2012 lms research presentation, saenz & rodriguez


Published on

Published in: Education, News & Politics
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

2012 lms research presentation, saenz & rodriguez

  1. 1. Setting the Tone:The Latino Male Education Crisis Victor B. Sáenz, PhD Assistant Professor (UT-Austin) & Director, Project MALES Sarah Rodriguez Doctoral Student (UT-Austin) & Research Coordinator, Project MALES May 4th, 2012 © 2012 Victor B. Sáenz
  2. 2. Outline of Presentation: Ensuring the Success of Latino Males in EducationUnderstanding the Our Research on From Awareness toSilent Crisis Latino Males in Action• Latino Males in College • Project MALES Education • Findings from our • Student Fellows Program A look at the data qualitative study at Texas colleges and universities• Alternative • Visit to San Antonio Pathways College 2 © 2012 Victor B. Sáenz
  3. 3. What are the conversations? © 2012 Victor B. Sáenz
  4. 4. Understanding the CRISIS facing Latino Males in Education Stealth • Many are unaware of the depth of the gender gap; Issue It’s a SILENT CRISIS • Some are unwilling to discuss; some find itSkeptics & counter-productiveNaysayers • Gender Equity Debate Persists!What is • High School Graduation the • College EnrollmentGender • Degree Attainment Gap? © 2012 Victor B. Sáenz
  5. 5. Latino Males & Females 18- to 24-Year-Olds With Less Than a High School DiplomaSource: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), “FallEnrollment in Colleges and Universities” surveys, 1976 and 1980; and 1990 through 2009 Integrated Postsecondary Education Data System(IPEDS), “Fall Enrollment Survey” (IPEDS-EF: 90), and Spring 2001 through Spring 2010, Table 235. © 2012 Victor B. Sáenz
  6. 6. Latina/o Postsecondary Enrollment Trends By Race & Gender (Among all 18 to 24 year olds within group) 60 50 47.7 40 42.3 Percent 30 31.0 24.2 20 10 14.8 0 1985 1990 1995 2000 2005 2009 Latino Males Latina Females White Males White FemalesSource: U.S. Census Bureau. Current Population Survey Reports, School Enrollment—Social and Economic Characteristics ofStudents, 1985–2009. © 2012 Victor B. Sáenz
  7. 7. Texas Context (THECB data) Texas Public Higher Education Almanac,2011: A Profile of State and Institutional Performance and Characteristics. (THECB). African American Males Hispanic MalesTexas Public Higher Education Almanac,2011: A Profile of State and Institutional Performance and Characteristics. (THECB). © 2012 Victor B. Sáenz 7
  8. 8. Latino Gender Gap Continues in College Completion Latina/o Bachelors Degrees Awarded (1977 to 2009) 80 Thousands 70 56.3% 60 diff. 50 # of BAs 40 30 20 10 0 Latina Females Latino MalesSource: Knapp, L.G., Kelly-Reid, J.E., and Ginder, S.A. (2010). Postsecondary Institutions and Price of Attendance in the United States: Fall 2009,Degrees and Other Awards Conferred: 2008–09, and 12-Month Enrollment: 2008–09 (NCES 2010-161). U.S. Department of Education.Washington, DC: National Center for Education Statistics. Retrieved September 1st, 2010, from http://nces.ed.gov/pubsearch. © 2012 Victor B. Sáenz
  9. 9. 2010 Hispanic Degree Attainment (AA & BA) (NCES,2010)Source: U.S. Census Bureau, Current Population Survey, 2010 Annual Social and Economic Supplement. © 2012 Victor B. Sáenz
  10. 10. Projection of Bachelor’s Degrees Awarded to Latinos by Gender: 1977 to 2040 (NCES,2010)200,000 Projected 185779 151301150,000 Hispanic males Hispanic females 120644 116824100,000 98058 78,898 61,634 75472 44,758 50,000 30,604 50,628 17,897 39,490 30,301 23,626 10,318 11,022 14,932 0 1977 1981 1990 1995 2000 2005 2009 2020 2030 2040Source: U.S. Census Bureau, Current Population Survey, 2010 Annual Social and Economic Supplement. Projections from 2011–2040 are basedon author’s linear interpolation calculations. © 2012 Victor B. Sáenz
  11. 11. What is Happening to our Boys in the Early Grades? Over-representation in Over-representation in School Discipline Special Education Pipeline Teaching RanksElementary & Education Learning Styles © 2012 Victor B. Sáenz
  12. 12. Latino Boys – “Overrepresentation” The problem of“overrepresentation” Special Education Boys can retreat even is worst for African Tracking for The phenomenon of further away fromAmerican and Latino “behavior” problems stigmatization their schooling boys in Special and At-Risk Labeling experience Education tracks © 2012 Victor B. Sáenz
