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Men of Color in the : Trends, Challenges, and Opportunities

Spring 2019 Convocation

Drs. J. Luke Wood & Frank Harris III Co-Directors, Community College Equity Assessment Lab San Diego State Workshop Objectives

• Highlight national trends and issues that impact student success outcomes for men of color.

• Discuss the convergence of masculinity and racial identities and how it shapes educational experiences and outcomes for men of color.

• Present high-impact institutional practices to redress outcome disparities for men of color. Our Laboratory

The Community College Equity Assessment Laboratory (CCEAL) is a national research and practice lab that partners with community colleges to support their capacity in advancing outcomes for students who have been historically underserved in education, particularly students of color. CCEAL houses the National Consortium on College Men of Color (NCCMC) and the Black Minds Project (BMP).

CCEAL was developed to advance three objectives: • Research - to conduct and disseminate empirical research on the experiences of historically underserved students in community colleges; • Training - to provide training that improves practices and research relevant to students of color in community colleges; and • Assessment - to use assessment and evaluation to facilitate capacity-building within community colleges. Quantitative Assessment

“student survey” “staff survey” “faculty survey”

Community College Staff Development Community College Success Measure Inventory

Community College Success Community College Staff Community College Instructional Measure (CCSM) Development Inventory (CC- Development Inventory (CC-IDI) SDI) For identifying factors influencing To inform professional development To inform professional development the success of underserved programming for staff programming for instructional faculty students 10 states 40 states 15 states 105 colleges 170 colleges 70 colleges 84,549 students 7,429 instructional faculty 3,122 staff Qualitative Assessment

Student focus groups 10 colleges Examining students’ perceptions of factors influencing success CA, 252 students, 50 focus groups in community college

Faculty interviews Examining perceptions of factors that are effective in educating 10 colleges students of color in community colleges CA, 102 faculty

Consensus focus groups Collective sensemaking approach for identifying root challenges 32 colleges facing students in community colleges from an equity‐based CA & MN, 240 faculty/staff 52 consensus groups perspective

Narratives of success Narratives from educators with a documented record of success 14 colleges in teaching and supporting underserved students of color 12 states, 78 educators National Consortium on College Men of Color—CA Colleges

American River College (Sacramento, CA) (Merced, CA) (Rancho Cucamonga, CA) MiraCosta College (Oceanside, CA) (Hayward, CA) (Napa, CA) College of the Redwood (Eureka, CA) (Norco, CA) (Joshua Tree, CA) (San Marcos, CA) (Sacramento, CA) (Reedley, CA) (El Cajon, CA) (Whittier, CA) (Cypress, CA) (Riverside, CA) (Monterey Park, CA) (San Diego, CA) (Torrance, CA) (San Diego, CA) (Fresno, CA) San Diego Miramar College (San Diego, CA) Glendale Community College (Glendale, CA) San Jose City College (San Jose, CA) (El Cajon, CA) (Orange, CA) (Salinas, CA) (Rocklin, CA) (Imperial, CA) (Redding, CA) (Livermore, CA) (Fairfield, CA) (Long Beach, CA) Southwestern College (Chula Vista, CA) LA Pierce College (Woodland Hills, CA) (Taft, CA) LA Trade Technical College (Los Angeles, CA) UC Davis Health (Sacramento, CA) (Pittsburg, CA) (San Diego, CA) (Ukiah, CA) (Culver City, CA) NCCMC Webinars

• “Designing Early Alert Systems to Support Men of Color” • “Racial/Gender Microaggressions and Men of Color” • “Supporting Male Student-Athletes of Color” • “The Influence of Masculine Identities on Success for Men of Color” • “Supporting African American Men Pursuing STEM Degrees” • “Gaining Institutional Buy-in for Men of Color Efforts” • “Mentoring Programs for Men of Color in Community Colleges” • “The Role of the Community College Trustee” • “Counseling and Advising Strategies for Men of Color” • “Teaching and Learning Strategies for Classroom Faculty” • “Insights from Men of Color who Successfully Transferred” “Every system is perfectly designed to achieve the results that it gets.”

