kimberly f. case, sophie metzger, mts - goshen college | a ... · kimberly f. case, phd | sophie...
TRANSCRIPT
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19th National Conference on Students in Transition Philadelphia, PA | 10.14.12
Kimberly F. Case, PhD | Sophie Metzger, MTS
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» Center for Intercultural Teaching and Learning [newly named: Center for Intercultural and International Education]
» S.A.L.T. Summer Academic Leadership Training
» Conceptual frameworks» Results» Group sharing of knowledge
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Institutional Mission Identity
Grant Funding Lilly Endowment, Inc.
Demographic Shifts
Growing Latino population
The Center for Intercultural Teaching and Learning
2006
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SOCIAL CONTEXTEngagement with: » Community leaders
» Local schools» Agencies
HE EXPERIENCE
» Latino/a Students
» Recruitment and Student Success
ACADEMIC INNOVATION» Curriculum» Faculty development
RESEARCH & PRACTICE“…to understand how small liberal arts colleges can best serve the educational needs of rapidly increasing
Latino immigrant populations…and to extend these leanings to better enroll and retain other students of color.”
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When did you first awaken to your own ethnic identity?
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SALT Summer Academic Leadership Training• Began in 2009 (4 cohorts)• 3 week program • 3 academic credits• Development of…
‐academic skills‐social adjustment‐personal awareness
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SALT Daily Schedule8am Breakfast9am‐12pm Class 12pm Lunch1‐3pm Proctored study time3pm Break3:30‐5pm Science Research Lab5pm Dinner
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» College Self‐Efficacy | Can I succeed in College?˃ confidence in one’s ability to carry out college‐related tasks (Bandura, 1994; Solberg, O’Brien, Villareal, & Davis, 1993)
» Social Connectedness | Can I make friends?
˃ How students view themselves in relation to friends, strangers, peers, and their world (Lee & Robbins, 2000)
» Ethnic Identity Development | Who am I?
˃ Unexamined | Exploration | Achieved“…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).
LOGIC M
ODE
L
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» What contributions do self‐efficacy, social connectedness, and ethnic identity development make to the experience of ethnically diverse students in their initial transition to college?
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Quantitative Pre/Post‐tests» 4 scales and inventories before and after the SALT program
Qualitative» 2010 – end of program interviews
» 2011 – end of program written responses
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2010 2011» Ethnicity
16‐Hispanic, 2‐Asian, 2‐African American, 2‐African
» 10 CITL, 12 ALANA
» 12 women, 10 men» 9 first‐generation
» Ethnicity14‐Hispanic, 4‐Asian, 2‐Bi‐racial
» 9 CITL, 11 ALANA
» 12 women, 8 men» 14 first‐generation
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College Self‐Efficacy Inventory (Solberg, O’Brien, Villareal & Davis, 1993)
1 = totally unconfident9 = totally confident
INTERVENTIONS» class design» proctored study time» tutoring in dorms» RAs (role models)
Students entered SALT with high levels of self confidence:
‐Make new friends in college (7.38)
‐Get along with others you live with (7.90)
‐Socialize with others you live with (7.90)
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5
6
7
8
9
Talk to yourprofessors
Ask a professorquestions
outside of class
Work on agroup project
Talk withacademic andsupport staff
Ask a questionin class
Participate inclass
discussions
Pre SALT Post SALT
College Self‐Efficacy ‐ academic interpersonal items
1=Totally Unconfident…. 9=Totally Confident
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SALT class has given us an idea of what teachers are expecting from us and how to get involved in class discussions.
…I won’t be as scared to ask teachers for help and then ask my friends or people I meet in the class, ask them for help as well. With the various
speeches that we did and with the positive and constructive feedback that I received, I feel my confidence grew with each assignment.
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All of the students, faculty, staff, RAs, professors were so welcoming and nice. I feel more confident about starting my freshman year in the fall. I can't wait! Taking the English Literature and Writing class was definitely a plus because I had been nervous about how it would be to take a college level class. I feel like I will be able to manage my time efficiently during college. I learned that college will come with some difficulties but, I will be able to work through them. I feel like I will be able to approach others when I need help.
