus.

4th Year ‐Working effectively in a bicultural environment

I think especially for education...we're not only doing bicultural but multi‐cultural [education]….There are the kids, the staff, the lunch ladies, all different cultures and all this going on, that whether you like it or not, you have to adapt. You have to at least find a way to feel comfortable in that setting because [there are] so many multi‐cultural perspectives.

4th Year – Ethnic IdentityI especially think about the first year when we talked about ethnic identity….It really sparks an important dialogue about what that means and what that actually looks like. I think that was a really critical step in terms of my own learning….

What does it mean to live in diversity?….The reality is that most people don't know how to do it. Many people I encounter who say or promote these ideas or these theories…don't actually know…how to live that.

There's such a difference there. And you need both. I think you do need the head knowledge but at some point that has to really just fall into your heart and you need to live it and actually be able to engage people of different ethnicities. So I think that was a critical question.

Alcanzando Sueños

• First cohort 2011 grads and…jobs!

• Giving back to the community

• An example for the next generation of Latinos

Ready to Lead…

‐‐Giving back‐‐Being a support to

English learners‐‐Evolving as a

leader

…dreams realized.

What we have learned

• Students arrive with varying levels of ethnic identity awareness

• Students make progress through involvement, experiential learning, crisis experiences, and CITL program initiatives

• Ethnic identity exploration empowers students to successfully engage in and contribute to intercultural learning and working environments

• Leadership development emerges alongside ethnic identity development

“When I look in the mirror…”…I see myself standing between my parents. I see their faces filled with Orgullo, happy that I’m moving up in life. I see tears streaming from their eyes—not because they are sad that I’ve grown‐up,—but of happiness because now I have a better future.

Then I see myself giving them a big hug and saying ‐ Thank‐you Mom, Thank‐you Dad. Not forgetting to say, Thank‐you God for the opportunity to fulfill and accomplish what we all, as a family, wanted! THANK‐YOU!

Questions

The Center for Intercultural Teaching and Learning

http://citl.goshen.edu

• What success are you having in helping Latino/a students explore ethnic identity?

• What challengeshave you encountered?

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