Academic Advising and Social Justice: Privilege, Diversity, and Student Success Web Event Handout

Transcription

1 Academic Advising and Social Justice: Privilege, Diversity, and Student Success Web Event Handout Presenters: Moderator: Sarah Stevens Drew Puroway Julie Larsen Director of Advising Academic Counselor Academic Advisor College of Nursing and Health Professions University of St. Thomas University of Washington University of Southern Indiana Louis Macias Assistant Director Multicultural Programs & Services Florida International University Shannon Lynn Burton Assistant Ombudsperson Research Integrity Coordinator Michigan State University Overview Academic advisors and advising administrators must understand social identities in order to identify the challenges students face when interacting with various campus systems. However, advising professionals are often untrained in dealing with issues of privilege and diversity. In this Web Event, sponsored by the NACADA Diversity Committee and led by NACADA Technology in Advising Commission Chair Julie Larsen, our panelists will share information and strategies that can help advisors form stronger relationships with students, identify specific challenges and roadblocks facing students, and create individualized solutions to increase success and retention. In addition, they will discuss ideas for reconceptualizing advising around issues of social justice which can foster both the ability and the responsibility to be voices for change at our institutions. Pre-Webcast Reading Suggestions Burton, S. (2011, December). Negotiating civil discourse in academic advising. Academic Advising Today, 34(4). Available at Puroway, D. (2012, March). Three approaches to everyday dilemmas. Academic Advising Today, 35(1). Available at Dilemmas.aspx Post-Webcast Activity Suggestions Advisor Critical Reflection (as discussed by Drew Puroway) Hunt for assumptions about power and hegemony Systematic reflection through journaling or notes Solicit the perspective of students in ways that allow a student to give honest reflections more than satisfaction questions Observation of colleagues READ Theoretical Literature Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Academic Advising and Social Justice Page 1

2 Resources Referenced during the Webinar By Sarah Stevens: Bennett, M. J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.) Toward multiculturalism: A reader in multicultural education. Newton, MA: Intercultural Resource Corporation. (Originally published in The diversity symposium proceedings: An interim step toward a conceptual framework for the practice of diversity. Waltham, MA: Bentley College, 2002). Intersectionality: A fun guide. (Bob the Triangle). Academic Advising and Social Justice Page 2

3 By Louis Macias: First-generation students: Lower academic aspirations (Pike & Kuh, 2005) Less academically/socially prepared for college (Lindholm, 2006; Mehta et al., 2011) Greater difficulty adjusting to college (Ramos-Sanchez & Nichols, 2007) Less likely to persist and graduate (Terenzini et al., 1996) Disadvantaged in terms of social/cultural capital (Higher Education Research Institute, 2007) More likely to come from low socioeconomic backgrounds (Higher Education Research Institute, 2007) Often are academically outperformed by their continuing-generation peers (Pascarella et al., 2004) Low expectations (external) have direct and indirect impact on academic achievement (Richardson & Skinner, 1992; Rendon, 1992; Pajares, 1996) Low expectations (internal) also have direct and indirect impact on academic achievement in the form of cultural mistrust and diminished outcome value (Irving & Hudley, 2005) Green (2006): For many years the deficit model approach has compelled educators to focus on academic or cultural deficits that hinder underserved students adequate adaptation to the college environment. In turn, policies, programs, and educational services have been created to cure these so-called ills (p. 25). Self-efficacy (Bandura, 1977) Controlling for instructional influences, accounts for up to 25 percent of the variance in academic achievement (Schunk & Pajares, 2009) Triadic Reciprocality - relationship between an individual s behavior, their thought processes and their environment Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. Green, D. (2006). Historically underserved students: What we know, what we still need to know. New Directions for Community Colleges, 2006(135), Higher Education Research Institute. (2007). First in my family: A profile of first generation college students at four-year institutions since Washington DC: Saenz. Irving, M. A., & Hudley, C. (2005). Cultural mistrust, academic outcome expectations, and outcome values among African American adolescent men. Urban Education, 40(5), Lindholm, J. (2006). Deciding to forgo college: Non-college attendees' reflections on family, school, and self. The Teachers College Record, 108(4), Mehta, S. S., Newbold, J. J., & O Rourke, M. A. (2011). Why do first-generation students fail. College Student Journal, 45(1), Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95(1), Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First generation college students: Additional evidence on college experiences and outcomes. Journal of Higher Education, 3(75), Pike, G. R., & Kuh, G. D. (2005). First-and second-generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 3(76), Ramos Sánchez, L., & Nichols, L. (2007). Self efficacy of first generation and non first generation college students: The relationship with academic performance and college adjustment. Journal of College Counseling, 10(1), Academic Advising and Social Justice Page 3