  13. 13. Latino Boys – Middle School yearsBy middle school years• They have been labeled “at-risk”,• They have not gotten along well with their teachers who they increasingly see as the enemy,• They may feel more and more stigmatized for being singled out as learning disabled or “not smart” Boys in grades four through eight are twice as likely as girls to be held back, and the rate is even higher for boys of color (NCES, 2006) They may have a difficult time rediscovering the motivation to become successful learners © 2012 Victor B. Sáenz
  14. 14. Latino Young Males – Summary of K-12 Experience Unequal distribution of More likely to be school funding, under- under-resourced, prepared teachers, high under-staffed, racially- teacher turnover, the segregated, poverty- flight of affluent stricken, and neglected families, poor schools in the country. leadershipMore likely to attend schools with high Increased police presence in high racial/ethnic schools with high minority student ethnic percentages populations Systemic and Structural inequalities © 2012 Victor B. Sáenz
  15. 15. Latino Males and the College Experience Role of Family in Success of Latinas should be Adjusting to College Adjustment (Social capital) examined more closely• Males have problems • Family unit plays a major • Self efficacy with “Help-seeking role in adjustment, coping abilities, and persistence in behaviors” (Gloria et college for Latina/o • Degree aspirations al., 2009, etc.) students • What can we learn from this research literature• Difficulty in finding safe • Role of Mothers (female spaces or a sense of figures) is key community • What about Fathers?• Cultural mismatch & academic demands can lead to feelings of isolation and depression, (Cole & Espinoza, 2008). © 2012 Victor B. Sáenz
  16. 16. The GOOD NEWS:A Growing Chorus National • College Board Advocacy & Policy Center • Institute for Higher Education Policy (IHEP) Organizations are • Excelencia in Education taking notice • Gates, Kellogg, Helios, Spencer, Lumina, Kresge • State of Texas: Closing the Gaps 2010 Action Plan State/Federal • Department of Education increased focus onpolicymakers see the Men of Color in higher education (NSF) challenges • APLU Minority Male STEM Initiative Where do we go • From Awareness to Research to Action from here? © 2012 Victor B. Sáenz
  17. 17. Our Current Research…17 © 2012 Victor B. Sáenz
  18. 18. Qualitative Research Design • Research Collaboration between various K-12 , community college, and four-year universities SITE VISIT • Learn about experiences of Latino male students • Gauge awareness among stakeholders PURPOSE • Explore challenges to institutionalizing an initiative targeting Latino males METHOD • 38 focus groups with190 students • 61 interviews with administrators, faculty, & staff • Conducted Interviews/focus groups Fall 2010 TIMELINE through Spring 2012 © 2012 Victor B. Sáenz
  19. 19. Texas Research Sites Tarrant County College UT- Austin & ACC Lone Star – CyFair & North Harris UTSA; Alamo Colleges South Texas College © 2012 Victor B. Sáenz
  20. 20. Administrator Awareness © 2012 Victor B. Sáenz
  21. 21. Administrator Awareness of the Latino Male Achievement Gap Varied Greatly Awareness as a continuum National vs. Institutional trends Proximity to issue in daily work No Full Cognizance “Keenly aware “Not on the & called to radar” action” © 2012 Victor B. Sáenz
  22. 22. “We don’t even acknowledge it because to acknowledgesomething means that you have to do something about it.So we won’t acknowledge it” - Administrator, male“I think that if faculty and staff and even our students knew about the crisis about Hispanic males and how many of these students are not progressing, they are not being retained, they are not graduating; then I think there would be more of a movement toward providing assistance and creating…initiatives that will change our campus and bring everyone together about this issue so it would expand awareness.” - Administrator, male © 2012 Victor B. Sáenz
  23. 23. Administrators aware of the Latinomale achievement gap often metresistance in promoting awarenessand garnering support. Focus on serving all, rather than subgroups “Not a problem here” Will be a detriment to other “causes” © 2012 Victor B. Sáenz
