Socio-Ecological Outcomes (SEO) Model Socio-Ecological Domains Inputs Outcomes Non-Cognitive Domain Academic Domain Background/ Defining Factors Student Success Environmental Domain Societal Factors Campus Ethos Domain Structural Domain Community College Equity Assessment Lab (CCEAL)
Societal Factors Societal Factors • Stereotypes • Prejudice • Criminalization • Economic Conditions • Capital Identity Projection • Mass Incarceration Community College Equity Assessment Lab (CCEAL)
Most Common Microaggressions "I needed the most help on my writing, and the teacher was looking at me like, ‘ ahhhhh 1. Ascription of Intelligence [exhale], here we go. You know, we got a r******d kid in class now.’” (Wood, 2015) 2. Assumption of Criminality “I can’t tell you how many times I’d be sitting at 3. Pathologizing Culture one of the study cubicles and security would come to me and ask for my student ID. At first I thought it was something that they did to 4. Athletic Boundedness everybody when it got late but then I started to notice they asked me for mine and didn’t ask anyone else for theirs.” (Harris III & Wood, 2016) Community College Equity Assessment Lab (CCEAL)
Non-Cognitive Domain Non-Cognitive Domain • Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Community College Equity Assessment Lab (CCEAL)
Action Control “My biggest obstacle really is my mother who is has bladder cancer. I have a little brother and a little sister and they just went off to college, they are 20 now, so they are off to college and my mom is home alone in a big house where she can't do nothing because she is battling this cancer. So it is hard you know when you're at class you can't think about anything. I can't concentrate and then when you're with her you know sometimes you're thinking about school which I'm serious sounds strange but that is kind of how it is. It is just kind of hard to maintain your head and your emotions and it can just all cross at once in the middle of class. I may get teary eyed or something, just different things like that, it is really hard .” Community College Equity Assessment Lab (CCEAL)
Non-Cognitive Domain Non-Cognitive Domain • Intrapersonal (Self-Efficacy) ( Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Community College Equity Assessment Lab (CCEAL)
Masculinities in Community Colleges • Apprehension to help-seeking “My biggest obstacle really is my mother who is has bladder cancer. I have a little brother and a little sister and they just went off to college, they are 20 now, so they are off • Perceptions of school as a “feminine” to college and my mom is home alone in a big house where she can't do nothing because domain she is battling this cancer. So it is hard you know when you're at class you can't think about anything. I can't concentrate and then when you're with her you know sometimes • Breadwinner orientation you're thinking about school which I'm serious sounds strange but that is kind of how it is. It is just kind of hard to maintain your head and your emotions and it can just all cross at once in the middle of class. I may get teary eyed or something, just different things like that, it is really hard .” Community College Equity Assessment Lab (CCEAL)
Environmental Domain Environmental Domain • Mediators (Finances) (Transportation) (External Validating Agents) • Commitments (Family Responsibilities) “I have to take 3 buses to get to school. Transportation is a real concern. If I miss (Employment) one bus, or one bus runs late, it means that I don’t make it to class on time. • Stressful Life Events Yeah, I spend like an hour, sometimes an hour and a half just getting to school.” Community College Equity Assessment Lab (CCEAL)
Housing Insecurities Percentage of students by race and gender with housing insecurities, CCSM 2016 60 48.4 50 42.3 41.1 40 40 36.6 33.9 33.7 32.1 31.8 31.7 31.3 30.2 30 29.4 30 26.4 26.1 20 10 0 Men Women White Asian SE Asian Filipino Black Latino Multiethnic All Community College Equity Assessment Lab (CCEAL)
Food Insecurities Percentage of students by race and gender with food insecurities, CCSM 2016 25.0% 22.9% 20.0% 17.9% 17.6% 16.7% 15.9% 15.4% 15.0% 15.0% 11.9% 10.6% 9.9% 10.0% 8.9% 8.7% 8.7% 8.6% 6.7% 5.0% 0.5% 0.0% Men Women White Asian SE Asian Filipino Black Latino Multiethnic All Community College Equity Assessment Lab (CCEAL)
Campus Ethos Domain 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) Community College Equity Assessment Lab (CCEAL)
Validating Agents — Staff “[Classified Staff Person] is the one that helps with financial aid, resumes, everything. She is not even suppose to go over that stuff, she is the one that helps us. She signs our certificates and OSHA and CPR training . . . and every time “[Professors say] do not take this class, at all. Don’t even try to take this class. The professor emphasized she always stops in and says hi.” multiple times that if you’re not getting it, drop the class. No ways on how I could improve. Just drop the class.” Community College Equity Assessment Lab (CCEAL)
Findings for Staff and Faculty Community College Equity Assessment Lab (CCEAL)
Legend CC-SDI National Staff Results, By Area Acceptable Emerging Concern Needs Attention Immediate Attention All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building -1.04 -8.28 5.33 -10.30 2.11 -1.11 Institutional Responsibility 20.93 21.00 21.54 20.71 21.34 19.84 High Expectations 0.86 0.38 1.30 1.63 2.01 -0.13 Academic Advising and Counseling 0.38 -3.06 4.14 -2.92 0.17 -0.72 Validating Messages Career Center -0.19 -8.10 Retention Programs 4.42 -5.47 5.08 -0.12 Engagement Services to Students w/ Disabilities Disclosing Practices 1.20 -2.81 3.62 -3.06 5.12 1.33 Child Center International Student Services Empowerment Techniques -0.12 -5.72 2.53 -1.12 0.38 0.78 -0.99 -6.85 3.38 -6.90 2.94 -1.34 Intrusive Support -0.99 -5.58 1.41 -3.20 1.22 -0.83 Microaggressions Transfer Center Equity-Mindedness (1) 0.36 -2.58 3.12 -4.48 2.56 0.18 Library Services Equity-Mindedness (2) -1.50 -4.36 0.10 Computer Labs -4.59 -0.47 -0.24 Honors Programs Welcomeness (Inside) -0.36 -5.09 2.23 -3.45 6.80 -1.74 Career Technical Services Tutorial Center and Services 0.16 -7.24 1.12 -2.13 8.63 2.61 Welcomeness (Outside) Cultural Competency -0.23 -5.10 2.85 -4.08 3.33 -0.42 Community College Equity Assessment Lab (CCEAL)
National Results from CC-IDI Legend Acceptable Emerging Concern Needs Attention Immediate Attention All Staff Matriculation Student Services Academic Services Campus Life All Other Relationship- Building Needs Attention Institutional Responsibility Acceptable High Expectations Emerging Concern Validating Messages Emerging Concern Engagement Needs Attention Disclosing Practices Emerging Concern Empowerment Techniques Needs Attention Intrusive Support Needs Attention Microaggressions Needs Attention Equity-Mindedness (1) Emerging Concern Equity-Mindedness (2) Needs Attention Welcomeness (Inside) Needs Attention Welcomeness (Outside) Emerging Concern Cultural Competency Needs Attention Community College Equity Assessment Lab (CCEAL)
Recommend
More recommend
