Exploring the Connection between Ethnic Identity and Engagement on Campus and in the Classroom

1. Exploring the Connection between Ethnic Identity and Engagement on Campus and in the Classroom 2008 Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Edmonton, Alberta, Canada - October 17, 2008 Ross Peterson-Veatch, Ph.D. Robert Reyes, Ph.D.

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

3. Initial Theoretical Foundations of Retention Model ABC Model. Beverly Daniel Tatum (1997) Why are all the Black Kids Sitting Together in the Cafeteria? Affirm Identity “It refer to the idea that students need to see themselves reflected in the environment around them- in the curriculum, in the faculty and staff and in the faces of their classmates- to avoid feelings of invisibility or marginality that can undermine student success.” (p. 215) Build Community “Building community, highlights the importance of creating a sense of belonging to a larger, shared campus community. “ (p. 215) Cultivating Leadership “It refers to the fact that leadership in the twenty-first century requires not only the ability to think critically and speak and write effectively but also the ability to interact effectively with others in a pluralistic context.” (p. 216)

4. Bicultural Identity Model, Vasti Torres & Rosemary Phelps (1997) Hispanic American Acculturation & Ethnic Identity: A Bi-Cultural Model. The conceptual idea behind cultural orientation is to understand the nuances among the Latino college student population by looking at the choices they have made between two cultures. Hispanic Orientation This orientation indicates greater comfort with the culture of origin. Marginalized Orientation It indicates discomfort with both cultures and may indicate conflict within the individual. Bicultural Orientation This orientation indicates a comfort level with both cultures. Anglo Orientation Indicates greater comfort with the majority culture. Initial Theoretical Foundations of Retention Model

5. Bicultural Orientation Model Source: Torres. 1999. Journal of College Student Development, May/June High Ethnic Identity Bicultural Orientation Latino/Hispanic Orientation Low Acculturation High Acculturation Anglo (“Americanized”) Orientation Marginal Orientation Low Ethnic Identity Acculturation: Refers to choices made about majority culture. Ethnic Identity: Refers to maintenance of the culture of origin.

6. Bicultural Orientation Model Source: Torres. 1999. Journal of College Student Development, May/June High Ethnic Identity Bicultural Orientation Latino/Hispanic Orientation ♀ ♂ ♀ ♂ ♂ ♂ ♂ Low Acculturation High Acculturation ♂ ♀ ♀ ♀ Anglo (“Americanized”) Orientation Marginal Orientation Low Ethnic Identity Acculturation: Association with mainstream culture Ethnic Identity: Identification with ethnic self

7. Special Orientation and Leadership Program 1st Monday of the month meeting and book study (Mi Voz, Mi Vida) Participation in at least one student club Participation in Planning Campus-wide Cultural Events Each Student had Peer Mentor Each Student had Faculty Mentor Regular tracking of academic indicators Intrusive advising Program Components

8. Research Question Research Question: What role did ethnic identity exploration play in the learning experience of the first year CITL cohort? In what way did cultural factors influence the learning experience of the CITL cohort?

9. Sample (10 fulltime first year Latino students) Six students are U.S. born Four are foreign born One born in Chile, was adopted by US parents at two months At least 7 out of 10 students are the first generation in their family to attend college Methods Based on a series of end of the year semi-structured interviews. The topics covered in the interviews included the following; overall experience of students at Goshen College, classroom experience, extracurricular involvement, experience of the CITL program, experience of academic and student life support services. Interviews with CITL Students

10. First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Social Adjustment *Extra-Curricular Activities *The role of peers Decision to Return Positive First Year Experience Financial Aid *Loans Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support

11. First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Social Adjustment *The role of peers *Extra-Curricular Activities Positive First Year Experience Enhancing Factors -Living on Campus Inhibiting Factors Familial Obligations

12. First Year Experience Positive First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support

13. First Year Experience Positive First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support Academics *Classroom Experience *Academic Support Parental Support: Moral Capital *Academic Progress

14. Moral/Family Capital Verbal Actions at home between parent & child Moral Support- “Apoyo” not involvement The parent is the moral encourager/ supporter The student takes the lead in educational decisions Often takes place at home Setting limits on behavior Providing verbal encouragement Stressing the value of education & hard work: Transmitting the strong immigrant work ethic by applying it to school tasks. (Lopez, 2001) “Consejos” or advise: Generic moral messages Hands-On Approach Direct forms of help at home or school The parent is the role model & expert guide. Navigating through the process together: college planning, applying for, FAFSA, etc. Attending of school events. Volunteering Advocating for their children Keeping in contact with the school Helping with academics Parental Involvement Two Models Auerbach, S. (2006). “If the student is good, let him fly”: Moral support for college among Latino immigrant parents. Journal of Latinos and Education, 5(4), 275-292