  24. 24. 24“Theres not a huge learning gap that existsbetween the subgroups. I mean one or twopoints but its not significant..” - Administrator, male“I dont specifically focus on Latino males orLatino females. I focus on the kids.” - Administrator, male © 2012 Victor B. Sáenz
  25. 25. 25“I think there is just a fear, or a reluctance, toreally have targeted outreach towards Black andLatino males. I don’t know if people are worriedabout a backlash. I could care less about that, butwe have got to do a much better job of meetingthe needs of that population.” - Administrator, male“…the first question that came about was, ‘Well,what about women? Dont women have itharder?’ Thats first thing that came out of theirmouths…we have to be sort of sensitive ...” - Administrator, female © 2012 Victor B. Sáenz
  26. 26. 26Factors that Affect Students © 2012 Victor B. Sáenz
  27. 27. Many Factors Impact Latino Male’s Educational Experiences and Success Family & Finances Peer Influence Connections to Campus (or lack thereof) Pride Desire for Mentoring © 2012 Victor B. Sáenz
  28. 28. Students feel a sense of obligationto their families and may choosework over education.“Like, they just want to go straight into work.And practically, work for Latinos is construction.So they just know construction, and that’s whatthey’ll do…they just want to get money rightaway. If not, the other reason is that they havefamily. Because they have a child or theirfamily needs help, so they have to supportthem.” © 2012 Victor B. Sáenz
  29. 29. Peer influence is Dual-Edged:“I think it’s also your influences from friends. Ifyour friends go to college, you’re more likely togo to college. If your friends don’t go to college,you’re more likely not to go to college…whoyou hang around with, how your friends act.What they’re doing, it affects everything,especially around our age group, the youngergroup of Latinos.” © 2012 Victor B. Sáenz
  30. 30. Latino males articulated feelings of 30 isolation and disconnection on campus“I felt lonely! First day on campus, I felt lost. I did not know where Iwas…In fact, there were people in there taking notes. And I’m like,“What are we supposed to take notes about?”You’re not even writinganything on the chalkboard and letting you know. ““I felt real outta place. I remember when I was in my history class… Ithought, “Man, when is he going to stop talking?” He just kept rumbling.And, and see the thing was… the teacher I had didn’t even teach outtathe book. He would just talk…like, just talk. And he would go intorandom subjects. I would [say], “Oh, the syllabus said we’re supposed tobe discussing this.” “You know, that’s too boring. I don’t feel likediscussing that.” I’m like, “Okay, I guess that’s the way college is now,”you know? You kind of do whatever you want; freelance it.” © 2012 Victor B. Sáenz
  31. 31. Complex Influence of Pride“…my dad, he would tell me about how he raisedus and that he didn’t need help from anybody. Sowhen I’m in school I’m thinking I have to doeverything by myself because I have something toprove, and asking for help I guess kind of weakensthe cause of what I’m doing.”“I’m the first to come to college in my family, in likemy ENTIRE family. So, there’s this big, uh, weight onmy back, so that everybody’s like, oh, he’s going tocollege … everybody says, you better not mess itup.” © 2012 Victor B. Sáenz
  32. 32. Latinos also articulated a desire to 32be involved in mentoring.“I wish I had had someone there to tell me allabout what I needed to know about college. Imean, it’s cool, being the first one to come tocollege, but it would’ve made it a lot easier if Ihad had someone help me.”“It felt good to help him and encourage him tocome to college. It made me feel like, “whoa,I’m being helpful and doing something good forthe world, you know?” © 2012 Victor B. Sáenz
  33. 33. 33Recommendations © 2012 Victor B. Sáenz
  34. 34. 34 Recommendation #1: AwarenessKnowledge is Key See the Latino male educational crisis as an issue for EVERYONEAction Items Disseminate research Frame positively Know your school’s demographic data Internal and external messaging © 2012 Victor B. Sáenz
  35. 35. 35Recommendation #2: Buy-InConnect to Campus and Community Engage key internal and external stakeholdersAction Items Form internal partnerships to obtain investment from key administrators on campus Recruit faculty/staff Form external partnerships with local ISDs and community organizations to increase the transitions, participation, and academic success of Latino Males Examine existing resources and reallocate when necessary © 2012 Victor B. Sáenz
