STOP-OUT, DROPOUT, GRAD-OUT: Differential Impact of Institutional Services on Anticipated Persistence Among African American Community College Men

Elliott R. ConeyCo-Presenter: Jamal E. Mazyck

Presentation Contents Program Learning Outcomes Icebergs, Divides, and Disconnects Research Study

M2c3 instrument Research Methodology Research Results

Video: Transformational Leadership Dr. Jansen, Transformational Leadership

Strategies Theory U Prototyping Initiatives

Presentation Learning Outcomes Participants of this presentation will be able

to: Expand their understanding of correlational

relationships between student services and African American community college men.

Recognize potential programmatic and service barriers disparately impacting African American community college men.  

Define policy and practice strategies for improving service access, service care, and service efficacy at their respective institutions.

Consider Your Institution… What is happening at your institution regarding

African American males that you would like to change or improve?

Consider Your Institution… What challenges or barriers do you see in

serving African Americans males?

RESEARCH

Statement of Problem Federal, state, and local efforts to enhance persistence,

student success, and college accountability U.S. Department of Education National Center for

Education Statistics report Condition of Education 2015 (NCES 2015-144), 60% retention rate for first-time students with consecutive fall-

to-fall enrollment. 29% completion rate 2010 (first-time, full-time) in 150% time

(NCES 2015-144).

African American men rank at or near the bottom on most indicators of student success, including enrollment, persistence, achievement, engagement, and attainment (Wood & Palmer, 2013; Simmons, 2013; Bush & Bush, 2010, Nakajima et al., 2012; Harris and Wood, 2013).

Significance of Problem

KNOWING WHY A

STUDENT LEAVES IS

IMPORTANT

Purpose The purpose of this study was to examine the

differential impact of institutional services (service access, service use, service care, and service efficacy) on the anticipated persistence (stop-out, dropout, and grad-out) of African American Community College men.

"The differences between underprepared and college-ready students become even more pronounced when looking at the student's projected future activities and academic performance (Spor, 2008)."

Review of Literature Barnett (2010)

Examined factors influencing student persistence

Quantitative Correlational Method▪ 322 Midwest Community College Students▪ Dual Theory Framework▪ Student Departure-Tinto (1993) ▪ Validation – Rendon (1994)

Salient Findings▪ FSI SAI Intent to persist

Review of Literature Bush & Bush (2010)

Examine factors influence AA student achievement

Mixed Methods Study▪ Three-Tier Descriptive, Correlation, and Regression Quant

Analysis ▪ 742 ICCD students via stratified random sample ▪ Triangulation via Focus Groups

Salient Findings▪ Dissatisfaction, Disengagement, Poor Faculty Interaction▪ Campus climate as significant predictor▪ Transfer, Better GPA, Higher Grad Rates

Review of Literature Nakajima, Dembo, and Mossler (2012)

Examined student decisions to drop out or stay in school

Qualitative Study▪ Stratified random sample of 427 students▪ 3-instrument psychosocial variable analyses▪ Institutional Integration (Pascarella & Terenzini, 1980)▪ College Self-Efficacy Inventory (Solberg, et al. 1993)▪ Career Decision Scale (Osipow, et al., 1987)

Salient Findings▪ Good GPA, Full-Time, English Skills

Socio-Ecological Outcomes Model

Student Success* Persistence * Achievement

* Attainment * Transfer * Goal Accomplishment *Labor Market

Academic Domain• Faculty-Student Interaction• Academic Service Use• Commitment to Course of Study

Campus Ethos Domain• Sense of Belonging (Student-Student) (Student-

Faculty) (Student-Student Service) • Campus Racial/Gender Climate• Welcomeness to Engage• Campus Resources (Access) (Efficacy)• Internal Validating Agents (Faculty) (Staff)

Societal Factors• Stereotypes• Prejudice• Criminalization• Economic

Conditions• Capital Identity

Projection• Mass Incarceration

Background/ Defining Factors

• Age • Time Status• Veteran Status• Primary Language• Citizenship Status• Generation Status• [Dis]ability