4 Rendon, L. I. (1992). From the barrio to the academy: Revelations of a Mexican American scholarship girl. New Directions for Community Colleges, 1992(80), Richardson, R. C., & Skinner, E. F. (1992). Helping first generation minority students achieve degrees. New Directions for Community Colleges, 1992(80), Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In Wentzel, K.R. & Wigfield, A. (Eds.), Handbook of motivation at school, (35-53). New York: Routledge. Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), By Drew Puroway: Brookfield, S.D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey Bass. Freire, P. (1996). Letters to Cristina. New York: Routledge. Freire, P. (2000). Pedagogy of the oppressed. New York: Routledge. Freire, P. (2007). Pedagogy of hope. New York: Continum. Hemwall, M. K., & Trachte, K. C. (1999). Learning at the core: Toward a new understanding of academic advising. NACADA Journal, 19(1), Reprinted (2009). NACADA Journal, 29(1), Dialogue with students about the meaning and purpose of higher education Suggested Questions What have you learned about how to work with others? Have your classes caused you to change how you see the world or actions that you take in the world? (ie. Vegetarianism; activism; belief in god; atheism) Are you more curious now than when you began higher education? What are some problems you are seeing in the world? How would you define freedom? Do you think that higher education has made/is making you more free? In what ways is it making you less free? What does the "Common Good" mean to you? How do you want to live your life? How has college informed that? How do your current courses relate (or not relate) to what is really important in your life? By Shannon Burton: Eckel, P., Hill, B, & Green, M. (1998). On change; En route to transformation. Occasional paper No. 1. Washington D.C.: American Council on Education. Habley, W. R. (1981). Academic advisement: Critical link in student retention. NASPA Journal, 28(4), Lewis, J. A., Arnold, M. S., House, R., & Toporek, R.L. (2002). ACA Advocacy Competencies. Advocacy Task Force, American Counseling Association. Meana, J. (April 21, 1993). Just say no... to grapes. The Lanthorn (p.2). Grand Valley State University. Meine. K. (1990). Winds of change (recorded by the Scorpions). On Crazy world. Merton, R. (1968). Patterns of influence: Local and cosmopolitan influential. In Social theory and social structure: Toward the codification of theory and research (pp ). New York: Free Press. Academic Advising and Social Justice Page 4

5 Sturm, S. (2006). The architecture of inclusion: Advancing workplace equity in higher education. Harvard Journal of Law and Gender, 29, Sturm, S. (2010). Activating systemic change toward full participation: The pivotal role of mission-driven institutional intermediaries. Saint Louis Law Journal, 54, NACADA Resources Commissions and Interest Groups Advising Students with Disabilities Commission - Groups/Advising-Specific-Populations-II/Advising-Students-with-Disabilities-Commission.aspx Commission for LGBTQA Advising and Advocacy - Groups/Advising-Specific-Populations-III/Commission-for-LGBTQA-Advising-and-Advocacy.aspx First-Generation College Student Advising Interest Group - Interest-Groups/Advising-Specific-Populations-II/First-Generation-College-Student-Advising-IG.aspx Multicultural Concerns Commission - Groups/Advising-Specific-Populations-III/Multicultural-Concerns-Commission.aspx Underprepared Students in the NACADA Clearinghouse for Academic Advising Resources - A Walk in My Shoes: First Generation College Students (DVD) - Details/ID/V05.aspx Advising Special Populations (book) - Cultivating the Potential in At-Risk Students (Pocket Guide) - Details/ID/PG11.aspx Cultural Competence in Academic Advising: Skills for Working Effectively Across Cultures (Pocket Guide) - Arnsperger Selzer, R. & Ellis Rouse, J. (2013, September). Integrating social justice and academic advising. Academic Advising Today, 36(3). Retrieved from Articles/Integrating-Social-Justice-and-Academic-Advising.aspx Harding, B. (2012). Students of Color. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: Miller, M.A. & Murray, C. (2005).Advising academically underprepared students. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site: Additional Recommended Resources Professional Conferences / Trainings National Conference on Race and Ethnicity in American Higher Education - Social Justice Training Institute (SJTI) White Privilege Conference (WPC) The Knapsack Institute Academic Advising and Social Justice Page 5

