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Premium member Presentation Transcript Mentoring, Masculinities, and Graduation Efficacy: The UMI Model: Mentoring, Masculinities, and Graduation Efficacy: The UMI Model NASPA Annual Meeting Phoenix, Arizona March 13, 2 012Presenters: Presenters John L. Mason, M. Ed. Doctoral Candidate, Mercer University Berenecea Eanes, Ph. D. Vice President for Student Affairs, John Jay CollegeSession Goals: Session Goals Reflect on the problems facing males of color in higher education Discuss the strength of exploring masculinity and role definition within a men's’ group Present the UMI model of John Jay College Show the connections between the model and persistence to graduationIce Breaker: Ice Breaker Speed Pair Shares Find someone that is NOT from your institution. Q: For males of color on your campus: “ What are you doing to keep them on track ” From Recruitment to Graduation…PleaseAn Elusive and Pervasive Problem: An Elusive and Pervasive Problem 15A Cold, Hard Fact: A Cold, Hard Fact African-American men are the least likely of all ethnic demographics to complete an undergraduate degree (Flowers, 2005; Harper & Harris, 2010; Knapp, Kelly-Reid, and Ginder , 2010; Schwartz & Washington, 2002) 16A Cold, Hard Fact: A Cold, Hard Fact 17 Ethnicity Graduation Percentage Asian Males 45% White Males 44% Latino Males 39% African American Males 34% Knapp, Kelly-Reid, and Ginder , 2010Facing Reality…: Facing Reality… The baggage an African-American male brings to college may often prove too great an obstacle to overcome . ( Cuyjet , 2006; Tinto, 1993) 19The Multiple Issues of Men of Color: The Multiple Issues of Men of Color African American Males’ Educational Journey Critical Race Theory, As a Prism, reveals Boykins (1986) Triple Quandary Cope with the frustration of and psychological bonds associated with structured inequality Confront themes concerning manhood of salience to all males Cope with Traditional and normative human development 18The Urban Male Initiative: The Urban Male Initiative 20PowerPoint Presentation: a community of excellence for aligning personal strengths with degree programs of study, peer support and assistance in navigating their time at John Jay, enrichment programs that serve to introduce and hone the skills of students prior to their successful acceptance into graduate and professional schools,PowerPoint Presentation: UMI @ John Jay College Career Services Community Outreach S.E.E.K. Search for Education Elevation Knowledge Athletics UMI Strategic Partnerships Ron Brown Pre-Law Program Pre-Law Institute Academic AdvisementUMI@ John Jay College: UMI@ John Jay College Counseling Services Malone Mentoring Program Tutorial Services Enrichment Programs Academic Advisement Community Outreach Research Training Progress Towards Degree Career Services Educational Activities SEEK Summer ProgramThe Urban Male Initiative Demographics & Composition : The Urban Male Initiative Demographics & Composition Ethnicity Males Females African American (not Hispanic or Latino) 24 4 Asian American (not Hispanic or Latino) 1 2 Hispanic or Latino (including Puerto Rican) 22 20 Italian American 1 1 Native American/Alaskan Native (not Hispanic or Latino) 0 0 Native Hawaiian or other Pacific Islander (not Hispanic or Latino) 0 0 Other 7 2UMI Research: UMI ResearchUMI Research Plan: UMI Research Plan Year One: Establish a Quantitative Baseline GPA (with % +/-) Hours completed % Courses completed Select NSSE findings Year Two: UMI Baseline vs. General Student Year Two: Quantitative study for DEPTH Year Three: Begin cohort longitudinal studyPowerPoint Presentation: The Urban Male Initiative Select FindingsPowerPoint Presentation: The Urban Male Initiative Select FindingsPowerPoint Presentation: Erikk tells of an unlikely source of navigation – like-mindedness – “Finally! There were a group of students that had the same type of thinking I have”. Marcus jumped in, “Yeah there is hope! Being able to talk to someone”. Mel provided the summary, “The idea and knowledge that there is a place that can help me. I don’t have to go through it alone”. Marcus spoke of his struggle being a high-achieving male of color. “From the administration side it’s like we are like these 'special people'. Like the aliens, the kids in the class who are like, it’s phenomenal that they are making it! I always took that to offense… they [higher educational leaders] always assume because of my skin color that I have a story…that I have to tell about me uprising from some area that I am not from” Shalea (shell) also constructed an example of “visual representation” to assist protégés, “I would have to tell them like, just remember. Phil Jackson had this flag that just said remember, and it just meant so much to him. It just signifies so much, so many things like, you just want to remember like, remember you have to do your school work, remember you have to do this, remember you have to do your homework, remember you have to get to class”.Findings and Implications: Findings and ImplicationsThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings Programs for Males of Color may be best served as programs for STUDENTS of colorThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings Programs for Males of Color must touch all three aspects of the African American male’s college journey: role definitions, structured inequality, and Cognitive DevelopmentThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings Success for this program was tethered to the formation of a Relational Sense of Community and a Safe SpaceThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings The creation of a safe space allowed men of color to explore their feelings, role definition, and attitudes surrounding being a man of colorThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings UMI utilized a peer mentoring construct that while being formal was affirmed by the strength of the communityThe Urban Male Initiative Select Findings : The Urban Male Initiative Select Findings UMI students were found to be equal to a random sample of the college in: Credits Earned % Courses passed Navigation of the General Education Program Completion of the major program of studyNext Steps…Let’s Talk: Next Steps…Let’s Talk Transferability Uniqueness of Construct Growing Pains Continued Research Findings 23Questions: QuestionsA Final Note: A Final NoteContact Information: Contact Information Dr. Berenecea Eanes firstname.lastname@example.org John Mason email@example.com You do not have the permission to view this presentation. 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