- U.S. Department of Labor Announces Funding for Mentoring, Educational, and Employment Strategies to Improve Academic, Social, and Career Pathway Outcomes. The U.S. Department of Labor, Employment and Training Administration, announced the availability of $34 million for grants to serve high schools that have been designated as persistently dangerous by State Educational Agencies for the 2008-2009 school year under section 9532 of the Elementary and Secondary Education Act. The goal of these grants is to reduce violence within these schools through a combination of mentoring, education, employment, case management, and violence prevention strategies. To view the grant announcement, visit: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-08-14.pdf. Deadline: September 22.
- U.S. Department of Labor Announces the Availability of Pathways Out of Poverty Grants. The U.S. Department of Labor, Employment and Training Administration, announced the availability of approximately $150 million in grant funds authorized by the American Recovery and Reinvestment Act of 2009 (the Recovery Act) for projects that provide pathways out of poverty and into employment within industries described in the Supplementary Information, Part B of this Solicitation for Grant Application. To view the grant announcement, visit: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-08-14.pdf. Deadline: September 29.
- U.S. Department of Labor Announces $220 million Competition to Fund Programs that Prepare Workers for Careers in Health Care Industry. Secretary of Labor Hilda Solis announced a $220 million competition to fund projects that prepare workers for careers in the health care and other high growth industries. The competition will result in grants to fund public entities and private, nonprofit organizations to train individuals for careers in the health care fields of nursing, allied health, long-term care and health information technology. Training also will be provided for careers in other growing industries based on specific regional needs. Approximately $25 million of total funds will be reserved for projects serving communities impacted by automotive industry restructuring. To view the press release visit: http://www.dol.gov/opa/media/press/eta/eta20090860.htm. To view the grant announcement, visit: http://www.doleta.gov/grants/pdf/SGA-DFA-PY-09-01.pdf. Deadline: October 5.
Friday, July 31, 2009
Funding Alert
U.S. Secretary of Education Arne Duncan Releases Statement on Black-White Achievement Gaps in New Report.
Secretary Duncan releases a statement regarding the National Center for Education Statistics' new report, "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading which analyzes black-white achievement gaps at both the national and state level and how those gaps have changed over time. To view Secretary Duncan’s statement and the press release, visit: http://www.ed.gov/news/pressreleases/2009/07/07142009.html.
Resources For The Engaged Parent
Parent Information and Resource Centers, which receive funding from the U.S. Department of Education, works "to inform and educate parents, family advocates, educators, community organizers, faith-based activists and others committed to educational success for all students.
"The National PTA provides various resources on Parent Involvement, including an overview of the National Standards for Parent/Family Involvement Programs. Also, the organization offers further information on specific issues such as the No Child Left Behind Act.National Network of Partnership Schools at Johns Hopkins University, an organization focused on "developing and maintaining comprehensive programs of school-family-community partnerships," offers a digest of publications.Parent Leadership Associates aims to engage "parents to become decision-making partners in public schools.
"The National PTA provides various resources on Parent Involvement, including an overview of the National Standards for Parent/Family Involvement Programs. Also, the organization offers further information on specific issues such as the No Child Left Behind Act.National Network of Partnership Schools at Johns Hopkins University, an organization focused on "developing and maintaining comprehensive programs of school-family-community partnerships," offers a digest of publications.Parent Leadership Associates aims to engage "parents to become decision-making partners in public schools.
" The group offers a number of publications and compiles resources and news.Project Appleseed provides a self-assessment tool for parents to use to rate how involved they are in their children's education.Read an overview of the Southwest Educational Development Laboratory's Involving Family and Community in Student Learning program, and learn more about its other projects, including the National Center for Family and Community Connections With Schools, which "fosters effective family and community connections with schools by developing and distributing research-based resources and tools to a wide audience.
"Parents for Public Schools, a national group devoted to increasing parents' involvement in public schools, offers parent resources, publications, and a directory of its local chapters. The National Coalition for Parent Involvement in Education provides resources for those involved in family-school partnerships: parents or families, educators, and administrators.
Thursday, July 30, 2009
Why You Should Consider a Community College First: Written by: Brie Hart
Let's face it. Community colleges don't get the respect they deserve: They're short in comparison to the tall ivy league colleges; they won't ever make prom king or queen; and a community college will never be able to fit into its skinny jeans. So why should you still consider a community college first?
* For starters, community colleges are cheaper. Local taxpayers partly fund them, so students can get a cost-effective education, a higher paying job and contribute back into the community.
* Many community colleges have "rolling admissions." What does that mean? That means you can be admitted and register during any semester. They even take last-minute admissions, assuming your paperwork is in order.
* Many community colleges also offer remedial courses like pre-algebra, English writing and grammar if a potential student has been out of school for a long time, or who didn't make the honor roll in high school. Many universities and four-year public or private colleges don't offer remedial courses.
* Didn't take the SAT or ACT? No problem! You don't need them to get into most community colleges. Their standards aren't as rigorous as private or ivy-league colleges because most of them have an open-door policy. As long as you can produce a high-school diploma or GED, you're in.
* If you're an older student, you'll be in good company because many older adults attend community colleges because of their flexible schedules like night and weekend classes.
* Smaller class sizes are a plus at most community colleges. Each student can get the attention that he or she deserves.
* Community colleges are convenient. Most people have them near their homes, so they are easy to get to and are very accessible.
* The educational quality at a community college is comparable to a private college or university. Professors have to meet certain standards to become professors in the first place. In fact, some professors are professionals themselves, still in the business of their craft, and teach part-time.
* As an incentive, many community colleges have daycare facilities on the premises for students with children because many students are commuter students; they live at home and not in the dorms.
* Community colleges have a variety of degree offerings, not just a few obscure majors that no one has ever heard of. They have to keep up with the times, adding and eliminating skills to prepare students for the workplace.
* Sports are available at some community colleges too, so they can work on team spirit. Athletic teams--football or basketball--and even Olympic-size swimming pools, like at the community college I went to, are at these colleges.
If you're still skittish about going to a community college first, don't be. Many successful people start out at such colleges. Also, if you decide to transfer to a four-year college afterwards, the name of the college where you received your bachelor's degree will be reflected on your diploma.
Granted, a community college might not have the bells and whistles of the ivy's, but ask yourself, 'What am I really paying for?'
About the Author:
Brie Hart is the editor-in-chief of http://www.studentsover30.com/ - The Ultimate Resource Guide for Nontraditional Students
Article Source: ArticlesBase.com - Why You Should Consider a Community College First
Tuesday, July 28, 2009
Are HBCUs Still Relevant? By: Jeremy James
Imagine a time when equality was not available to all. Imagine a time when the realization of one's dream depended solely on the color of one's skin.
The dream of achieving a college education and reaching for the stars in an attempt to achieve lifelong dreams became a dream deferred for many African Americans in the early years of this great nation. Dreams of becoming a doctor, an attorney, or an engineer were completely off limits for African Americans because of this country's rigid caste system. Because of slavery and Jim Crow laws, society forced Blacks to do menial jobs, which kept the majority of them stuck in the country's lower class, praying for a day when equality would be available for all.
From the Middle Passage to the emancipation of Black slaves in 1865, African Americans were denied basic education by their slave masters for fear that education would lead to upheaval and rebellion. Despite their efforts, many African Americans, such as Alexander Lucius Twighlight, an 1823 graduate of Middlebury College, received college degrees.
After the abolishment of slavery, White philanthropist began opening the first Historically Black Colleges and Universities as a means of providing minimal skills to freed slaves. Schools such as Cheyney State University and Wilberforce University began training Blacks in such fields as religion and various manual trades that the masses believed suitable for African Americans.
The training that the first generation of Black college students received was skills that Whites believed would help them become more accepted in the larger culture, such as etiquette, speech and dress.
The lack of opportunities afforded to African Americans led to many student protests by the next generation of Black scholars who never experienced the horrors of slavery like their predecessors, and were determined to achieve first-class citizenship and first-class opportunities. Because of the growing dissatisfaction among the younger generation of Black scholars, HBCUs began to undergo a transformation, similar to White institutions, which included a more diverse curriculum, more student activities, and more Greek-letter organizations.
Although African Americans had enrolled at predominately-White universities in the North for years, Jim Crow laws had prevented their enrollment at many top universities in the South. However, through protest and perseverance, African Americans began seeing doors open for them that had been closed since their arrival in this country, hundreds of years earlier.
In 1862, James Meredith became the first Black student to enroll at the University of Mississippi despite the protests of many Mississippi residents, including Governor Ross Barnett, who blocked the entrance of the registrar's office to prevent Meredith's enrollment.
Despite Barnett's actions, Meredith was secretly enrolled at the university amidst student protests that left two people mortally wounded, and left Ole Miss littered with bricks, burned automobiles, and empty tear-gas canisters.
Despite Meredith's success enrolling at Ole Miss, his matriculation at the school was anything but normal. He was escorted to class everyday by federal marshals, and almost completely ignored by his fellow classmates.
Although faced with seemingly insurmountable obstacles, Meredith persevered and eventually graduated from the University of Mississippi in 1963 with a degree in History and Political Science. James Meredith's success at Ole Miss provided inspiration to many African Americans who succeeded him at other previously segregated schools, and ignited a shift for some Black students, away from HBCUs to larger flagship universities that had previously been off limits to people of color.
Because of the acceptance of Blacks at predominately-White colleges during the Civil Rights Movement of the 1960s, the number of African Americans attending HBCUs experienced a tremendous decline. At one point, it was estimated that approximately 70 percent of all Black college students received their education at a HBCU. Not only did HBCUs experience a drastic decline in enrollment, but also many top-notch institutions began competing with HBCUs for the brightest African American students by offering scholarships and a broader curriculum.
As many teenagers prepare for higher education, the process of choosing the right university can be a daunting task. Many seek a university for the sole purpose of enhancing their education, while others seek a college that will also enhance their social development.
For young African Americans, the choice can be extremely difficult as they choose between a traditional school and a HBCU.
Some critics believe that HBCUs are outdated and that young Black adults will fair better at predominately-White institutions because its demographics prepare them better for the "real world."
However, proponents of HBCUs believe that four or more years amongst one's peers provide cultural pride an improved sense of self.
