FROMHERE2THERESUCCESSMODEL2016 (2)

THE COLLEGE BOARD
A DREAM DEFERRED
THE FUTURE OF AFRICAN AMERICAN EDUCATION
“From Here to There”
A Success Model for First Generation African American
Students
Dr. Fay M. Butler
fbutler@lagcc.cuny.edu
LaGuardia Community College/CUNY

A Proposed Model of Success
This Workshop will be presented in Five Parts
i. The Concept of “Here to There”
ii. Research: Theory, Definitions, Lit Review
iii. The Proposed Model-Things about “Here and Things
about “There”- Criteria for Judgment and Measuring
the Elements
iv. The Elements of the Model
v. Q and A-Survey/Concluding Thoughts
vi. References

i. The Concept of Here to There
From here to there is not about a pipeline or a
direct route..
Instead this concept includes the many different
stories and potential probable twists, turns and
detours…getting….>>>>>>>> THERE

From here to there suggests progressive
movement from one place to another. We meet
students at different points in their journeys…many of
us have the honor of being in a position to positively
impact students on their journey of trying to
get….”THERE”

For this workshop
“Here” is defined as a starting point: a decision, a
move, a life moment when the student starts* their
journey to a postsecondary education ( start time
occurs at different times for different groups)
“There” is defined as the institutional choice; actual
enrollment and expectations

ii. Research: Theoretical Models used in support of this
presentation are:
• Hossler’s and Gallagher’s (1987) college choice model (College
ChoiceTheory);
• Freemans model of college predetermination
• Cabrera and LaNasa three task process
• Bourdieu and Passeron’s (1990) theory of cultural capital;
• Ogbu’s (1992 ) theory of the role of community forces (Status
Attainment Theory);
• Strayhorn (2012) Sense of Belonging

ii. Research: Definitions
Cultural and Social Capital-In simplest terms, the
concepts of cultural and social capital mean assets, in the
form of behaviors, on which individuals and/or families
can draw to meet a certain set of established values in a
society.
Habitus-Bourdieu’s construct of Habitus provides an
instructive lens for understanding the often complex
experiences of First Gen or underrepresented students.

ii. Research: Definitions

ii. Research: Literature Review Key points regarding “Things
about HERE”-Framework for Student Success

ii. Research: Literature Review Key points regarding
“Things about THERE”
• Interaction between Institutional Conditions and
students behaviors
• Student engagement*** (sense of belonging)
• Ongoing assessment of processes and outcomes

iii. THE PROPOSED MODEL-Things About Here and
Things About There
Based on previous research findings, these five elements
during the pre-college experience are critical to the framework
for student success
IE= increasing expectations;
IA= improving academic preparation;
IC= improving college knowledge;
IS= improving social supports;
IF= increasing financial assistance.

iii. THE PROPOSED MODEL- Things About There
Based on previous research findings, the presence or absence
of the following five elements and the nature of programming
activities as it relates to these elements influence success.
SAA- Strategic Alignment of Academic options
SS/SB- Social Supports-Sense of Belonging
RE/PD-Raise Expectations-Personal Development
IN-Institutional Knowledge
FA- Financial Awareness

Criteria for Judgment
The Criteria for Judgment was taken directly from the College
Preparation literature as well as the Student Success
Literature, including: College Students Sense of Belonging,
What Matters To Student Success, Moving From Theory To
Action.

Measuring the Elements
Presence/Absence
First, institutions can be judged on whether an element of
success is present or absent. The presence of a specified
number of activities within each element can potentially be
categorized as highly present for that element. If there are not
a high number of activities, an institution can be judged to
only have that element partially present.