‐ W. Edward Deming 6-Year Completion Rates

Women Men OVERALL 44.0% 41.3% African American 32.6% 42.8% Asian 47.8% 25.0% Filipino 44.4% 46.9% Latino 57.3% 29.0% Native American 39.7% 36.5% White 75.0% 77.8%

Data Source: CCCCO Data Mart 2010, 2011, & 2012 Cohorts Toward an Understanding of Equity

• Students of color ( e.g.., Black, Latino, Equity refers to a Native American, Southeast Asian, heightened focus on Pacific Islander) groups experiencing • Foster youth disproportionate • Students with varying abilities impact in order to • Low-income students remediate disparities in their experiences • Students who experience food and and outcomes. housing insecurity • Refugees • Undocumented students Statewide Equity Efforts

EQUITY

Online Student‐ SEAP AB 705 Guided AB 19 Learning Centered Pathways Funding Initiative Formula Equity-Mindedness

According to Bensimon (2007) Equity-mindedness entails: • recognizing the ways in which systemic inequities disadvantage minoritized people in a range of social institutions or contexts (education, employment, healthcare, the criminal justice system, etc.)

• (re)framing outcome disparities as an indication of institutional underperformance rather than students’ underperformance;

• not attributing outcome disparities exclusively to students or perceived deficits in students’ identities, life circumstances, or capabilities;

• critically reflecting upon one’s role and responsibilities (as a faculty member, student affairs staff, administrator, counselor, institutional researchers etc.). Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

Willing to employ DK K practices (W) W W

Unwilling to employ DK K practices (UW) U U Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

Willing to employ practices The Allies The Choir (W)

Unwilling to The employ The Defiant practices Resisters (UW) Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

Willing to employ practices The Allies The Choir (W) The Oblivious Unwilling to The employ The Defiant practices Resisters (UW) Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

Willing to Savior Complex Non-Reflective employ Grandstanding practices The Allies The Choir (W) The Oblivious Unwilling to The employ The Defiant practices Resisters (UW) Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

WillingWhen to actions are motivated by a Savior Complex employsense of guilt rather than to empower practices The Allies The Choir (W) The Unwilling to Oblivious The employ The Defiant practices Resisters (UW) Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

Willing to Non-Reflective Whenemploy actions are not aligned practiceswith espoused values The Choir (W) The

Unwilling to Oblivious The employ The Defiant practices Resisters (UW) Taxonomy of Educators’ Perspectives

Don’t know what to do Know what to do (DK) (K)

When a commitment to equity is Willing to superseded by one’s desire to Grandstanding employelevate themselves and their practices careerThe Allies The Choir (W) The Unwilling to Oblivious The employ The Defiant practices Resisters (UW) Socio-Ecological Outcomes (SEO) Model

Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain • Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Background/ Academic Domain Defining Factors • Faculty-Student Interaction • Age • Academic Service Use • Time Status • Commitment to Course of Study • Veteran Status • Primary Language Environmental Domain Student Success • Citizenship Status • Mediators (Finances) (Transportation) * Persistence * Achievement • [Dis]ability • Commitments (Dependents) (Employment) * Attainment * Transfer * Goal • Stressful Life Events Accomplishment *Labor Market Campus Ethos Domain Societal Factors • Sense of Belonging (Student-Student) (Student- • Stereotypes Faculty) (Student-Student Service) • Criminalization • Campus Racial/Gender Climate • Economic • Welcomeness to Engage Conditions • Internal Validating Agents (Faculty) (Staff) • Mass Incarceration • Personal Relationships • Capital Identity Projection Structural Domain • Training infrastructure • Built environment • Staffing patterns • Equity resourcing Assumption of Criminality

“Last semester I didn’t have a car, so I had to stay on campus late after class until I could get a ride. What I would usually do is go and grab a bite to eat and then go to the library for a couple of hours to study. I can’t tell you how many times I’d be sitting at 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 everybody when it got late, but then I started to notice they asked me for mine and did not ask anyone else for theirs. The last time it happened, I ask the officer why did he need to see my ID. He said they had gotten some complaints about a guy who “matches my description” and he needed to make sure I belonged here. After that I just stopped going because I don’t want to get caught up in no mistaken identity type s**t.” Socio-Ecological Outcomes (SEO) Model

Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain • Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Background/ Academic Domain Defining Factors • Faculty-Student Interaction • Age • Academic Service Use • Time Status • Commitment to Course of Study • Veteran Status • Primary Language Environmental Domain Student Success • Citizenship Status • Mediators (Finances) (Transportation) * Persistence * Achievement • [Dis]ability • Commitments (Dependents) (Employment) * Attainment * Transfer * Goal • Stressful Life Events Accomplishment *Labor Market Campus Ethos Domain Societal Factors • Sense of Belonging (Student-Student) (Student- • Stereotypes Faculty) (Student-Student Service) • Criminalization • Campus Racial/Gender Climate • Economic Conditions • Welcomeness to Engage • Mass Incarceration • Internal Validating Agents (Faculty) (Staff) • Capital Identity • Personal Relationships Projection Structural Domain • Training infrastructure • Built environment • Staffing patterns • Equity resourcing Masculinities in Community Colleges

• Apprehension to help-seeking

• Perceptions of school as a “feminine” domain

• Breadwinner orientation Masculinities in Community Colleges

“For me I feel like it [help-seeking] is sort of a weakness, I'm kind of proud and I pride myself in being independent for the most part so I don't really like asking people to help me. I want to just tough it out and get to it on my own, but if I need help with academics I will ask someone for that or if I feel like things are getting super crazy and I'm like, I'm stressing out, [then I’ll ask for help].”

“What kind of man has two kids and quits working so he can go and read poetry at some damn college?” Socio-Ecological Outcomes (SEO) Model

Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain • Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Background/ Academic Domain Defining Factors • Faculty-Student Interaction • Age • Academic Service Use • Time Status • Commitment to Course of Study • Veteran Status • Primary Language Environmental Domain Student Success • Citizenship Status • Mediators (Finances) (Transportation) * Persistence * Achievement • [Dis]ability • Commitments (Dependents) (Employment) * Attainment * Transfer * Goal • Stressful Life Events Accomplishment *Labor Market Campus Ethos Domain Societal Factors • Sense of Belonging (Student-Student) (Student- • Stereotypes Faculty) (Student-Student Service) • Criminalization • Campus Racial/Gender Climate • Economic Conditions • Welcomeness to Engage • Mass Incarceration • Internal Validating Agents (Faculty) (Staff) • Capital Identity • Personal Relationships Projection Structural Domain • Training infrastructure • Built environment • Staffing patterns • Equity resourcing Community Colleges Who Are Our Black and Latino Men? Latino Men Black Men delayed 947 delayed enrollment enrollment into college 43% community into college 54% colleges

81% are serve 74% are first‐generation 64% first‐generation Students of all Black men Students and 48% are 59% are low‐income 65% low‐income of all Latino men 43% in public postsecondary education 44% in need of remedial education in need of remedial education Source: National Postsecondary Student Aid Study Attend college less 59% Attend college less 50% than full‐time 49% than full‐time Employment Challenges, CCSM 2018

Men Women African American 34.9 40.1 Asian 20.9 24.9 Filipino 28.3 29.7 Latino 30.5 29.7 Multiethnic 27.5 36.6 Other 28.3 34.2 Southeast Asian 26.4 23.1 White 26.1 29.8

State average of students experiencing employment challenges: 30% Employment Conditions for Men of Color

• Physically demanding

• Temporary/transitory

• Late night/overnight Transportation Challenges, CCSM 2018

Men Women African American 48.2 43.4 Asian 29.8 31.4 Filipino 26.7 30.7 Latino 36.1 39.2 Multiethnic 27.5 41.2 Other 39.3 39.0 Southeast Asian 39.1 32.7 White 25.2 31.0

State average of students experiencing transportation challenges: 36% Housing &Transportation Insecurities