This debate has led many scholars to question: Are HBCUs still relevant, and are they the best institutions to train our next generation of leaders?
For Tisha Smith, who attended both a HBCU and a traditional university, the experience at a Black college was the best. Growing up in a predominately-White neighborhood, Smith's environment taught her very little about her own culture. Growing up as a minority in an affluent neighborhood, she experienced many instances of bigotry and intolerance from her peers.
She often found herself the only Black face in her classroom, and sometimes felt she did not fit in with the larger culture that surrounded her.
However, by attending a HBCU, she became more aware of her culture and felt a sense of security and belonging that she did not feel while attending a traditional college. Attending a HBCU also shielded her from the racism she experienced as a child, and allowed her to experience life as an individual and not a color.
Although doors have opened because of the triumphs of past generations, the struggle for equality in education continues. The discrepancies between affluent and underprivileged school systems across America have many minorities falling behind other groups. However, by educating the next generation of leaders, the achievement gap should become equal, regardless if those leaders are educated at a traditional school or a HBCU.
About the Author:
Todd Smith is the web master for Regal Mag The preeminent Online Magazine for African American Men
The dream of achieving a college education and reaching for the stars in an attempt to achieve lifelong dreams became a dream deferred for many African Americans in the early years of this great nation. Dreams of becoming a doctor, an attorney, or an engineer were completely off limits for African Americans because of this country's rigid caste system. Because of slavery and Jim Crow laws, society forced Blacks to do menial jobs, which kept the majority of them stuck in the country's lower class, praying for a day when equality would be available for all.
From the Middle Passage to the emancipation of Black slaves in 1865, African Americans were denied basic education by their slave masters for fear that education would lead to upheaval and rebellion. Despite their efforts, many African Americans, such as Alexander Lucius Twighlight, an 1823 graduate of Middlebury College, received college degrees.
After the abolishment of slavery, White philanthropist began opening the first Historically Black Colleges and Universities as a means of providing minimal skills to freed slaves. Schools such as Cheyney State University and Wilberforce University began training Blacks in such fields as religion and various manual trades that the masses believed suitable for African Americans.
The training that the first generation of Black college students received was skills that Whites believed would help them become more accepted in the larger culture, such as etiquette, speech and dress.
The lack of opportunities afforded to African Americans led to many student protests by the next generation of Black scholars who never experienced the horrors of slavery like their predecessors, and were determined to achieve first-class citizenship and first-class opportunities. Because of the growing dissatisfaction among the younger generation of Black scholars, HBCUs began to undergo a transformation, similar to White institutions, which included a more diverse curriculum, more student activities, and more Greek-letter organizations.
Although African Americans had enrolled at predominately-White universities in the North for years, Jim Crow laws had prevented their enrollment at many top universities in the South. However, through protest and perseverance, African Americans began seeing doors open for them that had been closed since their arrival in this country, hundreds of years earlier.
In 1862, James Meredith became the first Black student to enroll at the University of Mississippi despite the protests of many Mississippi residents, including Governor Ross Barnett, who blocked the entrance of the registrar's office to prevent Meredith's enrollment.
Despite Barnett's actions, Meredith was secretly enrolled at the university amidst student protests that left two people mortally wounded, and left Ole Miss littered with bricks, burned automobiles, and empty tear-gas canisters.
Despite Meredith's success enrolling at Ole Miss, his matriculation at the school was anything but normal. He was escorted to class everyday by federal marshals, and almost completely ignored by his fellow classmates.
Although faced with seemingly insurmountable obstacles, Meredith persevered and eventually graduated from the University of Mississippi in 1963 with a degree in History and Political Science. James Meredith's success at Ole Miss provided inspiration to many African Americans who succeeded him at other previously segregated schools, and ignited a shift for some Black students, away from HBCUs to larger flagship universities that had previously been off limits to people of color.
Because of the acceptance of Blacks at predominately-White colleges during the Civil Rights Movement of the 1960s, the number of African Americans attending HBCUs experienced a tremendous decline. At one point, it was estimated that approximately 70 percent of all Black college students received their education at a HBCU. Not only did HBCUs experience a drastic decline in enrollment, but also many top-notch institutions began competing with HBCUs for the brightest African American students by offering scholarships and a broader curriculum.
As many teenagers prepare for higher education, the process of choosing the right university can be a daunting task. Many seek a university for the sole purpose of enhancing their education, while others seek a college that will also enhance their social development.
For young African Americans, the choice can be extremely difficult as they choose between a traditional school and a HBCU.
Some critics believe that HBCUs are outdated and that young Black adults will fair better at predominately-White institutions because its demographics prepare them better for the "real world."
However, proponents of HBCUs believe that four or more years amongst one's peers provide cultural pride an improved sense of self.
This debate has led many scholars to question: Are HBCUs still relevant, and are they the best institutions to train our next generation of leaders?
For Tisha Smith, who attended both a HBCU and a traditional university, the experience at a Black college was the best. Growing up in a predominately-White neighborhood, Smith's environment taught her very little about her own culture. Growing up as a minority in an affluent neighborhood, she experienced many instances of bigotry and intolerance from her peers.
She often found herself the only Black face in her classroom, and sometimes felt she did not fit in with the larger culture that surrounded her.
However, by attending a HBCU, she became more aware of her culture and felt a sense of security and belonging that she did not feel while attending a traditional college. Attending a HBCU also shielded her from the racism she experienced as a child, and allowed her to experience life as an individual and not a color.
Although doors have opened because of the triumphs of past generations, the struggle for equality in education continues. The discrepancies between affluent and underprivileged school systems across America have many minorities falling behind other groups. However, by educating the next generation of leaders, the achievement gap should become equal, regardless if those leaders are educated at a traditional school or a HBCU.
About the Author:
Todd Smith is the web master for Regal Mag The preeminent Online Magazine for African American Men
Article Source: ArticlesBase.com - Are HBCUs Still Relevant?
Men Can Make A Difference
Written by Michael Robinson
“Children with involved fathers, on average, do better in school, have a greater motivation to succeed, have higher self-esteem and more confidence in unfamiliar settings, and are less like to be delinquent or abuse substances like drugs and alcohol” (Battaglia, 2006, p.2).
In 1992, The National Center for Fathering's Gallup Poll found 96.8% of those responding agreed that fathers should be more involved in their children's education. An additional finding revealed the importance of fathers to a child’s academic success. In that same 1992 National Center for Fathering’s Gallup Poll, 54.1% of the respondents agreed "fathers today spend less time with their children than their fathers did with them." One seemingly effective way to assist fathers in their efforts to increase their engagement has been to encourage their participation with their child's school.
“Children with involved fathers, on average, do better in school, have a greater motivation to succeed, have higher self-esteem and more confidence in unfamiliar settings, and are less like to be delinquent or abuse substances like drugs and alcohol” (Battaglia, 2006, p.2).
In 1992, The National Center for Fathering's Gallup Poll found 96.8% of those responding agreed that fathers should be more involved in their children's education. An additional finding revealed the importance of fathers to a child’s academic success. In that same 1992 National Center for Fathering’s Gallup Poll, 54.1% of the respondents agreed "fathers today spend less time with their children than their fathers did with them." One seemingly effective way to assist fathers in their efforts to increase their engagement has been to encourage their participation with their child's school.
Inviting fathers, step dads, uncles, brothers, nephews, male cousins and other significant male role models to observe their children or family member classrooms has been an effective tool for many public school districts throughout the country, most notably the Prince George's County Public School district (PGCPS) located in Prince George's County, Maryland. PGCPS boast nearly 10,000 fathers participated in its first annual Men Make A Difference Day. The event was held on October 13, 2008 which was a Federal holiday, but one in which local public schools were open.
The benefits for children when fathers and other significant males are engaged in their academic lives are indefinable. Many fathers are aware their presence makes an enormous difference in their children performance in school. However, most will suggest they have not had the opportunity to become engaged in their child’s school. For example, 38% of working dads stated they would take a pay cut to spend more time with their kids (2007 survey by CareerBuilder.com).
Some additional facts regarding fathers and male role models:
1. Forty-eight percent of working fathers have missed a significant event in their child's life due to work at least once in the last year and nearly one in five (18 percent) have missed four or more.
2. More than one in four (27 percent) working dads say they spend more than 50 hours a week on work and nearly one in 10 (8 percent) spend more than 60 hours.
One in four (25 percent) working dads spend less than one hour with their kids each day.
3. Forty-two percent spend less than two hours each day.
4. Thirty-six percent of working dads say their company does not offer flexible work arrangements such as flexible schedules, telecommuting, job sharing and more (2007 survey by CareerBuilder.com).
Monday, July 27, 2009
Kentucky State University President Mary Evans Sias earned the 2009 Education Leadership Award
Kentucky State University’s president Mary Evans Sias will be honored on October 26, 2009 by the Thurgood Marshall College Fund. She will be receiving the 2009 Education Leadership Award. The award is presented to educational leaders who are considered visionaries and champion diversity while seeking ways to enhance career opportunities for HBCUs students and alumni.
Saturday, July 25, 2009
Kentucky State University Continues Its Tradition of Helping A Community Of Aspiring Learners
Project Graduate
The Kentucky State University Office of Enrollment Management is pleased to facilitate Project Graduate, a statewide outreach effort to engage and graduate returning adult students. Phase I of the initiative focuses on adults who have earned a large number of course credits. Kentucky State University’s Project Graduate Campus Action Plan is designed to provide academically qualified individuals the chance to complete a baccalaureate degree, improve their earning power and contribute more to their community and the Commonwealth of Kentucky. More specifically, the institution collaborates with the Kentucky Council on Postsecondary Education in a systematic effort to identify, recruit and support students who have left Kentucky State University after completing the majority of work required to attain a baccalaureate degree. Interested adults may initiate application procedures by calling 502-597-6462. Please contact Dr. Roosevelt O. Shelton for more information on KSU’s Project Graduate.