6 Having Difficult Dialogues The Public Conversations Project in Boston. Fierce Conversation Conference. We offer a two-day Cultures Connecting Train the Trainer intensive, Facilitating Conversations on Race, for people in a variety of roles leading equity and social justice work: Anima Leadership Sitting in the Fire Group facilitation training I & II. Julie Diamond. Conflict Facilitation Using a New Universal Mediation Pattern, Sitting in the Fire author. Arny & Amy Mindell Intensive facilitation training with Diane Musho Hamilton: Online Resources Blogs Angry Asian Man: Black Girl Dangerous: Charles, C. (2014, August). Ten counterproductive behaviors of social justice educators. The Student Affairs Feature. Available at Inclusive Teaching Strategies (University of Washington): National Association for Multicultural Education - Podcast: On Being - Parker Palmer and Courtney Martin The Inner Life of Rebellion Resources for Multicultural Teaching and Learning (University of Minnesota) Teaching Tolerance - The National Resource Center for Learning Communities (Evegreen State College) Other Related Readings Adams, M., Bell, L., and Griffin, P. (eds) (2007). Teaching for diversity and social sustice. Routledge Adams, M., Blumenfeld, W., Castaneda, C. et al (eds) (2013). Readings for diversity and social sustice. Routledge Brookfield, S. & Holst, J. (2011). Radicalizing learning: Adult education for a just world. San Francisco: Jossey Bass. Dweck, C. (2007). Mindset: The new psychology of success. Ballantine Books. Freire, P. (2005). Education for critical consciousness. New York: Continum. Freire, P. & Faundez, A. (1989). Learning to question: A pedagogy of liberation. New York: Continum. Georgetown University Center on Education and the U.S. Department of Education, National Center for Education Statistics, Beginning Postsecondary Students (BPS) Longitudinal Study, Academic Advising and Social Justice Page 6

7 Gibbons, M. M., & Borders, L. D. (2010). Prospective first generation college students: A social cognitive perspective. The Career Development Quarterly, 58(3), Gladwell, M. (2013). David and Goliath: Underdogs, misfits, and the art of battling giants. New York: Hachette Book Group. Hagen, P. (1994). Academic advising as dialectic. NACADA Journal 14(2), Landis, K. ed. (2008). Start talking: A handbook for engaging difficult dialogues in higher education. Anchorage: University of Alaska Anchorage and Alaska Pacific University. Lowenstein, M. (2011.) Academic advising at the university of utopia. The Mentor. Macias, L.V. (2013, November/December). Choosing success: A paradigm for empowering first-generation college students. About Campus, 18(5), Majer, J. M. (2009). Self-efficacy and academic success among ethnically diverse first generation community college students. Journal of Diversity in Higher Education, 2(4), 243. Smith, B. (2013). Mentoring at-risk students through the hidden curriculum of higher education. New York: Lexington Books Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. W. W. Norton & Company. Yosso, T.J. (2005, March). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1) Available at Academic Advising and Social Justice Page 7

8 4/14/2015 Academic Advising and Social Justice: Privilege, Diversity, and Student Success A Panel Discussion Academic advisors and advising administrators must understand social identities in order to identify the challenges students face when interacting with various campus systems. However, advising professionals are often untrained in dealing with issues of privilege and diversity. In this Web Event, sponsored by the NACADA Diversity Committee, panelists will share information and strategies that can help advisors form stronger relationships with students, identify specific challenges and roadblocks facing students, and create individualized solutions to increase success and retention. In addition, they will discuss ideas for reconceptualizing advising around issues of social justice which can foster both the ability and the responsibility to be voices for change at our institutions. Objectives for today: Ground ourselves in common terminology around issues of social justice Discuss how our own identities show up when advising our students Give examples of how social justice awareness can help us aid students in navigating campus systems Give attendees a list of resources and tools for further research and exploration Julie Larsen White Cisgender Female First Generation college student Sister Spiritual/Agnostic Able bodied Middle class Burrito lover Sarah E. Stevens, PhD. Director of the Advising Center, College of Nursing & Health Professions University of Southern Indiana Adjunct Faculty for Gender Studies PhD in Chinese & Gender Studies Geek Mom of three White Partner with Parkinson s Middle class Mostly straight Feminist Mostly able bodied (PTSD) Defining Terms Diversity the presence of difference Oppression the systematic subjugation of target groups by those with social power Identity the aspects and characteristics that make up our definition of self and by which society defines us. Milton Bennett (2004), Developmental Model of Intercultural Sensitivity Institutional oppression media, education, health services, government etc. that maintain oppression through laws, practices, policies, and norms. 1

