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HI ED 556 Group Project

HI ED 556 Group Project. Brian Petrosky Ryan Service Stephen Holoviak. Introduction. Class Activity Demographics Interviewee Characteristics Connections to Course Literature Limitations Q&A Panel Discussion. Demographics. Who We Interviewed.

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HI ED 556 Group Project

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  1. HI ED 556 Group Project Brian Petrosky Ryan Service Stephen Holoviak

  2. Introduction • Class Activity • Demographics • Interviewee Characteristics • Connections to Course Literature • Limitations • Q&A Panel Discussion

  3. Demographics

  4. Who We Interviewed • Five undergraduate students attending University Park Campus • All identified as African-American • 2 male & 3 female • Age range 18 – 21yrs. • Four sophomores and one senior • All from Pennsylvania – 2 from Pittsburgh, 3 from Philadelphia

  5. Family Information • All interviewees parents are separated or divorced • Four identified as low-income, one middle-class • No parents earned a four-year baccalaureate degree • Everyone has at least one parent with some postsecondary experience. • All have at least one supportive family member who provides encouragement • In each case it was the mother or another female family member

  6. Financing College • All students receive some form of financial aid • One student is in financial jeopardy due to changing major, and falling short of GPA requirements • Four students report no financial stress paying for college • Mixture of grants, loans, and scholarships • Attitude toward loans – good investment

  7. Academic Profile • Current student majors: • IST, Communications, HDFS, Finance • Two students began in Engineering and changed majors • GPA’s – 2.0, 3.11, 2.5, 3.25 ? • Four of five have withdrawn from at least one class

  8. Time Management • Study time ranged from six to forty hours per week • All have worked at some point during college career – three currently work on and off campus • One student currently works in excess of twenty hours per week 11hrs. on campus and 15-20hrs off campus • All expressed a desire for more leisure time • Activities varied from naps, phone calls, sporting events, parties, and time at the HUB

  9. Co-Curricular Activities • Three of five were involved in multiple co-curricular activities • Student Minority Advisory and Recruitment Team (SMART) • Spend a fall day • Achievers weekend • Black Male Leadership Symposium (BMLS) • Alpha Phi Alpha fraternity • College of Communications and Smeal College Peer Mentors • Leadership Development and Community Service Programs

  10. Acting Black Themes • HBCU vs. PWI • Benefits of HBCU and PWI • Prestige a factor when students went to PSU • One student claimed that they got into an HBCU too quickly • Loss of “blackness” identity • Accused of “talking white” when returning home.

  11. Acting Black Themes • Racial Climate at Penn State • Most African American students socialized with other African American students. • African American students felt welcome all over campus and in most parts of town • One student reported bad experience at the Diner • Large group of African American students at the HUB between 12-2pm • Racial Divide in the HUB • All claimed feeling comfortable with racial experience at Penn State

  12. Acting Black Themes • Colorism • Not an issue at Penn State • Considered more of a joke • Most students did not know what it was • One did but not an issue at Penn State

  13. Northwestern (1967-1989) vs. Penn State 2008 • Similarities • Strong social racial divide • No explicit racism but racial insensitivity • Cohesive African American community • Differences • 7-10% African American students at NU vs. 3.9% at PSU • Different time period • Describe racial experience as more negative at NU

  14. Overview of student’s experience in regards to Acting Black • Positive racial climate at Penn State • Social Racial Divide • Most encounter experiences occurred away from Penn State • Most have no plans to leave Penn State • Close African American community on campus • Many of the issues Willie discovered still exist today, although progress has been made

  15. College Choice Process • Three Stage Process – • Predispositions: Grades 7-9 • Development of educational aspirations and intentions • Search: Grades: 10-12 • Information gathering & list of preliminary institutions • Choice: Grades 11-12 • Completing prerequisites (entrance exams, financial aid applications, etc…) and enrolling Source: (Cabrera & La Nasa, 2000)

  16. Factors in Choice Process Leading to Successful Outcomes Source: (Cabrera & La Nasa, 2000)

  17. College Choice Process Cont. • Parental encouragement is the most influential factor for predicting educational plans of students (Cabrera & Nasa, 2000) • The amount and quality of parental encouragement is related to the ability of the student (Cabrera & La Nasa, 2000)(Carter, 1999) • Themes from our interviews:

  18. Persistence in College • African American students are 20% less likely to complete a degree within six years than White students (Cabrera et al. 1999) • Hypothesized Causes: • Academically Unprepared • Perceptions of Prejudice or Discrimination

  19. Persistence Continued • Research Findings: • No support was found to suggest that the difference in persistence between African American students and White students was applicable to academic preparation (Cabrera et al. 1999) • Perceptions of prejudice and discrimination influenced persistence decisions for both African American and White students (Cabrera et al. 1999)

  20. Persistence Continued • African American and White students adjust to college similarly with persistence determined by: • Preparation for college • Positive academic experiences • Strong parental encouragement • Academic performance in college • “For both groups, exposure to a campus climate of prejudice and intolerance lessens commitment to the institution and, indirectly, weakens decisions to persist. (Cabrera et al. 1999 p. 153) • Themes from our interviews:

  21. Cross’s Theory of Nigrescence • 5-stage theory of Black identity development • Way to describe identity transition occurring in participants of the Black power movement in the 60’s and 70’s • Movement from “worldview where Blacks are devalued” to “appreciation of self and others as racial beings” Cross (1971, 1991, 1995) as cited in Torres, Howard-Hamilton, & Cooper (2003), Evans, Forney, & Guido-DiBrito (1998), and Pascarella & Terenzini (2005)

  22. Cross’s Theory of Nigrescence • Stages • Pre-encounter • Encounter • Immersion-Emersion • Internalization • Internalization-Commitment Cross (1971, 1991, 1995) as cited in Torres, Howard-Hamilton, & Cooper (2003), Evans, Forney, & Guido-DiBrito (1998), and Pascarella & Terenzini (2005)

  23. Limitations • Voluntary nature of the sample (Cabrera et al. 1999) • Interviews with students who are persisting • Interviews with students who are academically succeeding • Interviewer experience minimal • Broad-based interview questions to find themes

  24. Q & A

  25. References Cabrera, A. F., & LaNasa, S. M. (2000). Understanding the college-choice process. In A. F. Cabrera & S. M. LaNasa (Eds.), Understanding the College Choice of Disadvantaged Students (New Directions in Institutional Research, n. 107) (pp. 5-21). San Francisco: Jossey-Bass. Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African-American students. The Journal of HigherEducation, 70, 134-160. Carter, D. F. (1999). The impact of institutional choice and environments on African-American and White students’ degree expectations. Research in Higher Education, 40, 17-41. Central Intelligence Agency. (2008). World Fact Book: United States. Washington, D.C. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/print/us.html Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory research, and practice. San Francisco: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Penn State University. (2008). Enrollment by Ethnicity Fall 2008. Retrieved from http://www.budget.psu.edu/FactBook/StudentDynamic/MinorityEnrolbyEthnicity.aspx?YearCode=2008 Torres, V., Howard-Hamilton, M. F., & Cooper, D. L. (2003). Identity development of diverse populations. San Francisco: Jossey-Bass. U.S. Census Bureau. (2008). School Enrollment in the United States: 2006. Washington, D.C. Retrieved from http://www.census.gov/prod/2008pubs/p20-559.pdf Willie, S. S. (2003). Acting Black: College, identity, and the performance of race. New York: Routledge.

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