Program Assessment: Cupcake Art Student Event SEPTEMBER 11, 2015 CONTEXT + OVERVIEW Within the realm of diversity and inclusion in higher education, the topic of identity looms large. More specifically, cultural and personal identity have broader significance because they are inextricably linked to students’ positive and negative experiences inside and outside of the classroom. Association with these experiences ultimately shapes the campus climate at universities and colleges nationwide.
In an article written for The Chronicle on Higher Education entitled A Little More Every Day: How You Can Eliminate Bias in your own Classroom, Kathleen Tarr – a lawyer and lecturer at Stanford University – writes that the experiences on college campuses have a profound impact on professors and students alike. Tarr also writes that people are less likely to see their own biases and how they contribute to the inequities within their environments. Without such recognition, she says that inclusion cannot be accomplished until bias is first dealt with from the inside-out.
She also says educators can help minimize the effects of personal bias on students’ experiences in academia by: • Evaluating the work, not the worker • Acknowledging that bias exists • Self-assessing • Actively listening • Setting realistic expectations
To raise awareness of personal and cultural identity at the College of Charleston, the Office of Institutional Diversity’s (OID) Student Diversity & Inclusion Programming Unit hosted an event in Cougar Mall designed to help their peers see the many levels of diversity on which they can relate and connect with one another. The event was held between classes and lasted for one hour. Cupcakes and a variety of toppings were used to help students express their identities. A list of the toppings and corresponding identities are provided on the next page.
2 TOPPINGS IDENTITIES
1. Unfrosted cupcakes; vanilla, chocolate, and cream cheese 1. Gender (male/female) frosting 2. Religion (Christian, Jewish, Muslim, Buddhist, Sikh, Hindu, No Religious Affiliation, Other) 2. Sprinkles (5 colors; 1 multi-colored) 3. Race (African American, Asian American/Pacific Islander, Native 3. M&Ms American, White, Hispanic/Latino, Multi-ethnic)
4. Caramel and chocolate syrup 4. Sexuality (Straight or LGBTQ) 5. Socioeconomic Status (Upper/middle class or low-income) 5. Bite-size Snickers, Twix & Kit Kat bars 6. Personality Type (intro/extro/ambivert) 6. Straw/blue/raspberries 7. Age (Under 18, 19, 20, 21, or older) 7. Chocolate Chips(dark, milk, white; peanut butter) 8. (Dis) ability (in/visible) 8. Chopped peanuts and walnuts 9. Language (uni/bi/tri-lingual, etc.) 9. Skittles
3 Once students designed their cupcakes, they were asked to briefly explain how their creation served as a holistic representation of their personal identity. A sampling of the most unique responses are captured in the next two pages of this report. 4 5 6 Survey Results A total of 54 cupcakes were provided for this event, and one hour was allotted for participation. Fifty-three participants (mostly students) took part in the activity. Of the 50-plus surveys administered, 43 were returned. An assessment of the survey responses are provided in this section of this report.
7 Survey Question 1
I am a College of Charleston… RESULTS Question 1: College of Charleston Affiliation • Student No response • Faculty Member Graduate • Staff Member Trustee
• Trustee Staff • Graduate Faculty Member Student
0 5 10 15 20 25 30 35
8 Survey Question 2
I am… RESULTS
• African American Question 2: Participant Ethnicity • Hispanic American/Latino No Response • White Asian American/Pacific Islander • Multi-ethnic Native American Multi-ethnic • Native American White • Asian American/Pacific Islander Hispanic American/Latino African American
0 5 10 15 20 25
9 Survey Question 3
I found out about today’s event through… RESULTS • Social media Question 3: Event Notification 18 • Word of Mouth 16 14 • A flyer 12 10 Email • 8 6 4 2 0 Social Media Word of Flyer Email No response Mouth
10 Survey Question 4
I attended today’s event because I… RESULTS • Was curious about the topic/activity Question 4: Purpose for Attending • Wanted to learn more about OID 30 25 20 15 10 5 0 Curiosity about Learn more Both No response topic/activity about OID
11 Survey Question 5
In my opinion, this event helped me see that there are many levels of diversity on which I can connect with my RESULTS peers. • I agree Question 5: Intended outcome of event achieved
• I disagree 19%
5%
76%
Agree Disagree No response
12 Survey Question 6
In what setting are you most comfortable engaging in RESULTS discussions/dialogues about diversity?
• Intimate workshops Question 6: Preferred Diversity Program Format 30 • Large lectures 25 • Hands-on activities 20 15 10 5 0 Intimate Large Lectures Hands-on No response Workshops Activities
13 Survey Question 7
Which diversity topic(s) would you like OID’s student diversity and RESULTS inclusion programming unit to address through future programs, Question 7: Suggested Topics for Future Diversity Programs events, or workshops? (Check all that apply)
• Race, Class & Politics No Response
• LGBTQ Issues Global Diversity Issues Disability • Religious Diversity Religious Diversity • Disability Issues LGBTQ Issues • Global Diversity Issues Race, Class & Politics • Other (briefly explain) 0 5 10 15 20 25 Note: Three survey participants listed other topics they’d like to see addressed during future student-led diversity programs, events, or workshops. The list of those topics are provided below. • Interracial Relationships • Mental Health Issues • Veterans
14 Survey Question 8
Please feel free to share any suggestions you have RESULTS for improving future programs. “I loved this!” “Thanks!” “Thanks for the cupcake!”
15 This event aligned with the following institutional and departmental diversity goals:
College of Charleston Diversity Strategic Plan OID Departmental Goal
Goal 3: Create a supportive environment that is diverse, Goal 1: Promote/facilitate the total integration of inclusive and welcome to all. diversity into the life of the College by implementing comprehensive educational, cultural, social, and outreach events. This will be accomplished through intentional/sustained all-inclusive programming for students, faculty, and staff (i.e. OID Signature Speaker Series, Diversity Week, Critical Issues in Diversity Series, diversity training workshops, campus-wide inter-group dialogues, and other initiatives). ◦ Objective: Campus diversity climate and multicultural relations
16 Appendix This section of this report includes lessons learned, helpful diversity-related definitions, and a list of resources.
17 Lessons Learned The student coordinators of this event were asked to detail the strengths, weaknesses and opportunities for improvement. Their observations and suggestions are detailed on the following page of this report.
18 STRENGTHS Choice of Event Location Interactive Event Popularity of Topping Choices Use of Photography Use of Sandwich boards Use of Event Décor and Eye-Catching Flyers Use of Piping Bags to dispense Icing WEAKNESSES Lack of Organized Event Layout Lack of Manpower
Not enough cupcakes
Lack of Signage for Event Promotion
Better Supplies for Application of Toppings
Weather not ideal for activity OPPORTUNITIES Allot more time for event prep/set-up Extra Staffing for Event Coordination/Management
Create Larger Event banner to draw attention to Event
Purchase at least 100 cupcakes for 2 hours or at least 65 cupcakes for 1 hour
Number tables so students know cupcake building process (i.e. steps)
Hold event during cooler months so toppings do not melt
19 Helpful Terms Campus climate: A measure — real or perceived — of the campus environment as it relates to interpersonal, academic, and professional interactions. Cultural competency: A set of academic and interpersonal skills that allow individuals to increase their understanding, sensitivity, appreciation, and responsiveness to cultural differences and the interactions resulting from them. The particulars of acquiring cultural competency vary among different groups, and they involve an ongoing relational process tending to inclusion and trust- building. Disability: A physical, mental, or cognitive impairment or condition that qualifies under federal and state disability nondiscrimination laws for special accommodations to ensure programmatic and physical access. Diversity: Includes all the ways in which people differ, and it encompasses all the different characteristics that make one individual or group different from another. It is all-inclusive and recognizes everyone and every group as part of the diversity that should be valued. A broad definition includes not only race, ethnicity, and gender — the groups that most often come to mind when the term "diversity" is used — but also age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, and physical appearance. It also involves different ideas, perspectives, and values. Equity: The guarantee of fair treatment, access, opportunity, and advancement for all students, faculty, and staff, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that fairness regarding these unbalanced conditions is needed to assist equality in the provision of effective opportunities to all groups. Source: University of California, Berkeley
20 Historically underrepresented: A limited term that refers to groups who have been denied access and/or suffered past institutional discrimination in the United States and, according to the Census and other federal measuring tools, includes African Americans, Asian Americans, Hispanics or Chicanos/Latinos, and Native Americans. This is revealed by an imbalance in the representation of different groups in common pursuits such as education, jobs, housing, etc., resulting in marginalization for some groups and individuals and not for others, relative to the number of individuals who are members of the population involved. Other groups in the United States have been marginalized and are currently underrepresented. These groups may include but are not limited to other ethnicities, adult learners, veterans, people with disabilities, lesbian, gay, bisexual, and transgender individuals, different religious groups, and different economic backgrounds. Inclusion: The act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people. Multiculturalism: An acknowledgment that, as people, we are culturally diverse and multifaceted, and a process through which the sharing and transforming of cultural experiences allow us to re-articulate and redefine new spaces, possibilities, and positions for ourselves and others. Sexual orientation: The deep-seated direction of one's sexual (erotic) attraction toward the same gender, opposite gender, or other genders. It is on a continuum and not a set of absolute categories. Sometimes it is referred to as "affection orientation."
