I am... a College Graduate: Summer Bridge Programs Cause Identity Shifts

1. I am... a College Graduate: Summer Bridge Programs Cause Identity Shifts Karen Singer-Freeman & Linda Bastone • Abstract • We examined changes in 103 community college students’ self perceptions during an intensive summer experience. Participants completed the Twenty Statements Test during the first and last week of the program. Students showed a decrease in Personalitystatements and an increase in Academic Selfand Future Orientation statements. We hypothesize that increases in Future Orientation may support student persistence. • Introduction • The federal government invests significant funding in programs designed to increase the number of students pursuing STEM degrees. • Participation in high-impact summer research programs increases 4-year-degree completion • It is unclear how these programs influence change • Do intensive summer programs cause identity shifts? • Do research and academic programs differ? • We examined changes in students’ self perceptions that occurred over the course of a 5-week summer program. Data were collected during the summers of 2009 and 2010. • Research and academic programs were housed at the same institution and recruited students from the same community colleges • Results • We computed 2(Program: research, academic) X 2(Week: one, five) ANOVAs on the four composite scores • Do intensive summer programs cause identity shifts? • Yes. All students showed a decrease in Personality Focus (positive and negative) and an increase in Academic Selfand Future Orientation • Do research and academic programs differ? • Yes. Research students reported more Positive Personality and Academic Selfstatements than Academic students • Conclusions • Students experienced identity shift over the course of a summer bridge program • Students’ statements included increased references to Academic Self and Future Orientation • Future Orientation statements reflected plans, hopefulness and expectations of future success • We hypothesize that increases in Future Orientation may support student persistence • Program • Research students worked in small laboratory groups • Academic students completed an interdisciplinary course and independent project • All students resided on campus, engaged in community-building activities and attended workshops • The summer culminated with a conference at which all students made formal presentations • Method • Participants • 103 students from 7 community colleges • 69 research, 34 academic • Populations: • Under-represented minority • First-generation college student • Demonstrated financial need • Procedure • Students completed the Twenty Statements Test (“I am _____”)during the 1st and 5thweek. • Coding • Responses were collapsed into 4 composite scores: • Positive Personality: An attribute that is a strength • Negative Personality: An attribute that is a weakness • Academic Self: Reference to academic status or plans, interests, or skills • Future Orientation: Reference to future plans (including academic) and hopes .