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Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars AERA 2005

Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

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Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars. AERA 2005. A Framework for Assessing Capacity Building William T. Trent University of Illinois. Equitable access Elusive for students of color Nuanced Multiple indicators of ability - PowerPoint PPT Presentation

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Page 1: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Making Access Real: Building Capacity in Higher Education

Gates Millennium Scholars

AERA 2005

Page 2: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

A Framework for Assessing

Capacity Building

William T. Trent

University of Illinois

Page 3: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Equitable access

• Elusive for students of color

• Nuanced

• Multiple indicators of ability

• Quality financial aid

Page 4: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Different capacity building efforts:

• Legal remedies

• Public programs at the local, state and federal levels

• Private activities that are institutionally or agency based

Page 5: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

The Gates Millennium Scholars:

• targets students of color

• targets talented students

• targets financially needy students

• targets the higher education pipeline segment

• targets selected fields at the graduate level of the educational pipeline

Page 6: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Research framework

• Basic research that addresses discipline generated questions

• Applied research that addresses critical questions of practice

Page 7: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Four orienting concentrations:

• Treatment

• Selection Process and Selection Criteria

• Population

• Technical matters related to science of research activity

Page 8: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Constructs:• Social, cultural, linguistic, and economic

background• Gender patterns• High school achievement and educational

context• Rigor of high school curriculum• Relevance of civic and other extra-curricular

leadership opportunities • The GMS selection process• The role of financial aid• Mentoring• College choice

Page 9: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Constructs continued…• Transition to college • College attendance• Major field choice and persistence• Academic, cultural and social experience• Development of and the role of leadership• Civic and community engagement• Values, opinions, attitudes and perceptions• College graduation• Transition to graduate school• Graduate education • Employment experience

Page 10: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

“Leaders for America’s Future”

Dr. Margaret Daniels Tyler Executive Director

Page 11: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

ABOUT GMS

Funded by a 1 billion dollar grant from the Bill & Melinda Gates Foundation

Established in 1999.

The goal is to promote academic excellence and to provide an opportunity for 20,000 outstanding students with significant financial need to reach their fullest potential.

Page 12: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

ABOUT THE PROGRAM

The United Negro College Fund (UNCF)

The Organization of Chinese Americans

The American Indian Graduate Center Scholars

The Hispanic Scholarship Fund

Page 13: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

ELIGIBILITY CRITERIA

African American, American Indian/ Alaska Native, Asian Pacific Islander American, and Hispanic American;

Citizen/ legal permanent resident or national of the United States;

Cumulative GPA of 3.3 on a 4.0 scale at the time of nomination;

Page 14: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Value Proposition

The GMS Scholarship Award provides:

