This document summarizes a presentation on examining the relationship between institutional services and the anticipated persistence of African American male community college students. It discusses the study's purpose, methodology, theoretical framework, findings, and recommendations. The study found that students who did not intend to return had lower scores on measures of service access, care, and efficacy compared to other groups. This suggests negative student service experiences contribute to early departure. The presentation recommends diversifying service delivery, implementing student care campaigns, and leveraging peer mentoring and students as resources to improve services and outcomes for African American male students.

1. Elliott R. Coney
Co-Presenter: Jamal E. Mazyck

2.  Program Learning Outcomes
 Icebergs, Divides, and Disconnects
 Research Study
 M2c3 instrument
 Research Methodology
 Research Results
 Video:Transformational Leadership
 Dr. Jansen,Transformational Leadership
 Strategies
 Theory U
 Prototyping Initiatives

3.  Participants of this presentation will be able to:
 Expand their understanding of correlational relationships
between student services and AfricanAmerican
community college men.
 Recognize potential programmatic and service barriers
disparately impacting African American community
college men.
 Define policy and practice strategies for improving service
access, service care, and service efficacy at their respective
institutions.

4.  What is happening at your institution regarding African
American males that you would like to change or improve?

5.  What challenges or barriers do you see in serving
African Americans males?

7.  Federal, state, and local efforts to enhance persistence, student
success, and college accountability
 U.S. Department of Education National Center for Education
Statistics report Condition of Education 2015 (NCES 2015-144),
 60% retention rate for first-time students with consecutive fall-to-fall
enrollment.
 29% completion rate 2010 (first-time, full-time) in 150% time (NCES
2015-144).
 African American men rank at or near the bottom on most
indicators of student success, including enrollment, persistence,
achievement, engagement, and attainment (Wood & Palmer,
2013; Simmons, 2013; Bush & Bush, 2010, Nakajima et al., 2012;
Harris andWood, 2013).

8. KNOWING WHY A
STUDENT LEAVES
IS IMPORTANT

9.  The purpose of this study was to examine the differential
impact of institutional services (service access, service use,
service care, and service efficacy) on the anticipated
persistence (stop-out, dropout, and grad-out) of African
American CommunityCollege men.

10.  Barnett (2010)
 Examined factors influencing student persistence
 Quantitative Correlational Method
▪ 322 Midwest Community College Students
▪ DualTheory Framework
▪ Student Departure-Tinto (1993)
▪ Validation – Rendon (1994)
 Salient Findings
▪ FSI  SAI  Intent to persist

11.  Bush & Bush (2010)
 Examine factors influence AA student achievement
 Mixed Methods Study
▪ Three-Tier Descriptive,Correlation, and RegressionQuantAnalysis
▪ 742 ICCD students via stratified random sample
▪ Triangulation via Focus Groups
 Salient Findings
▪ Dissatisfaction, Disengagement, Poor Faculty Interaction
▪ Campus climate as significant predictor
▪ Transfer, Better GPA, Higher Grad Rates

12.  Nakajima, Dembo, and Mossler (2012)
 Examined student decisions to drop out or stay in
school
 Qualitative Study
▪ Stratified random sample of 427 students
▪ 3-instrument psychosocial variable analyses
▪ Institutional Integration (Pascarella &Terenzini, 1980)
▪ College Self-Efficacy Inventory (Solberg, et al. 1993)
▪ Career Decision Scale (Osipow, et al., 1987)
 Salient Findings
▪ Good GPA, Full-Time, English Skills