15. Really other than being parents…they don’t really do much. I mean they have four other kids that they have to worry about. It was pretty much like that all of my life…they can’t really help me with my school work or other things like that unless it involves transportation, also because of the language barrier and the lack of education that they received. Environmental Support:Parental Involvement

16. Doubts Yeah, in regards to my capability of doing good in college that was the thing that the first week of orientation week…that week was so overwhelming that the last day of like when you would register…yes I am going to this college…I was just like so questioning myself… “Am I going to do well?”…I was so like…My self-esteem was so low…I was like “I am not going to do well in this college so why bother registering?” But my mom would tell me if don’t try you will never know…so that was the thing that encourage me the most of doing it… if I don’t try it, I’m not going to know it if I will do good in college…but yeah the first week was so overwhelming that I just lost myself. Environmental Support:Parental Involvement

17. First Year Experience Positive First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support Academics *Classroom Experience *Academic Support Classroom Experience *Relationships with Professors

18. Professors are very approachable & encouraging (9/10) Faculty and staff are always available Professors here at GC are more available than my high school teachers were Professors encouraged me to share about my culture Academics: Classroom Experience

19. I think it might be a little bit easier here because they (professors) actually have time for you to just come in and just talk to them… because in high school they don’t have time for you after school or after a class because you have to go right to your next class… so here, it’s kind of pretty easy to set an appointment and know I can meet with them for 30 or 40 minutes, whatever, I feel a lot open here than it was in high school. Academics: Classroom Experience

20. First Year Experience Positive First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support Academics *Classroom Experience *Academic Support Academic Obstacles *Academic Progress

21. Why would students not seek academic support? Embarrassment (thinking that others are smarter) Coming from a background where support/resources were not available Coming from an education where asking for help was not encouraged or welcomed. Thinking that it is too late to ask for help. They cannot ask what they do not know Academics: Support

22. Coming from an education where asking for help was not encouraged or welcomed… In high school it was kind of hard to ask for help, because sometimes they (teachers) didn’t want to help with anything. So, like all through high school, you had to do everything by yourself basically. I mean the teachers would help you now and then, but not like this year. So, Goshen is kind of different asking for help, cause I was never use to in high school. Academics: Support

23. Embarrassed… It’s almost like… you’ll be embarrassed to ask for help. You are like… is just the sense that many … you see a lot of people here that are just really smart and stuff like that and they get everything by themselves and you having to go out for help … specially if you are Latino it’s kind of hard to do that. Academics: Support

24. First Year Experience Environmental Support *CITL Support *Mentors *Parent Involvement Social Adjustment *Extra-Curricular Activities *The role of peers Decision to Return Positive First Year Experience Financial Aid *Loans Environmental Support *CITL Support *Mentors *Parent Involvement Academics *Classroom Experience *Academic Support

25. Do you plan to come back next year? Do you anticipate any challenges that may not make that possible? There is actually one of them…the money…my parents have been telling me that as long as I am here that I take all the advantages that I can and because I am right now this past year…this year …I got to be here because I got through a lot of scholarships but when those scholarship are gone then maybe I won’t be finishing. Financial Aid

26. Outcome of First Year Cohort Retention Efforts High Ethnic Identity Bicultural Orientation Latino/Hispanic Orientation ♀ ♂ ♀ At another Indiana Institution ♂ ♂ ♂ ♂ Low Acculturation High Acculturation ♂ At another Indiana Institution ♀ ♀ ♀ Still at GC, not in CITL Still at GC, not in CITL Anglo (“Americanized”) Orientation Marginal Orientation Low Ethnic Identity Acculturation: Association with mainstream culture Ethnic Identity: Identification with ethnic self

27. “Validation is an enabling, confirming and supportive process initiated by in-and-out-of-class agents that fosters academic and interpersonal development.” (Rendon, 1994, p. 44) Where do we go from here?:Validation Theory

28. Where do we go from here?:“Additive Schooling” • a focus on exploration of ethnic identity adds value in schooling • connections to the community build social and cultural “capital” that supports students in achieving at high levels Source: Pedraza, P. & Rivera, M. (2005) Latino Education: An Agenda for Community Action Research. New Jersey: Lawrence Erlbaum Associates.

29. Both Environmental and Academic Support Were Essential I wasn’t sure that I would be successful in college so having that support of the teachers, the staff, and the peers… it made me believe in myself…and my self esteem got higher…so just being more comfortable with what I do with what I am capable of doing…it just made me grow personally, emotionally, even academically. Conclusion