Source: University of California, Berkeley
21 Resources • Diverse Issues in Higher Education • National Conference on Race and Ethnicity in Higher Education • American Council on Education • Inside Higher Ed • American Association of University Professors • The Chronicle of Higher Education • Insight into Diversity • Higher Education Recruitment Consortium • Institute for Higher Education Policy • Association of American Colleges and Universities • Project Implicit
22 PROGRAM ASSESSMENT: OID’s Critical Issues in Diversity Series: “Minority Student Achievement Gap & Success” Dr. Steve Perry’s Education Truth Tour SEPTEMBER 15, 2015 CONTEXT & OVERVIEW Despite new legislation, innovative school models, and the appropriation of additional funds, research shows that a sizeable gap remains in the academic performance of minority students, when compared to their white peers. To start a meaningful discussion about solutions to this problem, the Office of Institutional Diversity (OID) chose to spotlight the minority student achievement gap through its Critical Issues in Diversity Series. The goal of the Series is to raise awareness about diversity and start a dialogue about sensitive topics impacting the College, and beyond. Dr. Steve Perry – Founder and Principal of Capital Preparatory Magnet School in Connecticut – served as the keynote speaker for this year’s program. Dr. Perry has become one of the nation’s most sought-after educators due to his direct approach of addressing the achievement gap. He has been featured several times on CNN and MSNBC and is the author of several books. During his speech, Dr. Perry highlighted several points that align with minority student success. Those points are: - Parents reading to children during early childhood years - Children reading at grade level - Timely graduation of minority high school students
2 To promote this program, OID sent flyers Audience Response to Dr. Perry’s Speech and invitations via mail and email to a variety of campus and community #“This was a great program.” organizations including the College’s Office of Admissions, Board of Trustees, #“Excellent!” School of Education, Health & Human Performance, Upward Bound Program, #“Outstanding!” Multicultural Student Programs & Services, and the Charleston County #“Please continue to bring speakers of this quality! We need this in Charleston!” School District (CCSD). #“Everybody needs to hear Dr. Perry – NOW WHAT?!?” A book signing took place, immediately following the event, which enabled #“Dr. Steve Perry is one of the best speakers I’ve ever heard.” guests to engage with Dr. Perry and purchase autographed copies of his #“This was very inspiring. I want to know more about a college-level achievement gap.” critically-acclaimed book Man Up! #“Thanks – it is too bad CCSD pulled their support. Thanks for moving forward.” Nobody is Coming to Save Us. #“I think it was a good experience to hear about the Charleston schools.” A total of 143 people attended the event, and 54 books were sold.
Of the 100-plus surveys distributed prior to the event, 87 were returned. An assessment of those survey results are provided on pages 5-16 of this report.
3 Institutional Goal Alignment
College of Charleston Diversity Strategic Plan OID Departmental Goals
Goal 1: Recruit, retain, and graduate greater numbers of qualified Goal 1: Promote/facilitate the total integration of diversity into the minority, first generation and international students. life of the College by implementing comprehensive educational, cultural, social, and outreach events. This will be accomplished through intentional/sustained all-inclusive programming for students, faculty, and staff (i.e. OID Signature Speaker Series, Diversity Week, Critical Issues in Diversity Series, diversity training workshops, campus-wide inter-group dialogues and other initiatives).
Goal 3: To support college access for AALANA groups through inclusion of K-12 students in various Office of Institutional Diversity initiatives.
4 Survey Results
5 Survey Question 1
I am a… RESULTS
• CofC Question 1: Attendee Affiliation • Student • Faculty Member No Response • Staff Member Community Member • Trustee Parent of future college student • Graduate Future college student CCSD Parent • CCSD • Student CCSD Staff • Faculty Member CCSD Faculty • Staff Member CCSD Student • Parent/Guardian CofC Alum CofC Trustee • Future college student CofC Staff • Parent/Guardian of a future college student CofC Faculty CofC Student • Community Member 0 5 10 15 20 25 30
6 Survey Question 2
I am… RESULTS
•African American Question 2: Attendee Ethnicity
•Hispanic American/Latino No Repsonse •White Asian American/Pacific Islander Native American •Multi-ethnic Mult-ethnic
•Native American White
•Asian American/Pacific Islander Hispanic American/Latino
African American
0 10 20 30 40 50 60 70 80
7 Survey Question 3
I found out about today’s event through… RESULTS
•Social Media Question 3: Event Notification
•Word of Mouth 6% 8% •A Flyer
27% •Email 36%
23%
Social Media Word of Mouth A Flyer Email No Response
8 Survey Question 4
I attended today’s event because I… RESULTS
•Specifically wanted to learn more about Question 4: Purpose for Attending minority student achievement gap and success Other
•Was only interested in the speaker No Response •Wanted to learn more about OID To Network To learn more about OID •Wanted to network Interest in speaker
To learn more about minority achievement •Other (see page 16 for responses) gap and success
0 10 20 30 40 50 60 70 80
9 Survey Question 5
What were your expectations for this event? RESULTS
•To learn something I did not already know Question 5: Expectations for Event
•To hear new solutions to this issue Other
•Other (see page 16 for responses) No Response
Both
Hear solutions to the problem
Learn something new
0 5 10 15 20 25 30 35
10 Survey Question 6
Based on your experience at today’s event, RESULTS do you believe your expectations were met? •Yes Question 6: Event Satisfaction •No 7% 7% •Somewhat
86%
Yes Somewhat No Response
11 Survey Question 7
How would you rate the quality of this RESULTS event? •Excellent Question 7: Event Quality Rating •Good No Response
•Fair Poor
•Poor Fair
Good
Excellent
0 10 20 30 40 50 60 70 80
12 Survey Question 8
Do you believe this program was a relevant RESULTS contribution to all-inclusive diversity at the College of Charleston? Question 8: Program Relevance •Yes
1% •No 8%
75%
Yes No No Response
13 Survey Question 9
Which diversity topic(s) would you like OID’s RESULTS Diversity & Inclusion Programming Unit to address through future programs, events, and workshops? Question 9: Suggested Topics for Future Events
•Minority students & Higher Education Other •LGBTQ Issues No Response Disability Issues •Religious Diversity Global Diversity Issues
•Race, Class, & Politics Race, Class & Politics •Global Diversity Issues Religious Diversity LGBTQ Issues
•Disability Issues Minority Students & Higher-Ed
•Other (see page 16 for responses) 0 10 20 30 40 50 60 70 80
14 Survey Question 10 Please feel free to share any suggestions you have for improving future programs below. #“Teachers and Title 1 Schools ways to reach the students.” #“Wonderful speaker. I only heard about this event because of my daughter’s school. She was selected by a teacher to attend. This event should‘ve been packed to capacity. Please announce to the public.” #“Find ways to offer program to greater numbers of people. More people could have been ‘illuminated’…more students! Outreach to local schools.” #“It was extremely motivational, but it’s tough to not have concrete action steps to change the system – though I appreciate that there are no one-size fits-all answers.”
15 Additional Survey Responses (“Other”)
Question 4: Purpose for #“Looking to do something different with students in Charleston County School District.” Attending #“Am a part of a group who was attending.”
Question 5: Event #“For a different perspective.” Expectations #“To help solve a problem that is multiplying in our district/world-wide.” #“To hear positive outcomes for children of color.” #“Motivation.” #“Encouragement.”
Question 9: Suggested #“Integration and advocating change.” Topics for Future Programs #“Access/opportunity gap.”
16 Appendix Statistical data and definitions have been included in this section to provide additional context for the purpose of this program.
17 South Carolina Public Education by the Numbers
DEFINITIONS Education Ranks for 2015 for each state using a consistent set of economic indicators; namely those used to derive the rank reported in the 2015 KIDS COUNT Data Book.
The Education Rank for each state was obtained in the following manner. First, we converted the 2013 (or 2012/2013, depending on the indicator) state numerical values for each of the 4 key indicators within each domain into standard scores. We summed those standard scores in each domain to get a total standard score for each state. Finally, we ranked the states on the basis of their total standard score by domain in sequential order from highest/best (1) to lowest/worst (50). Standard scores were derived by subtracting the mean score from the observed score and dividing the amount by the standard deviation for that distribution of scores. All measures were given the same weight in calculating the domain standard score.
Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
18 INDICATOR CONTEXT High School Students Not Graduating on-time Students who graduate from high school on time are more likely to continue to postsecondary education and training; they are more employable and have higher Year(s): 5 selected | Data Type: Percent incomes than students who fail to graduate. High school graduates also have better Data Provided By: National KIDS COUNT health outcomes, make healthier choices and are less likely to engage in risky behaviors.