Kentucky State University
Attn: Project Graduated Office
400 East Main Street
Frankfort, KY 40601
Fax Number 502-597-5814
What Research Is Saying About Parental Engagement
According to research published by the Southwest Educational Development Laboratory (2002), students with involved parents, no matter what their income or background, are more likely to:
- Earn higher grades and test scores, and enroll in higher-level programs
- Be promoted, pass their classes and earn credits
- Attend school regularly
- Have better social skills, show improved behavior and adapt well to school
- Graduate and go on to post-secondary education
Furthermore, studies show that families of all income and education levels, and from all ethnic and cultural groups, are engaged in supporting their children's learning at home. White, middle-class families, however, tend to be more involved at school, and to be better informed about how to help their children. Supporting more involvement at school from all families may be an important strategy for addressing the achievement gap.
Friday, July 24, 2009
College Students and Stress
by Shelly Davis
According to a student stress survey conducted by Ross, Niebling, Heckert in 1999 there are five factors which mitigate student stress: (1) changes in sleeping habits; (2) lack of vacation/break; (3) changes in eating habits; (4) increased work load; and (5) demanding responsibilities. The survey also indicated stress is particularly prevalent in freshmen during what is defined as the transitional nature of college life (Towbes and Cohen 1996).During this period freshmen are most susceptible to stress caused by separation anxiety as they attempt to adjust to being away from home, while striving to maintain a high level of academic achievement. An analysis of the student stress survey conducted by Ross, et. al (1999) suggested adapting to an unfamiliar social environment leads to stress, in addition the survey revealed when stress is not addressed effectively, feelings of loneliness and nervousness, as well as sleeplessness and excessive worrying become prevalent.
The Counseling Services of the University of Buffalo (2009) listed some sign of stress
Feelings
- Feeling anxious
- Feeling scared
- Feeling irritable
- Feeling moody
Thoughts
- Low self-esteem
- Fear of failure
- Inability to concentrate
- Embarrassing easily
- Worrying about the future
- Preoccupation with thoughts/tasks
- Forgetfulness.
The Counseling Services of the University if Buffalo List the following ways to reduce stress
How to Reduce Stress. Many stresses can be changed, eliminated, or minimized. Here are some things you can do to reduce your level of stress:
- Become aware of your own reactions to stress
- Reinforce positive self-statements
- Focus on your good qualities and accomplishments
- Avoid unnecessary competition
- Develop assertive behaviors
- Recognize and accept your limits
- Remember that everyone is unique and different
- Get a hobby or two. Relax and have fun
- Exercise regularly
- Eat a balanced diet daily
- Talk with friends or someone you can trust about your worries/problems
- Learn to use your time wisely: Evaluate how you are budgeting your time
- Plan ahead and avoid procrastination
- Make a weekly schedule and try to follow it
- Set realistic goals/Set priorities
- When studying for an exam; study in short blocks and gradually lengthen the time you spend studying. Take frequent short breaks
- Practice relaxation techniques. For example, whenever you feel tense, slowly breathe in and out for several minutes.
Thursday, July 23, 2009
Parental Engagement: The Bridge To Excellence
Written by
Michael A. Robinson
Furrer & Skinner (2002) suggested the level of a parent’s engagement is an important factor in the motivation of students, their academic performance, and their relationship with their teachers.
How is parental engagement accomplished? It is recommended that parental engagement should occur in three areas: (1) school decision making via representatives on the governing team and work on sub-committees; (2) daily activities such as volunteering or working part-time in classrooms, the cafeteria, or library; and (3) broadly targeted social activities designed to generate interest in and comfort with the school (The American Federation of Teachers p.9 1998). This was somewhat codified by the Federal Government with No Child Left Behind (NCLB). The NCLB has made parental engagement a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
Michael A. Robinson
Furrer & Skinner (2002) suggested the level of a parent’s engagement is an important factor in the motivation of students, their academic performance, and their relationship with their teachers.
How is parental engagement accomplished? It is recommended that parental engagement should occur in three areas: (1) school decision making via representatives on the governing team and work on sub-committees; (2) daily activities such as volunteering or working part-time in classrooms, the cafeteria, or library; and (3) broadly targeted social activities designed to generate interest in and comfort with the school (The American Federation of Teachers p.9 1998). This was somewhat codified by the Federal Government with No Child Left Behind (NCLB). The NCLB has made parental engagement a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
- parents play an integral role in assisting their child’s learning;
- parents are encouraged to be actively involved in their child’s education at school;
- parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child
On October 13, 2008 the Prince George's County Public Schools’ Men Make A Difference Day campaign saw over 10,000 men and significant male role models visiting schools, meeting teachers, principals and spending time in their child’s classroom and for many it was the first time they had ever done it. Many men when asked why they had not participated at this type of level before indicated they simply had not been asked by the system/schools and that they had feelings of isolation.
These feelings of isolation have traditionally been perceived as unimportant in the educational process of our students. Graham (2007) opined part of the disconnect regarding male engagement with schools is the result of societal perception of men with regards to being apart of their children’s academic development. According to Graham since males are not perceived to be the primary care provider for children they are viewed with little importance. Graham also points out society has associated female engagement with a higher level of safety of the child.
Other researchers in the area of parental engagement have indicated men may find it difficult to engage in their child’s education because communication barriers. In her column Orr (2007) speak about the overwhelming number of female teachers to male teachers and its impact on the student body. The London.UK.com (2008) also examined the lack of male teachers in their schools and its affect on students. Edukey (2008) suggested that the difference in the way males approach issues with regards to their child could be perceived as foreign or in some cases harsh to educators ‘protectors’ of the schoolhouse (Pushor, 2007).
Pushor uses the term “protectorate” to describe the traditional role of educational institutions and educators. Historically the term “protectorate” was used to describe the relationship of the colonist “protector” to those who were being colonized “protected”. According to Pushor the role of the educators is the provider of education because they are the experts of the community “protectors”. The objectives and strategic plans to meet the goals and in what environment the goals will be achieved are traditionally done in a vacuum because they are the ones who know the best way to achieve the academic goals. Simply stated, parents are not included in the process.
According to Edukey male parental involvement tend to be more discipline, logical and analytical oriented towards problem solving academic and social issues of their children rather than emotional satisfaction based. This approach according to Edukey places a lesser value on the male parenting and masculine cultural values.
Wells-Wilbon and Holland (2001) indicated that the positive influence of men being in the classroom cannot be disregarded. Initiatives such as the Men Make A Difference which bring males into the classroom at its highest level instills positive values, pride and a desire of students to achieve their best.
The Seldom Discussed Real Achievement Gap
Written by
Michael A. Robinson
According to Maxwell (2004), “nationally, a mere quarter of the 1.9-million black men between 18 and 24 attended college in 2000, the last year the American Council on Education reported such statistics.” Over the past 33 years, black women have enrolled in four-year colleges at higher rates than have black men, according to the results of a study conducted by the Higher Education Research Institute at UCLA's Graduate School of Education & Information Studies.
David Miller, Chief Visionary Officer for the Urban Leadership Institute (ULI) located in Baltimore, Maryland in his Executive Summary Man Up: Recruiting and Retaining African American Male Mentors revealed some very alarming data with regards to African American males. According to Mr. Miller: (1) A black boy has a 1 and 3 chance of going to prison in his life time compared to 1 in 17 for his white counterpart; (2) Homicides among African American males ages 15-19 years of age represents one of the leading causes of death ; and (3) 59 percent of black males in their early 30s who dropped out of school had prison records.
Mr. Miller goes on to posit the challenges facing black boys are magnified when one examines additional factors such as:
- Increasing teen births which is 68% for African Americans
- 58% of African American children are growing up in single family households
Wednesday, July 22, 2009
There Is A Dearth In The Community College Leadership Pipeline Which Needs To Be Filled.
Written by
Mike Robinson
Are community colleges facing a crisis of leadership? Has the pipeline which has traditionally served as the pathway for those aspiring to positions of leadership within the community college finally gone bare? Over the past several decades, the retiring rate of presidents, long-term administrators, and influential faculty members with tenure has soared. According to many, the retiring movement of seasoned community college leaders will continue, thus creating a dearth in the leadership pipeline. This void within the pipeline calls for a need to develop the next generation of community college leaders, which is why programs like the Community College Leadership Development program (CCLD) at Morgan State University are essential in filling the pipeline with qualified candidates from non-traditional backgrounds. Below are you will find some data researched by students of Morgan State University’s CCLD program:
• It was estimated by 2007 nearly 45% of then current presidents had indicated a plan to retire before the end of the year.
• Community college presidents are getting older: In 1986, their average age was 51; in 1998, it was 57.
• The number of advanced degrees conferred in community college administration decreased 78 percent from 1982–83 to 1996–97.
• Important skills identified for future leaders include the ability to bring a college together in the governing process, the ability to mediate, a good command of technology, and the ability to build coalitions.
• New community college presidents feel unprepared to deal with key aspects of their jobs, including fundraising, financial management, and working effectively with their governing boards.
• In 1984, the average age of senior community college administrators was under 50; in 2000, it was 52.
• In 1999, 52 percent of full-time faculty members aged 55 to 64 reported planning to retire by 2004.
• Community college presidents are getting older: In 1986, their average age was 51; in 1998, it was 57.
• The number of advanced degrees conferred in community college administration decreased 78 percent from 1982–83 to 1996–97.
• Important skills identified for future leaders include the ability to bring a college together in the governing process, the ability to mediate, a good command of technology, and the ability to build coalitions.
• New community college presidents feel unprepared to deal with key aspects of their jobs, including fundraising, financial management, and working effectively with their governing boards.
• In 1984, the average age of senior community college administrators was under 50; in 2000, it was 52.
• In 1999, 52 percent of full-time faculty members aged 55 to 64 reported planning to retire by 2004.
Monday, July 20, 2009
Lost in the Shuffle of the Foreclosure Dilemma
by Shelly Davis
The home foreclosure crisis is destroying American neighborhoods and as a result it is having a serious impact on children. According to Harkness and Newman (2003) children do better in school when they live in stable communities. Stable communities as defined by Harkness and Newman are neighborhoods where the residents are homeowners, thus creating a sense of stability children need to develop relationships with and in their communities, to include their schools which promotes success academically.
Families with children are the biggest losers in the foreclosure crisis. These families not only lose their home and the sense of stability associated with homeownership, these children are now at a greater risk of faltering academically. Poor academic development will affect their future financial security. It is reasonable to assume the children of foreclosed homeowners run the risk of becoming victims of foreclosures themselves in the future due to unscrupulous lenders, unless they can achieve academically and persist onto postsecondary success.
