Robert Reyes, Ph.D., CFLE CITL Research Director & Professor of Sociology

1. Robert Reyes, Ph.D., CFLE CITL Research Director & Professor of Sociology Ana Juarez-Lopez, M.S.S.A, CNM Director of the Latino Study – Service Term Fifth Annual National ConferenceAmerican Association of Hispanics in Higher Education (AAHHE) March 4-6, 2010Costa Mesa, CA Research Strategies in Multiethnic Program Collaborations: Analysis of the Summer Academic Leadership Training Program (S.A.L.T.): Phase # 1

2. CITL Areas of Focus or Activity CITL promotes and assesses collaborative internal and external initiatives that aim to transform both our own campus and the educational environment in our region.

3. CITL - Research Areas of Study General Areas of Activity at the Center: Engaging the Community through Action Research in Local Schools Recruitment and Retention Curriculum and Campus Transformation Understanding the Social & Demographic Context of the Local Latino Population Understanding the Higher Education Experience of CITL Students Research Focus: The Nature and Process of Intercultural Teaching and Learning Research Curriculum Innovation and Faculty Development

4. Demographic, Economic and Educational Context: Latinos in Elkhart County, IN

5. Hispanic/Latino Concentrations in Indiana • Top Counties: • Lake- 13.9% • Elkhart- 13.4% • Clinton- 12.3% • Cass- 10.6% • Noble- 9.9% • Marion- 6.6% Map Source: Indiana University Kelley School of Business Data Source: U.S. Census Bureau

6. Age Distribution, Elkhart County 2008 ACS Community Estimates

7. Economic Context : Latinos in Elkhart County • Earn a median household income of $37,010 compared to the total population’s median income of $47,507 • Migrate to Midwest for the purpose of attaining jobs available in the unskilled labor market, specifically food processing and light industry. • RV manufacturing was particularly popular, but the recession has cut employment by 15% since 2004 • 54% of Latinos have less than a high school education (total population 14%) • (Source: 2008 ACS 1-year Estimates and Indiana Department of Workforce Development)

8. School Snapshot: Minority Student Population 1990-2008 Source: Indiana Accountability System for Academic Progress (ASAP)

9. School Snapshot: Limited English Student Population 1991-2008 Source: Indiana Accountability System for Academic Progress (ASAP)

10. Departmental – Collaboration Network Organizational Chart and Logic Model (Design of the Study)

11. Institutional Diversity Profile: Goshen College • Total Enrollment at Goshen College (Fall 2009 Enrollment) • Undergraduate Students • 56% Mennonite Faith

12. Organizational Chart - SALT Program Student Life Office Academic Affairs Office Office of Enrollment/Admissions • SALT student recruitment Multicultural Affairs Office Center for Intercultural Teaching and Learning Residence Program Curriculum Development CITL Research • Res Assistant • Res Life Activities Student Leadership Activities Academic Support Center • Program Evaluation • CITL/Teaching Strategies GC Faculty • Trips • Coffeehouse Performance • Tutoring • Teaching College Success Strategies • Eng 105 • Math Lab • Comm 202

13. SALT Program Logic Model Outputs Research Questions Theory of Operation Outcomes Inputs Activities Short-term How do we invest. The resources we have available at our disposal? Participation What do we want to know or learn? What informs our thinking? Intermediate Long-Term Who we reach and what we do Academic and Social changes that we expect

14. SALT Program Logic Model Long-Term Impacts Short-Term Outcomes Intermediate Outcomes Long-term changes we expect -Higher Retention rates from first to second year -Higher graduation rates (in four to six years). Expected Short-term changes ACADEMIC -Increase in both the skills and confidence of SALT students for foundational college work -Pass Math Competency Exam -Identify behaviors necessary for college success. -Understand Academia Expected Short-term changes SOCIAL -Built sense of community -Developed a network of support systems -Developed sense of belonging -Understanding of support structures -Ethnic Identity Development Medium term changes we expect. -GPA from first semester higher than anticipated GPA (as calculated by admissions). -Successful transition -Demonstrated campus engagement.

