TRiO
SEATTLE CENTRAL COLLEGE
CREATING AN EQUITY PRAXIS FOR COMPLETION
“It’s a simple idea. We all do better when we work together and invest in our future” – Senator Elizabeth Warren
INEQUITY IN EDUCATIONAL SYSTEM 46% students who enter college fail to graduate with a credential within 6 years 63% of African American and 58% of Hispanic college students DO NOT GRADUATE WITH A DEGREE
The Cost of College…who is being left behind?
TRIO COLLABORATES Utilizing Project Finish Line to expand equity praxis and practice for completion
WHO IS OUR TRIO/PFL STUDENT AT SEATTLE CENTRAL COLLEGE? (N=200) 84% students enrolled identify as students of color 70% of students are the first in their family to attend college 60% of students are ELL 70% of students have an undocumented disability
30% of students stop out to support their family financially 40% of students stop out to due to cultural/societal expectations Close to 90% of coach's caseload is identified as high need-high risk It takes students 3 quarters to return to college 60% of students of color suffer from imposter syndrome 51% of students have maxed out of financial aid due to not being major ready 80 % of students struggle with funding barriers
STUDENT DATA ON RACIAL IMPACTS: 1/3 of student leadership reporting feeling targeted for their skin tone, race, religion, sexuality, ability, or gender. 1/3 of student leadership also reported seeing acts of discrimination on our campus Trends from Microaggresssion workshop Discrimination on campus at beginning of arrival Tension around Pro/Con Trump supporters Increased sense of feeling unsafe
Decided to drop classes or out of school: 47% Health problems 47% Wasn’t doing well in classes 46% Could not afford to pay tuition 42% Needed to provide care for family member 38% Experienced discrimination
WHAT ARE STUDENTS OF COLOR & LOW SES STUDENTS TELLING US? *They do not see themselves reflected on campus, in curriculum, in staffing *Some Staff /Faculty are not culturally attuned to their needs and a one size fits all model to college doesn’t work *Struggles with imposter syndrome, microaggressions, undiagnosed mental health, demystifying stereotypes about their “fit” for college
OUR COLLECTIVE GOALS: BUILDING A MULTICULTURAL PRAXIS 1.Understanding of relationship between SS & Instruction in supporting students involved in intercultural communications and cycle of liberation work. Workshops on mental health, micro-aggressions, and a men’s group have taken place on campus in order to create connections and raise awareness. 2.Clearly engage in critical, courageous conversations about cultural learning in higher education and developing an analysis of how the college can improve its supports to students in a culturally relevant manner. 3.Networking and fostering ongoing partnerships with Community Based Organizations. Staff have addressed housing barriers, mental health triaging, and funding resources that are not available on campus.
4.Food and celebrations. TRIO/PFL has collaborated with 10 off campus business who have donated food resources. These resources have curbed food insecurity. End of quarter celebrations have been paramount in honoring students making the Dean’s and Presidents list, and fostering on campus community. 5.Drawing from a Multicultural Lens. Staff use needs assessments and a completion contract in order to provide students with mental health resources, and gauge students imposter syndrome, and self-sabotage on campus. 6.On campus visibility to promote collaboration. Staff uses outside of the box methodologies consisting of mobile coaching, social media, tabling and a graduation station. Staff also works closely with student service departments in order to troubleshoot funding, health, and campus resources for students in the moment.
TRIO & MULTICULTURAL SERVICES INTERVENTIONS Strategic Interventions Pro-active, Intrusive Advising & Transfer Counseling Academic Tutoring Financial Aid Support & Financial Literacy Planning Personal Counseling/Coaching Equity Workshops (Affinity groups) Mental Health Workshops Community Dialogues & Cultural Celebrations
COLLABORATIVE LEARNING INQUIRY PROJECT (CLIP): HUM 105, TRIO/PFL & MULTICULTURAL SERVICES How can we support students of color in seeking out Student Services Support and bridging opportunities with Instruction for students to ask for what they need in order to be successful in their college goals at Seattle Central College campus and beyond?
FILM VIEWINGS & COMMUNITY DIALOGUES
Interweaves the stories of students in the Mexican American Studies Program at Tucson High School. While 48 percent of Mexican American students currently drop out of high school, Tucson High’s Mexican American Studies Program was a national model of educational success, with 100 percent of enrolled students graduating from high school and 85 percent going on to attend college.
“Thank you each for hosting this event yesterday. It was great to hear stories and perspectives from other Central affiliates. Reflecting on it, I can say that I have learned more about ethnic studies and culturally relevant education in HUM 105/this event than I have in my 5 years at University (how sad is that?)- furthering my support for community college education.” - Student participant
INSTRUCTION & STUDENT SERVICES: WORKING TOGETHER ON STUDENT SUCCESS
Integrated assignments across Instruction & Student Services provides students opportunity to reflect on diversity issues that affect them here at our campus. Quarterly Community dialogues & workshops to address “isms” “Collaboration is important because it goes beyond culture, gender, and is inclusive in order to create momentum and change.”
