Underrepresented Students Perceptions of

their Second-Year in College

Dr. Dena Kniess & Dr. Tony CawthonACPA Conference

March 31, 2014

Background of the Study Purpose of the Study Research Questions Review of the Literature Theoretical Framework Summary

Outline of Presentation

Gaps in literature for second to third year retention (Nora, Barlow, & Crisp, 2005)

Difference in persistence rates for minority students from second to third year (Smith, 1995)

Issues of retention and persistence for minority students are viewed similar to those of majority students (Rendon, Jalomo, & Nora, 2000)

Background of the Study

The purpose of this study was to build upon the existing base of research pertaining to the second-year experience in college.

The goal of the study was to better understand the experiences of underrepresented college students in their second-year of college and to discover ways to improve their in- and out-of-class learning experiences.

Purpose of the Study

Primary research question◦ What are the experiences of underrepresented

college students during their second- year at a college or university?

Secondary research questions◦ How do underrepresented students experience

the in-classroom and out-of classroom environments during their second-year?

◦ What relationships are important for underrepresented students during their second-year?

Research Questions

Second-Year Student Needs Student Development Theory Second-Year Student Development Identity Development Theories

◦ African American Identity Development◦ Latino/a Identity Development

Review of the Literature

Career and major decisions (Gardner, 2000)◦ Students have not had an opportunity to take

classes in major (Graunke & Woosley, 2005)

Mentoring relationships◦ Fewest encounters with faculty outside the

classroom (Gardner, 2000)

Intellectual engagement◦ Reduced motivation or “sophomore slump”

(Anderson & Schreiner, 2000)

Second-Year Student Needs

Chickering’s Psychosocial Identity Development Theory◦ Struggle with developing competence, moving

through autonomy toward interdependence, establishing identity, and developing purpose

Perry’s Theory of Intellectual and Ethical Development◦ Still in dualistic position were there are definite

right and wrong answers (Boivin, Fountain, & Baylis, 2000)

Student Development Theory

Large, residential, public, four-year research institution in the Southeast

14,000 undergraduate students

2,700 undergraduate students in second-year of study

Research Institution

Conducted during Spring semester 2011

Three undergraduate African American students in their junior year

Two themes emerged from data◦ Academic adjustment◦ Relationships

Significance of pilot study◦ Yosso’s (2005) Cultural Capital

Pilot Study

Conducted during 2012-2013 academic year

Twelve undergraduate students in their second-year◦ 11 African American/Black◦ 1 Hispanic/Latino

Focus groups, individual interviews, and observations

Research Study

Five themes emerged from coded focus groups, interviews:

◦ Family matters◦ Finding my community◦ The power of commitments◦ Quest for balance◦ Strategizing second-year student success

Emergent Themes

Family member, teachers, or coach influenced choice of institution

“I decided to go to Southeast … it was actually because my biology teacher from my high school, actually recommended that I come here because I was

so in love with biology and science and she thought that this school was the best one …”

(Tiffani, 19, Biological Sciences major)

Family Matters

First-year at institution was mainly finding friends, faculty, and other support systems

“My first year here, it was really good. It was a lot of stress, too. Just trying to find friends and everything.

It was kind of just a huge shock to be around so many people because the high school I went to had about 200 people … And so, I really struggled to find

friends early on, but I got involved with CRU campus ministry and, I found my best friends through that, so that’s a blessing.”

(Stefano, 19, Philosophy with Religious Studies major)

Finding My Community

Nine (9) out of twelve (12) participants indicated they considered leaving the institution after their first year

“As far as organizations are concerned that made me want to stick around, Southeast Black Student Union was the main one, because I realized that in me leaving Southeast and going to another school, I would not only be giving up on Southeast, but I would be … I felt I would be giving up on the people that I

had met here, like, more specifically like the Black community, and then other incoming, like, Black students.”

(Brian, 19, Communication Studies major)

The Power of Commitments

All twelve (12) participants indicated that their second-year was “better” or “going better” than the first year, but struggled to find balance

“Yeah, there’s a lot of pressure and it’s always pushed in your face that you need to be well-rounded, so you try to get in a little bit of everything, but a little bit of everything ends up being so much.”

(Sophie, 20, Environmental Engineering major)

Quest for Balance

Common words used were:◦ Hard work◦ Determination◦ Motivation◦ Strong study habits◦ Prayer◦ Involvement◦ Time management◦ A support system◦ Learning from mistakes

Strategizing for Second-Year Student Success

“You have to have your own self-motivation. You have to be organized, responsible, and … prayer, or course. But there’s something else I was going to say, but I forgot. But … yeah, you just have to realize your own potential and utilize it correctly.”

(Sophie, 20, Environmental Engineering major)

“… an aspect of being a successful student is being forward-thinking because a lot of students get stuck in thinking of ‘the now’ … but if you can just remember and imagine that everything is leading for a greater purpose, you will be a successful student.”

(Brian, 19, Communication Studies major)

Strategizing for Second-Year Student Success (cont.)

Four of six forms of Yosso’s (2005) cultural capital were present:

◦ Familial◦ Aspirational◦ Social◦ Navigational

Analysis by Theoretical Framework

First-year peer mentoring groups

Incorporate structured reflection into curricular and co-curricular initiatives or programs

Utilize strengths-based approaches in programming

Implications for Practice

More longitudinal studies on college student experiences

Intersectional approaches to understanding second-year experience

Incorporating Environmental Theory (Strange & Banning, 2001)

Future Research

Get into groups of 4-5 with individuals around you

Talk about the second-year experience at your institution:◦ How would your student population describe their

second year?◦ Do you think it would be similar or different for

underrepresented groups?◦ What support structures are in place to help

students through their second-year at your institution?

Group Discussion

Dr. Dena KniessAssistant Professor, College Student Affairs Program

Eastern Illinois Universitydrkniess@eiu.edu

Dr. Tony CawthonProfessor, Leadership, Counselor Education,

and Human DevelopmentEugene T. Moore School of Education

Clemson Universitycawthot@clemson.edu

Thank you!

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