A Pre-entry Success Program Model for African American Males ...

2009 NASPA Conference – Seattle, Washington –March 9 th , 2009.A Pre-entry Success Program Model forAfrican American Males Entering CollegeThe Ohio State UniversityJustin MosesTodd Suddeth

Purpose of presentation & discussion• Present information on the structure of the Bell ResourceCenter and the Office of Minority Affairs• Review literature concerning African American males incollege• Examine the structure and organization of the EarlyArrival Program for African American males at OSU• Discuss the impact pre-entry programs can have onAfrican American males• Discuss the experiences of the various cohorts thatparticipated in Early Arrival Program.• Share ideas about the possibilities of similar programs atother universities and colleges.

Office of Minority AffairsPurpose• Provide leadership for The Ohio State University insupporting the success of minority students, faculty, andstaff• Emphasizes the recruitment, retention, and timelygraduation of undergraduate, graduate, and professionalstudents• Offers services including strategic programming,academic resources, and diversity development.

Office of Minority AffairsAcademic AffairsOffice ofMinority AffairsBell ResourceCenterAcademicAdvancementServicesMinorityScholarshipServicesHale BlackCulturalCenterPre-EntryPrograms

History and Developmentof the Bell Resource Center• 2002: National and local research studies conductedabout the performance of African American malestudents in college.• 2002 – 2003: Development of Black Male Initiative &other projects aimed at retention, matriculation, andgraduation of African American males.• 2004: Focus Group study on African American MaleExperience at OSU conducted by administrators, facultyand students

History and Developmentof the Bell Resource Center• 2004 – Office of Minority Affairs (OMA) approved forprovisions and establishment of African American MaleResource Center (later named after Todd Bell).• Present: – Office employees include the following:– Director– Program Director– Program Assistant– Graduate Students– Work Study Students– Doctoral Fellow

Todd Anthony Bell1958 - 2005• Ohio State Alum and former athlete for OSU• Former football player for the Chicago Bearsand Philadelphia Eagles• Bell returned to the University as Coordinator of for CommunityRelations in the Office of Minority Affairs• Instrumental in the Development of the Black Male initiative whichlater developed into the Bell Resource Center on the AfricaAmerican Male.• Under his leadership, initiatives for the success of African AmericanMales included:– Campus Engagement– Academic Achievement– Leadership Development

Bell Resource CenterMission Statement– To examine and address critical issues in society that impact the qualityof life for African American malesPriorities– Produce high-quality research and scholarship on African Americanmales that informs theory, policy, and practice– Create a sense of community and connectedness for African Americanmales at The Ohio State University to ensure their success in college– Identify best practices and apply cutting-edge research on AfricanAmerican males– Provide consultation and professional development to school districts,colleges, agencies and other institutions on issues focusing on AfricanAmerican males– Develop partnerships with school districts, colleges, agencies, and otherinstitutions that improve outcomes for African American males

Initiatives and ProgramsInitiativesMajorProgramsOther ActivitiesResearch andEvaluationEarly ArrivalProgramAcademicMonitoringMen’s HealthInitiativeGathering of MenRoundtableDiscussion SeriesSouthmoor MiddleSchoolAfrican AmericanMale RetreatHistorical LectureSeriesLeadershipInstituteRecognitionCeremonyProfessionalDevelopmentWorkshops

What the literature says aboutAfrican American men in college:• Retention and recruitment efforts have increased andmore African American men are entering colleges anduniversities; however, drop-out rates are still consistentlyhigh (Seidman, 2005).– On going efforts to engage African American male studentsattendance must be consistent to ensure matriculation (Fortson,1997).• Engagement activities positively affects effects identitydevelopment and retention and graduationsrates(Cokley, 2001; Harper, 2004; Harper & Quaye,2007).– Activities include pre-collegiate programs and on-goingengagement activities throughout academic careers.

What the literature says aboutAfrican American men in college• African American males must rely on each otherto persist through graduation (Cuyjet, 2006).– Intra-diversity within this group could complicaterelationships.– Programs inclusive of all African American men arebeneficial.• Supportive environments foster successfulacademic experiences and higher graduationrates (Palmer & Gassman, 2008).