Location 2007 - 08 2008 - 09 2009 - 10 2010 - 11 2011 - 12 This indicator is included in the KIDS COUNT child well-being index. Read the KIDS COUNT data book to learn more. United States 25% 24% 22% 20% 19% DEFINITIONS & SOURCES Definitions: The estimated percentage of an entering freshman class not graduating South Carolina 38% 34% 32% 31% 28% in 4 years. The measure is derived from the Averaged Freshman Graduation Rate (AFGR), which uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of regular diplomas awarded four years later.
Data Source: Population Reference Bureau, analysis of data from the U.S. Department of Education. U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Dropout and Completion Data, accessible online .
Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
19 DEFINITIONS & SOURCES Definitions: Children ages 1 to 5 whose family members read to them less than 3 days per week.
Data Source: Child Trends analysis of data from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, National Survey of Children’s Health.
The state-level data used here come from the National Survey of Children’s Health (NSCH). The NSCH includes information on over 102,000 children under age 18, with roughly 2,000 children per state. Households were selected through a random-digit- dial sample, and one child was randomly selected in each household. Information on each child is based on responses of the parent or guardian in the household who was most knowledgeable about the sampled child’s health. Information was collected via a computer-assisted telephone interview. For more information review the NSCH.
Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
20 INDICATOR CONTEXT Proficiency in reading by the end of third grade is a crucial marker in a child's educational development. In the early years, learning to read is a critical component of education. But beginning in fourth grade, children use reading to learn other subjects, and therefore, mastery of reading becomes a critical component in their ability to keep up academically. Children who reach fourth grade without being able to read proficiently are more likely to drop out of high school, reducing their earnings potential and changes for success. This indicator is part of the KIDS COUNT Child Well-Being Index. Read our KIDS COUNT Data Book to learn more about how children are faring.
DEFINITIONS & SOURCES Definitions: Fourth grade public school students’ reading achievement levels, as measured and defined by the National Assessment of Educational Progress (NAEP) reading test.
For a more detailed description of achievement levels see: http://nces.ed.gov/nationsreportcard/Reading/achieveall.asp. Public schools include charter schools and exclude Bureau of Indian Education schools and Department of Defense Education Activity schools.
Data Source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Available online.
Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
21 Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org datacenter.kidscount.org
22 DEFINITIONS & SOURCES (for Title 1 Schools)
Definitions: The number of children in pre-k through 12th grade who are served in public, Title I, Part A school-wide programs or targeted assistance schools at anytime during the regular school year by race and ethnicity.
Title I schools with percentages of students from low-income families of at least 40 percent may use Title 1 funds, along with other Federal, State, and local funds, to operate a school-wide program to upgrade the instructional program for the whole school.
Title I schools with less than 40 percent school-wide threshold or that choose not to operate a school-wide program offer a "targets assistance program" in which the school identifies students who are failing, or at risk of failing, to meet the state's academic achievement standards.
This measure does not include adult participants of adult literacy programs, private school students, or students served in Part A local neglected programs.
Data Source: Department of Education EDFacts/Consolidated State Performance Report
Data accessible at: www.eddataexpress.ed.gov/index.cfm
Source: The Annie E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
23 Helpful Definitions •Achievement gap: The difference in the performance between each ESEA subgroup (as defined in this document) within a participating LEA or school and the statewide average performance of the LEA's or State's highest achieving subgroups in reading/language arts and mathematics as measured by the assessments required under the ESEA. •College- and career-ready graduation requirements: Minimum high school graduation expectations (e.g., completion of a minimum course of study, content mastery, proficiency on college- and career-ready assessments, etc.) that include rigorous, robust, and well-rounded curriculum aligned with college- and career-ready standards (as defined in this document) that cover a wide range of academic and technical knowledge and skills to ensure that students leave high school ready for college and careers. •High-needs students: Students at risk of educational failure or otherwise in need of special assistance and support, such as students who are living in poverty, who attend high-minority schools (as defined in the Race to the Top application), who are far below grade level, who have left school before receiving a regular high school diploma, who are at risk of not graduating with a diploma on time, who are homeless, who are in foster care, who have been incarcerated, who have disabilities, or who are English learners. •Low-performing schools: Schools that are in the bottom 10 percent of performance in the State, or who have significant achievement gaps, based on student academic performance in reading/language arts and mathematics on the assessments required under the ESEA or graduation rates (as defined in this document).
Source: United States Department of Education
24 Further Reading
• The Trouble with Black Boys: …And other Reflections on Race, Equity, and the Future of Public Education (Pedro A. Noguera) • Closing the Opportunity Gap: What America Must do to Give Every Child an Even Chance (Prudence L. Carter) • Building on Resilience: Models and Frameworks of Black Male Success Across the P-20 Pipeline (Fred A. Bonner, II) • Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (Greg J. Duncan) • Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education (Robert T. Palmer) • Changing School Culture for Black Males (Dr. Jawanza Kunjufu) • African American Men in College (Michael J. Cuyjet) • Beating the Odds: Raising Academically Successful African American Males (Freeman A. Hrabowski) • Men of Color in Higher Education: New Foundations for Developing Models for Success (Ronald L. Williams) • Advancing Black Male Student Success From Preschool Through PhD (Shaun R. Harper) • I am who I See: The Underachievement of Gifted African American Males (Keith L. Hayward) • Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys (Edward Fergus)
25 Resources
•College of Charleston School of Education, Health & Human Performance •South Carolina Department of Education •Charleston Promise Neighborhood •Trident United Way •Communities in Schools of the Charleston Area •United States Department of Education •America’s Promise Alliance •Teach for America •Center for Public Education •The Riley Institute at Furman University •Annie E. Casey Foundation
26 Program Assessment: An Engaging Conversation: Hue Are You? OCTOBER 14, 2015 Overview + Context The Office of Institutional Diversity’s Student Diversity & Inclusion Programming Unit chose to address the issue of colorism at their second event of the 2015 Fall semester. While colorism has received a substantial amount of attention within the African American community, it is also a topic of contention among other groups of color such as Indians, Asians, and Hispanics. Researchers within the social sciences suspect that the issue stems from the remnants of British colonialism and slavery in the United States. To explore this issue on a deeper level, CofC students Ashley Ragin and Quinandria Lee served as panelists for the program while Dr. Anthony Greene, Assistant Professor of African American Studies, moderated the discussion. There were 15 students in attendance. In addition to a general question-and-answer session about the topic, Dr. Greene, Ms. Lee and Ms. Ragin led students in a series of hands-on exercises to help them better-understand and dialogue about the topic.
2 Survey Results Of the 15 surveys distributed, 15 were returned. An assessment of the survey results are included on pages 4-13 of this report.
3 Survey Question 1
I am a College of Charleston… RESULTS
Question 1: CofC Affiliation o Student
Graduate o Faculty Member o Staff Member Trustee Trustee o Staff Graduate o Faculty
Student
0 2 4 6 8 10 12 14 16 18
4 Survey Question 2
I am… RESULTS o African American Question 2: Ethnicity o Hispanic/Latino Asian American/Pacific Islander o White Native American o Multi-ethnic Mult-ethnic o Native American White
Hispanic/Latino
African American
0 1 2 3 4 5 6 7 8 9
5 Survey Question 3
I found out about today’s event through… RESULTS o Social media Question 3: Event Notification Word of mouth o Email o A flyer Flyer o Email
Word of Mouth
Social Media
0 1 2 3 4 5 6 7 8 9
6 Survey Question 4
I attended today’s event to… RESULTS o Find out more about this topic/activity Question 4: Reason for Attending o Learn more about OID Earn Class Credit or Complete Assignment o Earn class credit or complete an assignment
Learn more about OID
Find out more about topic/activity
0 2 4 6 8 10 12 14 16
7 Survey Question 5
How would you rate your knowledge of RESULTS colorism on a scale of 1 to 5? o 1 = no knowledge Question 5: Prior Knowledge of Colorism o 2 = low knowledge 14% 14% o 3 = somewhat knowledgeable 14% o 4 = knowledgeable o 5 = very knowledgeable 36% 22%
No Knowledge Low Knowledge Some Knowledge Knowledgeable Very Knowledgeable
8 Survey Question 6
What did you expect to learn as a result of RESULTS attending today’s event? Question 6: Expected Learning Outcomes o Colorism’s impact on self-perception o The impact of colorism across ethnicities 3% The persistence of colorism in 2015 31% o 31% o Other (see page 10 for responses)
35%
Colorism's impact on self-perception Impact of Colorism across ethnicities Persistence of Colorism in 2015 Other
9 Survey Question 7
Were your expected learning outcomes RESULTS achieved? o Yes Question 7: Achievement of Expected Learning Outcomes o No 0% o Somewhat 8%
92%
Yes No Somewhat
10 Survey Question 8 Which diversity topic(s) would you like OID’s student diversity programming unit to address RESULTS through future programs, events, or workshops? (Check all that apply) Question 9: Suggested topic(s) for future OID student diversity programs, events, or workshops o Race, class & politics LGBTQ Issues o Hands-on Activities o Religious Diversity Disability Issues o Large Lectures o Global Diversity Issues
o Other (see page 10 for responses) Intimate Workshops
0 2 4 6 8 10 12
11 Survey Question 9 What improvements could OID make to improve this program? # None…I loved this program! # Lovely Event! # Perfect.
