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2012 NASPA National Presentation
Transcript of 2012 NASPA National Presentation
Question Findings Analysis Methodology Disparities exist based on the socioeconomic status. We have tried to fix it; but we know this is not just about money...
There is a lot of literature about how this is also an issue of fitting into a campus community and how much social capital students have. When family income is…
Between $50K-$75K = graduation rate is 73%.
Below $49K = graduation rate is 62.1%.
Below $25K = it is 52.3% (Carroll & Chen, 2005). For White students family contribution covers over 60% of educational costs, for Black and Hispanic students it drops to 33% and 43%, respectively (Fisher, 2007). We have a PROBLEM... Research QUESTION... What are the experiences of low-income students who are involved in community service scholarship programs?
In what ways, if any, do they perceive such programs as helping them persist and find community on campus?
And, in what ways, if any, do such programs influence their perceived ongoing commitment to civic engagement? Civic identity development for low-income students:
The intersection of student engagement, civic engagement and financial scholarships Grounded
Theory Consider how concepts interact with each other.
Use participant interviews and observations at community sites to identify themes, categories, concepts using constant comparative method. There is a lack of research related to community service scholarship programs, especially those aimed at low-income students.
Goal is to develop a new theory or model. 10 participants
4 men, 6 women
19-30 years old, 3 Students of Color
All Pell eligible, 6 also first-generation Two midwestern universities:
- One a public, access university in an urban setting.
- The other a small private, selective school in a mid-size town. Data Analysis:
- open coding
- axial coding
- selective coding CONTEXT - Study was done on two campuses who were part of a federally funded scholarship program through AmeriCorps which was available to low-income students. Participants had before and after lives, the program was TRANSFORMATIVE...
Before they would spend hours alone on campus, or with high school friends.
Before the motivating factor for applying to program was 100% financial.
After they felt like they knew people who were like them.
After they were connected to campus and to the community. The experiential learning category included descriptions of how students were gaining practical, hands-on skills at their community service site. Tangible benefits were things that the participants felt that they acquired from the program such as a mentor, friends, or an internship. Finally, relationships born out of the program were the array of new connections both on and off-campus that the participants developed during their year of service. For me it was like I wanted to work with kids, but I didn’t know what that entailed even though I took all this coursework… But once you are actually put in there it’s completely different. My biggest thing was what does it mean to be a mentor? Because I wanted to be a mentor but I wanted to do something I couldn’t define myself… until I was actually put here. “I have really found the world of non-profits very interesting. I think it would be very great work to be doing… to have some kind of community organization to serve people.” Laurel came from a Filipino family, was surprised that the Latino students who were already fluent in Spanish did not necessarily excel at the bi-lingual school where she tutored. She and other participants who worked with kids took this further, and described ways in which poverty impacts education. Gantwan, who worked with LGBT teens, went through a learning process himself while facilitating discussions about other oppressed groups and dual-identities. In addition to an increase in their cultural intelligence, students described the complexity of social issues and social justice at their sites, and this helped them to differentiate between “serving” in general, and “serving to combat social injustice”. I will always be more encouraged to do volunteer work even within my practice… I want to work with non-profits specifically because I want to be accessible to people who can’t afford it (therapy); and that wasn’t what I thought at first. I thought I am going to go into private practice and make all this money, and now… I think there are people that can’t afford that, and they should still have the access to services and I would rather be poor and be helping than to have all this money and not be helping that population. …I think we just can all relate to each other really well… I don’t know if it’s because we all come from close to the same background (low-income families) or because we have the same feelings about things, but it works… it’s easier to connect with someone when you share the same interest… we want to help the community. “…I would consider her a mentor, and I think she would consider herself a mentor… it’s a great relationship I have formed through this, mostly because it’s one-on-one contact.” Implications
THEORY- Abandon assimilation models of engagement.
PRACTICE - Student Affairs professionals can learn from and accept those in the helping professions as partners in retention, they offer our students a form of mentorship that we are not trained for, working in higher education.
POLICY - Measure national service program success on impact on college student participants as well as community. 1st step 3rd step Spark Last step Start (cc) image by nuonsolarteam on Flickr In Practice Secure funding through private and public sources Chancellors Scholars -- private scholarship program -- flexibility.
M3C Program -- AmeriCorps -- much more rigid and requires more tracking. 2nd step Recruit through Financial Aid Office Pell grant and First Generation are both questions on FASFA
Choose students who have a an interest or major related to community engagement Logistics & Leadership Class MOAs
Paper and electronic timekeeping
Episodic events Presentation of Engagement and Learning Demonstrated learning civic identity
Demonstrated learning leadership identity