Sunday, July 19, 2009
Students Benefit From Homeownership
Written by:
Michael A. Robinson And Michel Davis Robinson
According to the Habitat for Humanity of New York children of homeowners fair better academically, socially, behaviorally and economically than children of renters. In their report, the Habitat for Humanity cites research from such notable researchers as:
- Harkness and Newman, 2003
- Haurin, Parcel, Haurin, 2000
- Homeownership Alliance of Nonprofit Downpayment Providers
The Habitat for Humanity of New York report indicated the several advantages children of homeowners have over children of renters:
- Math Achievement Scores 9 percent higher
- Reading Achievement Scores 7 percent higher
- High School Graduation Rate 25 percent higher
- Acquire Post-Secondary Education 100 percent higher
- College Graduation Rate 116 percent higher
- Be Homeowners in 10 years 59 percent higher
- Quality of Home Environment 13 to 23 percent higher
- Parental Income 100 percent higher
- Behavioral Problems 1 to 3 percent lower
- Give Birth as Unmarried Teenager 40 percent lower
- Grow up in Single-Parent Household 50 percent lower
- Idle at Age 20 and Rely on Welfare 50 percent lower
The findings are startling and represent the central point for a national discussion for the continued need to provide affordable housing for all Americans who aspire to be homeowners. Additionally, the findings suggest it becomes essential for school districts to intensify academic programming to schools with a higher percentage of home renters among their student population.
Monday, July 13, 2009
Part II: The Cohort Leadership Development Model: Student Perspectives
Writtent by;
Christine Johnson McPhail, Mary Robinson, and Harriette Scott
Community College Leadership Doctoral Program,
Morgan State University, Baltimore, Maryland, USA.
Community College Leadership Doctoral Program,
Morgan State University, Baltimore, Maryland, USA.
We argue that the concept of leadership preparation for community college leaders has to be central to the discussion about the leadership pipeline in community colleges. During the fall of 1998, Morgan State University (MSU) joined the ranks of universities offering a doctoral program with a specialization in community college leadership.
The university designed a 3-year leadership preparation program for working professionals based on a ‘‘cohort collaborative learning model.’’ McPhail (2001) reported that the intent of MSU’s program was to design a distinctively different community college leadership doctoral program that would provide opportunities for students to develop competencies to lead the nation’s community colleges. Manyof the instructors in the program are local and national community college leaders, some classes are taught on site at local community colleges, and some classes are even taught on-line. Students at MSU enter and matriculate through the program of study in a cohort.
According to Reynolds and Hebert (1998), the term cohort refers to a group of learners who begin course work together and remain together to complete a degree, certificate or series.
In keeping with the theoretical underpinnings of cohort and collaborative learning, MSU’s cohort model is a structured environment that develops a perspective on leadership that attends to the learner’s thinking and action. The framework provides a structure for students to think about leadership as it relates to their ability to work collaboratively with others within an organization. To gain insight on the effectiveness of this approach to leadership preparation, this study was designed to capture students’ voices about their leadership development experiences. It was also designed to make community college leadership preparation more transparent through an up-close examination of the participants engaged in the leadership development process.
METHODOLOGY
The following is the overall question guiding the study: How do doctoral students as a ‘‘community of learners’’ perceive their experience in a cohort preparation program?
Data Collection and Analytical Approach
We used surveys and focus groups with doctoral students to collect the data for the investigation. The questions on the surveys covered the basic elements of cohort learning. Specifically, we queried students on four distinct features of the cohort experience: (a) collaboration and shared knowledge, (b) learning options and connections to new information, (c) interdependence and interaction, and (d) instruction and facilitation. We also asked students to identify the most and least beneficial aspects of the cohort experience.
Cohort Leadership Development Model
We administered surveys to first and second year doctoral students (N ¼ 50) enrolled in the Community College Leadership Doctoral Program (CCLDP) at MSU. Two focus groups (N ¼ 20) were also conducted. The first focus group was conducted with first and second year graduate students enrolled full-time in the CCLPD. The secondfocus group was doctoral students participating a round table discussion at the Council for the Study of Community Colleges (CSCC)(2007) annual convention in Tampa, Florida. The intent of the focus groups was to draw upon respondents’ attitudes, feelings, beliefs, experiences, and reactions (about the cohort experience) in a way that would not be feasible using other methods. Since the main objective of the study was to examine perceptions of MSU’s doctoral students, the observations from the round-table discussions collected at the 2007 CSCC convention were not included in the findings of the study. In addition to MSU students, the participants in the focus group in Florida were primarily engaged in doctoral studies with traditional program formats. The researchers used the April discussions as a form of triangulation of previous studies and the data collected from MSU students. We used a simple content coding and analysis process to categorize the responses from the participants. Duplicate responses were noted and the summaries for each question were organized sequentially by interview question. The summaries were grouped according to the four major themes of the cohort learning experience used in the survey questions.
MAJOR FINDINGS
Results indicated that although participants (doctoral students) generally reported positive cohort experiences, some students reported that certain factors or characteristics and behaviors of cohort members were not beneficial to the cohort-learning experience.
Cohort Experience
Barnett and Muse (1993) suggested that a cohort represents a collegial support system for improving the teaching and learning process. Significant relationships can develop as a result of the unique membership and mission of the cohort. Saltiel and Russo (2001) suggested that the defined membership and common goal and the structured meetings over time contribute to the definition and formation of a cohort. The leadership challenge, as many leaders are quick to realize, is the acquisition of skills to work with and lead teams in the workplace. McPhail (2001) suggested that the MSU experience would inherentlydevelop a wide-range of leadership skills among the doctoral students. Our analyses examined students’ voices about their experiences in the cohort leadership doctoral program.
Student Perspectives on Collaboration and Shared Knowledge
Considering the cohort model as developing a community of learners, Lawrence (2002) examined how cohort learning groups in higher education create and sustain community. He offers that ‘‘cohorts foster a spirit of cooperation by involving the members in collaborative decision making . . . (and) they recognize that individual success depends on the success of the collective’’ (p. 86). He looked at the cohort as ‘‘co-creating knowledge through collaborative learning and experiential knowing as an outcome of cohort learning’’ (p. 83). Lawrence further noted how these communities develop is important to the learning:
Communities develop over time and with intention . . . members of the community must come to know each other and develop a respect forone another’s strengths, weaknesses, similarities, and differences. When commitment is high and contributions from all members are valued, communities have the potential to co-create knowledge, make effective decisions, and affect change (p. 84).
In this study, we asked students to share their perspectives on their collaboration and shared knowledge derived from the cohort experience. The participant’s answers were revealing:.
- The collaborative learning has made me a better team player.
- The cohort prepares me to work with all team players..
- Other cohort members have expanded their knowledge base.
- We profit from the collective knowledge.
- I use the cohort experience on my job.
- The cohort broadened my ability—it stretched me.
- It enhanced my desire to complete my doctoral studies.
- We share the workload with others.
- I learned to work with all types of people.
- We develop groups for projects but sometimes we lose a group member.
- We learn different information from each other.
- The workload can get heavy.
- Each person in the class brings a different perspective.
- Sometimes it is difficult to get people in the class to sharei nformation.
Reflections on Learning Options and Connections to New Information
The second area that we asked students to share their reflections on concerned the extent to which the cohort experience provided different learning options and connections to new information. Norris and Barnett (1994) indicated that the feeling of community of learners construct in a cohort grouping is described by various terms: (1) security, (2) validation, (3)connectedness, (4) bonding, (5) family tree, (6) fellowship, (7) acceptance, (8) community, (9)close relationships, and (10) spirit of the group. In this way, a cohort group becomes one community of learners.We asked students to respond to this question: How did the cohortprogram provide learning options, and describe how you were afforded opportunities to connect to new types of information? In general, the doctoral students participating in this study reported that the cohort experience provided different learning options in a varietyof ways:
- It inspired me to do scholarly research.
- The cohort increased awareness at many levels of opportunity.
- The cohort expanded my knowledge base.
- The Leadership Institute prior to each fall semester gives an opportunity to hear from national speakers.
- Research workshops identified ways to apply myself.
- I learned research.. The seminars outside of course work were helpful.
- I have dyslexia but the program fits my needs.
- Professor’s reading list was helpful for getting new information.
- The textbooks were relevant to the courses taught.
Student Reflections on Interdependence and Interaction
Since this qualitative research provided an opportunity for us totake a closer look at the relationships between cohort members(within the context of the investigation), the students were asked to reflect on the interdependent and interaction features of the cohort learning experience. Research indicates that both individual and group development are important aspects of cohorts (Chairs, McDonald, Shroyer, Urbanski, & Vertin, 2002; Lawrence, 1997; Norris & Barnett, 1994). Cohort structure should support the personal development of its members within a collaborative, cohesive group environment. Research on cohorts (e.g., Brooks, 1998; Chairs et al., 2002; Lawrence, 1997; Maher, 2001; Norris & Barnett, 1994) reveals that successful cohorts balance the needs of the group with those of the individual members by fostering a sense of belonging, creating an environment in which mutual respect flourishes, supporting risk taking, providing a place for critical reflection and the development of shared understanding, and encouraging and sustaining multiple perspectives. We asked students to share their reflections on the interdependenceand interaction features of their cohort experiences: How doesthe cohort experience foster interdependence and interaction among and between cohort members? In spite of the many challenges that students face in the scramble to engage in work and their doctoral studies, our participants reported that they found the interdependence and interaction aspects of the program to be rewarding and productive:
- Cohort members push each other to greater heights.
- The interaction with others has exposed my weaknesses and now it is hard to work with certain people.
- This program is definitely preparing me for leadership.
- I think the females value my knowledge and judgment.
- We share information about assets and liabilities.
- You can grow professionally.
- I’m more open to opinions by interacting with my cohort.
- I can be assertive.
- My interpersonal skills are enhanced by working with mygroups.
- You have to build your confidence.
- The feedback from cohort members and professors is helpful.
- The professors do not monitor your schedules; you have tomanage your own time and engage in less interaction with otherstudents.