12 Additional Survey Responses (“Other”)
Question 6: Expected Learning Outcomes # The same ole, same ole where everyone talks about how that one time someone called them “midnight” or “light bright”. I really just came to support, not to learn.
Question 8: Suggested topic(s) for future student diversity # Mental Health in the Black Community. programs # African colorism in Latin America.
13 Appendix To provide more information on the topic of colorism, additional resources are included in this section of this report.
14 Further Reading o The Color Complex (Revised): The Politics of Skin Color in a New Millennium (Kathy Russell) o Color Matters: Skin Tone Bias and the Myth of a Postracial America (Kimberly Jade Norwood) o Shades of Difference: Why Skin Color Matters (Evelyn Nakano Glenn) o Race, Gender, and the Politics of Skin Tone (Margaret L. Hunter) o A Chosen Exile: A History of Racial Passing in American Life (Allyson Hobbs) o Global Mixed Race (Rebecca C. King-O’Rianin) o The Strange History of the American Quadroon: Free Women of Color in the Revolutionary Atlantic World (Emily Clark) o Becoming Mexipino: Multiethnic Identities and Communities in San Diego (Rudy P. Guevarra, Jr.) o Race Migrations: Latinos and the Cultural Transformation of Race (Wendy Roth) o When Half is Whole: Multi-ethnic Asian American Identities (Stephen Murphy-Shigematsu) o The Sum of Our Parts: Mixed-Heritage Asian Americans (Teresa Williams-Leon) o Is Lighter Better?: Skin-Tone Discrimination among Asian Americans (Joanne L. Rondilla) o Skin Deep: How Race and Complexion Matter in the “Color-Blind” Era (Cedric Herring) o The Global Beauty Industry: Colorism, Racism, and the National Body (Meeta Jha)
st o Color Stories: Black Women and Colorism in the 21 Century (JeffriAnne Wilder) o Pigmentrocracies: Ethnicity, Race and Color in Latin America (Edward Telles) o National Colors: Racial Classification and the State in Latin America (Mara Loveman)
15 Resources
Colorism Healing PBS’ Black in Latin America OWN Columbia University School of Education
16 Program Assessment: Spirit Day Rally and the #BlackLivesMatter Movement OCTOBER 15, 2015 OVERVIEW + CONTEXT
In-line with its mission to foster all-inclusive diversity at the College, OID partnered with the Women’s & Gender Studies Program, the Cougar Activities Board, We Are Family and Girls Rock Charleston for the 2015 Spirit Day Rally and Candle Light Vigil. This year’s program focused on LGBT African American youth who have been targets of violence due to their sexual orientation or gender identity.
Patrisse Cullors, co-founder of the national #BlackLivesMatter (BLM) movement, served as the keynote speaker. During her speech, Cullors made a call for all groups to stand in solidarity with the LGBT community. She also clarified misconceptions about the movement and noted that BLM is not only about black lives in general, but is focused on preserving the lives of black women of color who identify as transgender or queer. Cullors also stressed that local groups must register with the national chapter in order to be considered official members of the movement.
Additional highlights from the program included: • Speeches by College of Charleston students Alana Harris and Ansley Pope • A musical performance by College of Charleston Student Anjali Naik • Speeches by West Ashley High School students Jatiqua Williams and Precious Geyman • A Candlelight Ceremony in the Stern Center Garden There was strong representation from College students, faculty, staff and members of the external community at this event that totaled 162 people in attendance.
2 Survey Results Of the 100-plus surveys distributed, 95 were returned. An assessment of those results is provided on pages 4 – 20 of this report.
3 Survey Question 1
I am a… RESULTS
• CofC Student Question 1: CofC Affiliation
• CofC Faculty Member Community Member
• CofC Staff Member Graduate
• CofC Trustee Trustee • CofC Graduate Staff • Community Member Faculty
Student
0 5 10 15 20 25 30 35 40 45 50
4 Survey Question 2
I am… RESULTS
• Under 21 years old Question 2: Age Group • Over 21 years old
Exactly 21
Over 21
Under 21
0 10 20 30 40 50 60
5 Survey Question 3
I identify as… RESULTS
• LGBTQ Question 3: Sexual Orientation • Straight 11% • I prefer not to respond to this question
43%
46%
LGBTQ Straight Prefer not to Respond
6 Survey Question 4
I am… RESULTS
• African American Question 4: Ethnicity
• Hispanic/Latino Asian American/Pacific Islander
• White Native American
• Multi-ethnic Multi-ethnic • Native American White • Asian American/Pacific Islander Hispanic/Latino
African American
0 10 20 30 40 50 60
7 Survey Question 5
I found out about today’s event through… RESULTS
• Social Media Question 5: Event Notification • Word of Mouth Email • A Flyer
• Email Flyer
Word of Mouth
Social Media
0 10 20 30 40 50 60
8 Survey Question 6
I attended today’s event to… RESULTS
• Become informed about bullying of LGBTQ Question 6: Reason for Attending African American youth 9% • Support LGBTQ African American youth who have 23% been bullied 33%
35% • Learn more about the BlackLivesMatter movement/organization Become informed about bullying of LGBTQ Black Youth • Other (briefly explain) Support LGBTQ Black Youth Who've been Bullied Learn More about BLACKLIVES MATTER Other
9 Survey Question 7 How would you rate your level of awareness of bullying experienced by LGBTQ African RESULTS American Youth prior to attending this event?
• 4 = very aware Question 7: Prior Awareness of Bullying of LGBTQ Black Youth • 3 = aware 0% 2 = vaguely aware • 18% • 1 = unaware 35%
47%
Very Aware Aware Vaguely Aware Unaware
10 Survey Question 8 How would you rate your level of understanding of the BlackLivesMatter movement prior to RESULTS attending this event? Question 8: Prior Understanding of BlackLivesMatter • 4 = high Movement • 3 = moderate 3%
• 2 = low 29% 38% • 1 = very low
30%
Become informed about bullying experienced by LGBTQ Black Youth Hear New Solutions to combating bullying of LGBTQ Black Youth Become informed about BLACKLIVESMATTER Other
11 Survey Question 9
What were your expected learning outcomes RESULTS for this event?
• Become informed about bullying experienced by LGBT Question 9: Achievement of Expected Learning African American youth Outcomes
Hear new solutions to combating bullying of LGBT African 0% • 10% American youth
• Become informed about the BlackLivesMatter movement/organization • Other (briefly explain) 90%
Yes No Somewhat
12 Survey Question 10
Were your expected learning outcomes RESULTS achieved?
• Yes Question 10: Quality Rating of Event • No Poor • Somewhat
Fair
Good
Excellent
0 10 20 30 40 50 60 70
13 Survey Question 11
How would you rate the overall quality of this RESULTS event?
• 4 = Excellent Question 11: Quality Rating of Event • 3 = Good Poor • 2 = Fair
• 1 = Poor Fair
Good
Excellent
0 10 20 30 40 50 60 70
14 Survey Question 12 Do you believe this program was a relevant contribution to all-inclusive diversity at the RESULTS College of Charleston?
• Yes Question 12: Relevance to CofC Diversity Goals • No (briefly explain) 1%
99%
Yes No
15 Survey Question 13 Which diversity topic(s) would you like to see the College address through future RESULTS programming?
• Race, class and politics Question 13: Suggested Diversity Topics for Future Programs • LGBTQ Issues Other • Religious Diversity Global Diversity Issues • Disability Issues Disability Issues • Global Diversity Issues Religious Diversity • Other (briefly explain) LGBTQ Issues
Race, Class & Politics
0 10 20 30 40 50 60 70 80 90
16 Survey Question 14 In the future, which format(s) would you prefer to engage in discussions/dialogues about RESULTS diversity at the College of Charleston?
• Intimate Workshops Question 14: Suggested Format for Future Diversity Programs • Large Lectures
• Hands-on Activities Hands-on Activities
Large Lectures
Intimate Workshops
44 45 46 47 48 49 50 51 52 53 54
17 Survey Question 15 # Not only large lectures, but also in open-discussion. Please feel free to share additional comments, below. # Thank you, Pope. Thank you. # Great program and collaboration! Collaborate with MUSC. # Great event. # Need to have security in full-force. I was # Congratulations! amazed how people were able to walk in with backpacks and were not checked. # Loved Spirit Day. Please bring more activists to campus! # Very touching and beautiful. Keep living and stay strong. # This is my first time here, but I had a great time. It was a great experience.
# Thank you! # This has helped me learn a lot and I will use this lecture to help me throughout my life. # This event should have been promoted more. I wish many more people were here. # CofC should talk about Black Justice that helps young teens become better people.
# Thanks! # Good opportunity to understand racial issues from the people involved with. # I’m 13 and I’ve been bullied a lot, and interested in being involved in these events. # Thank you for bringing minority awareness to campus!