15. SALT Program Logic Model Outputs Research Questions Theory of Operation Inputs Activities Participation How do we invest. The resources we have available at our disposal? -Lilly Funding & CITL -Program coordinator -Academic Coordinator -Instructors -Student Life Staff -Staff from other departments -Tutors -Resident Assistants -Supplies for all classes. -Dorms • What do we want to know or learn? • What is the context from which SALT students are coming from? • * Need to know about histories of stress, coping mechanisms, general high school experience; family support systems. • What is the students current self-efficacy? • How did the SALT program affect the self-efficacy of students? • What was the students’ experience with the SALT Program? • How satisfied were the students with the program? What informs our thinking? Pascarella & Terenzi Beverly Tatum’s ABC Theory Weidman’s Model of Undergraduate Socialization -Solberg’s Theory of College Self-Efficacy -Tinto’s Model of Student Retention. -Nora’s theory of Academic & Social Integration What we do -Oral Communication or English 105 Classes -Math Lab -Library & Research Skills -Study Time & Academic Coaching -Cultural Programming (field trips) -Campus Life Experience -Leadership Training Sessions -Worship Time Who we reach - Incoming CITL students -ALANA students

16. Methodology Mixed-Method Qualitative Methodology Quantitative Initial Data F-COPES: Coping mechanisms College Self-Efficacy Inventory Students’ grades on English 105 or Oral Comm Students’ outcome on Math Competency Exam Intermediary Data Students’ G.P.A.s after first semester

17. Methodology Qualitative Semi-structured interviews High school experience Family stress & support College expectations SALT program experience Academically Socially Dorm Life Program Assessment: Satisfaction Inventory

18. Types of Evaluation Process Evaluation (Improvement & Future Planning) Are the students’ satisfied with the program? Which components went well? Which program components should be deleted or done differently? How can we improve the program? Outcome-Based Evaluation (Impact) Were the outcomes goals and objectives achieved? Did the program have an impact on the students? Were some of the students more impacted than others?

19. Project: Underlying Frameworks Guiding the Bridge Program • Academic integration • Social integration/Networks • Academic Self-Efficacy • McCubbin’s Double ABCX Model of Family Stress and Resiliency

20. Student Profile

21. Student Sample 13 out of 15 are first-generation college students.

22. Sample: Educational Background

23. Sample: Educational Background

24. Results

25. Understanding the Context: How do students cope with problems? F-COPES (Instrument) Definitions Acquiring Social Support (ASS): Family’s ability to actively engage in acquiring support from relatives, friends, neighbors and extended family. Reframing (R): Family’s capability to redefine stressful events in order to make them more manageable. Seeking Spiritual Support (SSS): Family’s ability to acquire spiritual support. Mobilizing Family to Acquire and Accept Help: The family’s ability to seek out community resources and accept help from others. Passive Appraisal: Family’s ability to accept problematic issues minimizing reactivity.

26. Understanding the Context: How do students cope with problems? F-COPES (Coping Instrument) Scale 1= Strongly Disagree 2=Moderately Disagree 3=Neither Agree nor Disagree 4=Moderately Agree 5=Strongly Agree

27. Responses: Family Distress Index (FDI) Not a Problem=0 Small Problem=1 Medium Problem=2 Large Problem=3

28. Has there been a major change in your family in the last few years? • Divorce/parent left (6) • Family financial problems (3) • Moving (2) • Father’s death (1) • New baby in the family (1) • Parents do not treat student as an adult (1)

29. Results:F-Copes Scale 1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree

30. (F-COPES) Acquiring Spiritual Support:When we face problems or difficulties in our family we respond by Scale 1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree

31. Acquiring Social SupportWhen we face problems or difficulties in our family we respond by: Scale 1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree

32. Mobilizing Family SupportWhen we face problems or difficulties in our family we respond by: Scale 1= Strongly Disagree; 2=Moderately Disagree; 3=Neither Agree nor Disagree; 4=Moderately Agree; 5=Strongly Agree

33. Is there someone in your family to whom you can turn for advice? • Mother (8) • Both parents (3) • Other relatives (2) • Sister (1) • Brother (1)

34. Can you describe the role you family/parents has played in your development as a student? • Verbal encouragement/Moral Support (11) • “My family, whether it be my mom, uncles, aunts, they’ve always encouraged me to study and keep up my grades.” • “My mom is always telling me that I have to do good in school, that I have to do my homework. “ • They were “hands-on” (2) • “In elementary school she would attend the honor roll banquets, teacher conferences, chaperone for field trips. • Did not provide support /encouragement (2) • “They encouraged me sometimes, but I’m not really as much as I wanted to so. It was on my own that I actually graduated (from high school).”