Environmental Domain• Mediators (Finances) (Transportation) (External

Validating Agents)• Commitments (Family Responsibilities)

(Employment) • Stressful Life Events

Non-Cognitive Domain• Intrapersonal (Self-Efficacy) (Locus of

Control) (Degree Utility) (Action Control) (Intrinsic Interest)

• Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)

Inputs Socio-Ecological Domains Outcomes

Socio-Ecological Outcomes (SEO) Model

Non-Cognitive Factors Matter

Non-Cognitive Domain

• Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest)

Socio-Ecological Domains

“I worry that being here is not worth it because I see a lot of people that graduated from college with all sorts of degrees and still can’t get a job and are still struggling. So I’m like ‘damn, I’m spending all this money on student loans, what’s going to happen if I don’t get a job?”

Identity Matters

Non-Cognitive Domain

• Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest)

• Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)

Socio-Ecological Domains

“What kind of man has two kids and quits working so he can go and read poetry at some damn college?”

(Harris & Harper, 2008)

“I also comes from a sense of pride. You know, you’re always taught to be a man, and you’re proudAnd, if you fall, if you stumble, then that’s your own fault. You don’t bring anybody down with you. You don’t ask for help because it’s your doing. You shouldn’t have to ask anybody for help, and so it’s just that sense of pride that carriers over – that in the end, makes you fail.”

(Saenz et al., 2013)

Environment Matters

Environmental Domain

• Mediators (Finances) (Transportation) (External Validating Agents)• Commitments (Family Responsibilities)

(Employment) • Stressful Life Events

Socio-Ecological Domains

“I’ve had more than a few family members die in the past two years, so it’s just hard to focus. I kinda lost my motivation and I really can’t focus. My family needs me now more than ever before. When I’m in class I’m physically there but my mind isn’t.”

“I have to take 3 buses to get to school. Transportation is a real concern. If I miss one bus, or one bus runs late, it means that I don’t make it to class on time. Yeah, I spend like an hour, sometimes an hour and a half just getting to school.”

Climate Matters

Campus Ethos Domain

• Sense of Belonging (Student-Student) (Student-Faculty) (Student-Student Service) • Campus Racial/Gender Climate• Welcomeness to Engage• Campus Resources (Access) (Efficacy)• Internal Validating Agents (Faculty) (Staff)

Socio-Ecological Domains

“[They communicate] do not take this class, at all. Don’t even try to take this class. The professor emphasized multiple times that if you’re not getting it, drop the class. No ways on how I could fix or improve. Just drop the class.”

“There are some teachers that will tell you,. “I’ve probably given just one A in the last 3 years.” That’s bulls^!t. Because you even get to class you know you can’t get an A.”

Methods Data from this study were derived from the Community College

Survey of Men (CCSM)

An institutional level needs assessment tool designed to examine factors influencing student success for college men of color

Distributed to 12,000 men across over 70 community colleges

Delimited to 212 Black men in a Southern California multi-college district

Analyses conducted using Analysis of Covariance

Effect sizes computed using n2 - .01, .06, .14

Posthocs conducted using Bonferroni

Methods: Variables Dependent Variables – Service Access,

Service Use, Service Care, and Service Efficacy

Independent Variable – Anticipated Persistence

Control Variables – Degree Aspiration, Generation Status, Transportation Time, Stressful Life Events, and Credits Earned

Results: Analysis 1 (Service Access)The campus services I need for

success are easy to access.

I know which campus services to go to for help.

The Campus services I need for success are available when I need them.

Results: Analysis 1 (Service Access)

The ANCOVA test indicated that there was a significance difference between groups on the outcome of anticipated persistence( F=4.612, p=.001). ▪ The model accounted for 13.9% of the variance

in the outcome (adjR2=.085). This represents a medium effect size.

Results: Analysis 1 (Service Access)

Results: Analysis 1 (Service Access)

Results: Analysis 2 (Service Use)How often do you use the following

services?