9 4/14/2015 Social Justice As a process an equitable distribution of resources, equal access to those resources, and participation from all members of society As a goal the full and equal participation of all groups in a society shaped to meet their needs Louis Personal Identity By Miriam Dobson the bestest briefing on intersectionality everwith added description/ Hispanic/Latino Male Heterosexual Married Middle Class First generation college student Underdog What Is This? Hello, duck. First Generation Students: accounted for approximately 1/3 of total college student population in out of 5 do not earn a degree in 6 years 2/3 attend community college or for profit institution are more likely to be enrolled part time over 1/3 are 30+ years old are disproportionately African American (20%) and Hispanic/Latino (23%) 2

10 4/14/2015 Hello again, duck. First Generation students: Lower academic aspirations Less academically/socially prepared for college Greater difficulty adjusting to college Less likely to persist and graduate Disadvantaged in terms of social/cultural capital More likely to come from low socioeconomic backgrounds Academically outperformed by their continuinggeneration peers If it quacks it s a duck, right? But wait... What about the rabbit? Does the research on first generation students say more about them or us and the systems which we have created? Low expectations (external) have direct and indirect impact on academic achievement Low expectations (internal) also have direct and indirect impact on academic achievement in the form of cultural mistrust and diminished outcome value Self efficacy Controlling for instructional influences, accounts for up to 25 percent of the variance in academic achievement Triadic Reciprocality relationship between an individual s behavior, their thought processes and their environment Perceptions Influence Practice Practice Influences Outcomes Green (2006): For many years the deficit model approach has compelled educators to focus on academic or cultural deficits that hinder underserved students adequate adaptation to the college environment. In turn, policies, programs, and educational services have been created to cure these so called ills (p. 25). First generation student word association 81% of NACADA presentation attendees provided negative word to describe FGS What are the implications of seeing the duck and not the rabbit? Duck Are you sure medical school is your route? You re not competitive enough. Well the minority program. Outcome: I think maybe if I hadn t run into that adviser I d still be pre med and be prepping for med school. Rabbit Hey, you should go to college. Oh we re doing this program and we ll pay for your whole summer course load, like all the classes you want in the summer. Outcome: My approach to school completely changed when someone gave me an opportunity to succeed, as cliché as that seems. 3

11 4/14/2015 Takeaways Look at research critically Particularly with first generation students and other underrepresented groups, our typical response to research is often to fix students and not systems Examine the stuff we bring to our interactions with students What we know through research and/or personal or professional experience can often be our worst enemy in terms of perpetuating bias Perceptions > Practice > Outcomes This progression has considerable empirical support. All three phases are important and yet perceptions are often overlooked Drew s Social Locations Parent Compassion Pro feminist Male White person seeking positive identity Middle class by income with a lot of formal education Heterosexual and LGBTQ+ Ally Temporarily Able Bodied Raised in dominant culture religion Critical Pedagogy: Praxis What is Praxis? Critical Reflextion Action Critical Reflextion Learning at the Core: Toward a New Understanding of Academic Advising A Pedagogy of the Oppressed Paulo Freire (2000) Action Hemwall & Trachte (1999) Praxis is the dialectical unity of theory and action with the goal of transforming the world What is Praxis? Why is Praxis Important for Social Justice Advising? Libertory Education Critical Reflextion Action Citizenship and Common Good mission of institutions of higher education Liberal Arts education ought to inform wise action Critical self reflection beneficial in setting and clarifying educational goals Dialogue about the meaning and purpose of higher education Conscientization Teacher/Student with Student/Teacher Emphasis on Change 4

