New Re-Designing a Community College Roadmap for Black Males 2016. 2. 23.¢  Re-Designing a Community

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  • Mark Williams

    Project Director, Male Student Success Initiative, The Community

    College of Baltimore County

    James Murray

    MSSI Case Manager, The Community College of Baltimore County

    Re-Designing a Community College Roadmap for Black Males The High School Project

  • Academic Development for African American Males

    • “Achieving the Dream”

    Scaled orientation course for

    African American males

    • Contextualized learning in ACDV 101

    • Culturally Responsive Principles

    Student's Voices

  • Predicting and Measuring Success of African American Males

  • AAC&U Roadmap Project (HIPs)


    ACDV Men 101


    Achieving the Dream


    AAC&U Roadmap Project

    MENS Academy


    Minority Male Community College Collaborative

    2013 “All In – Making the Grade” Maryland Higher Education Commission (MHEC Grant)

    Contextualized Learning Experiences

    Network for Scholars


    2014 2016

    Male Engagement Network of Scholars (MENS)

    o Pre-college institute

    o Accelerated English and reading

    o Infusion of Culturally Responsive Practices (CRP)

    o Mentoring and peer mentoring development

    o Intrusive academic advising

    o Career and Psycho-educational component

    Conversation among senior leadership

  • Participants 34 125

    Success Rate 73% 70%

    Average GPA 2.17 2.5

    Spring Return Rate 82% -

    All in Making the Grades Defying the Odds

    Grant funded program designed to increase student access to and success in college

    Eligibility criteria

    • College ready skill level or in need of

    only one developmental course

    • Enrollment of nine or more credits

    • Enroll in a contextualized ACDV course

    Program benefits

    • Intrusive academic advising

    • Focused referral to support services

    2014 Fall MSSI 2015 Fall MSSI


    Minority Male Community College Collaborative M2C3

    Community College Survey of Men (CCSM)

    • African American males enrolled in contextualized orientation course

    • Address persistence and college completion

    • 15 sections, enrollment of 300 students (Fall 2013), 153 survey respondents

    Findings suggest that Black men at CCBC place greater effort and focus on their academic studies when:

    • Faculty members communicate validating messages to them (e.g., “you belong”) and when students feel a connection with their professors

    • Campus services are efficacious by helping them to address their concerns with accurate information

    Community College Survey of Men (CCSM)

    Items and scales that correlate with Black males focus / effort in school

    • Locus of Control

    • Self-Efficacy

    • Intrinsic Interest

    • Feminine Domain

    • Breadwinner

  • Extending the Contextualized ACDV Course

    • Provide an early staff connection at college

    • Provide supplemental college advising1

    • Foster academic mindsets

    • Extend the MSSI program

    Belasco, A. (2013). Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment.

    Research in Higher Education, 54, 791-804. doi:10.1007/s11162-013-9297-4

  • Woodlawn High School, Baltimore County

    • Enrollment: African American 85%, Asian 6%, Hispanic/Latino 6%

    • Free or reduced meals 82.44%

    • Graduation Rate

    – African American 80.13%, Asian 87.50%, Hispanic/Latino 50%

    • Accuplacer placement – Percentage of students college-ready

    or on-track:

    – English 85%, Reading 50%, Math 40%

    • 21 African American male students

    • All indicated intent to apply to college

    • All participating in extracurricular activities, most on athletic teams

    Baltimore County Public Schools: Data warehouse. (2013-2014). Woodlawn High: School profile. Retrieved January 19, 2016, from

  • Extending the Contextualized ACDV 101 Course to High School – Instructional Content

    • Foster academic mindsets

    • Provide an early staff connection at college

    • Introduce students to the realities of life on campus for men of color

    • Provide supplemental college advising1

    Belasco, A. (2013). Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment.

    Research in Higher Education, 54, 791-804. doi:10.1007/s11162-013-9297-4


    • Content relevancy

    • Critical reflection

    • Collaborative learning

    • Positive messaging (validation)

    Course Focus

  • Infused Course Content Academic Development 101

    Mainstream College Section

    1. Orientation to college resources

    2. Academic mindsets

    3. Careers and academic planning

    4. Academic study skills

    5. Financial literacy

    High School Section

    1. Introductions; high school vs. college

    2. Academic mindsets

    3. Academic study skills

    4. Test taking: Accuplacer

    5. Applying to college and for financial aid

    Orientation – Student/teacher engagement (validating agents, faculty-student interaction)

    Intro to scholarly reading and discourse –Inputs: societal factors

    Historical investigation, legal argument1, current events, intrinsic interest

    Intro to the Accuplacer placement test – Inputs: academic proficiency

    The college application process – Inputs: societal factors/social capital

    1Macon, A. (2015). Hair’s the thing: Trait discrimination and forced performance of race through racially conscious public school hairstyle prohibitions. Journal of Constitutional Law, 17(4), 1255- 1281.

    Accuplacer Unusually-formatted questions

    • Given the nexus between international human rights and the worst forms of child labor, students need to know and understand the international laws and conventions that protect them and other students around the world from unfair, harmful, and cruel child labor practices.

    • As citizens of the twenty first century, students should be prepared to recognize and evaluate the conditions and situations under which approximately 180 million of their peers work and live each day.

    What does the second sentence do?

    A. It contradicts the first sentence.

    B. It provides an effect.

    C. It provides an example.

    D. It reinforces the first.

    • Although Elaine is routinely interrupted by her roommates, she usually conquers the urge to abandon her studying.

    • Rewrite, beginning with: Elaine is routinely interrupted by her roommates,

    The next words will be

    • Nevertheless bravely conquering

    A. and she usually conquers

    B. but she usually conquers

    C. even if usually conquering

    Reading Sentence Skills

    Murray, J. (2015) MSSI Accuplacer preparation manual

  • Note: Adapted from Wood, J., Harris III, F., & Khalid, W. (2015). Teaching Men of Color in the Community College: A Guidebook. San Diego, California: Montezuma Publishing.

    Background/ Defining Factors • Age • Income • Time Status • Veteran Status • Primary Language • Citizenship Status • [Dis]ability • Academic Proficiency

    Societal Factors • Stereotypes • Prejudice • Criminalization • Economic Conditions • Capital Identity Projection

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

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

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

    (Degree Utility) (Action Control) (Intrinsic Interest) • Salient Identities (Gender) x (Radical/Ethnic) x

    (Sexual) x (Spiritual)

    Academic • Faculty-Student Interaction • Academic Service Use • Time on Task • Commitment to Course of Study

    Environmental • Mediators (Outside Encouragement) (Finances)

    (Transportation) • Commitments (Family responsibilities)

    (Employment) • Stressful Life Events

    Student Success *Persistence *Achievement *Attainment *Transfer *Goal

    Accomplishment *Labor Market

    Minority Male Community College Collaborative M2C3

  • Preliminary Results & Student Feedback

    Worked well

    • Interest in the contextualization

    • Interest in scholarly standards

    • Willingness to engage

    • Interest in Accuplacer preparation

    • Many questions about instructors’ college and professional experiences

    Course Challenges

    • Attendance

    • Classroom management

    • Misperception of course

    • Some duplication of existing resources

    • Met only once/week

    12/21 completed college application requirements

    • Need more time on computers during classes to complet