35. Moral SupportWhat are parents saying to their children? • “You have to go, you know. You can’t just be like me, working in a factory. So, go to college. Be successful. Don’t follow the crowd.” • “They’d always make sure, when I was younger that I’d have my homework done. And when I got older, they just kept telling me, ‘your goal is to finish high school and then from then go to college” And “Oh keep going mija; you’re going to college and you’re gonna study and you’re gonna become something in life.”

36. College Self-Efficacy: In academic settings, self-efficacy refers to students’ confidence in their ability to carry out college-related tasks in the following areas: Academic (i.e. talking to professors, writing a term paper). Social (i.e. making new friends, joining a student organization). Roommate (i.e. Socializing with others in your living space). Self-Efficacy:Definition Solberg, O’Brien, Villareal, & Davis, 1993

37. Self-Efficacy College Self-Efficacy Inventory Scale 0=Totally Confident 1=Very Unconfident 2=Unconfident 3=Somewhat unconfident 4=Undecided 5=Somewhat confident 6=Confident 7=Very confident 8=Totally confident

38. What is the students self-efficacy & how did the program affect it? Scale 0=Totally Unconfident1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident; 4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very confident; 8=Totally Confident

39. What is the students self-efficacy & how does the program influence it? Scale 0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident

40. What is the students self-efficacy & how does the program influence it? Self-Efficacy Scale Scale 0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident

41. What is the students self-efficacy & how does the program influence it? Self-Efficacy Scale Scale 0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident

42. What is the students self-efficacy & how does the program influence it? G.P.A. Scale 0=Totally Confident1=Very Unconfident; 2=Unconfident; 3=Somewhat unconfident; 4=Undecided; 5=Somewhat confident; 6=Confident; 7=Very confident; 8=Totally confident

43. What is the students self-efficacy & how does the program influence it? Self-Efficacy Scale G.P.A. Scale 0=Totally Unconfident 1=Very Unconfident; 2=Unconfident; 3=Somewhat Unconfident; 4=Undecided; 5=Somewhat Confident; 6=Confident; 7=Very Confident; 8=Totally Confident

44. What is the students self-efficacy & how does the program influence it? G.P.A.

45. Self-Efficacy:High School Experience How well do you think high school prepared you for college? Like at my high school I feel that they were just like, they helped you a little too much. They would tell you things. They would like hand feed you things, you know. And then like, I feel like at college, um, it’s gonna be a little different, like looking to the syllabus to know when things are due? Instead of asking my teacher, having my teacher remind me.

46. Self-Efficacy:High School Experience How well do you think high school prepared you for college? “It was pretty well cause I took a lot of AP classes. The last two years in my high school, so they had, a lot of homework and now the class I’m taking now? I feel that there’s more homework, but not too much more that I can’t, that I can’t handle it cause I was prepared. And so, those classes really prepared me for how it was gonna be.”

47. Do you have any particular concerns about college classes or homework? • Time management (10) • Too much homework/Class Difficulty (3) • Being away from home (1) • No concern at the moment (3)

48. How do you feel the program will helpyou achieve your academic goals? • “By helping me understand college academic expectations” (10) • Knowing what will be expected academically. • Study methods and the amount of time needed for serious studying. • Note taking in class. • Time management. • Improving academic skills (4) • Awareness of campus resources. (1) • Meeting new people to whom you can turn for help. (1)

49. Describe your experience of living in the dorms? • It helped to me to adjust to living with a roommate (5). • It helped us to make friends (build a sense of community) (6). • It helped with the adjustment of being away from home (3). • For many students, this was their first experience of being away from home/family for any significant amount of time. • It helped with getting adjusted to new responsibilities. • SALT allows them their first taste of independence without running the risk of damaging an entire semester’s worth of work.

50. Implications for Academic Achievement • Preliminary – Pilot Study • It is important to have an ecological, contextual framework in considering all the factors that may affect students academic and social adjustment. • In examining family stress and coping methods further research is needed in examining; • The individuals and/or families ability to pursue assistant from non familial or professional support agents. • The role that peer support agent may play in developing or responding to academic goals. • The role that challenging academic curriculum may play in developing pro-academic identities and self efficacy. • The type of messages parents are providing to their children and the role that these messages may play in developing academic persistence.