The ANCOVA test indicated that there was a no significance difference between groups on the outcome of anticipated persistence( F= 1.242, p=.241) and was excluded as a result.

Results: Analysis 3 (Service Care) I feel that staff members ( in these

areas) care about my success. Academic Advising/Counseling Career Services Transfer Services Campus Library Services Tutoring Services

Results: Analysis 3 (Service Care)

The ANCOVA test indicated that there was a

significance difference between groups on the outcome of anticipated persistence( F= 6.463, p= <.001). ▪ The model accounted for 19.6% of the variance

in the outcome (adjR2=.146). This represents a large effect size.

Results: Analysis 3 (Service Care)

Results: Analysis 3 (Service Care)

Results: Analysis 4 (Service Efficacy)Campus services provide me with

the help I need.

Campus Services provide me with accurate information.

Campus services are critical to my success

Results: Analysis 4 (Service Efficacy)

The ANCOVA test indicated that there was a significance difference between groups on the outcome of anticipated persistence( F=4.466, p=.002). ▪ The model accounted for 9.9% of the variance

in the outcome (adjR2=.110). This represents a medium effect size.

Results: Analysis 4 (Service Efficacy)

Results: Analysis 1 (Service Efficacy)

Discussion Findings suggests:

The study found that students not returning had lower scores of service access, care, and efficacy when compared to all other groups.

Findings suggest that negative student services experiences and perceptions contribute to a students exit from the community college prior to completion of goal.

Findings in this study advances aforementioned literature regarding persistence, integration, sense of belonging (Strayhorn 2012; Barnett, 2012; Wood, 2012; Bush and Bush, 2010; Tinto, 1975, 1993, 2003; Astin, 1993; Pascarella, 1980; Rendon, 1994;).

Questions?

VIDEOTRANSFORMATIONAL

LEADERSHIP

Jonathan Jansen, Vice Chancellor, University of the Free State,

Bloemfontein, South Africa

What to do now…

STRATEGIES

Implications for Policy Create an intentional culture of assessment

Leverage IR data to cut red tape contributing to barriers and disparate impact

Evaluate policy language and messaging across all campus mediums Include student access, care, validation, and integration as outcome

metrics in all institutional funded programs Engage students as a primary resource

Solidify a commitment to professional development Integrative campus-wide cross-training Socio-cultural navigation—sense and meaning-making Salience of Validation/Sense of Belonging/Integration Engage students as a primary resource

Incentivize cross-divisional collaboration and programs Invest in integrative resources, programs, and evaluations that align

desired outcomes and support students through collegiate process—specifically from outreach through second year

Innovation, Technology, and Infrastructure Engage students as a primary resource

Implications for Practice Diversify Service Delivery

Technology, Communication, Messaging Hours of operation Interdepartmental and campus integration

Implement Student Care and Access Campaigns Identify your key message and align your culture Interdepartmental and campus-wide activities between student services

and faculty Create accountability for intrusive in-reach and support

Leverage students and interns in all strategies Professional Development and campus training needs and participation. Outreach, In-reach, SSSP, Counseling, Categorical, Transfer

▪ Student Advocates, Tour Guides, Summer Bridge, FYE, Guardian Scholars Consistency in interaction, support, and accessibility

Implications for Future Research

Scholars should explore

Qualitative or mixed data study using M2c3 dataset for greater exploration to why these differences between groups exist.

Whether perceptions of institutional services have similar impacts on other CC men of color and non men of color populations.

Whether perceptions of institutional services have similar impacts on other men of color and non men of color in other environment types (4-year, HBCU, HSI, For-profit).

Whether differential effects exists for other persistence and student success outcomes

Whether differential effects exist within group differences among Black men by key characteristics such as age, income, and prior educational experiences

The use of peer mentoring to streamline resources and services to students and the consequent effect on persistence.