Candice Henderson TRIO/MESA student
OUR SHARED VISION EXECUTED
Contact Information: Ariana Cantu, TRIO Director (206) 934-2962 Bo Leong, Completion Coach (206) 934-5463 Lyall Rudenskjold, Multicultural Services Assistant Director (206) 934-3133
CREATING AN EQUITY PRAXIS FOR COMPLETION
“It’s a simple idea. We all do better when we work together and invest in our future” – Senator Elizabeth Warren
INEQUITY IN EDUCATIONAL SYSTEM 46% students who enter college fail to graduate with a credential within 6 years 63% of African American and 58% of Hispanic college students DO NOT GRADUATE WITH A DEGREE
The Cost of College…who is being left behind?
TRIO COLLABORATES Utilizing Project Finish Line to expand equity praxis and practice for completion
WHO IS OUR TRIO/PFL STUDENT AT SEATTLE CENTRAL COLLEGE? (N=200) 84% students enrolled identify as students of color 70% of students are the first in their family to attend college 60% of students are ELL 70% of students have an undocumented disability
30% of students stop out to support their family financially 40% of students stop out to due to cultural/societal expectations Close to 90% of coach's caseload is identified as high need-high risk It takes students 3 quarters to return to college 60% of students of color suffer from imposter syndrome 51% of students have maxed out of financial aid due to not being major ready 80 % of students struggle with funding barriers
STUDENT DATA ON RACIAL IMPACTS: 1/3 of student leadership reporting feeling targeted for their skin tone, race, religion, sexuality, ability, or gender. 1/3 of student leadership also reported seeing acts of discrimination on our campus Trends from Microaggresssion workshop Discrimination on campus at beginning of arrival Tension around Pro/Con Trump supporters Increased sense of feeling unsafe
Decided to drop classes or out of school: 47% Health problems 47% Wasn’t doing well in classes 46% Could not afford to pay tuition 42% Needed to provide care for family member 38% Experienced discrimination
WHAT ARE STUDENTS OF COLOR & LOW SES STUDENTS TELLING US? *They do not see themselves reflected on campus, in curriculum, in staffing *Some Staff /Faculty are not culturally attuned to their needs and a one size fits all model to college doesn’t work *Struggles with imposter syndrome, microaggressions, undiagnosed mental health, demystifying stereotypes about their “fit” for college
OUR COLLECTIVE GOALS: BUILDING A MULTICULTURAL PRAXIS 1.Understanding of relationship between SS & Instruction in supporting students involved in intercultural communications and cycle of liberation work. Workshops on mental health, micro-aggressions, and a men’s group have taken place on campus in order to create connections and raise awareness. 2.Clearly engage in critical, courageous conversations about cultural learning in higher education and developing an analysis of how the college can improve its supports to students in a culturally relevant manner. 3.Networking and fostering ongoing partnerships with Community Based Organizations. Staff have addressed housing barriers, mental health triaging, and funding resources that are not available on campus.
4.Food and celebrations. TRIO/PFL has collaborated with 10 off campus business who have donated food resources. These resources have curbed food insecurity. End of quarter celebrations have been paramount in honoring students making the Dean’s and Presidents list, and fostering on campus community. 5.Drawing from a Multicultural Lens. Staff use needs assessments and a completion contract in order to provide students with mental health resources, and gauge students imposter syndrome, and self-sabotage on campus. 6.On campus visibility to promote collaboration. Staff uses outside of the box methodologies consisting of mobile coaching, social media, tabling and a graduation station. Staff also works closely with student service departments in order to troubleshoot funding, health, and campus resources for students in the moment.
TRIO & MULTICULTURAL SERVICES INTERVENTIONS Strategic Interventions Pro-active, Intrusive Advising & Transfer Counseling Academic Tutoring Financial Aid Support & Financial Literacy Planning Personal Counseling/Coaching Equity Workshops (Affinity groups) Mental Health Workshops Community Dialogues & Cultural Celebrations
COLLABORATIVE LEARNING INQUIRY PROJECT (CLIP): HUM 105, TRIO/PFL & MULTICULTURAL SERVICES How can we support students of color in seeking out Student Services Support and bridging opportunities with Instruction for students to ask for what they need in order to be successful in their college goals at Seattle Central College campus and beyond?
FILM VIEWINGS & COMMUNITY DIALOGUES
Interweaves the stories of students in the Mexican American Studies Program at Tucson High School. While 48 percent of Mexican American students currently drop out of high school, Tucson High’s Mexican American Studies Program was a national model of educational success, with 100 percent of enrolled students graduating from high school and 85 percent going on to attend college.
“Thank you each for hosting this event yesterday. It was great to hear stories and perspectives from other Central affiliates. Reflecting on it, I can say that I have learned more about ethnic studies and culturally relevant education in HUM 105/this event than I have in my 5 years at University (how sad is that?)- furthering my support for community college education.” - Student participant
INSTRUCTION & STUDENT SERVICES: WORKING TOGETHER ON STUDENT SUCCESS
Integrated assignments across Instruction & Student Services provides students opportunity to reflect on diversity issues that affect them here at our campus. Quarterly Community dialogues & workshops to address “isms” “Collaboration is important because it goes beyond culture, gender, and is inclusive in order to create momentum and change.”
Candice Henderson TRIO/MESA student
OUR SHARED VISION EXECUTED
Contact Information: Ariana Cantu, TRIO Director (206) 934-2962 Bo Leong, Completion Coach (206) 934-5463 Lyall Rudenskjold, Multicultural Services Assistant Director (206) 934-3133