# Thank you! # Great, great event.
# So many people are suffering in our world. # Cool, cool, cool. One day we will all be equal. The love for others is so strong, and so long as everyone # I loved Alana’s speech! That #CharlestonStrong is some bullsh***! loves, passion will never die. Everyone matters. This moment will open the eyes to # Amazing. Thank you. everyone.
18 Additional Survey Responses (“Other”)
Question 6: Purpose for # Support We Are Family (WAF) Youth. Attending # Support a friend performing! (Diaspora). # Attended with CofC’s Gay/Straight Alliance. # Support. # See Patrisse Cullors. # To Learn about love of others. # Support GRCA & GRASP. # Field Trip. # We all have to stand up for one another. # Support BlackLivesMatter. # Continue Advocacy. # BlackLivesMatter # Learn about LGBTQ w/Girls Rock Charleston. # Learn about LGBTQ. # General interest – want to be part of the movement! # Contribute learned material as part of class discussions. # Bringing our Youth Group. # Event for Poli Sci. # Support.
19 Question 9: Expected Learning Outcomes # Black Justice. # Connecting with more aware people. # Had an open mind about tonight’s program. # Support GRCA and GRASP.
Question 12: Relevant Contribution to diversity at the # Thank you! CofC. # Not sure.
Question 13: Suggested # Gender Issues. diversity topic(s) for future # Mental Health Issues. programs at the CofC # Minorities/immigrant issues. # Black Lives. # Judging Blacks. # Intelligence Diversity. # Animal Rights. # Mental Health Awareness. # Bullying. # Isalmophobia. # Animal Rights Issues.
20 Appendix Statistics and resources are provided in this section of this report to provide additional context for the purpose of this program.
21 Facts on LGBT Youth in South Carolina
Results provided in the Gay, Lesbian & Straight Education Network’s (GLSEN) 2013 National School Climate Survey, showed that South Carolina schools are not safe for many LGBT secondary school students. GLSEN’s report also found that a majority of these students are not protected by comprehensive anti-bullying/harassment school policies. A snapshot of findings from GLSEN’s report are provided on pages 22-23.
22 Source: GLSEN. (2014). School Climate in South Carolina (State Snapshot). New York: GLSEN.
23 Further Reading
Our Lives Matter: The Ballou Story Project (Ballou High School Writers)
Ferguson: Americas Breaking Point (Tim Suereth)
Top 250 LGBTQ Books for Teens: Coming Out, Being Out, and the Search for Community (Michael Cart)
Whipping It: A Transsexual Woman on Sexism and the Scapegoating of Femininity (Julia Serano)
Transgender History (Susan Stryker)
From #BlackLivesMatter to Black Liberation (Keenga-Yamahtta Taylor)
“…And Then I Became Gay”: Young Men’s Stories (Ritch C. Savin-Williams)
Arrested Justice: Black Women, Violence and America’s Prison Nation (Beth E. Richie)
For Colored Boys Who have Considered Suicide when the Rainbow is Still not Enough: Coming of Age, Coming Out and Coming Home (Keith Boykin)
Get By: A Survival Guide for Black Gay Youth (Jonathan W. Jones)
This is a Book for Parents of Gay Kids: A Question & Answer Guide to Everyday Life (Dannielle Owens-Reid)
Beyond Magenta: Transgender Teens Speak Out (Susan Kuklin)
Some Assembly Required: The Not-So-Secret Life of a Transgender Teen (Arin Andrews)
It Gets Better: Coming Out, Overcoming Bullying, and Creating a Life Worth Living (Dan Savage)
Suspicion Nation: The Inside Story of the Trayvon Martin Injustice and Why we Continue to Repeat It (Lisa Bloom)
24 Resources
We Are Family
South Carolina Equality Girls Rock Charleston
#BlackLivesMatter
American Civil Liberties Union Anti Violence Project
Center for American Progress
GSA Network The Williams Institute
The Trevor Project
GLAAD GLSEN
National Center for Transgender Equality
Human Rights Campaign
25 Program Assessment: Stereotype Jeopardy OCTOBER 23, 2015 OVERVIEW + CONTEXT
For many people, stereotypes can be an uncomfortable topic to discuss. OID’s Student Diversity and Inclusion Programming Unit took note of this and decided to address the touchy subject in a hands-on activity. Inspired by the popular TV game show Jeopardy, the students engaged their peers in three rounds of Stereotype Jeopardy. This fun and engaging format allowed participants to test their knowledge of stereotypes in a disarming way. A debriefing was held at the conclusion of the game to address comments, questions and concerns. A total of 18 students and three alumni from the College took part in the program.
2 Survey Results
Of the 21 students in attendance at this event, 19 chose to complete the survey administered following the activity. An assessment of those results can be found on pages 4-18 of this report.
3 Survey Question 1
I am a… RESULTS o CofC Student Question 1: CofC Affiliation CofC Faculty o Alumni o CofC Staff Trustee o CofC Graduate Staff o CofC Trustee o CofC Alumni Faculty
Student
0 2 4 6 8 10 12 14 16 18
4 Survey Question 2
I am… RESULTS o African American Question 2: Ethnicity o Hispanic/Latino Asian American/Pacific Islander o White Native American o Multi-ethnic Multi-ethnic Native American o White Asian American/Pacific Islander o Hispanic/Latino
African American
0 2 4 6 8 10 12 14 16
5 Survey Question 3
I found out about today’s even through… RESULTS o Social Media Question 3: Event Notification o Word of Mouth A Flyer o Email 30% Social Media o Email 26%
A Flyer 7% Word of Mouth 37%
6 Survey Question 4
I attended today’s event because I… RESULTS o Wanted to learn more about stereotypes and Question 4: Reason for Attending Event biases
Other o Was curious about the event/activity Wanted to learn more about OID o Learn more about OID o Other (briefly explain) Curiosity about event/activity
Learn more about stereotypes and biases
0 2 4 6 8 10 12 14
7 Survey Question 5
Prior to this event, I would rate my knowledge-level of stereotypes used to characterize different ethnic RESULTS and social groups a… 4 = high Question 5: Pre-event Knowledge Level of o Stereotype Impact o 3 = moderate o 2 = low 1 = very low Low o 5% High 35%
Moderate 60%
8 Survey Question 6
After this event, I would rate my knowledge-level of stereotypes used to characterize different ethnic and RESULTS social groups a… o 4 = highly improved Question 6: Post-event Knowledge Level of 3 = improved Stereotype Impact o Moderately 2 = modestly improved Improved o 10% o 1 = not improved
Highly Improved 40%
Improved 50%
9 Survey Question 7 I would attributed my increased, or unchanged, knowledge-level of stereotypes to… o “Learning more.” o “Research/Reading.” o “The Jeopardy Game.” o “Academic Classes.” o “This Game.” o “My church; African American Programs.” o “Not saying them.”
10 Survey Question 8
Prior to this event were there various names, terms, characterizations or descriptions of different ethnic or social RESULTS groups you believed were acceptable to use? o Yes Question 8: Pre-event acceptance of various stereotypes o No No response 6%
Yes 47%
No 47%
11 Survey Question 9
If you answered, yes to the question above, how likely are you to discontinue using names, terms, or RESULTS descriptions you learned are unacceptable? o Very Likely Question 9: Likelihood of discontinued use/acceptance of various stereotypes o Somewhat Likely o Unlikely
Very Likely No Response 37% 47%
Unlikely 11% Somewhat Likely 5%
12 Survey Question 10
What did you expect to learn as a result of participating in today’s event? RESULTS o Which stereotypes are used to characterize Question 10: Expected learning Outcomes different ethnic and social groups No Response o How to dispel the use of stereotypes used to
characterize different ethnic and social groups Other (briefly explain) The impact stereotypes can have on o The impact stereotypes can have on intercultural intercultural and interpersonal relationships and interpersonal relationships Other (briefly explain) How to dispel the use of stereotypes used to o characterize different ethnic and social groups
Which stereotypes are used to characterize different ethnic and social groups
0 2 4 6 8 10 12 14 16 18
13 Survey Question 11
Were you expected learning outcomes achieved? RESULTS o Yes Question 11: Achievement of Expected learning Outcomes o No
No Response o Somewhat
Somewhat
No
Yes
0 2 4 6 8 10 12 14 16 18 20
14 Survey Question 12
How would you rate the overall quality of this event? RESULTS o 4 = excellent Question 12: Event Quality Rating 3 = good o No Response o 2 = fair Poor o 1 = poor Fair
Good
Excellent
0 2 4 6 8 10 12 14 16
15 Survey Question 13
Do you believe this program was relevant contribution to all-inclusive diversity at the College RESULTS of Charleston? o Yes Question 13: Relevance to CofC’s Diversity Goals o No (briefly explain) No Response 10%
Yes 90%
16 Survey Question 14
Which diversity topic(s) would you like to see the College address through future programming? (check RESULTS all that apply) o Race, Class and Politics Question 14: Suggested diversity topic(s) for future programs o LGBTQ Issues No Response Religious Diversity o Other Disability Issues o Global Diversity Issues o Global Diversity Issues Disability Issues Religious Diversity o Other (briefly explain) LGBTQ Issues
Race, Class & Politics
0 2 4 6 8 10 12 14 16 18
17 Survey Question 15
In the future, which format(s) would you prefer to engage in discussions/dialogues about diversity at RESULTS the College of Charleston? o Intimate Workshops Question 15: Preferred format for future diversity programs and events o Large Lectures
No Response o Hands-on Activities
Hands-on Activities
Large Lectures
Intimate Workshops
0 2 4 6 8 10 12 14
18 Appendix Additional resources and helpful definitions regarding stereotypes have been included in this section for additional context regarding the purpose of this project.
