Socio-Ecological Outcomes (SEO) Model

Transcription

1 Socio-Ecological Outcomes (SEO) Model Community College Equity Assessment Lab (CCEAL) Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain Academic Domain Background/ Defining Factors Societal Factors Environmental Domain Student Success Campus Ethos Domain Structural Domain

2 Societal Factors Societal Factors Stereotypes Prejudice Criminalization Economic Conditions Capital Identity Projection Mass Incarceration

3 Most Common Microaggressions 1. Ascription of Intelligence 2. Assumption of Criminality 3. Pathologizing Culture 4. Athletic Boundedness "I needed the most help on my writing, and the teacher was looking at me like, ahhhhh [exhale], here we go. You know, we got a r******d kid in class now. (Wood, 2015) I can t tell you how many times I d be sitting at one of the study cubicles and security would come to me and ask for my student ID. At first I thought it was something that they did to everybody when it got late but then I started to notice they asked me for mine and didn t ask anyone else for theirs. (Harris III & Wood, 2016)

4 Non-Cognitive Domain Non-Cognitive Domain Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)

5 Action Control My biggest obstacle really is my mother who is has bladder cancer. I have a little brother and a little sister and they just went off to college, they are 20 now, so they are off to college and my mom is home alone in a big house where she can't do nothing because she is battling this cancer. So it is hard you know when you're at class you can't think about anything. I can't concentrate and then when you're with her you know sometimes you're thinking about school which I'm serious sounds strange but that is kind of how it is. It is just kind of hard to maintain your head and your emotions and it can just all cross at once in the middle of class. I may get teary eyed or something, just different things like that, it is really hard.

6 Non-Cognitive Domain Non-Cognitive Domain Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)

7 Masculinities in Community Colleges Apprehension to help-seeking Perceptions of school as a feminine domain Breadwinner orientation My biggest obstacle really is my mother who is has bladder cancer. I have a little brother and a little sister and they just went off to college, they are 20 now, so they are off to college and my mom is home alone in a big house where she can't do nothing because she is battling this cancer. So it is hard you know when you're at class you can't think about anything. I can't concentrate and then when you're with her you know sometimes you're thinking about school which I'm serious sounds strange but that is kind of how it is. It is just kind of hard to maintain your head and your emotions and it can just all cross at once in the middle of class. I may get teary eyed or something, just different things like that, it is really hard.

8 Environmental Domain Environmental Domain Mediators (Finances) (Transportation) (External Validating Agents) Commitments (Family Responsibilities) I have to take 3 buses to get to school. Transportation is a real concern. If I miss one bus, or one (Employment) 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. Stressful Life Events

9 Housing Insecurities Percentage of students by race and gender with housing insecurities, CCSM Men Women White Asian SE Asian Filipino Black Latino Multiethnic All

10 Food Insecurities Percentage of students by race and gender with food insecurities, CCSM % 22.9% 20.0% 15.0% 15.0% 17.9% 17.6% 16.7% 15.4% 15.9% 10.0% 11.9% 10.6% 8.9% 8.7% 9.9% 8.6% 8.7% 6.7% 5.0% 0.0% Men 0.5% Women White Asian SE Asian Filipino Black Latino Multiethnic All

11 Campus Ethos Domain 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)

12 Validating Agents Staff [Classified Staff Person] is the one that helps with financial aid, resumes, everything. She is not even suppose to go over that stuff, she is the one that helps us. She signs our certificates and OSHA and CPR training... and every time [Professors say] 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 improve. Just drop the class. she always stops in and says hi.

13 Findings for Staff and Faculty Community College Equity Assessment Lab (CCEAL)

14 CC-SDI National Staff Results, By Area Legend Acceptable Emerging Concern Needs Attention Immediate Attention All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building Institutional Responsibility High Expectations Academic Advising and Counseling Career Center Validating Messages Engagement Retention Programs Services to Students w/ Disabilities Child Center International Student Services Disclosing Practices Empowerment Techniques Intrusive Support Microaggressions Transfer Center Library Services Equity-Mindedness (1) Equity-Mindedness (2) Computer Labs Honors Programs Career Technical Services Tutorial Center and Services Welcomeness (Inside) Welcomeness (Outside) Cultural Competency

15 National Results from CC-IDI Legend Acceptable Emerging Concern Needs Attention Immediate Attention Relationship- Building Institutional Responsibility High Expectations Validating Messages Engagement Disclosing Practices Empowerment Techniques Intrusive Support Microaggressions Equity-Mindedness (1) Equity-Mindedness (2) Welcomeness (Inside) Welcomeness (Outside) Cultural Competency All Staff Matriculation Student Services Academic Services Campus Life All Other Needs Attention Acceptable Emerging Concern Emerging Concern Needs Attention Emerging Concern Needs Attention Needs Attention Needs Attention Emerging Concern Needs Attention Needs Attention Emerging Concern Needs Attention

16 National Results from CC-SDI Legend Acceptable Emerging Concern Needs Attention Immediate Attention All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building Needs Attention Immediate Concern Acceptable Acceptable Acceptable Emerging Concern Institutional Responsibility Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable High Expectations Emerging Concern Emerging Concern Emerging Concern Emerging Concern Acceptable Needs Attention Validating Messages Emerging Concern Immediate Concern Acceptable Immediate Concern Emerging Concern Needs Attention Engagement Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Disclosing Practices Emerging Concern Immediate Concern Acceptable Immediate Concern Acceptable Emerging Concern Empowerment Techniques Needs Attention Immediate Concern Acceptable Needs Attention Emerging Concern Emerging Concern Intrusive Support Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Microaggressions Needs Attention Immediate Concern Emerging Concern Immediate Concern Emerging Concern Needs Attention Equity-Mindedness (1) Emerging Concern Immediate Concern Acceptable Immediate Concern Acceptable Emerging Concern Equity-Mindedness (2) Needs Attention Immediate Concern Emerging Concern Immediate Concern Needs Attention Needs Attention Welcomeness (Inside) Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention Welcomeness (Outside) Emerging Concern Immediate Concern Emerging Concern Immediate Concern Acceptable Acceptable Cultural Competency Needs Attention Immediate Concern Acceptable Immediate Concern Acceptable Needs Attention

17 National Results from CC-IDI Community College Equity Assessment Lab (CCEAL)

18 National Results from CC-IDI Community College Equity Assessment Lab (CCEAL)

19 Essential Practices for Supporting Men of Color 1) Leveraging existing initiatives and efforts 2) Participating in statewide and regional consortia for information-sharing 3) Buy-in and a sense of urgency from campus leadership 4) Intensive, ongoing equity-based professional development 5) Intrusive approach for engaging resisters

20 Essential Practices for Supporting Men of Color 6) Equity-minded hiring and retention practices for all personnel 7) Equity-minded institutional research 8) Collective sense-making at the department, college and unitlevel 9) Effective use of early warning and early alert systems 10) Addressing acute environmental challenges and insecurities

21 Online Certificate Programs Center for Organizational Responsibility and Advancement

22 Advancing Equity for Students of Color J. Luke Wood