Inclusion and Belonging: Essentials for the success of underrepresented students entering college

Transcription

1 Inclusion and Belonging: Essentials for the success of underrepresented students entering college 2015 UCSD Teaching Diversity Conference January 15, 2015

2 Presenter Information Jason Flesock (Revelle 06): Teacher/Science Dept. Chair, The Preuss School UCSD TJ Carr: Teacher/ASB Advisor, The Preuss School UCSD Lisa Hawk: Teacher/EHS Department Chair and Athletic Director, The Preuss School UCSD David Weber: Teacher/Math Department Chair, The Preuss School UCSD Student Panel: Samantha Champi ( 12), Desbelet Berhe ( 10), Allay Yemane ( 07), Lexius Walter ( 14), Amanda Esquivel ( 04)

3 Supporting a diverse population of students

4 History of The Preuss School UCSD The Preuss School began when a group of UC San Diego faculty began planning for the best way to increase the number of students in the university who come from low income or under-represented groups. Under the leadership of Cecil Lytle, provost of Thurgood Marshall College at the time, the group approached then UC San Diego Chancellor Robert Dynes and requested that a charter school for students in grades 6-12 be built and run by the university. Believing that it was the mission of a land-grant university to find ways to better prepare young students for admission and success at the university, Dynes brought the idea before the faculty senate. The senate agreed to the plan on the conditions that the university find the money to build the school and run it financially self-sufficiently.

5 History of The Preuss School UCSD The Preuss School, which is jointly chartered by the San Diego Unified School District and UC San Diego, opened in 1999 in portable buildings on UC San Diego s Thurgood Marshall campus with 150 students in grades 6 8. The current state-of-the-art facility on the university s East Campus off of Genesee Avenue was completed in Classes began on the new campus in the fall of 2000.

6 History of The Preuss School UCSD At The Preuss School UCSD, all students participate in a detracked educational model with an extended school day and year All classes maintain a high level of academic rigor and promote a culture of high expectations All graduates will have completed all A-G requirements, in order to be considered UC Eligible

7 The Preuss School UCSD Demographics From : Hispanic: 68% African-American: 12% Asian: 19% Caucasian/Other: 3% All students are 100% low-income and are first-generation college students 94% average 4-Year College acceptance rate.

8 UCSD Demographics From Student Profile: 44.9% Asian 23.1% Caucasian 12.5% Mexican-American 5.0% Filipino 3.5% Latino 2.0% African-American 0.4% Native American 8.6% Other/Undeclared From Student Profile: 34% Asian 37% Caucasian 8% Mexican-American 5% Filipino 2% Latino 1% African-American <1% Native American 13% Other/Undeclared

9 Best Practices at The Preuss School UCSD Students at The Preuss School UCSD are part of an educational model comprised of classes with high academic rigor that are part of a single-track curriculum, all with the goal of preparing them for higher education at the college level Rather than differentiate the learning objectives for students, we differentiate the academic support that is offered to them Longer learning time Mentors and tutors Collaborative professional development model to examine best practices Advisory Model

10 The Preuss Advisory Model Advisory/Unive rsity Prep. is a support class that all students must take every year.

11 Rewarding Strivers Carnevale & Strohl, 2010

12 Texas Interdisciplinary Plan (TIP) low SAT, 1 st generation, low income same Chem. 301 class, fewer students extra instruction advisors/peer mentors conveyed sense of belief & community

13 TIP Results: Same grades as larger class Returned sophomore year at higher rate than school average Graduation rate higher than UT average

14 If you want to help lowincome students succeed, it s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. Tough, 2014

15 The power of belonging freshman year of high school = freshman year of college Students in transition often experienced profound doubts about whether they really belonged or could ever belong in their new institution.

16 Components of Advisory ACADEMIC SUPPORT PERSONAL/SOCIAL SUPPORT COLLEGE PREPARATION/PLANNING

17 Components of UC Advisory ACADEMIC SUPPORT PERSONAL/SOCIAL SUPPORT CAREER PREPARATION/PLANNING

18 The Preuss School UCSD Student College Profile To be added pending Admissions office data

19 Diversity and Inclusion at the College level Before a discussion can happen about best practices and pedagogy for creating a more inclusive environment can happen, colleges must find ways to broaden their appeal to diverse students that are underrepresented at their university Prospective students who come from diverse backgrounds need to feel a sense of belonging to the college as they are choosing where they will spend their undergraduate years, which will not only help to ensure a seamless transition from high school to college but also to help address the issue of retention of students from diverse backgrounds.

20 Why do students from diverse backgrounds choose the colleges they do? In order for students to choose and ultimately succeed at a University, they must feel like they are part of the culture of the school. This allows them to buy-in to the college. Exposing students to possible organizations that celebrate diversity through a traditional college tour is NOT enough Building partnerships with local high school organizations can bridge a transfer of experiences to the college level

21 Case Study: AASA and BSU During the school year, students at The Preuss School UCSD established the African American Student Alliance, an inclusive club that celebrated and educated students about African American history and culture Community events were planned in conjunction with the Black Student Union (BSU) at UCSD. Members and mentors from the BSU would come to our school to present to our students in AASA, plan community events together, and would collaborate on volunteer activities.

22 Other Partnership Opportunities Internships Summer Bridge Programs Summer Enrichment Programs Establish local chapters/relationships of student run organizations with local schools Muslim Student Association LGBTQIA African Student Association MECHA

23 Questions?

24 Timothy Carr Jason Flesock Lisa Hawk David Weber