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The Key Ingredients to Retaining and Graduating Multicultural Males Presenters: Wayne Jackson

The Key Ingredients to Retaining and Graduating Multicultural Males Presenters: Wayne Jackson Tony Davis Jackson-Davis Educational Consulting. Statistical Data About Multicultural Males?. Black male students are often comparatively less prepared than others for college

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The Key Ingredients to Retaining and Graduating Multicultural Males Presenters: Wayne Jackson

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  1. The Key Ingredients to Retaining and Graduating Multicultural Males Presenters: Wayne Jackson Tony Davis Jackson-Davis Educational Consulting

  2. Statistical Data About Multicultural Males? • Black male students are often comparatively less prepared than others for college (Bonner II and Bailey, 2006; Loury, 2004; Lundy-Wagner & Gasman, 2011, Palmer, Davis, & Hilton, 2009) • Black and Latino males lag behind in degree attainment over 2-1 in every educational category • African-American males account for only 34% of all Bachelor’s Degrees awarded to all African-Americans • This balance between Black females and males, affects the socialization, dating ratio between African American • Of the African American college students 36.7% were male and 63.3% were female (Chronicle of Higher Education Almanac, 2005) • Even as the total number of Latinas/os attending college has increased steadily in recent decades, the proportional representation of Latino males continues to decline relative to their female counterparts (Saentz and Ponjuan, 2009)

  3. What is the academic atmosphere for multicultural males? • More than any other group of men in our society, Black males are perceived as lacking in intellectual skills. Stereotyped via racism and sexism as being more body than mind, Black males are far more likely to be affirmed for appearing to be dumb… well-educated Black men have learned to act as if they know nothing in a world where a smart black man risks punishment (hooks, 2004, p. 33).

  4. Peer Group Impacts • The amount of interaction among peers has far-researching effects on nearly all areas of student learning and development.

  5. Peer groups impact • Multicultural male interaction on campus

  6. Family Influence and Support • Family meets needs for safety, emotional security, affection and guidance ( White and Cone, 1999)

  7. Faculty Staff Relationship • African American college students experience feelings of being marginalized in classroom (Gossett, Cuyjet and Cockriel, 1996)

  8. Faculty • To overcome the negative impact of the issue facing Multicultural males with faculty, research cites a multicultural curriculum as one viable means of ensuring their success in college.

  9. Institution Environment • How would the environment at your institution be characterized by multicultural males?

  10. Campus Involvement • How many multicultural males are leaders on your campus?

  11. Student Affairs • Organize programs to introduce campus organizations, memberships and leadership opportunities.

  12. Leadership Training and Involvement • Multicultural males attend fewer campus wide programs, spend less time looking at the campus newspaper and participation in clubs and organizations is low. ( Questionnaire, Cuyjet, 199). • .

  13. Leadership Training and Involvement Create a support group specialized for multicultural males.

  14. Mentoring • Mentoring is a tool that help to develop problem-solving skills and self-confidence.

  15. Assessment • The importance of assessment

  16. What are Student Learning Outcomes? • Student learning outcomes are statements that specify what you want your students to know and be able to do at the end of the course, program, activity or experience. • Outcomes are usually expressed as knowledge, skills, or attitudes. For example, student learning outcomes can refer to knowledge, practical skills, critical thinking skills, areas of professional development, etc. that students are expected to develop or learn.

  17. Writing Outcomes: Think SMART Specific • Clear and definite terms describing expected outcomes. For SLOs this includes abilities, knowledge, values, attitudes, and performance. Measurable • Is it feasible to get the data; Is the data accurate and reliable; Can be assessed in more than one way? Aggressive but Attainable • Has potential to move the program forward Results-oriented • Describe what standards are expected Time-bound • Describe where you would like to be within a specific time period Drucker, 1954

  18. Student Learning Outcomes • Questions to Consider When Crafting Learning Outcomes

  19. Administrative Support • Who at your institution can support you? • What documentation can you gather to support your case?

  20. Funding

  21. UCF Brother to Brother Program Mission Statement The mission of the Brother to Brother Program is to provide academic, career and leadership assessment (development), social support and financial support to multicultural and first generation males. In adhering to this mission the Brother to Brother program will provide exemplary programming and mentoring in order to increase the retention and graduation rates of those students in the program.

  22. UCF Statistics on the Retention and Graduation for Multicultural Males 6 Year Graduation Rate- 2000 Cohort • White Males - 52.6% • White Females – 61.2% • African-American Males – 39.4% • African-American Females – 60.7% • Hispanic Males – 41.3% • Hispanic Females – 51%

  23. UCF Statistics on the Retention and Graduation for Multicultural Males Six Year Graduation Rate- 2006-2007 • African-American Females-70.1% • African-American Males-55.6% • Latino Females-69% • Latino Males-70%

  24. UCF Statistics on the Retention and Graduation for Multicultural Males • African-American Male 4-year Graduation Rate after four years • 2008-2009 Cohort-48%

  25. UCF Statistics on the Retention and Graduation for Multicultural Males Multicultural Student FTIC First to Second Year 2011-2012 • African-American Males-91.8% • African-American Females-89.5% • Latino Males-87.1% • Latino Females-88.1%

  26. Brother to Brother Goals • To provide programs and services designed to create a campus environment that promotes a quality college experience for multicultural and first generation male students • To promote academic development • To encourage personal growth • To develop positive student leaders • To foster their intellectual, cultural, social and personal potential • To enhance skills necessary for successful transition into the world outside of academia (global workforce) .

  27. Programming

  28. Brother to Brother Program

  29. Future Brother to Brother Endeavors • Grant writing to secure more funding for the program • Expand beyond workshops to add more social events • Establish a student committee to help develop programming • Develop a faculty mentoring program

  30. Thank you for attending!!!! • Jackson-Davis Educational Consulting LLC • info@jdeducationalconsulting.com • WAYNE 609-203-4442 • TONY 267-278-3593

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