12 4/14/2015 Dialogue Without dialogue there is no communication, and without communication there can be no true education A B A B How do we advise for Praxis? Engage in your own Critical Reflection as an advisor Situate powerful questions of emerging relevance in the students lived experience Dialogue Problemitize the curriculum and relationships of power in higher education Advocate educational goal setting toward social justice or common good projects Freire. (2000). A Pedagogy of the Oppressed. p.93. Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. Advisor Critical Reflection Hunt for assumptions about power and hegemony Systematic reflection through journaling or notes Solicit the perspective of students in ways that allow a student to give honest reflections more than satisfaction questions Observation of colleagues READ Theoretical Literature Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. Powerful Questions: What have you learned about how to work with others? Have your classes caused you to change how you see the world or actions that you take in the world? (ie. Vegetarianism; activism; belief in god; atheism) Are you more curious now than when you began higher education? What are some problems you are seeing in the world? How would you define freedom? Do you think that higher education has made/is making you more free? In what ways is it making you less free? What does the "Common Good" mean to you? How do you want to live your life? How has college informed that? How do your current courses relate (or not relate) to what is really important in your life? Problemitize It is not possible to create without serious intellectual discipline; likewise it is not possible to create within a system of fixed, rigid, or imposed rules (Freire, 1996, p. 169). Freire, P. (1996). Letters to Cristina. New York: Routledge. Paradox Educational Goal Setting Hemwall & Trachte (2009): an advisor who is guided by the concept of praxis might ask probing questions. Tell me why you want to be a physician (p. 9) This approach engages students in critical self reflection that leads to real learning Advising for praxis rejects the notions that advising can be politically neutral In rejecting neutrality it can become more ethical Risks exist Freire, P. (2007). Pedagogy of Hope. New York: Continuum. My ethical duty [as] one of the agents, is to express my respect for differences in ideas and positions. I must respect even positions opposed to my own, positions that I combat earnestly and with passion. Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. 5

13 4/14/2015 Shannon Lynn Burton Michigan State University Social Locations Ph.D. Higher, Adult & Lifelong Education Specialization in Global Urban Studies Advocate Mother Survivor Ally Feminist Gen X First Gen Cosmopolitan Meana, J. (April 21, 1993). Just say no... to grapes. The Lanthorn. Full Participation An affirmative value focused on creating institutions that enable people, whatever their identity, background, or institutional position to thrive, realize their capabilities, engage meaningfully in institutional life, and contribute to the flourishing of others (Sturm, 2006, 2010 & 2011) Agents of Change First order change Improves efficiency and effectiveness Does not address core culture Second order change Transformational Alters the culture Deep & Pervasive Intentional Occurs Over Time Take me to the magic of the moment On a glory night Where the children of tomorrow dream away in the wind of change Scorpions (Eckel, Hill & Green, 1998) Seeks to ensure people Have their voice heard on issues that are important to them. Defend and safeguard their rights. Have their views and wishes genuinely considered when decisions are being made about their lives. Is a process of support to Express their views and concerns. Access information and services. Defend and promote their rights and responsibilities. Explore choices and options 6

14 4/14/2015 Levels of Advocacy An Example of Systems Advocacy Student Veterans Noticed increase in student veterans Questioned where would I go for resources? Conducted research on population Sought partners on campus Built programs What can you do? Note trends/patterns observed Ask questions about your observations Get involved & Educate yourself Engage in dialogue with colleagues/supervisors Suggest ways that could improve experience for the population/institution Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and our own. Cesar Chavez Academic Advising and Social Justice Moderator: Julie Larsen, Academic Advisor, University of Washington Panelists: Sarah Stevens, Director of Advising, College of Nursing and Health Professions, University of Southern Indiana Louis Macias, Assistant Director of Multicultural Programs and Services, Florida International University, Shannon Lynn Burton, Assistant Ombudsperson and Research Integrity Coordinator, Michigan State University Drew Puroway, Academic Counselor, University of St. Thomas NACADA: The Global Community for Academic Advising Copyright 2015 ~ All Rights Reserved All recordings of NACADA materials are copyrighted by the National Academic Advising Association. See for NACADA s complete Copyright statement 7