13. Socio-Ecological
Outcomes Model

14. Student Success
* Persistence * Achievement
* Attainment * Transfer * Goal
Accomplishment *Labor Market
Academic Domain
• Faculty-Student Interaction
• Academic Service Use
• Commitment to Course of Study
Campus Ethos Domain
• Sense of Belonging (Student-Student) (Student-
Faculty) (Student-Student Service)
• Campus Racial/Gender Climate
• Welcomeness to Engage
• Campus Resources (Access) (Efficacy)
• Internal Validating Agents (Faculty) (Staff)
Societal Factors
• Stereotypes
• Prejudice
• Criminalization
• Economic
Conditions
• Capital Identity
Projection
• Mass Incarceration
Background/
Defining
Factors
• Age
• Time Status
• Veteran Status
• Primary Language
• Citizenship Status
• Generation Status
• [Dis]ability
Environmental Domain
• Mediators (Finances) (Transportation) (External
Validating Agents)
• Commitments (Family Responsibilities)
(Employment)
• Stressful Life Events
Non-Cognitive Domain
• Intrapersonal (Self-Efficacy) (Locus of Control)
(Degree Utility) (Action Control) (Intrinsic
Interest)
• Identity (Gender) x (Racial/Ethnic) x (Spiritual)
x (Sexual)
Inputs Socio-Ecological Domains Outcomes
Socio-Ecological Outcomes (SEO) Model

15. Non-Cognitive Domain
• Intrapersonal (Self-Efficacy) (Locus of Control) (Degree
Utility) (Action Control) (Intrinsic Interest)
Socio-Ecological Domains
“I worry that being here is not worth it because I see a lot
of people that graduated from college with all sorts of
degrees and still can’t get a job and are still struggling. So
I’m like ‘damn, I’m spending all this money on student
loans, what’s going to happen if I don’t get a job?”

16. Non-Cognitive Domain
• Intrapersonal (Self-Efficacy) (Locus of Control) (Degree
Utility) (Action Control) (Intrinsic Interest)
• Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual)
Socio-Ecological Domains
“What kind of man has two
kids and quits working so he
can go and read poetry at some
damn college?”
(Harris & Harper, 2008)
“I also comes from a sense of pride.You know,
you’re always taught to be a man, and you’re
proud
And, if you fall, if you stumble, then that’s your
own fault.You don’t bring anybody down with
you.You don’t ask for help because it’s your
doing.You shouldn’t have to ask anybody for
help, and so it’s just that sense of pride that
carriers over – that in the end, makes you fail.”
(Saenz et al., 2013)

17. Environmental Domain
• Mediators (Finances) (Transportation) (External
Validating Agents)
• Commitments (Family Responsibilities) (Employment)
• Stressful Life Events
Socio-Ecological Domains
“I’ve had more than a few family members die
in the past two years, so it’s just hard to focus. I
kinda lost my motivation and I really can’t
focus. My family needs me now more than ever
before.When I’m in class I’m physically there
but my mind isn’t.”
“I have to take 3 buses to get to
school.Transportation is a real
concern. If I miss one bus, or one bus
runs late, it means that I don’t make
it to class on time.Yeah, I spend like
an hour, sometimes an hour and a
half just getting to school.”

18. Campus Ethos Domain
• Sense of Belonging (Student-Student) (Student-
Faculty) (Student-Student Service)
• Campus Racial/Gender Climate
• Welcomeness to Engage
• Campus Resources (Access) (Efficacy)
• InternalValidating Agents (Faculty) (Staff)
Socio-Ecological Domains
“[They communicate] do not take this class, at all.
Don’t even try to take this class.The professor
emphasized multiple times that if you’re not
getting it, drop the class. No ways on how I could
fix or improve. Just drop the class.”
“There are some teachers
that will tell you,. “I’ve
probably given just oneA in
the last 3 years.”That’s
bulls^!t. Because you even
get to class you know you
can’t get an A.”

19.  Data from this study were derived from the Community College
Survey of Men (CCSM)
 An institutional level needs assessment tool designed to examine factors
influencing student success for college men of color
 Distributed to 12,000 men across over 70 community colleges
 Delimited to 212 Black men in a Southern California multi-college district
 Analyses conducted usingAnalysis of Covariance
 Effect sizes computed using n2 - .01, .06, .14
 Posthocs conducted using Bonferroni

20.  DependentVariables – ServiceAccess,
Service Use, Service Care, and Service
Efficacy
 IndependentVariable –Anticipated
Persistence
 ControlVariables – DegreeAspiration,
Generation Status,TransportationTime,
Stressful Life Events, and Credits Earned

21.  The campus services I need for success are
easy to access.
 I know which campus services to go to for
help.
 The Campus services I need for success are
available when I need them.