College Self‐Efficacy
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Social Connectedness Scale
˃ (Lee & Robbins, 2000)
INTERVENTIONS˃ Living on campus 3 weeks˃ Cohort model, structured
program˃ Shared out‐of‐class
experiences˃ Building relationships with
faculty, staff, and students
ALL items moved in the desired direction.
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0
1
2
3
4
5
I see people asfriendly andapproachable.
I am able toconnect withother people.
I feel understoodby the people I
know.
I find myself actively involved in people’s lives.
I feel comfortablewith strangers.
Pre SALT Post SALT
Social Connectedness Scale
5 point scale: 5 = Strongly Agree
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• It was nice knowing that I don’t need to be scared about making friends. That was really cool.
Social Connectedness
• Living in the dorms allowed us to hang‐out
and talk to everyone there so we got to make
new friendships and came close together
like a family.
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SALT has prepared me in many different aspects, not only academically, but it has brought me new family members, and people I can rely on during the school year for a little encouragement.
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Multi‐group Ethnic Identity Measure (Phinney, 1992)
INTERVENTIONS: • Course content• Texts• Fieldtrips• Peer interaction
Ethnic Identity Development
I feel as if I learned a lot of my Hispanic culture and of the African‐American culture. Even more so I have a great many things to reflect upon for years to come about my own cultural identity and it's history.
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1
2
3
4
I have a clearsense of my
ethnicbackgroundand what it
means for me.
I am happy thatI am a memberof the group towhich I belong.
I have a strongsense of
belonging tomy own ethnic
group.
I understandpretty well
what my ethnicgroup
membershipmeans to me.
I have a lot ofpride in myethnic group.
I feel a strongattachmenttowards myown ethnicgroup.
I feel goodabout mycultural orethnic
background.
Pre SALT Post SALT
MEIM Affirmation, Belonging, & Commitment Scale
2010 ‐ 4 point scale: 4 = Strongly Agree
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Ethnic Identity Awakening
It sounds cliché, but I actually felt like this awakening. Ever since the museum part of SALT….I felt more brown (laugh), not so much white…. My world has been changing and opening, and like, eating hot sauce with Doritos….
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Learning and Study Strategies Inventory (LASSI)
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LASSI ScalesAttitude Motivation
Time Management
Anxiety
Concentration Study Aids
Information Processing
Selecting Main Ideas
Self‐Testing
Test Strategies
Statistical significance was found on 8 of 10 scales in pre‐ and post‐test scores.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Motivation
0
20
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60
80
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Time management
pre‐test post‐test
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2010 2011
Semester 1Semester 2Semester 3Semester 4
After…
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Center for Intercultural and International Educationcitl.goshen.edu
• Kimberly Case ‐ [email protected] • Sophie Metzger ‐ [email protected]
What success are you having in helping ALANA students transition to college?
What challenges have you encountered?
Discussion
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• Bandura, A. (1993). Perceived self‐efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117‐149.
• Lee, R. M., Draper, M., & Lee, S. (2001). Social connectedness, dysfunctional interpersonal behaviors, and psychological distress: Testing a mediator model. Journal of Counseling Psychology, 48(3), 310‐318.
• Lee, R.M., & Robbins, S.B. (1998). The relationship between social connectedness and anxiety, self‐esteem, and social identity. Journal of Counseling Psychology, 78, 484‐491.
• Lee, R.M., & Robbins, S.B. (2000). Understanding social connectedness in college women and men. Journal of Counseling and Development, 78, 484‐491.
• Phinney, J. (1992). The Multigroup Ethnic Identity Measure: A new scale for use with adolescents and young adults from diverse groups. Journal of Adolescent Research, 7, 156‐176.
• Phinney, J. (1996). When we talk about American ethnic groups, what do we mean? American Psychologist, 51, 918‐927.
• Solberg, V. S., O’Brien, K., Villareal, R. K., & 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.
References