• Support for the cost of education

• Renewable awards

• Option to transfer

• Graduate School Funding

• Leadership Development programs

Page 15: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

60% 62%51%

63%

5%5%

8%

5%

30%17% 36%

25%

6%15%

5% 7%

TOTAL SCHOLAR PROFILE

African American

American Indian

Active

Alumni

Asian Pacific American

Hispanic American

Deferment

Inactive

Total = 4,705

Source: GMS program data of all cohorts year-to-date

Page 16: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

DISTRIBUTION OF ACTIVE STUDENTS IN THE GMS PROGRAM BY ETHINICITY AND ACADEMIC CLASSIFICATION

36% 35% 36% 35%43%

31%

15% 16% 11% 9%

7%

9%

15% 15%17% 20%

27%

27%

34% 34% 36% 36%

23%33%

FreshmanSophomoreJunior Senior MA PhD

African American

American Indian

Asian Pacific American

Hispanic American

21%

21%

21%

26%

7%3%

Freshman

Sophomore

Junior

Senior

MAPhD

Source: GMS program data of all cohorts year-to-date

Page 17: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

72% 68% 66% 65%

28% 32% 34% 35%

ACTIVE SCHOLARS GENDER DISTRIBUTION

Female Male

Total = 3,204

68%

32%

Overall

Female

Male

100% = 4,705

African American

American Indian

Female

Male

Asian Pacific American

Hispanic American

Source: GMS program data of all cohorts year-to-date

Page 18: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

46%

30%39% 42%

54%

70%61% 59%

ACTIVE SCHOLARS PUBLIC/PRIVATE DISTRIBUTION

Private Public

African American

American Indian

Private

Public

Asian Pacific American

Hispanic American

42%

58%

Overall

Private

Public

Source: GMS program data of all cohorts year-to-date

Page 19: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

AVERAGE AWARD DOLLARS

$8,196$10,098 $10,278 $10,992

$23,527

$19,319

Freshman Sophomore Junior Senior MA PhD

Average Award

$11,323 $13,420

$8,113 $9,143

Undergraduate

Graduate

Private

Public

Source: GMS program data of all cohorts year-to-date

Page 20: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

13% 13% 9%

21%7% 9%

2%

3%7%

24%

5%

16%2%

7%

5%

2%

71%

48%

79%

58%

DEFERMENT PROFILE DISTRIBUTION

African American

American Indian

Academic

Personal

Asian Pacific American

Hispanic American

Medical

Service

Transitional

Total = 521

Source: GMS program data of all cohorts year-to-date

Page 21: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

88%94%

83% 86%

12% 6%17% 14%

DISTRIBUTION OF STUDENTS ATTENDING TOP 20 SCHOOLS

African American

American Indian

Asian Pacific

American

Hispanic American

Scholars attending schools outside the top 20

Total Scholars actively enrolled in a top 20 school

34%

6%

23%

37%

Overall

African American

American Indian

Asian Pacific American

Hispanic American

Total = 4705

Source: GMS program data of all cohorts year-to-date

Page 22: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

MISCELLANEOUS INFORMATION

• Most of GMS scholars come from states with high concentrations of minority/ethnic population

• High concentration of GMS Scholars are in schools located within states with high populations of ethnic minorities

• The selection of undergraduate majors among GMS scholars seems uniformly distributed with a high skew towards biology and psychology

Top Five Institutions

Rank Institution Grand Total

1 University of California-Berkeley 172

2 University of California-Los Angeles 140

3 University of Texas at Austin 120

4 Stanford University 86

5 University of Oklahoma Norman Campus 81

Top Five States

Rank State Grand Total

1 California 934

2 Texas 584

3 Florida 321

4 Oklahoma 262

5 New York 254

Top Five Undergraduate Majors

Rank Major Grand Total

1 Biology 296

2 Psychology 175

3 Nursing 120

4 Political Science 109

5 Computer Science 79

Source: GMS program data of all cohorts year-to-date

Page 23: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

GPA REPORT

African American Average GPA

3.72

3.223.16 3.13

3.45

3.67

2.6

2.8

3.0

3.2

3.4

3.6

3.8

4.0

Freshman Sophomore Junior Senior Masters PhD

Asian Pacific American Average GPA

3.86

3.28 3.30 3.30

3.583.64

2.6

2.8

3.0

3.2

3.4

3.6

3.8

4.0

Freshman Sophomore Junior Senior Masters PhD

American Indian Average GPA

3.71

3.01 3.033.11

3.30

3.79

2.6

2.8

3.0

3.2

3.4

3.6

3.8

4.0

Freshman Sophomore Junior Senior Masters PhD

Hispanic American Average GPA

3.79

3.18 3.18 3.15

3.54

3.69

2.6

2.8

3.0

3.2

3.4

3.6

3.8

4.0

Freshman Sophomore Junior Senior Masters PhD

Source: GMS program data of all cohorts year-to-date

Page 24: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

GRADUATE FIELD OF STUDY

13.53%2.56%

16.31%5.07%

50.72% 74.36%

28.37% 46.38%

13.04%

10.26%

23.40% 12.32%

3.86%

2.56%

4.26%2.90%

1.93%

5.67%5.07%

16.91%10.26%

21.99%28.26%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AA AI AP HA

Science

Mathematics

LibraryScience

Engineering

Education

ComputerScience

Total = 525

Source: GMS program data of all cohorts year-to-date

Page 25: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

GRADUATE FIELD OF STUDY

11.24%

45.33%

15.43%3.62%3.62%

20.76%

0%10%20%30%40%50%60%70%80%90%

100%

All Grads

Science

Mathematics

Library Science

Engineering

Education

ComputerScience

Total = 525

Source: GMS program data of all cohorts year-to-date

Page 26: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

GRADUATE FIELD OF STUDY BY GENDER

55.56%44.44%

84.88%15.12%

46.43%53.57%

60.00%40.00%

50.00%

50.00%

84.00%

16.00%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Female Male

Science

Mathematics

Library Science

Engineering

Education

Computer Science

MASTER’S LEVEL Total = 359

PHD LEVEL Total = 166

40.00%

60.00%

83.33%16.67%

40.00% 60.00%

75.00%25.00%

42.86%57.14%

69.49%30.51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Female Male

Science

Mathematics

Library Science

Engineering

Education

Computer Science

Source: GMS program data of all cohorts year-to-date

Page 27: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Students' Voices and Graduate School Choices: The Role of Finances in the Lives of Low-Income, High-Achieving

Students of Color

Edward P. St. JohnAlgo D. Henderson Collegiate Professor of Education

Center for the Study of Higher and Postsecondary EducationUniversity of Michigan

Page 28: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Research Questions

• How do undergraduates in the GMS program frame their choices about graduate education?