What the literature says aboutAfrican American men in college• Programs and policies concerning AfricanAmerican men (and other specific studentpopulations) must yield identifiable outcomesand assessment (Hall & Rowan, 2001).– Continuity– Research– Legitimacy– Funding

The Need for an Early Arrival ProgramLack of Skills• Academic Preparation• Time/Personal Management• Study Skills(Light, 2004; Reid & Moore, 2008)Engagement and Supportive Relationships• Increase satisfaction with collegiate experience• Sense of belonging• Recognizing within-race diversity to build stronger relationships(Allen, 1987, 1988, 1992; Astin, 1993; Hurtado & Carter, 1997; Light, 2001; Martinez& Klopott, 2005; Strayhorn, 2008; Tinto, 1975; Upcraft et al., 1999)Stress• Racism, finances, and family (Allen & Danley, 2008; Cureton, 2003; Lett &Wright, 2003; Rowser, 1997)

The Need for an Early Arrival ProgramCorrelation with Increased Retention Rates• Bridge programs compared to counseling, mentoring andprogramming (Patton, Morelon, Whitehead & Hossler,2006)Identity Development• Lack of self awareness credited with low persistencerates, (Cuyjet, 2006; Harper, 2004), especially at PWIsPsychological Impact• Impact decision-making process, perception, selfefficacy, internal locus of control, (Bean & Eaton, 2001)

Early Arrival Program PurposeIntroduction tothe UniversityExpectationsfor SuccessEarly ArrivalProgramPracticalSkillsSocial BondingEngagementCampusResources

Early Arrival Program - ComponentsNew incoming first quarter studentsThemed ProgramsWeekend before the start of classesPresentation on services andresourcesMove into residence hall earlyWorkshops: academic success,personal, professional developmentExpenses covered: food & lodgingInteraction with alumni, faculty/staff,current students

Structure of ProgramDAY 1• Move-in/Registration• Introductory Session• Parents Session• Reflection Time• Faculty PanelFOLLOW UP• Participantsencouraged to utilizeresources at BRC• Participants encouragedto maintain contact withcenterDAY 2• Time Management• Student Panel• Academic Success• Resources Services• Campus TourDAY 3• Team Building• Career Planning• Student Engagement• Community Ethics• Closing Activity

Resources NeededFacultyStaffParticipationBudgetVolunteersEarlyArrivalProgramDepartments- OMA Offices- Student Affairs- AcademicDepartments- External Agenciesand Individuals

RETENTION AND GRADUATION RATES –Freshman Entering between 2002 – 2007(by percentage) (cont.)MALE TOTAL2002 2003 2004 2005 2006 2007Total First Yr.RetentionWhite – NonHispanic87.5 88.0 89.5 91.7 92.9 93.188.1 89.0 89.6 92.6 93.2 93.5Hispanic81.9 88.9 85.5 88.8 89.4 90.8AfricanAmericanAfricanAmerican EAPParticipants78.1 78.6 86.9 86.5 90.8 91.696% 96.2 93.8

Comparison between African American Female &Male First -Year Retention Rates1998 1999 2000 2001 2002Males 69.4 74.2 78.7 68.6 78.1Females 76.9 78.4 76.9 77.1 82.62003 2004 2005 2006 2007Males 78.6 86.9 86.5 90.8 91.6Females 82.0 88.8 90.6 88.4 90.3

Challenges• Maintaining contact after EAP• Reinforcement of skills and knowledgelearned• Millennial generation less engaged• Student cohort characteristics changefrom year to year

Assessment of EAP• Yearly focus groups for each cohort ofparticipants(Watkins, Green, Goodson, Guidry, & Stanley, 2007)– 8-10 students interviewed each winter to discuss theirexperience– Report generated from the results of focus group– Recommendations reviewed and incorporated forfuture Early Arrival Programs– Opportunity to learn from strategies students used topersist and be successful (June, Curry, & Gear,1990)

Responses from participants• “This is a great program! I suggest extending itto other minority groups as well.”• “Just being able to get other black malestudent's outlook on college life at OSU ishelpful.”• “I liked the brotherhood that I felt was formed bythis program among us young black men.”

Responses (Cont.)• “Each program had valuable informationthat I will more than likely utilizethroughout the academic year.”• “I greatly appreciate the warm welcomeand wise words offered by the men in thisprogram.”

Responses (Cont.)From:Sent: Thursday, September 25, 2008 12:32 PMTo: Suddeth, ToddSubject: Bell Resource programTodd,Hey this is Dag, just wanted to thank you for putting together the bellresource program. Only in my second day of classes I have usedmuch of what I learned in those three days. Just wanted to keep intouch and say thanks again.

Discussion• Do you have an earlyarrival program on yourcampus?• Is an early arrivalprogram a viable optionfor yourcollege/university?• What would be thechallenges?• Are there other studentpopulations that couldbenefit from a similarprogram?• Do you have theresources? Possiblecollaboration?• Could youreduce/increase thetime/scope of a similarprogram?

