You Matter!

Improving First-Generation and Low-Income Students’ Transition

and OutcomesKatherine Julian Dunn

Brandeis University

Goals for Today

1. Understand statistics and trends associated with first-generation and low-income college students.

2. Summarize research on mattering and marginality (Schlossberg, 1989) and how it relates to these populations.

3. Apply theory to interventions for first-year students from first-generation and low-income backgrounds.

Brandeis University Student Support Services

● Funded by Department of Education on a TRiO grant

● Serves 145 eligible students with highest academic need

● Department within Office of Academic Services

● On campus for 25 years

Group Brainstorm

When you think of the population of first-generation and low-income students on your campus, what words or phrases

come to mind?

Who are first-generation and low-income students?

● First-generation college: “A student where neither parent/guardian has earned a bachelor’s degree” (Davis, 2011)

● 24% of college students in the US are both first-generation and low-income (Engle and Tinto, 2008)

● Brandeis undergraduate population: 7.5% first-generation, 13.1% low-income, 8% both first generation and low-income

Risk Factors and Strengths

● First-generation and low-income students:○ More likely to hold other underrepresented

identities○ 4X more likely to leave college in the first year ○ 89% leave college without a degree after 6

years (Engle & Tinto, 2008)

● Counter narrative: First-generation students as “pioneers, not problems” (Greenwald, 2012)

○ assets: maturity, resilience, drive, generosity

Challenges of first year transition: Academic

● Gaps in preparation/study skills

● Uninformed academic decision making

● Hidden academic costs: books, laptops

● Reluctance to seek help

○ i.e. Higher rate of first-generation students “needing but not using” mental health and counseling services (Stebleton, Soria & Huesman, 2014)

Challenges of first year transition: Social

● Limited involvement due to work and family commitments

● Differences in social and cultural capital from peers

● “Integration vs. segregation dynamic” (Lowery-Hart, Pachenco, 2011)

○ “I feel connected to the SSSP community, but not the Brandeis community”

Challenges of first year transition: Family

● Family responsibilities/ family dependance

● “Push and pull” dynamic with parents (Nichols & Islas, 2016)

○ First-generation students get a broad level of encouragement from parents that pushes them rather than the specific advice and intervention continuing generation students get that pulls them along and helps them cultivate social networks

Overall theme: Feelings of marginality

● Marginality: feelings of isolation, disconnection, insignificance, invalidation, insecurity. Feeling “on the margins” (Schlossberg, 1989)

● Negative impact on sense of belonging, mental health (Stebleton, Soria & Huesman, 2014)

Mattering as a framework for addressing marginality

● Mattering: “The feeling that others depend on us, are interested in us, are concerned with our fate, and experience us as an ego-extension” (Rosenberg &

McCullough, 1981)

Dimensions of Mattering

● Attention: “The feeling one commands the interest or notice of another person” (Rosenberg &

McCullough, 1981)

Dimensions of Mattering

● Importance: “Another person is concerned with our fate and cares about what we want, think or do” (Rosenberg & McCullough, 1981)

Dimensions of Mattering

● Ego-Extension: “Others will be proud of our accomplishments and disappointed by our failures” (Schlossberg, 1989)

Dimensions of Mattering

● Dependence: “Feeling needed or depended on by others” (Rosenberg & McCullough, 1981)

Dimensions of Mattering

● Appreciation: “Others are thankful for our efforts and appreciate what we do” (Schlossberg, 1989)

Mattering as a motive for behaviorSchlossberg, Lynch and Chickering (1989) studied adult learners’ experience in college. They found students who felt they mattered in a university environment showed...

● Increased engagement in learning

● Increased involvement in the campus community

● Increased institutional loyalty

● increased self-confidence and self-esteem

From Theory to Practice

● Two institutional “case studies”

○ Pre-Orientation

○ Peer Mentoring

● Additional programs and initiatives that take a “mattering approach”

SSSP Pre-Orientation Program Objectives

● Provide an “extended campus acclimation process” (Davis, 2011) introducing students to college expectations as well as campus resources in a comfortable environment

● Connect students to a community who can act as a support system

SSSP Pre-Orientation Program

Description

● Friday-Sunday prior to August orientation

● Required of all new SSSP students

● Sessions that address academic, social, cultural transition, assess skills, and normalize fears

● Involvement of parents and families

Pre-Orientation in Action

“My questions and even questions I didn’t know I had were answered.”

“The SSSP community surpassed my expectations. I’m so happy to have this family.”

Dimensions of Mattering AddressedAttention: Specific time/resources carved out to assist this group of students in their adjustment to campus.

Importance: Special visits from Dean and student body president welcoming them to campus.

Dependence: Reliance on Peer Mentors to facilitate sessions, offer guidance

Appreciation: Opportunity for students to recognize each other at end of program for making positive contributions to the group.

Peer Mentoring Program

Objectives

● Offer new students an accessible guide and role model through their transition who can help navigate challenges, direct towards opportunities and resources

● Provide a leadership opportunity for current students in the program to “pay it forward”

Peer Mentoring Program

Description

● 13-16 mentors with 2-4 new mentees, meeting bi-weekly for 30-60 minutes

● All mentors must be active in program and in good academic standing

● Specialized training

● Regular supervisory check ins and mid-year performance evaluation

● Documentation of meetings using google form and timesheet for payment ($10/hr)

Peer Mentoring in Action

“I love speaking with Ana because she is really a great listener. I also like how she is able to give me constructive criticism. It's great that she's able to tell me what I need to hear and

not always what I want to hear.”

Dimensions of Mattering Addressed

Attention: Low student:mentor ratio, high frequency of meetings, mentors offer holistic support, 500+ hours of mentoring per year with first-year class.

Dependence: Empower upperclass students in program to share their experiences and hone their interpersonal skills as leaders.

Ego-Extension: By having a mentor, new students feel a peer is investing in their success. Mentors want to offer additional comfort during difficult times. “Big Brother/Big sister” relationship. Open line of communication with advisors who are also invested.

Other examples of a mattering approach

SSSP Shout Out program (Appreciation)

○ Monthly opportunities for peers to recognize peers in a variety of areas, public display of recognition

Other examples of a mattering approach

SSSP “I AM” Event (Importance, Dependence)

○ Provides students the opportunity to define themselves and their journey through a high profile event

Program Outcomes

● Our program is assessed on three major outcomes:

○ Academic good standing

○ First to second year retention

○ Six year graduation

● Each grant cycle we set new targets for these outcomes that are ambitious and attainable

● We are proud that our program’s graduation rate exceeds that of the general Brandeis population

Reflection and Small Group Discussion

1) In your role, how do you show first-generation and low-income students they matter?

2) Outside of your role, how does your campus show first-generation and low- income students they matter?

3) Think of a program in your office. What dimensions of mattering are incorporated into this program?

4) What can you take away from this presentation to improve your work with first-generation and low-income student populations?

Questions/Comments?