• How do graduate students in the GMS program frame the role of finances in their choices?

Page 29: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings• Aspirations

“It’s humbling, in a way. It’s intimidating, but it really is—wow, I can do that, too, because I’m one of them, where I’m supposed to be. And in that sense, that transition from a master’s to a doctorate, I now know a couple of names to call, like depending on the university.”

• Graduate Enrollment“I was just going to take a semester off [after

finishing the masters program] but they sent me a check. So I applied to sign up for a whole bunch more classes to finish up my credential just because I had all this money in my pocket.”

Page 30: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings• Choice of Field

“There are only six different fields that are going to be paid for. And unless I say, oh, I’m going to get my teaching degree, they’re not going to pay for graduate school, which irks me because they’re saying, to everyone, you have to be a leader.”

• Choice of Graduate Institution“And Stanford is like $40,000. That’s like bare

minimum, like living on nothing. And minimum a doctoral program in my field is, four years, maybe. I guess being a Gates Scholar, it really does leave you more open, like I could still think about doctoral programs ”

Page 31: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

FindingsRole of finances in choices - Faculty

“I was working as a graduate assistant in the office, and I was responsible for posting on the scholarships information, so I had a heads up.”

“I learned about the scholarship from my professors. . . . But I didn’t see Gates Millennium Scholarship there [on the web listing] until a month after my professor told me that, yes, there’s a scholarship available. You want to apply for that! He nominated me.”

Page 32: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

FindingsRole of finances in choices – Persistence

“For me, it made a big difference knowing I was going to get the finance because . . . I had just finished the credential and I just finished my masters, and knowing that GMS would even pay for the doctoral program encouraged me, you know, to go and apply. And actually, the conference was very empowering. . .”

Page 33: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions• Being a GMS scholar will influence more students to

aspire to attend graduate school (hypothesis 1).

• The promise of GMS awards for graduate school will increase the chances that undergraduate GMS recipients will attend graduate school (hypothesis 2).

• The prospect of receiving GMS awards increases the number of undergraduate scholars who select graduate programs in science/math, engineering, education, and library/information sciences (hypothesis 3).

Page 34: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions• Receiving GMS awards will enable more students to

attend graduate schools at private universities (hypothesis 4).

• Receiving a GMS award in graduate school will improve persistence in graduate school and degree attainment (hypothesis 5).

Page 35: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Gates Millennium Scholars: Capacity Building Among Asian Americans and

Pacific Islander Americans

Shirley Hune Acting Dean of Academic Programs, Graduate Division

University of California, Los Angeles

&

Gigi GomezResearch Analyst, University of California, Los Angeles

Page 36: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Research Questions

1. What are the characteristics of Asian American and Pacific Islander Americans in the GMS program?

2. What are some of their college experiences?

3. How does the GMS program contribute to capacity building among As AM and PI college students and their communities?

Page 37: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

Data analysis based on:

• 384 As Am and 18 PI GMS

• 2/3 (As Am) and ¾ (PI): Females

• 50.9% (As Am) and 72.2% (PI): U.S. Born

• 30.3% (As Am) and 44.0 % (PI): First-generation college-going students

Page 38: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

Japanese3.7%

Filipino4.2%

Native Hawaiian4.5%

Korean15.2%

Chinese27.4%

Vietnamese28.7%

Other5.2%

Hmong2.7%

Pakistani1.7%

Cambodian3.0%

Indian3.5%

Page 39: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

FindingsTop 10 Institutions

1. University of California, Berkeley

9.2%

2. University of California, Los Angeles 8.4

3. University of Washington – Seattle 4.2

4. University of Pennsylvania 3.9

5. University of California, Irvine 3.2

6. University of California, Davis 2.9

7. University of Texas at Austin 2.6

8. Harvard University 2.4

9. Cornell University 2.1

10. University of California, San Diego 1.8

Page 40: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

1.0%

2.3%

3.1%

6.3%

9.7%

11.5%

16.4%

20.1%

29.5%

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%

Undeclared/Missing Data

Education

Math

Computer Sciences

Humanities & Arts

Other

Engineering

Social Sciences

Sciences

Majors

Page 41: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

Work serves as capacity building

• Basic Needs and Family Support

- expands educational participation

- reduces family debt burden

• Work Experience

- enhances student career goals

- expands community and societal goals

Page 42: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

GMS Leadership Participation As Am PIParticipate in GMS leadership activities1 49.9 61.1