“I have battled homelessness since I “Talking about transportation, I used was 15. And I was homeless for 2 to drive [far to get to campus]. It was years prior to moving out here, like a 45 minute drive until one day I just staying at my grandpa's house decided well I'm not going to do that and he didn't want us there. And drive anymore I'll just be homeless trying to stay at my aunt's house and [and] use the bus. I sleep near the friends’ houses. And things like that. beach close to where everything is So when I moved out here my friend at.” took me in. He was like, ‘you know what, come out here, come to school.’ So till a month ago I lived on his couch.” Food Insecurities

“I go to campus events and get free food to bring back to the [student veterans] lounge or faculty will give me food to bring back to the lounge. Because some of us are struggling without nothing.”

“The service learning office and a couple other offices they give out free food, you know to students who are struggling and can’t put food in their mouths. So I have gotten a lot of free food.”

“If I don’t have the money I usually don’t eat or I have to scavenge around campus. So when [my friend] told me there was free food in here [at the focus group], I’m like word!” Socio-Ecological Outcomes (SEO) Model

Inputs Socio-Ecological Domains Outcomes Non-Cognitive Domain • Intrapersonal (Self-Efficacy) (Locus of Control) (Degree Utility) (Action Control) (Intrinsic Interest) • Identity (Gender) x (Racial/Ethnic) x (Spiritual) x (Sexual) Background/ Academic Domain Defining Factors • Faculty-Student Interaction • Age • Academic Service Use • Time Status • Commitment to Course of Study • Veteran Status • Primary Language Environmental Domain Student Success • Citizenship Status • Mediators (Finances) (Transportation) * Persistence * Achievement • [Dis]ability • Commitments (Dependents) (Employment) * Attainment * Transfer * Goal • Stressful Life Events Accomplishment *Labor Market Campus Ethos Domain Societal Factors • Sense of Belonging (Student-Student) (Student- • Stereotypes Faculty) (Student-Student Service) • Criminalization • Campus Racial/Gender Climate • Economic Conditions • Welcomeness to Engage • Mass Incarceration • Internal Validating Agents (Faculty) (Staff) • Capital Identity • Personal Relationships Projection Structural Domain • Training infrastructure • Built environment • Staffing patterns • Equity resourcing Pyramid of Student Success 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 she always stops in and says hi.” Validating Agents—Faculty

“It may be I guess the way she teaches and the way she's open about everything makes you want to try, but then at the same time, it's not easy what she's teaching you, but because she makes it a comfortable place, it allows you to be able to push yourself and try even harder.” Essential Practices for Ensuring Equitable Outcomes for Men of Color Classroom Faculty

• Infuse cultural relevancy in the classroom • Recognizing contributions of diverse people (historical and contemporary) • Connecting content to students’ lived experiences • Featuring diverse speakers • Facilitating students’ ownership of the course

• Share your story

• Be positive

• Be intrusive Counseling Faculty and Staff

• Be overwhelmingly warm, welcoming, and empathetic

• Anticipate students’ needs, questions, and concerns

• Focus initial discussions on students’ prior experiences in education • “What do you enjoy most about learning?” • “How would you describe your relationships with teachers?” • “Beyond money, what do you want to get out of your college education?”

• Connect students with ‘people’ not ‘services’

• Focus on mental health Academic Divisions

• Set targets for improving disproportionately‐impacted groups for each department

• Set a standing division agenda item focused on the progress of disproportionately‐impacted groups

• Use resident disciplinary experts to support the infusion of culturally responsive teaching

• Establish professional learning communities to continue the dialogue on culturally responsive teaching throughout the academic year

• Engage in collective sense‐making at the division and department levels Campus Leaders

• Communicate urgency about the need to focus on students experiencing disproportionate impact at high profile events, including convocation

• Infuse equity‐mindedness in integrated planning, Guided Pathways, and other planning processes

• Build institutional capacity to conduct equity‐minded institutional research

• Hire personnel with a proven record of success in working with underserved students

• Increase the representation of full‐time faculty in developmental education

• Address acute environmental challenges and insecurities Online Certificate Programs

Center for Organizational Responsibility and Advancement

www.coralearning.org