Leon Rouson , PhD Norfolk State University Aretha F. Marbley, PhD Texas Tech University Presented at the NAME Summe

1. Students of Color from First-Generation and Low-Income Backgrounds: An Untapped and Hidden Resource for Increasing Diversity in P-20 Teacher Education Programs Leon Rouson, PhDNorfolk State University Aretha F. Marbley, PhDTexas Tech University Presented at the NAME Summer Institute Northern University DeKalb, Illinois June 28, 2012

2. THEME Addressing the Demographic Imperative: Recruiting and Preparing a Diverse and Highly Effective Teaching Force

3. OVERVIEW This workshop will share central components from a Teacher Prep- Student Support Service Initiative, funded by United States Department of Education in order to increase the overall number of school teachers by focusing on diamonds in the rough—students from low income and first-generation backgrounds.

4. OVERVIEW Continued This workshop will explore factors such as cultural relevance and competence, social support, mentoring, social capital, institutional climate, and racial, social, and psychological barriers that may impact their academic and practical success.

5. Learning Outcomes At the conclusion of this workshop, participants will be able to: • Identify and conceptualize the key components of highly effective Teacher Preparation Programs for diverse students • Utilize and select best practices in the recruitment and retention of diverse teachers • Define and create social capital strategies for diverse students

6. More Learning Outcomes At the conclusion of this workshop, participants will: • Develop an understanding of the terms culture, ethnicity, race, color, ancestry, acculturation, and nationality, and their relationship to social justice in teacher education • Develop a multicultural approach to teacher education that is inclusive of students from different backgrounds • Gain knowledge of the social constructions of diversity (e.g., race, ethnicity, gender), within the context of the classroom and the implications to recruiting and preparing a diverse and highly effective teaching force.

7. Learning Outcomes Continued At the conclusion of this workshop, participants will: • Become familiar with Sue, Arredondo and McDavis (1992) Cultural Competencies Model • Explore their own personal beliefs, values, and attitudes concerning culture, race, ethnic and other diverse groups and cultures • Become familiar with the challenges of effective multicultural interaction • Increase personal and professional cultural competency and gain an understanding of diversity and social justice issues in teacher education.

8. FOCUS This workshop will also provide useful data, practical strategies, and strong recommendations for successfully recruiting, retaining, supporting, and graduating students of color in P-20 teacher education programs.

9. BACKGROUND The percentage of incoming college students who are 1st generation is steadily increasing Fewer low-and moderate income American students are attending college and fewer are graduating Low income students potentially forego wages to attend college Definitions Who are the People of Color The Impact of Cultural Competency Cultural Competencies Matrix (Sue, Arredondo, & McDavis, 1992) Racial Identity Statuses Ethnic Identity and Acculturation Model Applying the Models: Vignettes • Ethnic Identity/Acculturation Model • Cross-Cultural Competencies Comments/Questions

10. Teacher PREPStudent Support Services • Purpose • Guidelines • Components • Results Norfolk State University (one of six programs in the country)

11. What are TRiO Programs?

12. The Federal TRIO Programs are educational opportunity outreach and on-campus programs designed to motivate and support students from disadvantaged backgrounds.

13. . The TRIO programs were established to help low-income, first-generation college students and students with disabilities (as part of President’s Johnson’s war on poverty) to progress through the academic pipeline from middle school to earn baccalaureate degrees.

14. The TRIO programs began under Title IV of the Higher Education Act of 1965, and in 1968, SSS was funded to form the third program making a "TRIO" of federal programs.

15. Class, social, and cultural barriers that affected academic success were included factors in The TRIO programs

16. The Talent Search program identifies qualified youths with potential for education at the postsecondary level and encourages them to complete secondary school and undertake a program of postsecondary education.

17. The program also publicizes the availability of student financial assistance for persons who seek to pursue postsecondary education, and it encourages persons who have not completed education programs at the secondary or postsecondary level, but who have the ability to do so, to reenter these programs.

18. The purpose of the Upward Bound Program is to generate, in low-income and first generation high school students, the academic strength, skills, and motivation required to ensure their success in postsecondary education.

19. The program is designed to better prepare selected students to enter and complete a post-secondary educational program after the completion of high school.

20. The goal of SSS is to • Increase the retention and graduation rates of eligible students. • Increase the transfer rate of eligible students from two-year to four-year institutions; and • Foster an institutional climate supportive of the success of low-income and first generation college students and individuals with disabilities.

21. Debunking Myths and Stereotypes • First generation is the same as low income and vice versa • College students of color are most likely to be first generation and from low SES and disadvantaged backgrounds • These students are usually academically underprepared for college

22. Operational Definitions: Who are the Students of Color, First Generation Students And Low Income Students

23. Who are the Students of Color? • Asians and Pacific Islanders • African Americans • Native Americans/ Indians • Hispanics/Latinos

24. Who are the First-Generation and Low-IncomeStudents? According to Billson and Terry (1982) first generation college students are those whose parents did not attend college

25. First generation students are most likely to be: • Women • Older adults (age 30 and up), • Married and/or have dependent children • African-American or Hispanic • Have lower incomes and come from lower-income families • Need remedial coursework

26. First generation students are most likely to be: • Attend college part-time • Delay entry into postsecondary education • Begin college at a 2-year institution • Live off campus or with family • Work full-time • Stop in and out of college

27. Who are the Low income college students • Low income college students are students from families with less financial means, although the exact definition of "less financial means" is up for debate and varied.