Measuring the Elements
Presence/Absence
Second, if the element of success is present, the institution
can potentially be judged in how intentional they are in
implementing activities that are sustained throughout a
semester,an academic year or annually….

iv. THE PROPOSED MODEL- The Elements
Based on previous research findings, the presence or absence
of the following five elements and the nature of programming
activities as it relates to these elements influence success.
SAA- Strategic Alignment of Academic options element
includes but not limited to: Curriculum Alignment with
enrolled class academic preparation, Early college/bridge
experiences, Type of academic advising, Academic supports,
Diversity of instruction (definition)-

SS/SB- Social Supports-Sense of Belonging
Sense of belonging- A quick review-basic human need, sense
of belonging is related to and consequence of mattering,
social identities intersect and affect college students sense of
belonging. Social support definitions
This element includes but is not limited to: safe spaces for
diverse groups, programming and outreach to support
students who are members of affected groups, faculty /staff
models, cross campus promotion of inclusion and diversity

RE/PD-Raise Expectations-Personal Development elements
include but not limited to ; Road Mapping, Family Engagement,
leadership training, talent and skill exploration(toolbox),
mentoring, community involvement, building cultures of civility
and respect..
The Toolbox – next slide

The Toolbox Seven Stages to Effective Use of Skills and Talents
STAGE ONE Realization Know your Family History regarding natural talents
and skills.
STAGE TWO Investigative Investing of time and resources in learning about
the skills and talents.
STAGE THREE Visualization Seeing yourself effectively using, or mastering
the gift or talents.
STAGE FOUR Practical Stage Requires that one serve as an apprentice with
another experienced family member or a subject matter expert in the field
STAGE FIVE The Service Stage Total commitment to the gift or talent
STAGE SIX Do No Harm- The Wisdom Stage Don’t use your expertise to
harm, to disrespect others and don’t misappropriate your gift
STAGE SEVEN Sustainability-Generation to Generation One of the ways in
which our tools remain sharp and relevant/ sustainability is that we teach the
next generation.
Imagine: 30 Days to A New You Motivational Press. Chapter by Fay Maureen
Butler

IN-Institutional Knowledge-elements include but are not limited to
activities that assist students in managing and negotiating
everyday life at our institutions, new student orientation, welcome
back week, understanding of residence hall rules, frequency of
publishing of important dates and student requirements,
transportation, safety and security issues, building access issues

FA-Financial Awareness-elements-include but not limited to
• Meeting deadlines for Aid and Scholarship applications
• Withdrawal from School/ maintaining status to receive aid
• Career Choice and Finance
• Managing Credit
• Life Planning

Q and A-Survey/Concluding Thoughts
Survey
Review the elements:
1. SAA- Strategic Alignment of Academic options
2. SS/SB- Social Supports-Sense of Belonging
3. RE/PD-Raise Expectations-Personal Development
4. IN-Institutional Knowledge
5. FA- Financial Awareness

Survey
1. Are these elements present or absent at your institution?
Highly present/partially present
2. If they are present , can you name at least 2 activities
that are under each of the “Present” elements

Summary
Creating the conditions that foster student success in college has
never been more important (Kuh, Kinzie, Buckley, Bridges, Hayek)
Low income students, first gen, historically underserved students
often face double, perhaps triple disadvantages with Intersecting
challenges. They may be at risk of underperforming or early
departure.

Summary
• Pre Enrollment Factors influence the “here” part of the journey
• Institutions can greatly impact the ‘there’ part of students
experiences

References
Cabrera, A.F & La Nasa, S.M. (2001). On the path to college: Three critical
tasks facing America’s disadvantaged. Research in Higher Education, 42
(2) 119-148.
Cabrera, A.F., Prabhu, R., Deil-Amen, R., Terenzini, P.T., Lee, C. & Franklin,
R.E. (Eds.). (2003). Paper presented at the 2003 ASHE meeting: Increasing
the college preparedness of at-risk students, Portland, Or.
Cabrera, A.F.,Burkum, K.R. & La Nasa, S.M. (2003). Pathways to a four year
degree: Determinants of transfer & degree completion among
socioeconomically disadvantaged students. In A. Seidman (Ed.) College
student retention: A formula for student success. (pp.161). ACE/Praeger
series on Higher Education.