22.  The ANCOVA test indicated that there was a
significance difference between groups on the
outcome of anticipated persistence( F=4.612,
p=.001).
▪ The model accounted for 13.9% of the variance in the
outcome (adjR2=.085). This represents a medium effect
size.

25.  How often do you use the following services?
 The ANCOVA test indicated that there was a no
significance difference between groups on the
outcome of anticipated persistence( F= 1.242,
p=.241) and was excluded as a result.

26.  I feel that staff members ( in these areas) care
about my success.
 Academic Advising/Counseling
 Career Services
 Transfer Services
 Campus Library Services
 Tutoring Services

27.  The ANCOVA test indicated that there was a
significance difference between groups on the
outcome of anticipated persistence( F= 6.463, p=
<.001).
▪ The model accounted for 19.6% of the variance in the
outcome (adjR2=.146). This represents a large effect size.

30.  Campus services provide me with the help I
need.
 Campus Services provide me with accurate
information.
 Campus services are critical to my success

31.  The ANCOVA test indicated that there was a
significance difference between groups on the
outcome of anticipated persistence( F=4.466,
p=.002).
▪ The model accounted for 9.9% of the variance in the
outcome (adjR2=.110). This represents a medium effect
size.

34.  Findings suggests:
 The study found that students not returning had lower scores
of service access, care, and efficacy when compared to all other
groups.
 Findings suggest that negative student services experiences
and perceptions contribute to a students exit from the
community college prior to completion of goal.
 Findings in this study advances aforementioned literature
regarding persistence, integration, sense of belonging
(Strayhorn 2012; Barnett, 2012; Wood, 2012; Bush and Bush,
2010;Tinto, 1975, 1993, 2003; Astin, 1993; Pascarella, 1980;
Rendon, 1994;).

38.  Create an intentional culture of assessment
 Leverage IR data to cut red tape contributing to barriers and disparate impact
 Evaluate policy language and messaging across all campus mediums
 Include student access, care, validation, and integration as outcome metrics in all
institutional funded programs
 Engage students as a primary resource
 Solidify a commitment to professional development
 Integrative campus-wide cross-training
 Socio-cultural navigation—sense and meaning-making
 Salience ofValidation/Sense of Belonging/Integration
 Engage students as a primary resource
 Incentivize cross-divisional collaboration and programs
 Invest in integrative resources, programs, and evaluations that align desired
outcomes and support students through collegiate process—specifically from
outreach through second year
 Innovation,Technology, and Infrastructure
 Engage students as a primary resource

39.  Diversify Service Delivery
 Technology, Communication, Messaging
 Hours of operation
 Interdepartmental and campus integration
 Implement Student Care and Access Campaigns
 Identify your key message and align your culture
 Interdepartmental and campus-wide activities between student services and
faculty
 Create accountability for intrusive in-reach and support
 Leverage students and interns in all strategies
 Professional Development and campus training needs and participation.
 Outreach, In-reach, SSSP,Counseling,Categorical,Transfer
▪ Student Advocates,Tour Guides, Summer Bridge, FYE, Guardian Scholars
 Consistency in interaction, support, and accessibility

40.  Scholars should explore
 Qualitative or mixed data study using M2c3 dataset for greater exploration to why these
differences between groups exist.
 Whether perceptions of institutional services have similar impacts on other CC men of color and
non men of color populations.
 Whether perceptions of institutional services have similar impacts on other men of color and non
men of color in other environment types (4-year, HBCU, HSI, For-profit).
 Whether differential effects exists for other persistence and student success outcomes
 Whether differential effects exist within group differences among Black men by key characteristics
such as age, income, and prior educational experiences
 The use of peer mentoring to streamline resources and services to students and the consequent
effect on persistence.
 Consult external assessment and evaluation options (CCSM and M2C3)

42. The success of an intervention
depends on the inner condition
of the intervener.
William O’ Brien
Former CEO Hanover Insurance Company

48.  Relevant: Does it matter to the key stakeholders involved?
 Right: Have you got the right dimensions? Does the microcosm
mirror the whole?
 Revolutionary: Can it change the system? Do you address the
systemic root issues?
 Rapid: Can you do it quickly?
 Rough: Can you do it small scale?
 Relationally effective: Are you leveraging the existing networks
and competencies?
 Replicable: Can you scale it?