Reflections on Instructional Delivery and Facilitation
Research on learning in cohorts reveals that cohort members tend to have positive and a wide range of feelings about their experiences. Cohort members indicate such benefits as increased development of critical thinking skills (Chairs et al., 2002), greater individual development as a cohort member (Chairs et al., 2002), development of an enhanced knowledge base (Norris & Barnett, 1994), opportunity to examine one’s own knowledge (Tisdell et al., 2004), motivation to learn more (Brooks, 1998), and changes in perspectives on their own and others’ learning (Lawrence, 1997). Norris and Barnett(1994) made this comment about cohorts:
A cohort is more than an administrative arrangement. In fact, ‘‘to view the [cohort] structure merely as a method of course delivery, avehicle for socialization, a convenient scheduling design, or as anupbeat, fashionable ‘in’ approach is to do cohort structure an injustice (p. 34).
Cohorts must be purposefully formed and structured if they are to succeed as environments that foster learning and development. Inreference to the instruction and facilitation aspects of the cohort experience, we asked students the following question: Tell us about instruction and learning facilitation in the cohort program—what were your experiences? From an instructional perspective, the participants shared perspectives about competencies developed and the rewards of learning and growing. Their experiences were exemplifiedby the following reflections:
- Faculty provided insights to help me realign my professional values.
- The critical evaluation by the instructors has helped me to improve my writing.
- We learned to confront and resolve issues.
- My time management has improved.
- I now have the ability to prioritize work and study.
- My professors challenged me to do stellar work.
- I felt challenged to go beyond the normal—and the normal was steep.
- It maximized my knowledge base.
- I use collaborative approaches on my job—and it works for me.
DISCUSSION
Part three of this three part series will be posted on July 21, 2009
Sunday, July 12, 2009
The Lack of Persistence Among African American Male High School Students
Research indicates that 50 percent of all black males drop out of high school. Similar research suggested that 72 percent of black male high school dropouts were unemployed in 2004. By the time they reach their mid-30s 60 percent of black male high school dropouts had spent some time in jail. The “Zero Tolerance “policies of the public schools have disproportionately punished the black male” (Scott, 2006). Scott also suggested while policies such as zero tolerance impact black male graduation rates, “it does not by any means fully explain the crisis facing the black male”. The solution is in collaborations between the school systems, community based organizations and institutions of higher education” (Scott, 2006).
In the 2006 State Report Card Report: Public Education and the Black Male Student (2006) commissioned by the Schott Foundation it was discovered that in Maryland’s academic school year 2003-2004, 54 percent of black male students graduated compared to78 percent of the white male students recording an achievement gap of 23 percent. This represents a significant decrease in graduation rates and an increase in the achievement gap since 2002-2003. In 2002-2003 results indicated that only 57 percent of Maryland black male students graduated with their cohort, compared to 76 percent for white males, creating an achievement gap of 19 percent (State Report Card Report: Public Education and the Black Male Student, 2006). This state wide trend is unfortunately most salient among black male students in Baltimore City: according to the Schott Education Inequity Index (SEII) (2006), only 31 percent of BCPS black male students graduated with their cohort.
Factors involved with the low graduation rate of black male students include (a) low expectations by teachers and others of these students in terms of academic success–persistent prejudices within the educational system; (b) a lack of role models and mentors in academia; (c) high dropout rates from high school; (d) their own low aspiration levels. This suggests the development of a program specifically designed for black males that combine high expectations, academic rigor, innovative delivery of instruction, and role models who share their background and experiences.
In the 2006 State Report Card Report: Public Education and the Black Male Student (2006) commissioned by the Schott Foundation it was discovered that in Maryland’s academic school year 2003-2004, 54 percent of black male students graduated compared to78 percent of the white male students recording an achievement gap of 23 percent. This represents a significant decrease in graduation rates and an increase in the achievement gap since 2002-2003. In 2002-2003 results indicated that only 57 percent of Maryland black male students graduated with their cohort, compared to 76 percent for white males, creating an achievement gap of 19 percent (State Report Card Report: Public Education and the Black Male Student, 2006). This state wide trend is unfortunately most salient among black male students in Baltimore City: according to the Schott Education Inequity Index (SEII) (2006), only 31 percent of BCPS black male students graduated with their cohort.
Factors involved with the low graduation rate of black male students include (a) low expectations by teachers and others of these students in terms of academic success–persistent prejudices within the educational system; (b) a lack of role models and mentors in academia; (c) high dropout rates from high school; (d) their own low aspiration levels. This suggests the development of a program specifically designed for black males that combine high expectations, academic rigor, innovative delivery of instruction, and role models who share their background and experiences.
Lisa Carvallo Nominated for Two Dissertation Awards
Dr. Lisa Carvallo, a graduate of the Morgan State University Community College Leadership Doctoral Program, was nominated for two awards based on her dissertation, "Salvadoran Adolescents with Interrupted, Limited or No Formal Education: Opportunity for a Critical Pedagogy." Her dissertation committee chair, Dr. Rosemary Gillett-Karam, nominated her for the Council for the Study of Community Colleges' Dissertation of the Year Award 2008, and for the Hispanic Research Issues' Research in Elementary, Secondary or Postsecondary Education Award. The Hispanic Research Issues is a special interest group of the American Educational Research Association. Upon publication, Carvallo's dissertation will be available at the Montgomery College Library along with the dissertations of the other Morgan State University Community College Leadership Doctoral Program (MSUCCLDP) graduates. Applications for the new MSUCCLDP cohort at Montgomery College, slated for Fall 2008, are being accepted now. For more information contact the Center for Professional and Organizational Development at 240-567-4274.
Saturday, July 11, 2009
Are Community Colleges Prepared For Competition From the For-Profit Colleges?
Thomas Friedman (2005) suggested the demand and need for higher education will reach an all time high and necessity. In the flat world according to Friedman societies will be built on the power of knowledge and their ability to increase knowledge among its citizens. It appears that time has arrived!?
Atkinson (2001) stated lifelong learning has gained in importance in the last 30 years. Employees must now continually reinvent themselves throughout their working lives. In many cases, the responsibility for getting the education and training has shifted from the company to the individual. The nation’s colleges and universities are being asked not only to educate new high school graduates, but to also teach returning students. Acquiring the needed skills and demonstrating adaptability has become the new job security. Thus suggesting the variety of knowledge providers are finding a thriving student market, despite tough economic times. This is perhaps exhibited best by the significant enrollment demands occurring at community colleges and for-profit colleges and universities all across America.
What Does This Mean for Community Colleges
For the past ten years, experts in the field of higher education have written about the re-emergence of for-profit institutions, career universities or propriety schools. For-profit institutions have been discussed as a valid and legitimate force transforming higher education, especially community colleges for over a decade. Once considered well outside the mainstream of America’s education system, for-profit degree granting institutions have emerged as an integral and increasingly influential part of the higher education system (Kelly, 2001).
In a recent review on graduation rates of institutions conferring associate degrees by the Community College Week (CCW) it was stated “While proprietary schools make up nearly one-third of all institutions in number they confer fewer than one-eighth of the degrees conferred” (Community College Week, p. 13, 2009). It widely suggested by the staff at Education: The Natural Bridge that those public institutions offering Associate Degrees take a deeper examination of the data. The data presented by CCW identified the top two institutions awarding Associate Degrees in all disciplines to non-minority students were proprietary colleges; the University of Phoenix and American Intercontinental University Online (CCW, 2009). A closer analysis showed an increase of 290% in associate degrees conferred by the University of Phoenix’s from 2006-2007 to 2007-2008. University Phoenix’s jump in associate degree graduates climbed from 1,464 in 2006-2007 to 5,706 in 2007-2008. This is a significant gain in an area less than three years ago not considered of interest for the University of Phoenix. However, with its creation of Axia College, the University of Phoenix signaled it was going after a niche which has for decades been the private recruitment ground of America’s Community Colleges.
The domain of associate seeking students has not gone unnoticed by other for-profit institutions. According to the same data presented by CCW, American Intercontinental University Online is the number two provider of associate degrees to non-minority students in all disciplines. Their ranking as the number two provider is even more impressive when you consider a 16% drop in the number of associate degrees conferred by American Intercontinental University Online occurred between 2006-2007 and 2007-2008. In 2006-2007, American Intercontinental University Online had a total of 2,989 associate degrees conferred, but in 2007-2008 that number dropped to 2,496. The report presented by CCW did not discuss any factors contributing to the decline.
A review of specific associate degree disciplines revealed that the for-profit sector is competitive in the associate degree field:
Atkinson (2001) stated lifelong learning has gained in importance in the last 30 years. Employees must now continually reinvent themselves throughout their working lives. In many cases, the responsibility for getting the education and training has shifted from the company to the individual. The nation’s colleges and universities are being asked not only to educate new high school graduates, but to also teach returning students. Acquiring the needed skills and demonstrating adaptability has become the new job security. Thus suggesting the variety of knowledge providers are finding a thriving student market, despite tough economic times. This is perhaps exhibited best by the significant enrollment demands occurring at community colleges and for-profit colleges and universities all across America.
What Does This Mean for Community Colleges
For the past ten years, experts in the field of higher education have written about the re-emergence of for-profit institutions, career universities or propriety schools. For-profit institutions have been discussed as a valid and legitimate force transforming higher education, especially community colleges for over a decade. Once considered well outside the mainstream of America’s education system, for-profit degree granting institutions have emerged as an integral and increasingly influential part of the higher education system (Kelly, 2001).
In a recent review on graduation rates of institutions conferring associate degrees by the Community College Week (CCW) it was stated “While proprietary schools make up nearly one-third of all institutions in number they confer fewer than one-eighth of the degrees conferred” (Community College Week, p. 13, 2009). It widely suggested by the staff at Education: The Natural Bridge that those public institutions offering Associate Degrees take a deeper examination of the data. The data presented by CCW identified the top two institutions awarding Associate Degrees in all disciplines to non-minority students were proprietary colleges; the University of Phoenix and American Intercontinental University Online (CCW, 2009). A closer analysis showed an increase of 290% in associate degrees conferred by the University of Phoenix’s from 2006-2007 to 2007-2008. University Phoenix’s jump in associate degree graduates climbed from 1,464 in 2006-2007 to 5,706 in 2007-2008. This is a significant gain in an area less than three years ago not considered of interest for the University of Phoenix. However, with its creation of Axia College, the University of Phoenix signaled it was going after a niche which has for decades been the private recruitment ground of America’s Community Colleges.