Campus leadership position2 48.6 61.1

Natural leader in group setting2 74.7 72.2

Comfortable being labeled leader2 80.9 72.2

Destined to be a leader2 67.4 66.7

Others perceive as leader2 70.5 61.1

1Baseline Survey; 2Follow-Up

Findings

Page 43: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

• Contending with accent discrimination

• Pressures to fit into dominant Anglo culture

• Challenges with racial climate and persistent stereotyping

Page 44: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions

Individual student & family level:• Reduces financial burden and increases college participation • Opens up college opportunities• Develops confidence and increases academic performance• Enhances peer role models for students of color

Community & societal level:• Increasing competencies of underserved As Am/PIA

groups • Builds capacity for As Am/PIA women • Enhances leadership capabilities • Builds capacity in STEM fields

Page 45: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Gates Millennium Scholars: Building the Capacity of American

Indians/Alaska Natives (AI/AN)

John W. Tippeconnic, III, Ph.D.Susan C. Faircloth, Ph.D.

The Pennsylvania State University

Page 46: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

• What is the profile of the American Indian/Alaska Native GMS?

• What are the personal, professional and demographic characteristics of GMS American Indian/Alaska Native Scholars

Logic Model:

AI/AN GMS CAPACITY BUILDING

Conditions Opportunity Individual Self-Determination Funding Community

Higher Education Leadership Tribe(s)   Barriers   Society

Research Questions

Page 47: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

912 Recipients • 630 (69%) Female • 282 (31%) Male

Status• Active - 563 (61.7%)• Alumni - 160 (17.5%)• Deferred - 48 (5.3%)• Inactive - 141 (15.5%)

Tribes Most Frequently Represented

• Cherokee• Navajo• Multiple Tribes

Home States Most Frequently Represented

• Oklahoma - 280 (31%)• Arizona - 105 (12%)• New Mexico - 95 (10%)

Page 48: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

First in family to attend college• Undergraduates 84 (35%) • Graduates 3 (17%)

Grade point average• The average GPA was 3.2*• The median GPA was 3.35*

*Preliminary findings not to be quoted or referenced at this time.

Page 49: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Top Majors Selected

0102030405060708090

100

Nu

mb

er o

f A

I/A

N G

MS

Sch

olar

s

Majors

Education

Biology

Nursing

Psychology

Business Administration

Engineering

Computer Science

Undecided

Business

Page 50: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings University/College Involvement during the past year

• 49 (21%) often or very often participated in religious or spiritual activities

• 41 (17%) often or very often participated in activities sponsored by groups reflecting their own cultural heritage

• 33 (18%) often or very often participated in community service or volunteer activities

*Cohorts I & II

Page 51: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

Leadership*• 191 (80%) strongly agreed or agreed that they feel

comfortable being labeled as the “leader” in a group

• 188 (79%) strongly agreed or agreed with the statement that they believe they are destined to be a leader

• 187 (78%) strongly agreed or agreed that it is natural for them to be the leader in a group setting

• 176 (74%) strongly agreed or agreed that others perceive them as a leader

*Cohorts I & II

Page 52: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Findings

How GMS has affected AI/AN education• Met financial need (100)• Opportunity to attend a university/pursue

degree/complete degree (70)• Allowed to focus on academics/educational

opportunities (53)• Enabled to pursue/attain dreams/goals (20)• Other (20)• Increased options/choices/opportunities (10)• Brought honor/respect/pride (6)• Able to attend college of their choice (4)• Relieved stress (3) • Encouraged/allowed to continue higher education (2)• Increased self esteem/confidence (2)

*Cohorts I & II

Page 53: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions• GMS has been effective with AI/AN students resulting

in increased numbers of students pursuing higher education opportunities.

• GMS program has increased AI/AN access to higher education by providing financial assistance to attend colleges and universities of their choice and to major in a wide variety of academic disciplines.

• The diversity of the academic majors selected indicates movement towards fields of study/practice in which AI/ANs have been traditionally underrepresented

Page 54: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions (continued)

• AI/AN undergraduate GMS scholars appear to be doing well in their academic classes

• Scholars indicated they worked harder than expected in the academic area.

• AI/AN scholars attend four universities

Page 55: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

Conclusions (continued)

• AI/AN Scholars are more likely to participate in activities that reflect AI/AN cultural heritage, community, and religious and spiritual activities

• Leadership appeared to be a strength of the scholars.

• The GMS scholarship program has the potential to capitalize upon and enhance the leadership skills and abilities of more than 900 AI/AN scholars.

Page 56: Making Access Real: Building Capacity in Higher Education Gates Millennium Scholars

“Leaders for America’s Future”

www.gmsp.orgInformation contained in these slides is not

necessarily a reflection of the views of the Bill & Melinda Gates Foundation