49.  Who has a seat at your table?
 WLAC SSSP
 Students as resource
 Meaning and Sense-making
 Interns
 Idea Generators
 Media Experts
 Creating a peer mentoring culture
 Scaffolding Programs
▪ 8 Benefits
▪ Clear direction
▪ Clarifies purpose
▪ Students on task
▪ Clarifies expectation
▪ Points to worthy sources
▪ Reduces uncertainty, surprise, and
disappointment
▪ Delivers efficiency
▪ Creates Momentum
Institution
Education Goal
(Transfer, AA, Cert, Etc.)
General Counseling
Categorical Programs
Student Success
and
Support Programs
Outreach
Student
S
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P
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51.  Astin, A. W. (1993). What Matters in College: Four Critical Years Revisited. San Francisco: Jossey-Bass
 Bush, E. C. (2010). Calling Out the Elephant : An Examination of African American Male Achievement in Community
Colleges.Journal of African American Males in Education, 1(1), 40–62.
 Harris III, F., & Wood, J. L. (2014a, April 5). The socio-ecological outcomes model. Paper presented at the annual meeting of the
Council for the Study of Community Colleges, Washington, DC.
 Nakajima, M. a., Dembo, M. H., & Mossler, R. (2012).Student Persistence in Community Colleges. Community College Journal of
Research and Practice, 36(8), 591–613. http://doi.org/10.1080/10668920903054931
 National Center for Education Statistics (2015). Institutional Retention and Graduation Rates for Undergraduate Students.
Postsecondary Education. The Condition of Education, 4–7. Retrieved from http://nces.ed.gov/programs/coe/pdf/coe_cva.pdf
 Osipow, S.H., Carney, C.G., WIner, J., Yanico, B., Koschier, M. (1987) The career decision scale (3rd rev.). Odessa, FL:
Psychological Assessment Resources
 Pascarella, E. T., & Terenzini, P. T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical
model. The Journal of Higher Education, 60-75.
 Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student
development. Innovative higher education, 19(1), 33-51.
 Solberg, V. S., O'Brien, K., Villareal, P., Kennel, R., & Davis, B. (1993). Self-efficacy and Hispanic college students: Validation of
the college self-efficacy instrument. Hispanic Journal of Behavioral Sciences, 15(1), 80-95.
 Tinto.V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 43,
89-115
 Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.).
 Chicago: University of Chicago Press.
 Tinto.V. (1997).Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher
Education.68 (6), 599-623.
 Wood, J.L; Palmer, R. (2013).The Likelihood of Transfer for Black Males in Community Colleges Examining the Effects of
Engagement.
 Wood, J. L., & Harris, F., III. (2013). The Community College Survey of Men: An initial validation of the instrument’s non-cognitive
outcomes construct. Community College Journal Wood, J. L. (2012a).Black males in the community college: Using two national
datasets to examine academic and social integration. Journal of Black Masculinity, 2, 56–88.

52. Elliott R. Coney
San Diego State University Ed.D. Candidate
Adjunct Faculty, Counseling, Student Success and Support Programs
West Los Angeles College
Email: Coneye@wlac.edu
(310) 287 4462
Twitter: @DrConey2017
Jamal E. Mazyck
San Diego State University Ed.D. Candidate
Minority Male Community College Collaborative (M2C3)
San Diego State University
M2C3 Email: m2c3@mail.sdsu.edu
M2C3 Office Line: (619) 594 0223
j.e.mazyck@gmail.com
Twitter: @jmbeyond7