ReferencesBean, J. & Eaton, S. B. (2001). The psychology underlying successful retention practices. Journal of College StudentRetention, 3(1), pp. 73-89.Bean, J. (2006). Composing academic identities: African-American students as language researchers. InternationalJournal of Learning, 12(8), pp. 241-247.Clewell, B. C., & Ficklen, M. S. (1986). Improving minority retention in Higher Education: A search for effectiveinstitutional practices. Educational Testing Service, Princeton, N.J.Cokley, K. O. (2001). Gender differences among African American students in the impact of racial identity onacademic psychosocial development. Journal of College Student Development, 42, 480-487.Cuyjet, M. J. (2006). African American college men: Twenty-first century issues and concerns. In M. J. Cuyjet(Ed.),African American men in college (pp. 3-23). San Francisco:Jossey-Bass.Fortson, S. B. (1997). An evaluation of a program to influence academic self-concept among African American malecollege students. Journal of Employment Counseling, 34, pp. 104–107.Gayles, J. (2006). “Carrying it for the Whole Race”: Achievement, race and meaning among five high achieving AfricanAmerican men. Journal of African American Studies,10(1), pp. 19-32.Green, D. O. (2007). Using qualitative methods in assess academic success and retention programs forunderrepresented minority students. New Directions for Institutional Research, 136, pp. 41-53.Hall, R. E. & Rowan, G. T. (2001). African American males in higher education: A descriptive/qualitative analysis.Journal of African American Men, pp. 3–14.

References (cont.)Harper, S. R. (2006). Peer support for African American male achievement: Beyond internalized racism and the burdenof “acting White.” The Journal of Men’s Studies, 14(3), pp. 337-358.Harper, S. R., & Quaye, S. J. (2007) Student organizations as venues for Black identity expression and developmentamong African American male student leaders. Journal of College Student Development, 48(2), pp. 127–144.Harper, S. R. & Nichols, A. H. (2008). Are they not the same? Racial heterogeneity among Black male undergraduates.Journal of College Student Development, 49(3), pp. 190-214.Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez. P., Inkelas, K. K., Rowan-Kenyon, H. & Longerbeam, S. (2007).Examining sense of belonging among first-year undergraduates from different racial/ethnic groups. Journal ofCollege Student Development 48(5), pp. 525-542.Marques, J. F. (2005). What works in student retention: A national survey. Recruitment & Retention in HigherEducation, 19(8).McClure, S. M. (2006). Voluntary association membership: Black Greek men on a predominately white campus. Journalof Higher Education, 77(6), pp. 1036-1057.Palmer, R. & Gasman, M. (2008). “It takes a village to raise a child”: The role of social capital in promoting academicsuccess for African American men at a Black college. Journal of College Student Development, 49(1), pp. 52-70.Patton, L. D., Morelon, C., Whitehead, D. M., & Hossler, D. (2006). Campus-based retention initiatives: Does theEmperor have clothes? New Directions for Institutional Research, 130, pp. 9–24.Redden, C. E. (2002). Social alienation of African American College students: Implications for Social Support Systems.Paper presented at the National Convention of the Association for Counselor Education and Supervision. (ParkCity, UT, October 17th 2002).Reid, J. M. & Moore III, J. L. (2008). College readiness and academic preparation, for postsecondary education. Oralhistories of first-generation urban college students. Urban Education, 43(2), pp. 240-261.

References (cont.)Seidman, A. (2005). Minority student retention: Resources for practitioners. New Directions forInstitutional Research, no. 125 ,pp. 7–24.Smith, W. A., Allen, W. R., & Danley, L. L. (2007). “Assume the Position…you fit the description:Psychosocial experiences and racial battle fatigue among African American male collegestudents. American Behavioral Scientist, 51(4), pp. 551–580.Smith, W. A., Yosso, T. J., & Solórzano, D. G. (2007). Racial primes and black misandry on historically Whitecampuses: Toward critical race accountability of educational administration. Educational Administration Quarterly,43, pp. 560-585.Strayhorn, T. (2008). The role of supportive relationships in facilitating African American Males’ Success in College.NASPA Journal, 45(1), pp. 26-48Swail, S. W. (2003). Retaining minority students in higher education: A framework for success. ASHE-ERIC HigherEducation Report. Jossey-Bass Higher Education and Adult Education Series.Taylor, J. D. & Miller, T. K. (2002). Necessary components for evaluating minority retention programs. NASPA Journal,39(3), pp. 266-283.Watkins, D. C., Green, B. L., Goodson, P. Guidry, J. & Stanley, C. (2007). Using focus groups to explore the successfullife events of Black men. Journal of College Student Development, 48(1), pp. 105-118.Wilson, M. (2000). Reserving the plight of African American male college students. Black Issues in Higher Education,17(8).

Contact InformationJustin L. MosesAssistant DirectorStudent Judicial Affairs614-292-0748jmoses@studentlife.osu.eduTodd SuddethProgram DirectorTodd A. Bell National Resource Centeron the African American Male614-247-4765suddeth.1@osu.edu