19 Further Reading oWhistling Vivaldi: How Stereotypes Affect Us and What we Can Do (Claude M. Steele) oBlindspot: Hidden Biases of Good People (Mahzarin R. Banaji) oEveryday Bias: Identifying and Navigating Unconscious Judgments in Our Daily Lives (Howard J. Ross) oReal Sister: Stereotypes, Respectability, and Black Women in Reality TV (Jervette R. Ward) oSeeing Patients: Unconscious Bias in Health Care (Augustus A. White, III) o3 Keys to Defeating Unconscious Bias: Watch, Think, Act (Sondra Thiederman, Ph.D.) oStereotype Threat, and Gender Beliefs in Adolescence: Who Dare Sings: Gender Stereotypes and adolescent activity choice (Penelope W. St. J. Watson) oBenign Bigotry: The Psychology of Subtle Prejudice (Kristin J. Anderson) oArab Women in Arab News: Old Stereotypes and New Media (Amal Al-Malki) oOuch! That Stereotype Hurts…Communicating Respectfully in a Diverse World (Leslie C. Aguilar)
20 Helpful Definitions Stereotype Threat Multicultural Education School Culture Test Bias
21 PROGRAM ASSESSMENT: A Conversation on Access, Retention, Academic Success and the Latino Student Achievement Gap in the U.S.A. OCTOBER 29, 2015 OVERVIEW + CONTEXT To continue its focus on the minority student achievement gap, the Office of Institutional Diversity shifted its attention to Hispanic students in the State of South Carolina. The featured speaker for this program was Dr. Fernando Colon-Navarro. Dr. Colon-Navarro is currently a Professor of Law and Director of LLM & Immigration Development at Texas Southern University’s Thurgood Marshall School of Law in Houston, TX. During his presentation, he provided the legal history of Hispanic students in the United States as way to help the audience understand the complexities of closing the achievement gap. A list of the legal cases he referenced can be found on page 28 of this report. Critical points made during his presentation include: ◦ De facto segregation ◦ De jure segregation ◦ Dangers of cutting Medicaid and Head Start ◦ Issues facing English Language Learners (ELL) in the classroom ◦ Similarities between Hispanic, Black and poor White children in US public schools In addition to Dr. Colon-Navarro’s presentation, Dr. Ashley Vaughns – Assistant Professor of Early Childhood Education in the College of Charleston’s School of Education – delivered a brief presentation highlighting statistical data on the Hispanic student achievement gap in South Carolina. This program was a collaborative effort between OID and Circulo Hispanamericano de Charleston. A total 34 people were present for this event.
2 Institutional Goal Alignment
College Of Charleston Diversity Strategic Plan OID Departmental Goals
Goal 1: Recruit, retain, and graduate greater numbers of Goal 1: Promote/facilitate the total integration of diversity into the qualified minority, first generation and international life of the College by implementing comprehensive educational, students. cultural, social, and outreach events. This will be accomplished through intentional/sustained all-inclusive programming for students, faculty, and staff (i.e. OID Signature Speaker Series, Diversity Week, Critical Issues in Diversity Series, diversity training workshops, campus-wide inter-group dialogues and other initiatives).
Goal 3: To support college access for AALANA groups through inclusion of K-12 students in various Office of Institutional Diversity initiatives.
3 Survey Results Of the 30-plussurveys administered, 25 were returned. An assessment of the audience feedback is provided in this section.
4 Survey Question 1
I am a RESULTS o CofC Student CofC Affiliation o CofC Faculty Member Student 14 o CofC Staff Member Faculty 4 o CofC Graduate No Response 3
Other o CofC Trustee 3 Parent 2 o Future college Student Staff 1 o Parent of Future college student Trustee 0 o K-12 Faculty/Staff 0 2 4 6 8 10 12 14 16
5 Survey Question 2
I am RESULTS o African American Ethnicity o Hispanic/Latino Hispanic/Latino 12 o White White 11 o Multi-ethnic African American 3
Multi-ethnic o Native American 2 No Response 0 o Asian American/Pacific Islander Asian American/Pacific Islander 0
Native American 0
0 2 4 6 8 10 12 14
6 Survey Question 3
This is my first time attending one of OID’s RESULTS events First OID Event Yes No Response o 4% o No
Yes No 52% 44%
7 Survey Question 4
I found about today’s event through RESULTS o Social Media Event Notification o Word of Mouth Word of Mouth 11 o A Flyer Email 7 o Email
A Flyer 5
Social Media 1
No Response 0
0 2 4 6 8 10 12
8 Survey Question 5
I attended this event to RESULTS o Learn more about access, retention, academic success Reason for Attending and the Latino student achievement gap Learn more about access, retention, academic succes and the Latino Student Achievement 18 o Learn more about OID Gap Hear solutions to imporiving Latino Student Hear solutions to improving access, retention, academic 15 o Achievement Gap success and the Latino student achievement gap
Other 4 o Other (briefly explain)
Learn more about OID 3
No Response 0
0 5 10 15 20
9 Survey Question 6 Prior to this event, I would rate my knowledge- level of access, retention, academic success and RESULTS the Latino student achievement gap a o 4 = high Pre-Event Knowledge o 3 = moderate Moderate (3) 13 o 2 = low Low (2) 5 o 1 = very low
High (4) 3
No Response 2
Very Low (1) 2
0 2 4 6 8 10 12 14
10 Survey Question 7 After this event, I would rate my knowledge- level of access, retention, academic success and RESULTS the Latino student achievement gap a o 4 = high improvement Post-Event Knowledge 3 = improvement o Highly Improved (4) 13 o 2 = low-improvement Improved (3) 10 o 1 = no improvement
No Response 1
Moderately Improved (2) 1
Not Improved (1) 0
0 2 4 6 8 10 12 14
11 Survey Question 8 I would attribute my increased, or unchanged, knowledge-level to # Media, friends, school. # The knowledge of the guest speakers. # The informational PowerPoints. # Both speakers’ excellent presentation. # The speakers and facts presented. # My job. # Learning more about the history of cases. # Direct examples from the news. # Data presented by speakers. # Speakers that gave good information. # The statistics and clear speaker’s points. # Learn history. # The presenters and law cases.
12 Survey Question 9
What did you expect to learn as a result of RESULTS participating in today’s event No Response Expected Learning Outcomes o Causes of the gaps in access, retention, academic success 0% and the achievement of Latino students Other o Solutions to the gaps in access, retention, academic 8% success and achievement of Latino students o Other (briefly explain) Solultions to the gaps Causes of the 50% gaps 42%
13 Survey Question 10
Were your expected learning outcomes RESULTS achieved o Yes Achievement of Expected Learning Outcomes No No Response o 4% No o Somewhat 4%
Somewhat 20%
Yes 72%
14 Survey Question 11
How would you rate the overall quality of this RESULTS event o 4 = excellent Event Quality Rating o 3 = good Excellent 15 o 2 = fair Good 8 o 1 = poor
Fair 1
No Response 0
Poor 0
0 2 4 6 8 10 12 14 16
15 Survey Question 12
Do you believe this program was a relevant RESULTS contribution to all-inclusive diversity at the CofC o Yes Relevance to the College’s Diversity Goals o No (briefly explain) No 4%
Yes 96%
16 Survey Question 13
Which diversity topic(s) would you like to see RESULTS the CofC address through future programming o Minority students and higher-ed Suggested Topics for Future Programs o Race, class and politics Minority Students and Higher Ed. 14 o LGBTQ Issues Race, Class & Politics 11 o Religious Diversity Global Diversity Issues 8
Religious Diversity o Disability Issues 8 Disability Issues 7 o Global Diversity Issues LGBTQ Issues 5 o Other (see page 18) No Response 1
0 2 4 6 8 10 12 14 16
17 Survey Question 14 In the future, which format(s) would you prefer to engage in discussion/dialogues on diversity at RESULTS the CofC o Intimate workshops Preferred Format for Future Programs o Large lectures Hands-on Activities 13 o Hands-on Activities
Large Lectures 13
Intimate Workshops 8
No Response 1
0 2 4 6 8 10 12 14
18 Additional Survey Responses (“Other”) Question 5: Purpose Make my students aware of a different reality than their own. for Attending # # SPAN 314 Cultural event. # Cultural event requirement for class. # Event for Spanish 314 class.
Question 9: Expected # To see if I’m interested in education. learning outcomes # ????? No solutions? # I didn’t know.
