Intergenerational Issues and Ethnicity: the New Student Body

1. Intergenerational Issues and Ethnicity: the New Student Body • Linda Lacey, Dean of the Graduate School, New Mexico State University (lacey@nmsu.edu) 505 646-5746 • Thank you for giving me this opportunity to share and learn from you • How many of you are faculty, staff and/or administrators?

2. The Purpose of the Presentation • To discuss the new diversity on campuses which includes the blending of generations and cultures • To engage you in discusses on the diverse learning needs of a diverse students • To learn of best practices on campus to meet the needs of a diverse student body---student services, teaching, and outreach efforts

3. Definitions • I began with definitions of diversity and inclusiveness • I provide examples from non-profit organizations, the private sector and universities

4. Definitions of Diversity and Inclusiveness The Denver Foundation Diversity describes the extent to which an organization has people from diverse backgrounds and communities working as board members, staff and/or volunteers Inclusive organizations…are learning-centered organizations that value the perspectives and contributions of all people, and strive to incorporate the needs and viewpoints of diverse communities in the design and implementation of universal and inclusive programs.

5. The Shell Oil Corporation • Diversity means all the ways we differ. Some of these differences we are born with and cannot change. Some of these differences are visible while others lie underneath the surface • Inclusiveness puts the concepts and practice of diversity into action by creating an environment of involvement, respect and connection---where the richness of ideas, backgrounds and perspectives is harnessed to create business value

6. The Council of Graduate Schools Series on Inclusiveness • Diversity in the context of higher education refers to the broad range of different types of students, with different ethnic, cultural and racial backgrounds • Inclusiveness means not only opening the door to talented students from groups historically underrepresented in graduate education, but also providing those students with the support and resources to walk through the door… Inclusiveness require sensitivity to issues of access and fairness. In addition, it requires the labor-intensive practices of recruiting and retaining students as well as ensuring that they graduate

7. Making Excellence Inclusive: The American Association of Universities and Colleges Diversity: Individual differences and group/social differences that can be engaged in the service of learning Inclusion: The active, intentional and ongoing engagement with diversity---in people, in the curriculum, in the co-curriculum, and in communities with which individuals might connect--in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

8. Summary of these definitions • Diversity is half of the picture. The other half is the act of being inclusive • The focus is on engaging, connecting, and involving all segments of students in the learning process as well as in the administration of their education.

9. Corporate America Employers require a diverse workforce in which individuals have the skills to problem solve and communicate and work with people that are different from themselves Employers are recruiting at universities and community colleges that are producing students that can work within a multicultural labor force

10. The New Diversity on Campuses • Retirees are entering the classroom • Baby Boomers are taking classes and earning degrees • Underrepresented groups still exist • American Indians, Hispanics and African Americans

11. New underrepresented groups • Sons and daughters of migrants: • from Central and South America and the Caribbean • from Asian countries---Philippines, Viet Nam, Cambodia • from Polynesian countries

12. Impact of baby boomers on Higher Education • 77 million baby boomers will retire within the next 30 years • Many will retire healthy and can expect to live another 20 to 30 productive years • Most plan to work during retirement • Many will enroll in institutions of higher education

13. Baby Boomers cont. • Many are enrolled in a course or two • Increasing, baby boomers are obtaining degrees and moving into new professions • The Chronicle of Higher Education uses the term “re-negotiating” work

14. Baby Boomers and Higher Education • What impact will baby boomers have on higher education? • Will new programs of study be created to meet the demands of this new student? • Will colleges need to develop different types of student services, and will faculty need to change how they teach?

15. The Emerging student body: blending age cohorts and cultures • Veterans born between 1922-1943 • Baby Boomers 1943 to 1960 • The Xers 1961-1980 • The Nexters 1980 to 2000 • Children of the new migrants • Traditional underrepresented groups

16. The Current and Future Work Force • The emerging student body reflects the current and future labor market • In the past, the labor market was highly stratified • senior white males in high level positions, middle aged in middle management, and younger employees were in entry level positions • In the information age, all age and ethnic groups can be senior managers/owners

17. Age Cohorts and Learning • I would like to focus on age cohorts and learning styles • Second, I will focus on students of color