Consult external assessment and evaluation options (CCSM and M2C3)

Professional DevelopmentScharmer (2011)

THEORYU

Consider Your Institution…

The success of an intervention depends on the inner condition of the intervener.

William O’ BrienFormer CEO Hanover Insurance Company

Consider Your Institution…

Consider Your Institutions…

Consider Your Institutions…

Consider Your Institutions…

PROTOTYPINGINITIATIVES

Selecting Prototyping Ideas for Larger Systems of Change

Relevant: Does it matter to the key stakeholders involved?

Right: Have you got the right dimensions? Does the microcosm mirror the whole?

Revolutionary: Can it change the system? Do you address the systemic root issues?

Rapid: Can you do it quickly?

Rough: Can you do it small scale?

Relationally effective: Are you leveraging the existing networks and competencies?

Replicable: Can you scale it?

Who has a seat at your table?

WLAC SSSP

Students as resource Meaning and Sense-making Interns Idea Generators Media Experts

Creating a peer mentoring culture Scaffolding Programs

▪ 8 Benefits▪ Clear direction▪ Clarifies purpose▪ Students on task▪ Clarifies expectation▪ Points to worthy sources▪ Reduces uncertainty, surprise, and

disappointment▪ Delivers efficiency▪ Creates Momentum

Peer Mentoring Pathways

Institution

Student Success

and Support

ProgramsOutreac

h

Studen

t

Student Peer Mentors

Questions?

References Astin, A. W. (1993). What Matters in College: Four Critical Years Revisited. San Francisco: Jossey-Bass Bush, E. C. (2010). Calling Out the Elephant : An Examination of African American Male Achievement in

Community Colleges.Journal of African American Males in Education, 1(1), 40–62. Harris III, F., & Wood, J. L. (2014a, April 5). The socio-ecological outcomes model. Paper presented at the

annual meeting of the Council for the Study of Community Colleges, Washington, DC. Nakajima, M. a., Dembo, M. H., & Mossler, R. (2012).Student Persistence in Community Colleges.

Community College Journal of Research and Practice, 36(8), 591–613. http://doi.org/10.1080/10668920903054931

National Center for Education Statistics (2015). Institutional Retention and Graduation Rates for Undergraduate Students. Postsecondary Education. The Condition of Education, 4–7. Retrieved from http://nces.ed.gov/programs/coe/pdf/coe_cva.pdf

Osipow, S.H., Carney, C.G., WIner, J., Yanico, B., Koschier, M. (1987) The career decision scale (3rd rev.). Odessa, FL: Psychological Assessment Resources

Pascarella, E. T., & Terenzini, P. T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. The Journal of Higher Education, 60-75.

Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative higher education, 19(1), 33-51.

Solberg, V. S., O'Brien, K., Villareal, P., Kennel, R., & 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.

Tinto.V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 43, 89-115

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press. Tinto.V. (1997).Classrooms as communities: Exploring the educational character of student persistence.

The Journal of Higher Education.68 (6), 599-623. Wood, J.L; Palmer, R. (2013).The Likelihood of Transfer for Black Males in Community Colleges Examining

the Effects of Engagement. Wood, J. L., & Harris, F., III. (2013). The Community College Survey of Men: An initial validation of the

instrument’s non-cognitive outcomes construct. Community College Journal Wood, J. L. (2012a).Black males in the community college: Using two national datasets to examine academic and social integration. Journal of Black Masculinity, 2, 56–88.

Contact InformationElliott R. ConeySan Diego State University Ed.D. CandidateAdjunct Faculty, Counseling, Student Success and Support ProgramsWest Los Angeles College Email: Coneye@wlac.edu (310) 287 4462Twitter: @DrConey2017

Jamal E. MazyckSan Diego State University Ed.D. CandidateMinority Male Community College Collaborative (M2C3)San Diego State UniversityM2C3 Email: m2c3@mail.sdsu.eduM2C3 Office Line: (619) 594 0223j.e.mazyck@gmail.com Twitter: @jmbeyond7