28. Low Income College Students are most likely to: • Enter college less academically prepared • Graduate from college at lower rates • Drop out of college at higher rates • Attend college part-time • Work full-time while attending college • Take on more student loans

29. Low Income College Students are most likely to be: • Female • Partnered/Married with dependent children • African-American, American Indian, Hispanic/Latino • Come from lower-income families • Not get financial help from family • Need remedial coursework

30. First Generation Students Have little knowledge about the college life and culture • tend to have a harder time: • Learning how to navigate academy • Understanding faculty vernacular • Dealing with Faculty Expectations • Knowing who, what, and how to get the help they need

31. Challenges and Struggles • Identity • Financial • Family • Imposter Phenomenon • Unfamiliar and Unwelcoming Climate • Social Integration • Academic Culture

32. Social Capital • Social Capital is the quality and quantity of relationships, networks, and norms among people and organizations that facilitate collective action (Ferrangina, 2010)

33. Mentoring • Mentorship refers to a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. However, true mentoring is more than just answering occasional questions or providing ad hoc help. It is about an ongoing relationship of learning, dialog, and challenge (Bozeman, 2007)

34. Cultural Relevance, Competence, & ResponsivenessWhat does it all mean?

35. Multicultural Competencies: Where do We Begin? • A starting point in our understanding of cultural competence is the concept of culture. • Culture is the way of life of multiple groups in a society and consists of prescribed ways of behaving or norms of conduct, beliefs, values, and skills (Gordon, 1978)

36. Racial, Social and Psychological Barriers • Define • Research • Best Practices

37. Definitions: • Race • Ethnicity • Color (Colorism) • Culture • Ancestry • Nationality • Acculturation

38. Multicultural Competencies: • The word competence means sufficiency, adequacy, and capability. • Competence may vary from person to person. • “Competence implies having the capacity to function effectively within the context of culturally integrated patterns of human behavior defined by the group” (NASW, 2001, p.4).

39. Multicultural Competencies: • Multicultural competency is defined as the knowledge, skills, and attitudes (personal attributes) professionals need to live and work in a diverse world.

40. Multicultural Competencies: • Multicultural competence not only applies to individual professionals but also to agencies, local, state, federal, and global entities (Cross, Friesen, Mason, & Rider, 1988).

41. Attitudes and Beliefs (Personal Attributes) Flexibility Respect Empathy Knowledge Cultural Self Diverse Ethnic Groups Social/Political Frameworks Changing Demographics Skills Cross Cultural Communication Teamwork Listening Conflict Resolution Critical Thinking Language Development Leadership Development Multicultural Competencies:

42. Cross Cultural Models

43. Cross-Cultural Competencies Counselors Are Awareness of Own Cultural Values and Biases • Attitudes and Beliefs • Culturally skilled Counselors have moved from being culturally unaware to being aware and sensitive to their own cultural heritage and to valuing and respecting differences. • Culturally skilled Counselors are aware of how their own cultural backgrounds and experiences and attitudes, values, and biases influence psychological processes.

44. Source: Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling and Development, 70, 477-486.

45. Culturally skilled Counselors are able to recognize the limits of their competencies and expertise. • Culturally skilled Counselors are comfortable with differences that exist between themselves and Clients in terms of race, ethnicity, culture, and beliefs.

46. B. Knowledge • Culturally skilled Counselors have specific knowledge about their own racial and cultural heritage and how it personally and professionally affects their definitions of normality-abnormality and the process of counseling. • Culturally skilled Counselors possess knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects them personally and in their work.

47. B. Knowledge • Culturally skilled Counselors possess knowledge about their social impact on others. They are knowledgeable about communication style differences, how their style may clash or foster the helping process with Clients of color, and how to anticipate the impact it may have on others.

48. C. Skills • Culturally skilled Counselors seek out educational, consultative, and training experience to improve their understanding and effectiveness in working with culturally different populations. • Culturally skilled Counselors are constantly seeking to understand themselves as racial and culturally beings and are actively seeking a nonracist identity.

49. III. Counselors Awareness of Clients Worldview • Attitudes and Beliefs • Culturally skilled Counselors are aware of their negative emotional reactions toward other racial and ethnic groups that may prove detrimental to their Clients in counseling. They are willing to contrast their own beliefs and attitudes with those of their culturally different Clients in a nonjudgmental fashion. • Culturally skilled Counselors are aware of their stereotypes and preconceived notions that they may hold toward other racial and ethnic groups.

50. B.Knowledge • Culturally skilled Counselors possess specific knowledge and information about the particular group they are working with. They are aware of the life experiences, cultural heritage, and historical background of their culturally different Clients. • Culturally skilled Counselors understand how race, culture, ethnicity, and so forth may affect personality formation, vocational choices, manifestation of psychological disorders, help-seeking behavior, and the appropriateness or inappropriateness of medical approaches.