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The Office of Student Diversity

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Student Diversity

on 26 January 2016

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Transcript of The Office of Student Diversity

The Student Diversity
Initiatives Office:
Provide programming, training & events that support an inclusive campus community and celebrate diversity for ALANA & LGBTQ students. The office also provides programmatic assistance in the college's retention efforts of those student populations.
A campus of community & inclusivity
A resource to empower and support students of ALL backgrounds and walks of life. We welcome & respect differences in age, race, ethnicity, gender identity, socio-economic background, nationality, sexual orientation & religion
What We Do....
Diversity Training
Programs (social, cultural, educational & retention)
Advising (student clubs)
Clubs We Advise....
Black Student Union
Amor Latino
Moda Dal Vivo
OutReach: GSA
Cabrini Steppers
International Club
Working Group Members
Maya Gordon
Chris Lysionek
Lisa Plummer
Stephanie Reed
George Stroud
Shannon Zottola
ALANA* Retention Study
Completed 2011-12
*(African American, Latino, Asian, Native American)
1.) Do significant differences exist between our retention of ALANA students and Caucasian students?

2.) Is the presenting profile of ALANA students significantly different from that of Caucasian students?

3.) As retention rates have increased for all freshmen, have they increased at the same rate for ALANA students?
Research Questions

1) Relationship between 1st – 2nd year retention and 18 independent variables

Residential Status
SAT Scores (M, V & C)
LLC Participation
1st Generation
Miles to home < and > 50
Cabrini GPA (semester & overall)
Major declared at entry - Admitted after May 1st
Financial Aid (Pell, EFC, Cost to attend, total aid, cost to aid differential)
Cabrini as 1st choice
2) Comparison of entering profiles 2008 & 2010 FTFT African American (N = 79), Hispanic/Latino (N = 25) & Caucasian (N = 668)

Pre-Enrollment Variables
SAT (Math, Verbal, Combined)
High school GPA
1st Generation
Miles from home
Post-Enrollment Variables
LLC participation
Residential status
Student athlete
Cabrini GPA (semester & overall)

3) Qualitative results – focus groups and interviews
N = 12 African American 2 seniors, 5 juniors, 5 sophomores, 1 freshmen
Independent variables with
most significant and largest effects
on retention
- Cabrini GPA (positive)
- Distance from home (negative)

Independent variables with
significant and meaningful effects
on retention
Gender * Men, controlling GPA
Fall 2010 enrollees

1st Generation
African American student
Major Findings
3) Focus Group Results –

Difficult transition to the College
Roommate problems
Pressure to come home on weekends
Culture shock of being a minority on a largely “white campus”

Challenges with Peer Culture
Undercurrent of “racial tension”
Racist comments & jokes – risk of appearing “overly sensitive”
Disparaging comments/perceptions
re: increase in African American students
“those people shouldn’t be here”
Feeling they have to prove their “worth and ability”
Negative Focus Group Findings (cont.)
is inaccurate
African American students are being retained at a significantly lower rate :

Fall 2011 = 61% & Fall 2012 = 60% vs. 73.9% Caucasians
Academic Preparedness
Lower HS GPAs at entry
Strong correlation to Cabrini GPA
Significant, positive relationship between Cabrini GPA & retention
Financial Challenges
Lower EFCs + Higher Pell grants
Secondary Characteristics
1st Generation
Lack of benefit from current retention initiatives
Minority Status
Adjusting to predominantly white institution
Negative aspects of peer culture
Well meaning assumption to treat all students “the same”
Suggests not currently a “best fit”

Academic Support
Adjustment Support
Financial Planning
Clear & visible College articulation re: commitment to diversity
Response protocol for anonymous racism
Further diversification of faculty and staff
Dissemination of research findings
Additional Research
Race Conscious faculty & staff development (AAC&U, Fall 2009)
Freshmen fall 2008, 2009 & 2010 (N = 1199)
Data & Analysis:
More Data Analysis.....
Major Finding-Focus Group
2) Entering student profile comparisons (2008 & 2010)
In comparison to Caucasian students,
African American students enter with significantly:
Lower SAT scores (Math, Verbal, Combined)
Lower average high school GPAs
Higher likelihood of being 1st generation

Post Enrollment they have/are significantly:
Less likely to be student-athletes
Have lower first year Cabrini GPAs
Less likely to reside on-campus

Financially they have/are significantly:
More likely to receive Pell grants
Significantly lower EFCs
Findings (cont.)
2) Entering student profile comparisons (cont.)

In comparison to Caucasian students,
Hispanic/Latino students enter with significantly:
- Lower combined SAT scores
- Greater distance from home (> 50 miles)

Financially they are significantly:
- More likely to receive Pell grants

But there are no significant differences in their retention rates compared to Caucasian students.

3) Focus Group Results –
Feel supported & encouraged by faculty, advisors & staff
Evidence of College’s concern for diversity visible in classes, programs & partnerships
Also visual cues reflecting diversity – Grace Hall mural, Safe Zone indicators, faculty & staff of color
Recruitment for diversity is apparent & positive especially in 2011-12 entering cohort
Sense of accomplishment about being here--
“I’m proud to attend Cabrini” “I feel like I’m somebody”
Focus Group Findings (cont.)
Focus on Problems
Diversity and differences between students aren’t discussed or noticed unless a problem occurs

“Not everyone from Norristown is poor.”
Being singled out in class to speak on behalf of their race.

Once recruited and enrolled, all students are “the same”
“ Cabrini fought to get me here, but not to keep me here.”
Discussion Questions
Table Discussion:
1. What are some multicultural/diversity issues that play a role in this case & how?
2. What are some of the retention issues or red flags?

Group Discussion:
1. What barriers are present(in case & at Cabrini) that have an effect on the campus climate?
2. What are some suggestions for addressing them?
Full transcript