19 Question 12: # No. State has about 35% Blacks, 5% Hispanics, but students at CofC are Program relevance predominantly White and Asian. to CofC diversity goals
Question 13: # Crime issues with income association. Suggested diversity topics for future programs
Question 15: # Would be great if shorter! Additional Comments # Thank you very much for a very successful event! # This was very eye-opening! # Great! # Excellent lecture!! # Thanks, Great Program!
20 Appendix
Statistical data, definitions, and pertinent references are included in this section to provide additional context for the purpose of this program.
Source: PewResearchCenter Hispanic Trends: Demographic Profile of Hispanics in South Carolina, 2011 http://www.pewhispanic.org/states/state/sc/ 21 Facts & Figures on Education
CHILDREN AGES 3 TO 4 NOT ATTENDING PRESCHOOL BY RACE DEFINITIONS & SOURCES YEAR(S): 2011-2013 | RACE: 3 SELECTED | DATA TYPE: PERCENT DATA PROVIDED BY: Definitions: The share of children ages 3 to 4 not enrolled in nursery school or NATIONAL KIDS COUNT preschool school during the previous two months by race and ethnicity. "Nursery school" and "preschool" include any group or class of institution providing educational experiences for children during the years preceding kindergarten. Places where instruction is an integral part of the program are included, but private homes that primarily provide custodial care are not included. Children enrolled in programs sponsored by federal, state or local agencies to provide preschool education to young children--including Head Start programs--are considered as enrolled in nursery school or preschool. Children enrolled in kindergarten are excluded from this analysis. Due to small sample size, the 3-year American Community Survey was used to increase accuracy of the estimates.
Data Source: Population Reference Bureau, analysis of data from the U.S. Census Bureau, 2005-07 to 2009-11 three-year American Community Survey.
Footnotes: Updated February 2015. S - Estimates suppressed when the confidence interval around the percentage is greater than or equal to 10 percentage points. N.A. - Data not available. A 90 percent confidence interval for each estimate can be found at Children ages 3 to 4 not attending preschool by race.
Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
22 CHILDREN UNDER AGE 6 WHOSE FAMILY MEMBERS READ TO THEM LESS THAN 3 DAYS PER WEEK BY RACE AND ETHNICITY YEAR(S): 2011-2012 | RACE: 3 SELECTED | DATA TYPE: PERCENT DATA PROVIDED BY: NATIONAL KIDS COUNT DEFINITIONS & SOURCES
Definitions: Children younger than age six were included if the respondent indicated that family members read to the child less than three days in the past week. Data Source: Child Trends analysis of data from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, National Survey of Children’s Health.
The state-level data used here come from the National Survey of Children’s Health (NSCH). The NSCH includes information on over 102,000 children under age 18, with roughly 2,000 children per state. Households were selected through a random-digit-dial sample, and one child was randomly selected in each household. Information on each child is based on responses of the parent or guardian in the household who was most knowledgeable about the sampled child’s health. Information was collected via a computer-assisted telephone interview. For more information review the NSCH.
Data for the 2011-2012 NSCH were collected February 2011 through June 2012. Additionally, cell phones were contacted for the first time in 2011-2012, so trend comparisons should be made with caution. Footnotes: Updated October 2015. S - Estimates suppressed when the relative standard error was greater than or equal to 30%, indicating small sample sizes.
N.A. – Data not available. The category “Asian and Pacific Islander” only includes Pacific Islanders in the data for Hawaii. All racial categories are mutually exclusive. Children with two or more races were not included as a separate category in the 2011-2012 NSCH. Children missing racial/ethnic data were included in totals. Percentages exclude missing data. Weighted percentages were applied to the estimates of those missing to derive overall estimates for the number of children.
Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
23 FOURTH GRADERS WHO SCORED BELOW PROFICIENT READING LEVEL BY RACE YEAR(S): 2013 | RACE: 2 SELECTED | DATA TYPE: PERCENT DATA PROVIDED BY: NATIONAL KIDS COUNT DEFINITIONS & SOURCES
Definitions: Fourth grade public school students who scored below the proficient level in reading, as measured and defined by the National Assessment of Educational Progress (NAEP), by race and Hispanic origin. Review the National Report Card for Reading for a more detailed description of achievement levels. Public schools include charter schools and exclude Bureau of Indian Education schools and Department of Defense Education Activity schools. Race categories exclude Hispanic origin. Results are not shown for students whose race or Hispanic origin was not classified. Data Source: Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). Footnotes: Updated January 2014. S – NAEP reporting standards not met. N.A. – Data not available.
Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
24 EIGHTH GRADERS WHO SCORED BELOW PROFICIENT MATH ACHIEVEMENT LEVEL BY RACE YEAR(S): 2013 | RACE: 2 SELECTED | DATA TYPE: PERCENT DATA PROVIDED BY: NATIONAL KIDS COUNT DEFINITIONS & SOURCES
Definitions: Eighth grade public school students’ mathematics achievement levels, as measured and defined by the National Assessment of Educational Progress (NAEP), by race and ethnicity. For a more detailed description of achievement levels see: http://nces.ed.gov/nationsreportcard/Mathematics/achie veall.asp. Public schools include charter schools and exclude Bureau of Indian Education schools and Department of Defense Education Activity schools. Data Source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005-2006, 2006-2007, 2007-2008, 2008-2009, 2009-2010, 2010-2011. Footnotes: Updated January 2014. S – NAEP reporting standards not met. N.A. – Data not available.
Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
25 HIGH SCHOOL STUDENTS NOT GRADUATING ON TIME BY RACE AND ETHNICITY YEAR(S): 2011-12 | RACE: 2 SELECTED | DATA TYPE: PERCENT DATA PROVIDED BY: NATIONAL KIDS COUNT DEFINITIONS & SOURCES
Definitions: The estimated percentage of an entering freshman class not graduating in 4 years by the student's race and ethnicity. The measure is derived from the Averaged Freshman Graduation Rate (AFGR), which uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of regular diplomas awarded four years later. Data for 2010-2011 and 2011-2012 have come from the "First Look" report "Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12" available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014391 and are considered preliminary data.
Data Source: Population Reference Bureau, analysis of data from the U.S. Department of Education. U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Dropout and Completion Data: 2005-2006 through 2011-2012. Footnotes: Updated May 2014. N.A. - Data are not available. S - Data have been suppressed by NCES due to small sample size and/or small population size.
Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org
26 CHILDREN WHO HAVE DIFFICULTY SPEAKING ENGLISH BY FAMILY NATIVITY YEAR(S): 2013 | CHILDREN IN IMMIGRANT FAMILIES: ALL | DATA TYPE: PERCENT DATA PROVIDED BY: NATIONAL KIDS COUNT DEFINITIONS & SOURCES
Definitions: The share of children ages 5 to 17 that speak English less than "very well", by children in foreign-born or US-born families.
Children in immigrant families is defined as children who are themselves foreign-born or reside with at least one foreign-born parent. Foreign-born is defined as either a U.S. citizen by naturalization or not a citizen of the U.S. Native-born is defined as born in the U.S., Puerto Rico, Guam, the U.S. Virgin Islands, or the Northern Marianas or born abroad of American parents. The foreign-born status of children not living with either parent is based solely on the status of the child and no other household member. Children living in subfamilies are linked to their parent(s) and not the householder.
The Census Bureau advises that due to methodological changes to data collection, comparisons should be made with caution between 2013 estimates on English ability and those from prior years. For a detailed account of those changes see the following document. Data Source: Population Reference Bureau, analysis of data from the U.S. Census Bureau, Census 2000 Supplementary Survey, 2001 Supplementary Survey, 2002 through 2013 American Community Survey.
The data for this measure come from the 2000 and 2001 Supplementary Survey and the 2002 through 2013 American Community Survey (ACS). The 2000 through 2004 ACS surveyed approximately 700,000 households monthly during each calendar year. In general but particularly for these years, use caution when interpreting estimates for less populous states or indicators representing a small sub-population, where the sample size is relatively small. Beginning in January 2005, the U.S. Census Bureau expanded the ACS sample to 3 million households (full implementation), and in January 2006 the ACS included group quarters. The ACS, fully implemented, is designed to provide annually updated social, economic, and housing data for states and communities. (Such local-area data have traditionally been collected once every ten years in the long form of the decennial census.)
Estimates for years 2000 though 2004 are presented by a series of 3-year averages computed by PRB--the first year 2000 to 2002, the second year 2001 to 2003 and the third year 2002 to 2004. The 2005 ACS, is the first year with an expanded sample and is presented by estimates with a single year of data.
Footnotes: Updated December 2014. S - Estimates suppressed when the confidence interval around the percentage is greater than or equal to 10 percentage points. N.A. – Data not available.
Data are provided for the 50 most populous cities according to the most recent Census counts. Cities for which data is Source: The Annie. E. Casey Foundation, KIDS COUNT Data Center, datacenter.kidscount.org collected may change over time. A 90 percent confidence interval for each estimate can be found at Children who have difficulty speaking English by family nativity.