References
Education Commission of the States. (2001). Postsecondary
Options:dual/concurrent enrollment.
Freeman, K. (1997). Increasing African Americans participation in higher
education. Journal of higher education, 68, 523-550
Higher Education Research Institute. (2007). First in my Family: A Profile of
First Generation College Students
Hossler, D., Schmit, J., & Vesper, N. (1999). Going to College. Baltimore, MD:
Johns Hopkins University Press
Kezar, A. (2000a). Access to higher education. ERIC Review, 8 (1) 2-3
Kezar, A. (2000). Does it work? Research on early intervention. ERIC Review,
8 (1) 9-12.

References
Kirst, M.W. & Venezia, A. (2004). From high school to college: Improving
opportunities for success in postsecondary San Francisco, CA Jossey Bass
Kuh,G.D.,Kinzie,J.,Buckley, J.A. &Bridges, B.,(2006). What Matters to Student
Success: A Review of the literature. NPEC
LUMINA Foundation (2003). Restricted access. Lumina Foundation for
Education New Agenda series. Indianapolis, In.
Martinez, M. & Klopott, S (2003). Improving college access for minority, low-
income, and first generation students. Pathway to College Network. Boston,
Ma.
McDonough, P (2004). The school to college transition: Challenges and
Prospects American Council on Education: Center: for Policy Analysis.

References
McDonough, P. (1997). Choosing Colleges: How social class and How social
class and schools structure opportunity Albany. N.Y. State University of
New York Press.
National Center for Education Statistics (1996), National education
longitudinal study: 1988-1994, Descriptive summary report
Washington, D.C.:U.S, Department of Education.
National Center for Education Statistics (1997), Confronting the Odds;
students at risk and the pipeline to higher education, Washington, D.C.: U.S.
Department of Education.
National Center for Education Statistics (1997) Access to postsecondary
education fro the 1992 high school graduates. Washington, D.C.,U.S.
Department of Education.

References
National Center for Education Statistics (1998). Choosing A Post Secondary
Institution, Washington, D.C.: U.S. Department of Education.
National Center for Education Statistics (1998). First-Generation Students:
Undergraduates whose Parents Never Enrolled in Postsecondary Education.,
Washington, D.C.: U.S. Department of Education.
National Center for Education Statistics (2001), Educational Achievement in
black-White Inequality, Washington , D.C.: U.S. Department of Education.
Ogbu, J. (2003). Black American students in an affluent suburb. Mahwah, NJ:
Earlbaum Associates.
Perna, L.W. (2000). Promoting college enrollment through early intervention.
ERIC Review, 8 (1) 4-8.

References
Perna, L.W. (2000). Differences in the decision to attend college among
African American, Hispanics and Whites. The Journal of Higher Education,
71 (2), 117-141
Price, D.V. (2002). What we know about access and success in
postsecondary education. Lumina Foundation for Education, Indianapolis,
In.
Roscigno, V.J. (1998).Race and the reproduction of educational
disadvantage. Social forces, 76 (3), 1033-1061.
St. John, E.P., Chung, C.G. Musoba, G.D., Simmons, A.B, & Wooden, O.S. &
Medndez, J.P, (2204. Expanding college access: The impact of state finance
strategies. Lumina Foundation for Education New Agenda Series.

References
Strayhorn, T.L. (2011). Bridging The Pipeline: Increasing Underrepresented
Students’ Preparation for College Through A Summer Bridge Program.
American Behavioral Scientist 55(2). Sage Publications
Strayhorn, T.L. (2012). College Students Sense of Belonging: A Key to
Educational Success for All Students. Routledge Publishing
Tinto, V., Pusser,B (2006) . Moving From Theory to Action: Building a Model
of Institutional Action for Student Success.
Venezia, A., Kirst, M.W., & Antonio, A.L. (2003). Betraying the college dream:
How disconnected K-12 and postsecondary education systems undermine
student aspirations. Stanford University Bridge Project.

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