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    Lpmp Lpmp Presentation Transcript

    • Latino/Hispanic Peer Mentoring Program
      Juntos Podemos (Together We Can)
    • Current Issue in Higher Education
      Enrollment of Latino/Hispanic students has increased over the years yet many Latino/Hispanic students never finish earning their degrees and leave college due to feelings of isolation and not feeling integrated in the university community.
    • Program Design
      • Intended for incoming Latino/Hispanic first-year and transfer students.
      • Mentors must have participated in the program prior to becoming a mentor.
      • New students will be assigned to a mentor during the summer prior to their 1st semester.
      • Mentors will have 5 mentees.
      • Mentees will attend social and cultural events that will promote engagement within the Latino/Hispanic community and the larger university community
    • Program Design cont’d
      • Mentors and mentees will meet at least twice a week in a social and academic setting.
      • Mentors and mentees will be asked to keep a journal of their experiences.
      • Mentors will attend a resource retreat where they will be able to identify many of the resources available to them as students.
      • Mentors and mentees will attend a monthly summit where they will be able to share their experiences and thoughts with others.
    • Goals
      • Strengthen and foster student engagement that will lead to increasing graduation and retention rates of Latino/Hispanic students.
      • Build a sense of family among Latino/Hispanic students, faculty, administrators and alumni that will encourage full participation within the larger university community.
      • Provide venues for discussion about what it means to be Latino/Hispanic locally and globally.
      • Provide a home away from home.
      • Provide multiple opportunities for exploration of ethnic identity development.
    • Objectives
      Students will be able to:
      • Identify when is Hispanic Heritage Month and be able to attend at least 3 events.
      • Identify and receive available financial, academic and support services offered by the university.
      • Describe the diversity within the Latino/Hispanic community.
      • Run for leadership positions in various student organizations.
      • Integrate themselves into the larger university community in a curricular and co-curricular way that will discourage isolation.
    • Atkinson, Morten & Sue’s Minority Identity Development Model (1979, 1989)
      Five stage conceptual framework model:
      • Conformity
      • Dissonance
      • Resistance & Immersion
      • Introspection
      • Integrative Awareness
    • How Minority Identity Development Model Applies
      • Considering the heterogeneity of the Latino/Hispanic community, students can display the behaviors that relate to any of the 5 stages.
      • When developing programming, using the (MID) model can inform the types of events you will create and help establish a target audience.
      • Being aware of the theory may inform how you pair up mentors and mentees that share similarities in cultural competence, upbringing/background and identity.
      • Understanding of the theory may allow you to reach out to certain students before they consider leaving college.
      • Knowledge of the theory will help facilitate discussions about constructs of identity development (monthly summits)
    • Why the minority identity development model
      • There are several races that makes up the Latino/Hispanic ethnicity.
      • MID model transcends racial lines and was designed to apply to all minorities because it is a conceptual framework.
      • Stages of the MID model are intentional and suggests progression from stage to stage which can contribute to a student feeling integrated into a university community.
    • Assessment
      • Pre & post tests to determine cultural competence.
      • Pre & post tests to determine how students identify.
      • Journal writings may be evaluated as qualitative data.
      • Review of annual graduation rates and retention rates.
      • Exit interviews for students who do not persist through college.
    • Limitations
      • Latino/Hispanic students leave college for various reasons, not just isolation or feelings of not fitting in.
      • Students of Latin descent may not identify as ethnically Latino/Hispanic on their admissions application.
      • Comprehension or lack thereof of the Spanish language may unite some while outcast others.
      • Often, administrators typecast individuals into stages of theories which can be problematic.
    • Questions?