18. Ages 18 to 30 CHARACTERISTICS: • Live in a high tech world and communicate through multiple channels including email, personal web sites and cell phones. • Rely on student support services that are web based and office based. • Learning environments include online and traditional classroom experiences. • More likely to communicate with faculty through email rather than face-to-face. • Likely to be full-time students rather than part-time students • Use campus library facilities equally with the internet to conduct research for papers

19. Ages 30 to 40 • CHARACTERISTICS: • Tend to be part-time students who are working, and in many cases raising families while they attend School • For many, distance learning may be their only option • They tend to put limited demands on student services and professional development programs of the college. • Professional development needs focus on time management skills to help them juggle job, family responsibilities and their courses • Speed reading is also a skill need. While they tend to be excellent students, they need to re-tool their study and comprehensive skills. • They rely heavily on online library resources as well as the Internet to collect information for papers and their theses.

20. Ages 40 to 55 CHARACTERISTICS: • Many have similar characteristics of those 30 to 40. However, some may not be as comfortable using electronic technology.

21. Ages 55 and above (retirees) CHARACTERISTICS: • The reason for pursuing higher education is diverse • Professional development skills focus on learning skills and use of electronic technology. • For retirees, many are enrolled as full-time students. • They enjoy the physical library and are developing skills in using the Internet as an information and learning tool. • They are more likely to visit faculty during office hours rather than rely heavily on email as a form of communicating with faculty.

22. Ages 55 and above • Bring a wealth of experience to the classroom • Are more likely to challenge faculty in class discussions • Many come with large retire incomes---and can be potential donors • Many are developing skills for new careers and businesses

23. Age Cohorts: San Juan College Ages Numbers Percent 0-20 1,609 21.9 % 21-30 2,373 32.3 % 31-40 1,216 16.5 % 41-50 1,102 15.0 % 51-60 700 9.5 % 61 + 339 4.6 % Source: San Juan College 2006 Fact Book, Office of Institutional Research and Planning

24. Blending of Age Cohorts and Underrepresented Students • The two largest ethnic groups in New Mexico are Hispanics and American Indians • Community colleges are the largest providers of college education • 73 percent of American Indians and 59 percent of Hispanics attend a community college Source: Annual Accountability Report December 2007 New Mexico Independent Community Colleges

25. Independent Community Colleges in New Mexico (8 colleges) Total Student Enrollment San Juan College 12 % Hispanic 27.2 % Native American 61.2 % Other Source: San Juan College 2006 Fact Book, Office of Institutional Research and Planning • 37.2 % Hispanic • 8.4 % Native American • 52.6 % Other • 42.3 White • 2.7 % Black • 7.6 % Other Source: Annual Accountability Report Dec. 2007, NM Independent Community Colleges

26. Native American Students Obstacles to student success Hardships in transitioning to the diverse academic and social environment of college Financial difficulties Lack of academic preparation for college Others? Source: NM Higher Education Department Native American and Hispanic Students, Recruitment, Enrollment, Retention and Graduation Trends, Dec. 6, 2005

27. Strategies for Success “Facilitate the student’s ability to maintain cultural relationships Mentoring and recognition of students by tribal leaders Follow-up with students via campus visits by tribal higher educ. Representatives Early intervention and preparation to get students interested in and ready for college Financial Assistance Matching career with summer employment opportunities and internships” Source: NM Higher Education Department, Native American and Hispanic Students, Recruitment, Enrollment, Retention and Graduation Trends, Dec. 6, 2005

28. Excellent Reference Vine Deloria, Jr. and Daniel R. Wildcat, 2001, Power and Place: Indian Education in America, Golden: Fulcrum Resources The context or process of education within the tribe, and the content or what is taught The value of what students learn from the tribe The difficulties students face in integrating tribal learning with western education The need to allow students to integrate western education with their cultural experiences as part of the learning process

29. Strategic Planning for the Future How do we meet the needs of different segments of the student body in terms of: • Student support services, • Professional development • Student orientations, • The delivery of education—online, in class or blended. • The teaching of students

30. Strategic Planning continue • How do we prioritize goals and objectives to meet regional, national and global needs for an intergenerational and culturally diverse work force? • How do we promote diversity but more important, inclusiveness where students are engaged and connected to the learning environment?

31. What is taking place on your campus? • How are you changing how you teach to reflect your student body? • How are you changing how you provide services to students to reflect the composition of your students?