The domain of associate seeking students has not gone unnoticed by other for-profit institutions. According to the same data presented by CCW, American Intercontinental University Online is the number two provider of associate degrees to non-minority students in all disciplines. Their ranking as the number two provider is even more impressive when you consider a 16% drop in the number of associate degrees conferred by American Intercontinental University Online occurred between 2006-2007 and 2007-2008. In 2006-2007, American Intercontinental University Online had a total of 2,989 associate degrees conferred, but in 2007-2008 that number dropped to 2,496. The report presented by CCW did not discuss any factors contributing to the decline.
A review of specific associate degree disciplines revealed that the for-profit sector is competitive in the associate degree field:
- Associate Degrees (all disciplines) African American: 3 of the top 10 institutions are 4-year for-profit institutions
- Associate Degrees (all disciplines) Asian American: 1 of the top 30 institutions is a 4-year for-profit institution
- Associate Degrees (all disciplines) Hispanic: 1 of the top 15 institutions is a 4-year for-profit institutions
- Associate Degrees (Business, Management, Marketing, and Related Support Services)
5 of the top 15 institutions are 4-year for-profit institutions
The total number of Associate Degree conferred (13,400) - Associate Degrees (Computer and Information Sciences and Support Services)
9 of the top15 institutions are for-profit institutions
8 of the top 15 institutions are 4-year for-profit institutions
1 of the top 15 institution is a 2-year institution - Associate Degrees (Criminal Justice)
5 of the top15 institutions are for-profit institutions
4 of the top 15 institutions are 4-year for-profit institutions
1 of the top 15 institutions is a 2-year institution
Two of the top five institutions that awarded associate degrees were for-profit institutions. The University of Phoenix awarded 12,119 while American Intercontinental University Online conferred 4,482.
Final Thoughts
As workforce demands increase so has the need for postsecondary education. In 2000, 51 % of the workforce was expected to use a computer on a regular basis for functions such as math and reading. By the year 2010 it is estimated that 80 % of the jobs in America will require some form of postsecondary education (McCabe, 2000). The for-profit sector has capitalized on the need and demand for a skilled workforce, which is motivated by the desire of the populace to be financially successful in today’s knowledge and information based global economy. It may unwise for community colleges to ignore the efforts of the for-profit sector to recruit students traditionally served by community colleges.
Friday, July 10, 2009
Men Make A Difference
Fathers/significant male role models: Have a major impact on student success. Data shows that when fathers and significant male role models are involved students:
- Make As and Bs,
- Have greater motivation to succeed
- Have higher self-esteem
- Have less health and emotional problems
- More confidence
- Are less likely to use drugs
- Girls are less likely to engage in pre-marital sex
- Are less likely to become teenage parents
Fathers and Male Role Models Are Valued In Prince George's County Public Schools
By: Michael A. Robinson
During the 2008-2009 school year Prince George's County Public Schools developed a campaign to increase the level of engagement between fathers and other significant male role models in the academic lives of its students. As a result of efforts by administrators, school staff, teachers, community based organizations and government agencies, over 70,000 fathers and significant male role models were connected with their children schools.
The increase in male engagement was apparent in areas such as volunteerism and classroom observations. For the upcoming 2009-2010, Prince George's County Public Schools are asking men in Prince George's County,Maryland to take a stake in schools and volunteer at least 5 hours of service to a school of their choice.
Summer Reading Can Help Students Avoid The "Summer Set Back"
The Colorado State Library systems suggested reading over the summer break helps to prevent "Summer Set Back". According to the American Library Association the benefits to readers in a summer reading program include:
- encouragement that reading become a lifelong habit
- reluctant readers can be drawn in by the activities
- reading over the summer helps children keep their skills up
the program can generate interest in the library and books
The Summer Learning Loss Is Real For All Students
Summer Learning Loss is a real problem facing parents and educators according to The National Center for Summer Learning. "Two-thirds of the ninth grade achievement gap can be explained by unequal access to summer learning opportunities during the elementary school years" (The National Center for Summer Learning, 2009). Just how much and what is lost differs from student to student. However, research has suggested youth who are engaged in some form of organized or parent monitored summer learning tend to avoid the summer learning loss.
The National Center for Summer Learning has suggested the adverse affect of summer reading loss can last a life-time. Additionally, research has implied the summer learning loss "affects nearly all young people" (The National Center for Summer Learning, 2009). Based on previous research studies The National Center for Summer Learning outlined three additional consequences associated with summer learning loss:
The National Center for Summer Learning has suggested the adverse affect of summer reading loss can last a life-time. Additionally, research has implied the summer learning loss "affects nearly all young people" (The National Center for Summer Learning, 2009). Based on previous research studies The National Center for Summer Learning outlined three additional consequences associated with summer learning loss:
- Two-thirds of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al, 2007).
- Most students lose about two months of grade-level equivalency in mathematical computation skills over the summer months. Low-income students also lose more than two months in reading achievement, while their middle-class peers make slight gains (Cooper, 1996). When this pattern continues throughout the elementary school years, lower income youth fall more than two and one-half years behind their more affluent peers by the end of fifth grade.
- Most children – particularly children at high risk of obesity – gain weight more rapidly when they are out of school during summer break (Von Hippel et al, 2007).
Wednesday, July 8, 2009
The Lack of African American Male Teachers in the Classroom
The lack of African American men in the classroom of K-12 public school systems throughout the United States is alarming and shocking. Is there any wonder, why African American young men and women are at times disenfranchised about the prospects of education? This especially troubling for young African American men when those who are teaching are at times “cultures and generations removed from their students. In a society where many women are single parents and positive male presence is lacking in the lives of some urban youth, the lack of male teachers as role models is even more profound” (Okezie, p. 1, 2003).
This dearth of black men in the educational systems throughout America has not gone unnoticed, as several universities and colleges have developed programs aimed to increase the number of African American male teachers. In 2006 it was reported that “Black men made up only 3.2 percent of Florida teachers last fall, about the same percentage as five years earlier. And they were just 2.4 percent of U.S. teachers” (Weaver, p. 1, 2006).
Why have African American men not pursued a career in teaching? The reasons vary, but there are some common themes among many of the scholars who have examined this drag on the African American culture and on America itself. Common themes for the lack of African American male teachers are:
- the watered-down education that minority students receive in elementary and secondary schools;
- strong competition from non-teaching professions that offer higher salaries and better status to top graduates;
- the increase in testing requirements in many states, which effectively discourages some minority men (those adversely affected by tests) from pursuing teaching careers;
- the heavy reliance on loans in college financial aid packages.
THE COHORT LEADERSHIP DEVELOPMENT MODEL: A THREE PART SERIES
Christine Johnson McPhail, Mary Robinson, and Harriette Scott
Community College Leadership Doctoral Program,
Morgan State University, Baltimore, Maryland, USA.
This study examined how graduate students enrolled in a university based cohort community college leadership doctoral program perceived their leadership development experiences. A total of 50 doctoral students enrolled in the Morgan State University (MSU) doctoral program were surveyed. A separate group of students (20) participated in a focus group. Results indicated that although doctoral students generally reported positive experiences, some students reported that certain factors or characteristics and behaviors of cohort members were not beneficial to the cohort experience. The positive results (structure, instructors, networking, and curriculum) of the cohort experience seem to support the findings of a number of works in the previous research relating to cohort learning environments. The findings further indicated that such factors such as dominant group members, lack of commitment to the cohort, failure to meet group expectations, traditional instructional modalities, and inadequate facilities negatively impacted perceptions of the cohort experience.
A central concern of community college leaders for the past decade has been the goal of replenishing the community college leadership pipeline. This is a growing realization that our community colleges, with their ever more diverse populations, cannot ultimately succeed if we fail to attract and retain leaders from all racial and ethnic groups. Shults (2001) reported that 45% of current presidents plan to retire by 2007. In the next 10 years, community colleges will need to replace 800 of their 1,150 presidents. Yet, the preparation of presidents and other community college leaders has declined, and the number of people prepared to step into leadership roles at higher levels, including the presidency has dramatically diminished. The number of advanced degrees conferred in community college administration decreased 78% between 1983 and 1997.
Romero (2004) suggested that leading community colleges has become more complex in the 21st century and demands a greater range of skills. She argues that while no single individual can fulfill all of these leadership needs every individual leader must be willing to coordinate his or her activities with other leaders within the institution, or the quality of decisions and the ability of the institution to truly serve its community will be hurt (p. 30).
In 2005, the American Association of Community Colleges (AACC) released a set of leadership competencies that indicated a framework of knowledge, skills, and values that the organization believed was necessary in order to perform effectively as a leader within a community college setting. These competencies included (a) organizational strategy, (b) resource management, (c) communication,(d) collaboration, (e) community college advocacy, and(f) professionalism. However, there is still uncertainty about the extent to which these competencies are being addressed in the curriculum of leadership preparation programs.
Over the past several decades, university approaches to offering doctoral programs for educational leaders have under gone very little change. Most of the doctoral programs in education and related fields are designed to train future researchers and university professors. Conversations about meaningful changes in these structures are infrequent. Until recently, most graduate students were young and expected to engage in a full-time program of study. Currently, a form of group learning, ‘‘cohorts,’’ has emerged as an attractive option for administrators, instructors and participants alike (Fahy, 2000). Today, many emerging community college leaders are looking for opportunities to pursue advanced degrees without interrupting their current jobs (McPhail, 2001; Nesbit, 2001).
THE RESEARCH CONTEXT: THE COHORT EXPERIENCE
Part two of this three part series will be posted on July 15, 2009
Part two of this three part series will be posted on July 15, 2009
Parental Engagement : An Interview with Parent Liaison Johnna Latham
Parental engagement in Prince George's County Public Schools, located in Prince George’s County, Maryland has reached titanic proportions. In school year 2007-2008, when one measures the total number of parents who have participated in the core parental engagement programs; such as participation in a non-sports related event, classroom observations, participation in monthly parent workshops, and parent volunteers; parental engagment in Prince George’s County Public Schools is clearly evident.