27 Legal Cases Referenced (by Dr. Fernando Colon-Navarro)
Romo v. Laird
Alvarez v. Owen
Del Rio ISD v. Salvatierra (1) Del Rio ISD v. Salvatierra (2)
Mendez v. Westminster School District
Delgado v. Bastrop Independent School v. District
Brown v. Board of Education (1) Brown v. Board of Education (2)
The Fourteenth Amendment
28 Further Reading o Chicano Students and the Courts: The Mexican American Legal Struggle for Education Equality (Richard R. Valencia) o Students of Color and the Achievement Gap: Systemic Challenges, Systemic Transformations (Richard R. Valencia) o Immigrant Voices: In Search of Educational Equity (Enrique Henry T. Trueba) o Creating a College Culture for Latino Students: Successful Programs, Practices and Strategies (Concha Delgado Gaitan) o Home, School, and Community Collaboration: Culturally Responsive Family Engagement (Kathy Beth Grant) o Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap (A. Wade Boykin)
29 Helpful Definitions Access Academic Support Equity Opportunity Gap
30 Additional Resources
South Carolina Hispanic Chamber of Commerce Scholarship Foundation
University of South Carolina Arnold School of Public Health Consortium for Latino Immigration Studies
National Education Association
The PewResearch Center
National Conference on State Legislatures
National Center for Education Statistics (Achievement Gaps)
Hispanic Scholarship Fund
White House Initiative on Educational Excellence for Hispanics
The Education Trust
The Campaign for College Opportunity
Teach for America
South Carolina Legal Justice Center
31 Program Assessment: Up Heartbreak Hill Film Screening & Discussion NOVEMBER 17, 2015 OVERVIEW + CONTEXT The Office of Institutional Diversity concluded its three-part series on the minority student achievement gap with a film screening of the documentary Up Heartbreak Hill. The film was produced by PBS’ POV program and chronicles the challenges Native American high school students in Navajo, New Mexico must overcome in their quest to graduate from high school and go on to college. Dr. John Bello-Ogunu, Associate Vice President and Chief Diversity Officer, facilitated the audience discussion following the screening. There were nine students in attendance.
2 2 Survey Results An audience evaluation, developed by PBS, was included with the film used for this screening. Of the nine evaluations administered, eight were returned. A tally of those evaluation results are included in this section.
3 Survey Question 1
Race RESULTS
• Hispanic Ethnicity
• Multi-ethnic African American 0 • Native American No Response 0 • White Asian American/Pacific Islander 0 Native American 0 • Asian American/Pacific Islander Hispanic/Latino 1
Multi-ethnic 1
White 6
0 1 2 3 4 5 6 7
4 Survey Question 2
Did you learn anything new from the film? RESULTS
• Yes Learning Outcomes Achieved • No No Response 0
No 0
Yes 8
0 2 4 6 8 10
5 Survey Question 3
How much did this screening deepen your RESULTS understanding of an of the issue(s) in the film?
• Immensely Impact of film on awareness level
• Very Much No Response 0
• Somewhat Not at all 0
• Not Much Not much 0
• Not at All Somewhat 2
Very much 5
Immensely 1
0 1 2 3 4 5 6
6 Survey Question 4
How as your “This first-hand account from the two young people gives insight into their aspirations and understanding of how that might conflict with their culture.” the issue(s) “Seeing an in-depth perspective.” deepened?
“I didn’t know anything about Reservations.”
“It was a perfect reminder that it’s ok to be curious and sensitive about other cultures and that sitting back and listening doesn’t make you weak.”
“Becoming a teacher, it makes me wonder about my own values.”
“I didn’t know how difficult life was for Native Americans.”
7 Survey Question 5
How valuable did you find the discussion? RESULTS
• Immensely How valuable did you find the discussion?
• Very Much No Response 0
• Somewhat Not at all 0
• Not Very Not much 0
• Not at All Somewhat 2
Very much 0
Immensely 6
0 1 2 3 4 5 6 7
8 Survey Question 6
In what ways did “I love this discussion because it forces us to talk about issues that are normally avoided. It’s you find the enlightening.” discussion valuable or not valuable? “It brought up some interesting thoughts.”
“I loved how we can talk about the same topic and have such different views.”
“It makes me question my own values. It deepens my questioning and carefulness when I think about where I want to teach my values.”
“Putting yourself in others’ places and trying to grasp the concept of how Western culture has changed the world.
9 Survey Question 7
After attending this screening, how likely are RESULTS you to participate in the activities listed below?
• Research the issues Likelihood of post-screening engagement • Tell friends to watch the film on PBS Donate 1 2 1 4
• Discuss the issues with friends and/or family Write 1 2 3 3
Organize • Join an organization working on the issues 0 2 2 4 Workshop Definitely Organize 1 1 2 4 • Organize a screening/discussion Screening Probably Maybe • Join 2 1 2 2 Organize a workshop/training Probably Not • Write letters/sign petitions Discuss 5 3 0 Definitely not
Tell Friends • Donate money to organizations working on the issues 5 1 2 0 Research 2 4 3 0
0 2 4 6 8 10
10 Survey Question 7
On a scale of 1-5 (5 being excellent, 1 being RESULTS poor) how would you rate this event overall? • 5 = excellent How would you rate this event? 5 (Excellent) 4 = Very Good 3 = Good 2 = Fair 1 = Poor • 4 = very good 0% 0% 0% • 3 = good 13% • 2 = fair • 1 = poor
87%
11 Survey Question 8
Any other “Interesting points.” additional comments about the film and/or screening event? “It was awesome and enlightening.”
“Very moving and important.”
12 Native American Students Enrolled in Higher Education
HIGHER EDUCATION ACCESS & PERSISTENCE Year Data Reference 2012 39% of American Indian (AI) and Alaska Native (AN) students who started in 2005 as first-time, full- Knapp, Kelly-Reid, & Ginder, 2012 time students at 4-year institutions graduated compared to 60% of White Students 2011 Among students who took the National Assessment of Educational Progress (NEAP) test, 63% of National Center for Education Statistics, 2012 AI/AN 8th graders had never talked to a school counselor during 8th grade about classes they should take in high school or about what they want to do after high school 2011 65,356 AI/ANs (alone) ages 25 years and older had a graduate or professional degree US Census Bureau, 2012 2011 19% of AI/AN (alone) students had a parent who had completed at least a bachelor's degree, Aud, Hussar, Johnson, et al., 2012 compared to 48% of Whites (alone). 2010 65% of American Indian males were employed while attending college, compared to 76% of White Ross, Kena, Rathbun, et al., 2012 males 2009 29% of AI/AN 9th graders had counselors whose primary counseling program goal was to help students Ross, Kena, Rathbun, et al., 2012 plan and prepare for postsecondary education, compared to the national average of 48%. 2009 33% of AI/AN males reported that they expected to complete a bachelor's, graduate, or professional Ross, Kena, Rathbun, et al., 2012 degree, compared to 56% of White males Source: National Indian Education Association (NIEA)
13 Native American Students Living in Poverty
Year DATA REPORT Reference 2011 33% of AI/AN (alone) students were living below the poverty threshold, compared to 12% of Aud, Hussar, Johnson, et al., 2012 Whites (alone) 2010-11 31% of AI/AN (alone) students attended high-poverty public schools, compared to 6% of Ross, Kena, Rathbun, et al., 2012 Whites (alone) 2009-10 30% of AI/AN (alone) students attended high-poverty city public schools, compared to 12% Aud, Hussar, Johnson, et al., 2012 of Whites (alone) 2010-11 11% of AI/AN (alone) students attended low-poverty public schools, compared to 33% of Ross, Kena, Rathbun, et al., 2012 Whites (alone) 2009 68% of AI/AN 4th graders were eligible for free-or reduced-price lunch Aud, Fox, & KewalRamani, 2010 2011 Among students who took the National Assessment of Educational Progress (NAEP) test, 72% National Center for Education Statistics, 2012 of AI/AN 4th graders and 66% of AI/AN 8th graders were eligible for the National School Lunch Program (an indicator of family income), compared to 48% and 44%, respectively, for non-AI/AN students
Source: National Indian Education Association (NIEA)
14 Resources
•Up Heartbreak Hill •American Indian Higher Education Consortium •National Indian Education Association •White House Initiative on American Indian and Alaska Native Education •Tribal College Journal of American Indian Higher Education •American Indian College Fund •Bureau of Indian Education
15 Helpful Definitions • Access •Academic Support •Equity •Opportunity Gap
16 Further Reading
• Theoretical Perspectives on American Indian Education: Takin a New Look at Academic Success and the Achievement Gap (Terry Huffman) • Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self- Determination: ASHE Higher Education Report 37:5 (Bryan McKinley Jones Brayboy, et. al) • American Indian Higher Educational Experiences: Cultural Visions and Personal Journeys (Terry Huffman) • Beyond the Asterisk: Understanding Native Students in Higher Education (Heather J. Shotton, et. al) • Serving Native American Students: New Directions for Student Services (Mary Jo Tippeconnic Fox, et. al) • The Forgotten Minority: Native Americans in Higher Education (Robert N. Wells, Jr.)
17