  36. 36. 36Recommendation #3: SupportStructuresProvide Pathways for Success Identify student needs and target supports accordinglyAction Items Continued research and monitoring of Latino male achievement for targeting needs Recruit and retain quality Latino male faculty/staff Recruit Latino male students as classroom and community leaders Programs with “Men in Mind” Strategic Advising First-year programs Faculty & peer mentoring programs © 2012 Victor B. Sáenz
  37. 37. From Awareness to Action…37 © 2012 Victor B. Sáenz
  38. 38. WHAT IS Project MALES? An initiative of DDCEKicked off by grant from TG 1st partner: South Texas College Research Mentoring Agenda (Pilot Model) Latino Male Educational Project MALES Student Success Fellows (K-16) Community Four-year Colleges Institutions 38 © 2012 Victor B. Sáenz
  39. 39. Project MALES: Goals/Objectives To increase year-to-year retention as well as graduation rates of Latino male students at institutions of higher education To develop and sustain a research-informed, culturally-relevant mentoring program that advances the success of Latino males across the educational pipeline To host an annual community forum to raise awareness about the challenges facing Latino males along the educational pipeline To raise level of awareness and engagement on the growing gender gap in educational attainment39 © 2012 Victor B. Sáenz
  40. 40. Project MALES on the move… © 2012 Victor B. Sáenz
  41. 41. Awareness to Action! Dr. Victor Saenz speaking at a Capitol Hill Briefing with the College Board, June 2011 House Education & Workforce Committee Room © 2012 Victor B. Sáenz
  42. 42. Awareness to Action! Dr. Luis Ponjuan speaking at a Briefing for the National Education Association (June 2011) Washington, DC © 2012 Victor B. Sáenz
  43. 43. Univ. of Florida Latino Male Symposium (June 2011) Univ. of Florida Latino Male Symposium (June 2011) Latino Male Student Panel Gainesville, FL © 2012 Victor B. Sáenz
  44. 44. May 4th, 2012, UT-Austin © 2012 Victor B. Sáenz
  45. 45. Project MALES: Goals of the Mentoring Model GOALS Pilot Project• Focus on first year • Spring 2012 students • Faculty, Staff, and Alumni• Utilize focus groups Mentors• Provide student services • Partners• Supportive environment • Longhorn Center for• Reaffirmation of values Academic Excellence• Mentoring & role models • X-Y Zone (Communities• Community engagement in Schools)• Student organization • Travis High School, Austin ISD © 2012 Victor B. Sáenz
  46. 46. Project MALES: Mentoring Structure (pilot) XY-Zone High School Student Project MALES Student Fellows XY-Zone Staff/Faculty High School Student Grad Students UpperclassmenCommunity Volunteers XY-Zone High School Student Project MALES Student Fellows XY-Zone High School Student © 2012 Victor B. Sáenz
  47. 47. Project MALES: Student Fellows ActivitiesMentoring w/ • Duration of mentoring relationship – up to 1 yearX-Y Zone • Mentors bi-weekly one-on-one meetings with mentees • Build rapport, explore academic/social transitions and progress, identifying mentee goals • College toursPM Student • Monthly meetings for all Project MALES Student FellowsFellows Cohort • Provides opportunity for guided experience in a specificExperience area • Opportunity to develop community; safe spacesPlaticas • Role-Modeling/Informal Mentoring through featuring Latino Speakers • Semi-structured Events (Fall/Spring – 3 times per semester) © 2012 Victor B. Sáenz
  48. 48. Awareness into ActionUnderstand Believe Act•Silent crisis in •We can •Commit to Latino male improve Latino male educational Latino male educational pathways educational excellence success © 2012 Victor B. Sáenz
  49. 49. Project MALES StaffVictor B. Sáenz, PhD, DirectorAssistant Professor, UT-Austin Thank You!Luis Ponjuan, PhD, Co-Director For more info: www.projectmales.orgAssistant Professor, University of FloridaMichael E. Nava, PhD, Co-DirectorTexas State UniversityStaff/VolunteersSarah L. RodriguezKelty GarbeeMilly LopezManny GonzalezBeth BukoskiCharles LuJenny SmithVeronica PeceroJennifer Estrada Victor SaenzKatie Pritchett vsaenz@austin.utexas.eduCarmen FinchJuan Garcia © 2012 Victor B. Sáenz