In the 2007-2008 school year there were a total of 89,000 parents involved in some aspect of a core parental engagement program. However, the 2008-2009 school year represents the systemic growth Prince George’s County Public Schools wanted in their parental engagement program. A review of parental involvement in essential programmatic areas reveals a 192% increase in parental activity when compared to the 2007-2008 school year. For the 2008-2009 school year 262,452 parents and significant adults in the lives children participated in one of their core parental engagement program.
American Public Schools
"While most parents think their children are receiving a quality education, the majority of American students are falling behind their international counterparts. The consequences to the country are dramatic" (The Broad Superintendents Academy, 2009).
We have low expectations for American students.
We have low expectations for American students.
- American students rank 25th in math and 21st in science compared to students in 30 industrialized countries.
- America’s top math students rank 25th out of 30 countries when compared with top students elsewhere in the world.
- By the end of 8th grade, U.S. students are two years behind in the math being studied by peers in other countries.
- Seventy percent of 8th graders can’t read at their grade level, and most will never catch up.
Too many students drop out.
- More than 1.2 million students drop out of school every year. That’s more than 6,000 students every school day and one every 26 seconds.
- The national high school graduation rate is only 70 percent, with states ranging from a high of 84 percent in Utah to a low of 54 percent in South Carolina.
- Graduation rates are much lower for minority students.
- Only about half of the nation’s African-American and Latino students graduate on time from high school. (The Broad Superintendents Academy, 2009)
Six Types of Parent Involvement
Epstein (1995) describes six types of parental involvement in schools:
1. Parenting. The basic obligations of parents include housing, health, nutrition, and safety for their children. Parents also should provide home conditions for learning at all levels.
2. Communicating. The basic obligations of schools include school-to-home communication such as memos, notices, newsletters, report cards, conferences, and phone calls plus information on the school, courses, programs, and activities.
3. Volunteering. Parents volunteer their time and talents at school activities and fundraising.
4. Learning at Home. Parents help their children with homework and with setting educational goals.
5. Decision Making. Parents participate in PTA/PTO organizations and school decisions on policy, leadership, and advocacy.
6. Collaborating with the Community. Parents encourage partnerships with community resources and services
Monday, July 6, 2009
Seven Principles for Training a Culturally Responsive Faculty: A Three Part Series
Written by: Dr. Christine Johnson McPhail and Dr. Kelley L. Costner (2004)
Many community colleges are struggling to find ways to train faculty to work with their diverse student populations. However, many institutions continue to employ traditional modes of faculty development and may be inadvertently creating potentially harmful learning environments for all students, and particularly for African-American learners.
While many community colleges offer a session on diversity and culture during faculty-development days or promote African-American scholars and literature during Black History Month, some community colleges have not integrated culture into the curriculum at a meaningful level. To include all learners, community colleges must do much more to assist faculty in recognizing the importance and the connection between culture, teaching, and learning. A one- or two-day workshop is not enough to put new structures and attitudes in place.
The Seven Principles for Training a Culturally Responsive Faculty were designed to shift from the student-deficit model to exploring the need for the institutions to change the way they facilitate learning. These principles were carefully developed based on the responses of community college faculty noted on the modified Teaching African-American Students Survey (Costner, 2003). Culturally responsive professional development principles promote the inclusion of culture into faculty's pedagogical methods and curriculum, a step that has been proven to help African-American students succeed.
Principle 1: Structure Professional Development Activities That Focus on Cultural Responsiveness
In conducting presentations and training sessions, one of the first questions we ask of participants is, “Do you notice the race of your students when they walk into the classroom?” The response is consistent: Ninety to 95 percent of the participants proudly exclaim, “No!”. Before moving on, we ask you, the reader, “Do you notice the race of your students when they walk into the classroom?”
Professional development activities should train educators to place students and their cultures at the center of learning, and to acknowledge, respect, and build on the knowledge, beliefs, and experiences that students bring with them to the classroom (McPhail & McPhail, 1999).
Community colleges can offer professional development to help faculty place culture at the center of learning; and to identify their concerns about working with diverse learning, creating an environment where all stakeholders feel comfortable dealing with diversity, and institutionalizing a commitment to inclusion of diversity at all levels within the institution.
Questions to Ponder
- Do the professional development initiatives at your institution train faculty members to place the students' culture at the center of learning? How?
- Do the professional development initiatives at your institution allow for an open and honest discussion about race? How?
- Are professional development initiatives at your institution an ongoing and continuous effort?
- Do the professional development initiatives at your institution train faculty members how to effectively teach African-American learners?
Principle 2: Ensure That All Faculty Respect the Culture of Their Students
Once faculty members become comfortable acknowledging the race of their students and accept their cultural differences, faculty members are better equipped to teach African-American learners. Community colleges can use professional development to provide an avenue that allows faculty members to assess their attitudes and beliefs toward teaching African-American learners. Institutions may administer instruments or hire a consultant to facilitate the administration of this type of assessment. Once this assessment is complete, strategies can be developed to train faculty to become more culturally responsive. Colleges can also provide professional development initiatives that educate faculty about the culture of the African American, including, for example, learning styles, cultural heritage, norms, beliefs, and practices. Providing meaningful professional development programs to help faculty deal with their beliefs and attitudes about teaching diverse learners will help to ensure that the learning needs of all learners are addressed.
Questions to Ponder
- Do your professional development activities provide faculty with a means to evaluate their own attitudes, beliefs, and perceptions about African Americans? How?
- Do you acknowledge your students' racial identities? Are you comfortable doing so?
- Do you think that acknowledging the race of your students makes you racist or prejudice you in some way? Why?
Part two of this three part series will be posted on July 13, 2009.
Educator Spotlight: Dr. Joya Crear
Dr. Joya Crear holds a doctorate in Counseling Psychology from The Pennsylvania State University and recently came to George Mason University as the Director of the Office of Diversity Programs and Services in the fall of 2007. She also attended Howard University and the University of Wisconsin-Madison for her Bachelor and Masters degrees respectively. Prior to joining the GMU community, she held a range of positions in higher education including counselor/ outreach coordinator at Loyola College’s Counseling Center in Baltimore, MD. In this and other positions she enjoyed facilitating workshops on numerous topics including stress management, workplace issues, leadership, minority student achievement and diversity.
Dr. Crear has served on several scholarship committees and has published an article in Bally’s Health and Fitness magazine about the power of attitude and fitness. As a newcomer to GMU, she looks forward to partnering with students, faculty and alumni – to further multicultural and diversity education while focusing on retention efforts for students served by ODPS. Outside of work, she enjoys painting and is a Detroit Pistons and Howard University Bison fan.
Contact: Dr. Joya Crear at 703.993.2700 or e-mail: jcrear@gmu.edu
Contact: Dr. Joya Crear at 703.993.2700 or e-mail: jcrear@gmu.edu
Kentucky State University Employs Podcasting As A Teaching Tool
KSU on iTunes U
The University employs the use of technology as an alternative and creative way to: enhance teaching and learning, increase recruitment, increase retention, increase reserves, assist students in successfully reaching their goals, and to communicate with future students, current students, parents, faculty, staff, alumni and the public. Podcasting will support these initiatives.
For more information on podcasting please see the FAQ section. Kentucky State University has signed an agreement with Apple to make podcasts readily available to the KSU community. Using iTunes U, you can access course content and university information from within iTunes U at any time.
KSU on iTunes U is a pilot project. During the pilot, the University is assessing iTunes U educational usefulness and delivery of podcasts. There are currently 9 faculty and staff members participating in the pilot. To gain access to the podcasts associated with their courses, KSU faculty and students must log into Blackboard. Course podcasts will be accessible to students who are registered and enrolled for that course via Blackboard, provided the faculty member is participating in the pilot. General public access does not require a username and password. All users of KSU on iTunes U must have iTunes installed. The software is available for free at http://www.apple.com/itunes/download/.
Sunday, July 5, 2009
Factors that enable and inhibit Morgan State University Community College Leadership Doctoral Program students to persist/graduate
A Case Study
Written by:
Lisa Carvallo, Kathi Carey-Fletcher, Ever Grier, Michael Robinson and Kately Demougeot
Introduction
The purpose of this qualitative study in 2005 was to determine the factors of group dynamics enabling and inhibiting doctoral student persistence. We were limited by location, time, and availability of informants. The site was pre-selected by our course facilitator and the time established by the course length of five weeks with three weeks for the case study assignment. Our team of five conducted a single site exploratory case study to determine what factors of group dynamics enable student persistence in the Morgan State University Community College Leadership Doctoral Program (MSU CCLDP).
The MSU CCLDP cohort learning model represents a unique case at Morgan State University (MSU). Founded in the fall of 1999 by Dr. Christine Johnson McPhail, the CCLDP is offered as an educational programming concentration within MSU’s existing Urban Educational Leadership Doctoral Program. McPhail developed the program to address the continued serious decline in the pipeline of community college leaders. A visible form of the uniqueness in the cohort leadership learning model, is that students enter the program as a member of a cohort committed to remain with the group through the three-year program of study. In the 2001 Morgan State University Cohort Survey (McPhail, 2001) (Appendix B), doctoral students reported that the cohort experience contributed to the phenomenal retention rate (96%) of the students. (MSU CCLDP 2004).
Researchers indicate a lack of serious attrition and retention research at the graduate level (Malone, Nelson & Nelson, 2001). Dorn and Papalweis (1997) report that 50 percent of all doctoral students fail to complete their programs. Bowen and Rudenstein wrote, “Surprisingly little has been written about the general pattern of [graduate student] completion rates” (p.107). Tinto (1987; 1993) posits that less attrition research has been conducted at the graduate level than at the undergraduate level because “research on graduate attrition has not been guided either by a comprehensive model or theory of graduate persistence or by methodological strategies that have been successfully employed in the study of undergraduate persistence” (p. 231). Gavin Kendall (2002) argues for doctoral training that retunes the relationship between self and practice, and delivery “rapid, [and] relevant and rigorous” (p. 231).
Current students enrolling in doctoral programs do not fit a traditional educational programming mold of twenty- something, single, recently graduated, and full-time. With more students enrolling in doctoral programs who are full-time career professionals juggling their time and attention amongst various life, financial and career issues, we question whether there is a direct correlation between the structure of the doctoral program and doctoral student persistence.
