“Success With Students of Color
Attending a Predominately White
Institution”
Presented by:
Dr. Ulysses J. Connor, Jr.
Project Director
Dr. George M. Colton
Data Analyst/Counselor
Kutztown University
Kutztown, Pennsylvania
The Challenges We Face
“Education continues to be a major vehicle for
upward mobility, and attainment of a bachelor’s
degree is the largest single factor responsible
for creation of the present Black middle class.”
Dervarics, 1989
The average salary difference between high
school graduates and bachelor degree holders
in 2000 was $21,800.
American Council on Education, 2002
The Challenges We Face
After four years of study, only 19.8% of African
American, 22.7% of Latino American, and
21.6% of Native American students earned
bachelor degrees. After nine years of study only
33.9% of African American and 39.5% of Latino
American and 33.2% of Native American
students graduate with bachelor degrees.
National Center for Educational Statistics, 2002; Higher
Education Research Institute, 2001; ACT, 1998;
The Challenges We Face
“It is not uncommon for students of
color to feel isolated, to question their
academic ability, to experience
inferiority feelings and to question
their self worth. They often experience
disrespect, lower expectations, and
pressure from peers not to perform well
academically”
Shultz, Colton & Colton, 2001
The Challenges We Face
Eighty percent of all students who will
enroll in institutions of higher education
during the next 15 years will be students of
color.
Krishnamurthi, 2003
Question:
How are we to assist students of color in
being successful at Predominately White
Institutions (PWI)?
Three Persistence Models
•
Student Integration Model
(Tinto, 1983, 1993)
•
Student Attrition Model
(Bean & Metzer, 1985)
•
Student Involvement Model
(Astin, 1984)
Model Characteristics that are
Relevant in Working with
Students of Color
Pre-entry Characteristics
Institutional Involvement/Experience
– Integration into Academic Life
– Integration into Social Life
– Factors external to the Institution
Racism
Pre-entry Characteristics
Little knowledge of requirements for success in
higher education
Inadequate preparation in high school for
college/university expectations
 Poor study habits & study skills
 Poor note-taking & test-taking skills
 Poor research & library skills
 Reluctance to participate in group learning activities
Academic self esteem issues
Institutional
Involvement/Experience
Academic Life
Absence of positive role models
Low expectations from faculty
Minimal Involvement with faculty inside and
outside of class
 Lack of assertiveness in interacting with
faculty
Poor Academic Self Esteem
Poor Academic Advisement
Institutional
Involvement/Experience
Social Life
Little to no involvement in campus life
• Isolation and Alienation
Involvement in Negative Behaviors
Maintenance of High School Peer Group
Work and Financial Aid Issues
Family Issues
Racism
“The subtle glance of the eye which indicates
‘What are you doing here’… the loathsome
look… the invisibility of presence… the
sudden quietness… the intimidation
experienced when attempting to converse
with faculty members”
Lett &Wright, 2003
Racism
Racism, no matter how subtle
• Lowers self esteem
• Retards development of personal
identities
• Retards cognitive and affective
development
• Shakes confidence and
• Leads to feelings of isolation, alienation,
depression and dissonance.
Racism
Students of Color need to learn how to deal
with these forms of racism and we need to
assist them in better developing this
competency.
Question:
What type of program is needed to address the
needs of students of color?
Answer:
A Program that uses proactive interventions,
monitoring and early intervention, intrusive
advising and counseling, focuses on building
personal support networks among students,
and creates strong personal
advising/mentoring relationships with faculty.
Program Structure
Faculty and Staff
• Inclusive
• Multi-culturally sensitive
• Self aware
• Faith in student’s abilities
• Focus on student’s strengths
• Encouraging
Program Structure
Program Office Space
• Safe haven on campus
• Place where students of color:
•
•
•
•
Feel Safe
Experience equality
Feel valued and respected
Have a home on campus
Program Structure
Systematic method to effectively immerse
each student of color in the learning
process.
 Proactive Interventions

Program Structure
Mandatory participation in all recommended
program activities.
 Extrinsic rewards to motivate positive behaviors

Question:
What program interventions are needed to
specifically address the needs of students of color?
Interventions





Intrusive/mandatory advising and
counseling
Priority registration
Peer and faculty mentoring
Freshman Seminar
Social and cultural activities
Interventions
Diagnostic testing
 Progress reports
 Tutoring/Supplemental Instruction
 Study skills assistance

Interventions
Bursar deferments
 Financial assistance
 Advocacy
 Newsletter/Program List-serve

Outcomes
Demographic Characteristics
Mean Grade Point Averages
Persistence Data
Demographic Information
YR OF ENTRY
TOTAL N
FIRST GEN.
GENDER:
Female
Male
AGE (mean)
RACE
African American
Latino American
Multiple
Native American
Cohort 1
Cohort2
Cohort3
2001-2002
59
78%
2002-20
21
81%
2003-2004 Overall
25
@8,000
84%
62%
61%
39%
18
71%
29%
18
52%
48%
18
76%
24%
81%
14%
5%
52%
36%
4%
2%
KU
62%
38%
21
5%
Demographic Information
Cohort 1
Cohort2
Cohort3
YR OF ENTRY 2001-2002
TOTAL N
59
DISABLED
3%
CONDITIONAL
ADMISSION
48%
1ST YR AGI
0-9,999
23%
10,000-19,999
9%
20,000-29,999
16%
30,000-39,999
16%
40,000-49,999
11%
50,000+
25%
2002-2003
21
0%
2003-2004
25
0%
38%
30%
10%
30%
15%
5%
10%
KU
Overall
@8,000
4.5%
44%
27%
UNK
UNK
Mean Cumulative Point Averages
Cohort 1
YR OF ENTRY 2001-2002
TOTAL N
59
YEAR
One
(F01) 2.47
(Sp02) 2.49
Two
(F02) 2.57
(Sp03) 2.60
Three
UNK
Cohort2
2002-2003
21
Cohort3
2003-2004
25
(F02) 2.26
(Sp03) 2.33
UNK
(F03) 2.66
(Sp04) 2.56
Persistence Data
YR OF ENTRY
TOTAL N
YEAR
One
Two
Three
Four
C1
01-02
59
92%
86%
UNK
C2
C3
02-03 03-04
21
25
81%
UNK
KU
KU
Overall Stu Color
96% 74%
62%
57%
54%
68%
47%
39%
25%
KU
Elig Stu
54%
33%
25%
17%
Contact Information:
Dr. Ulysses J. Connor, Jr.
153 Beekey Education Center
Kutztown University
Kutztown, PA 19530
610-683-4219
[email protected]