Transcript Making Access Real: Building Capacity in Higher Education

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
• Quality financial aid
Different capacity building efforts:
• Legal remedies
• Public programs at the local, state
and federal levels
• Private activities that are
institutionally or agency based
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
Research framework
• Basic research that addresses discipline
generated questions
• Applied research that addresses critical
questions of practice
Four orienting concentrations:
• Treatment
• Selection Process and Selection Criteria
• Population
• Technical matters related to science of
research activity
Constructs:
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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
Constructs continued…
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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
“Leaders for America’s Future”
Dr. Margaret Daniels Tyler
Executive Director
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.
ABOUT THE PROGRAM
The United Negro College Fund
(UNCF)
The Organization of Chinese
Americans
The American Indian Graduate
Center Scholars
The Hispanic Scholarship Fund
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;
Value Proposition
The GMS Scholarship Award provides:
• Support for the cost of education
• Renewable awards
• Option to transfer
• Graduate School Funding
• Leadership Development programs
TOTAL SCHOLAR PROFILE
Total
= 4,705
Inactive
Alumni
Deferment
Active
6%
30%
5%
15%
17%
5%
36%
7%
25%
5%
5%
8%
60%
63%
62%
51%
African
American
American
Indian
Source: GMS program data of all cohorts year-to-date
Asian Pacific Hispanic
American
American
DISTRIBUTION OF ACTIVE STUDENTS IN THE GMS PROGRAM BY
ETHINICITY AND ACADEMIC CLASSIFICATION
23%
Hispanic American
34%
34%
Asian Pacific American
15%
15%
American
Indian
African
American
36%
33%
36%
PhD
MA
3%
7%
27%
15%
16%
17%
20%
27%
Senior
26%
Junior
21%
Sophomore
21%
Freshman
21%
7%
11%
9%
9%
36%
35%
36%
FreshmanSophomore Junior
Source: GMS program data of all cohorts year-to-date
43%
35%
Senior
31%
MA
PhD
ACTIVE SCHOLARS GENDER DISTRIBUTION
Total
= 3,204
Female
Male
100% =
4,705
28%
Male
Female
72%
African
American
32%
34%
35%
68%
66%
65%
American
Indian
Source: GMS program data of all cohorts year-to-date
Asian Pacific Hispanic
American
American
Male
32%
Female
68%
Overall
ACTIVE SCHOLARS PUBLIC/PRIVATE DISTRIBUTION
Private
Public
54%
Public
Private
61%
59%
70%
46%
Public
39%
42%
30%
Private
58%
42%
Overall
African
American
American
Indian
Source: GMS program data of all cohorts year-to-date
Asian Pacific
American
Hispanic
American
AVERAGE AWARD DOLLARS
Average Award
$23,527
$8,113
$9,143
$11,323
$13,420
$19,319
Public
$8,196
$10,098
$10,278
$10,992
Private
Freshman Sophomore
Junior Senior
MA
PhD
Undergradu Graduate
ate
Source: GMS program data of all cohorts year-to-date
DEFERMENT PROFILE DISTRIBUTION
Total
= 521
48%
58%
Transitional
71%
79%
7%
2%
Service
Personal
Medical
Academic
24%
16%
2%
7%
7%
9%
13%
13%
African
American
Source: GMS program data of all cohorts year-to-date
American
Indian
5%
5%
2%
9%
3%
21%
Asian Pacific Hispanic
American
American
DISTRIBUTION OF STUDENTS ATTENDING TOP 20 SCHOOLS
Total
= 4705
Total Scholars
actively
enrolled in a
top 20 school
12%
6%
17%
14%
37%
Hispanic American
Scholars
attending
schools outside
the top 20
88%
94%
83%
86%
Asian Pacific American
American Indian
African American
African
American
American
Indian
Source: GMS program data of all cohorts year-to-date
Asian
Pacific
American
Hispanic
American
23%
6%
34%
Overall
MISCELLANEOUS INFORMATION
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
• 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
GPA REPORT
African Am erican Average GPA
Asian Pacific Am erican Average GPA
4.0
4.0
3.8
3.8
3.72
3.86
3.67
3.6
3.6
3.45
3.4
3.22
3.2
3.58
3.4
3.28
3.16
3.64
3.30
3.30
3.2
3.13
3.0
3.0
2.8
2.8
2.6
2.6
Freshman
Sophomore
Junior
Senior
Masters
PhD
Freshman
Am erican Indian Average GPA
Sophomore
Junior
Senior
Masters
PhD
Hispanic Am erican Average GPA
4.0
4.0
3.8
3.79
3.8
3.79
3.71
3.69
3.6
3.6
3.4
3.54
3.4
3.30
3.2
3.2
3.18