The authors of this paper were students currently enrolled in the MSU CCLDP at the time of the study. The MSU CCLDP is a non-traditional cohort learning model. Group dynamics emerging from the formation of doctoral student and faculty cohorts are used as a tool to maintain persistence in professional schools. Upon review of related literature on group dynamics and doctoral student persistence, factors such as age, race, gender, learning styles, cohesion, collusion, experience and knowledge, brought to the learning environment by the students, combine with faculty, student and administrative structure relationships to impact persistence.
Overall Strategy
Using a qualitative research design, the group employed a single site, exploratory case study methodology. The site, Morgan State University, was determined according to the course instructions. Likewise, the assignment dictated that the researchers use the case study model. The research team was interested in learning about various aspects of the cohort learning model, such as communication between cohort members, communication between the institution and the cohort members, how cohort members formed bonds and alliances with other cohort members and how relationships with other cohort members affected their success in the cohort. As a result, during early discussions amongst the research team members, it was concluded that the researchers’ curiosity centered on group dynamics and how specific factors of group dynamics inhibited or enabled doctoral student’s persistence. The researchers agreed to keep the questions broad enough to allow the subjects to expound on their answers. Two forms of data collection were used, personal telephone interviews and a focus group.
Research Questions
In particular, two research questions were used for both the personal interviews and the focus group. The questions were as follows: (a) How would you describe the factors of group dynamics that enabled your persistence/graduation in the MSU CCLDP cohort? (b) How would you describe the factors of group dynamics that inhibited your persistence/graduation in the MSU CCLDP cohort? It was decided that the personal interviews would take place by telephone, and the focus group would meet at a location that was central to the participants.
Recruitment and Limitations
The researchers attempted to select one member of each, Cohort One through Four; however, participants were chosen according to their availability. As a result, the team settled on five graduates, three from Cohort One, one from Cohort Two and two from Cohort Four, one of which had not yet graduated but was still writing the dissertation. No regard was made for gender, race, age or other personal factor besides having been a member of a MSU CCLDP cohort.
This presented somewhat of a limitation for the research team because to really test whether group dynamics inhibited persistence, it would have been desirable to interview a few subjects who did not persist. Another limitation included a lack of participants from Cohorts Three and Five. Further, due to time restrictions, no pilot study was conducted.
The purpose of this qualitative study in 2005 was to determine the factors of group dynamics enabling and inhibiting doctoral student persistence. We were limited by location, time, and availability of informants. The site was pre-selected by our course facilitator and the time established by the course length of five weeks with three weeks for the case study assignment. Our team of five conducted a single site exploratory case study to determine what factors of group dynamics enable student persistence in the Morgan State University Community College Leadership Doctoral Program (MSU CCLDP).
The MSU CCLDP cohort learning model represents a unique case at Morgan State University (MSU). Founded in the fall of 1999 by Dr. Christine Johnson McPhail, the CCLDP is offered as an educational programming concentration within MSU’s existing Urban Educational Leadership Doctoral Program. McPhail developed the program to address the continued serious decline in the pipeline of community college leaders. A visible form of the uniqueness in the cohort leadership learning model, is that students enter the program as a member of a cohort committed to remain with the group through the three-year program of study. In the 2001 Morgan State University Cohort Survey (McPhail, 2001) (Appendix B), doctoral students reported that the cohort experience contributed to the phenomenal retention rate (96%) of the students. (MSU CCLDP 2004).
Researchers indicate a lack of serious attrition and retention research at the graduate level (Malone, Nelson & Nelson, 2001). Dorn and Papalweis (1997) report that 50 percent of all doctoral students fail to complete their programs. Bowen and Rudenstein wrote, “Surprisingly little has been written about the general pattern of [graduate student] completion rates” (p.107). Tinto (1987; 1993) posits that less attrition research has been conducted at the graduate level than at the undergraduate level because “research on graduate attrition has not been guided either by a comprehensive model or theory of graduate persistence or by methodological strategies that have been successfully employed in the study of undergraduate persistence” (p. 231). Gavin Kendall (2002) argues for doctoral training that retunes the relationship between self and practice, and delivery “rapid, [and] relevant and rigorous” (p. 231).
Current students enrolling in doctoral programs do not fit a traditional educational programming mold of twenty- something, single, recently graduated, and full-time. With more students enrolling in doctoral programs who are full-time career professionals juggling their time and attention amongst various life, financial and career issues, we question whether there is a direct correlation between the structure of the doctoral program and doctoral student persistence.
The authors of this paper were students currently enrolled in the MSU CCLDP at the time of the study. The MSU CCLDP is a non-traditional cohort learning model. Group dynamics emerging from the formation of doctoral student and faculty cohorts are used as a tool to maintain persistence in professional schools. Upon review of related literature on group dynamics and doctoral student persistence, factors such as age, race, gender, learning styles, cohesion, collusion, experience and knowledge, brought to the learning environment by the students, combine with faculty, student and administrative structure relationships to impact persistence.
Overall Strategy
Using a qualitative research design, the group employed a single site, exploratory case study methodology. The site, Morgan State University, was determined according to the course instructions. Likewise, the assignment dictated that the researchers use the case study model. The research team was interested in learning about various aspects of the cohort learning model, such as communication between cohort members, communication between the institution and the cohort members, how cohort members formed bonds and alliances with other cohort members and how relationships with other cohort members affected their success in the cohort. As a result, during early discussions amongst the research team members, it was concluded that the researchers’ curiosity centered on group dynamics and how specific factors of group dynamics inhibited or enabled doctoral student’s persistence. The researchers agreed to keep the questions broad enough to allow the subjects to expound on their answers. Two forms of data collection were used, personal telephone interviews and a focus group.
Research Questions
In particular, two research questions were used for both the personal interviews and the focus group. The questions were as follows: (a) How would you describe the factors of group dynamics that enabled your persistence/graduation in the MSU CCLDP cohort? (b) How would you describe the factors of group dynamics that inhibited your persistence/graduation in the MSU CCLDP cohort? It was decided that the personal interviews would take place by telephone, and the focus group would meet at a location that was central to the participants.
Recruitment and Limitations
The researchers attempted to select one member of each, Cohort One through Four; however, participants were chosen according to their availability. As a result, the team settled on five graduates, three from Cohort One, one from Cohort Two and two from Cohort Four, one of which had not yet graduated but was still writing the dissertation. No regard was made for gender, race, age or other personal factor besides having been a member of a MSU CCLDP cohort.
This presented somewhat of a limitation for the research team because to really test whether group dynamics inhibited persistence, it would have been desirable to interview a few subjects who did not persist. Another limitation included a lack of participants from Cohorts Three and Five. Further, due to time restrictions, no pilot study was conducted.
THE SANKOFA INITIATIVE: The Persistence of African American Males in American Community Colleges
By:
Wayne Beckles, Lorenzo Esters, David Mosby and Michael Robinson
Wayne Beckles, Lorenzo Esters, David Mosby and Michael Robinson
The African American Community College Trustees, an affiliate of the Association of Community College Trustees (ACCT), commissioned the Morgan State University Community College Leadership Doctoral Program to launch a Black Male Initiative that was designed to examine the academic achievement disparities of African American males in the American Community college system. Preliminary results were to be presented at ACCT’s 2006 Community College Leadership Congress in October 2006.
Purpose
The purpose of this discussion paper is to: (1) launch a national conversation about the achievement and persistence patterns of African American males in community colleges; (2) examine interventions that promote the academic success of African American males attending community colleges; and (3) initiate a review of current programs and services at community colleges throughout the United States.
State of Urgency
The media, both print and visual, is laden with negative statistics, reports and characterizations of the condition of African American males. Over the last decade, for every one African American male enrolled in college, six are added to the prison and jail population (Kunjufu, 2001). Nearly one in three African American males between the ages of 20 to 29 is under some form of criminal justice supervision on any given day—either in prison or jail, or on probation or parole (Kunjufu, 2001; Mauer, 1999). Forty nine percent of prison inmates nationally are African American, compared to 13 percent of the overall population (Kunjufu, 2001; Mauer, 1999). One could argue that the American community college is the institution that is best positioned to implement policies and initiatives to address the dismal condition of the African American male. The American community college’s potential is greater than that of any other institution because its concern is with the people most in need of assistance (Cohen & Brawer, 2003).
While previous studies have focused on African Americans in higher education, fewer studies have focused specifically on the plight of the African American male and the factors that influence persistence of African American males attending American community colleges (Bush & Bush, 2005; Hagerdon, Maxwell, & Hampton, 2001/2002; Hampton, 2002; Holzman, 2006). Williamson and Creamer (1988) found that the factors influencing persistence in higher education differ for two-year college students and 4-year college students. These findings suggest that perhaps background characteristics (e.g., race and gender) exert a considerable influence on students’ persistence decisions. African American undergraduate males who made up 37 percent of all African American undergraduate students in 2000 constituted approximately 12 percent of all male students attending two-year institutions (Horn, Peter, & Rooney, 2002). Accordingly, approximately 52 percent of all African American undergraduate males attended two-year institutions.
A survey conducted by the U. S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), revealed that the numbers of African American males who actually persist through completion at American community colleges are far lower than the numbers of those admitted. The IPEDS study tracked the graduation and transfer rates of full-time, African American, non-Hispanic male students at public two-year institutions seeking a degree or certificate and completing the program within 150% of normal time, by state (see Appendix).
Previous Research
The literature reveals that African American male students have been the focus of recent research (Cuyjet, 1997; Harper, 2004; Howard-Hamilton, 1997; Hrabowski, Maton, and Grief, 1998; Hrabowski and Pearson, 1993; Moore, Flowers, Guion, Zhang, and Staten, 2004; Taylor and Howard-Hamilton, 1995). Studies on African American males have primarily centered around issues exploring: (1) best practices to predict retention of African American males in college (Ammons, 2006; Hagerdorn, Maxwell, and Hampton, 2001/2002; Hampton, 2002), and (2) factors that promote a climate of academic success for African American males in college (Bush and Bush, 2005; Cuyjet, 2006; Flowers, 2006; Johnson, 1993; Kincaid, 2003; Perry-Johnson, 2003; Reglin, 1994).
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