3.18
3.11
3.01
3.0
3.03
3.15
3.0
2.8
2.8
2.6
2.6
Freshman
Sophomore
Junior
Senior
Masters
Source: GMS program data of all cohorts year-to-date
PhD
Freshman
Sophomore
Junior
Senior
Masters
PhD
GRADUATE FIELD OF STUDY
Total
= 525
100%
90%
16.91%
80%
1.93%
3.86%
70%
13.04%
10.26%
2.56%
21.99%
10.26%
5.67%
4.26%
60%
23.40%
28.26%
5.07%
2.90%
12.32%
50%
40%
M a t he ma t i c s
Li br a r y
S c i e nc e
50.72%
74.36%
En g i n e e r i n g
28.37%
30%
Ed u c a t i o n
46.38%
C omput e r
S c i e nc e
20%
10%
S c i e nc e
16.31%
13.53%
5.07%
2.56%
0%
AA
Source: GMS program data of all cohorts year-to-date
AI
AP
HA
GRADUATE FIELD OF STUDY
Total
= 525
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
20.76%
3.62%
3.62%
15.43%
45.33%
Mathematics
Library Science
Engineering
Education
11.24%
All Grads
Source: GMS program data of all cohorts year-to-date
Science
Computer
Science
GRADUATE FIELD OF STUDY BY GENDER
MASTER’S LEVEL Total = 359
100%
16.00%
90%
84.00%
50.00%
80%
70%
60%
50.00%
40.00%
60.00%
Mathematics
Library Science
50%
40%
Science
Engineering
46.43%
53.57%
PHD LEVEL
Total = 166
Education
Computer Science
30%
84.88%
15.12%
20%
100%
10%
55.56%
44.44%
30.51%
90%
69.49%
0%
Female
Male
80%
42.86%
57.14%
70%
60%
75.00%
25.00%
Engineering
40.00%
60.00%
16.67%
83.33%
60.00%
10%
40.00%
0%
Female
Source: GMS program data of all cohorts year-to-date
Education
Computer Science
30%
20%
Mathematics
Library Science
50%
40%
Science
Male
Students' Voices and Graduate School
Choices: The Role of Finances in the
Lives of Low-Income, High-Achieving
Students of Color
Edward P. St. John
Algo D. Henderson Collegiate Professor of Education
Center for the Study of Higher and Postsecondary Education
University of Michigan
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?
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.”
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 ”
Findings
Role 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.”
Findings
Role 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. . .”
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).
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).
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 Gomez
Research Analyst, University of California, Los Angeles
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?
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): Firstgeneration college-going students
Findings
Hmong
2.7%
Cambodian
3.0%
Indian
3.5%
Pakistani
1.7%
Other
5.2%
Vietnamese
28.7%
Japanese
3.7%
Filipino
4.2%
Native Hawaiian
4.5%
Korean
15.2%
Chinese
27.4%
Findings
Top 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
Findings
Majors
29.5%
Sciences
20.1%
Social Sciences
16.4%
Engineering
11.5%
Other
9.7%
Humanities & Arts
6.3%
Computer Sciences
3.1%
Math
Education
Undeclared/Missing Data
0.0%
2.3%
1.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
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
Findings
GMS Leadership Participation
As Am
PI
Participate 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
• Contending with accent discrimination
• Pressures to fit into dominant Anglo culture
• Challenges with racial climate and persistent
stereotyping
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
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
Research Questions
• 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
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%)
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
.
Number of AI/AN GMS Scholars
Top Majors Selected
100
90
80
70
60
50
40
30
20
10
0
Education
Biology
Nursing
Psychology
Business Administration
Engineering
Computer Science
Undecided
Business
Majors
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
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
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
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
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
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.
“Leaders for America’s Future”
www.gmsp.org
Information contained in these slides is not necessarily a reflection of
the views of the Bill & Melinda Gates Foundation