Contreras UCI FIRSTGEN Feb2019 · here, like don’t belittle yourself, and you’re not the only one, but you’re like the only one in this class, but you know there’s people

Latinx  Firsts:  Understanding  the  Navigational  Processes  of  Latinx  Students  Frances  Contreras,  Ph.D.  Associate  Vice  ChancellorEquity,  Diversity  &  Inclusion  Associate  ProfessorUC  San  Diego  

March  5,  2019UC  Irvine  

MY  STORY

Grew  up  in  Norwalk,  CA  

First  Gen  ChicanaCal  Grad

Chicana  Scholar  &  Leader  in  Higher  Ed  

From Norwalk to Cal

Cal to Harvard

Harvard to the Bay Area/Stanford

Post Doc @ UC Davis

Seattle-UW

Tenure, Wife, Mom

UC San Diego

Frances  Contreras,  Ph.D.  

CONTEXT  FOR  LATINX STUDENTS  IN  U.S.  

• Latinos  represent  18.1%  of  the  population  in  the  United  States  in  2018

• Latino  students  represent  25%  of  K-­12  students  in  the  nation

• 6  out  of  10  prefer  Spanish  (Pew,  2018)  

• The  greatest  growth  in  Latinx  students  is  in  the  South  &  Southeast

• Over  5.1  million  Latinx  children  lived  in  poverty  in  the  United  States  in  2017  (Census      Bureau,  2018)

DEMOGRAPHIC  CONTEXT

BY  2026,  LATINX  STUDENTS  WILL  REPRESENT  29%  OF  ALL  K-­12  STUDENTS  IN  US

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary and Secondary Education," 2004–05 and 2014–15; and National Elementary and Secondary Enrollment by Race/Ethnicity Projection Model, 1972 through 2026. See Digest of Education Statistics 2016, table 203.50.

LATINX  DEGREE  ATTAINMENT,  1974-­2017

Percent  of  18-­24  year-­olds  enrolled  in  college  1993-­2014

Source:  U.S.  Census  Bureau.    

THE  TRANSFORMATION  OF  PUBLIC  SYSTEMS  OF  EDUCATION  IN  

CALIFORNIA

ALL  PUBLIC  SYSTEMS  ARE  HSI  SYSTEMS  IN  CA

◦K-­12  has  been  an  HSI  system  for  20  years—today,  55%  of  the  K-­12  system  are  Chicanx/Latinx  students  ◦California  is  home  to  159  HSIs  and  56  Emerging  HSIs◦21  out  of  the  23  CSUs  are  now  HSIs◦98  out  116  Community  Colleges  are  HSIs◦There  are  currently  6  UCs  that  are  Hispanic  Serving  Institutions  

ALL  Public  Systems  of  Education  in  California  are  HSI  or  emerging  HSI  systems

The  CC  system  in  CA  is  an  HSI  system  with  98  ccs  out  of  115  that  have  greater  than  25%  Latinx  Enrollment

CONTEXT  FOR  CA  HIGHER  EDUCATION-­CSU

CONTEXT  FOR  CA  HIGHER  EDUCATION-­UC

Six  UCs  are  now  HSIs

• UC  Riverside• UC  Merced• UC  Santa  Barbara  • UC  Santa  Cruz• UC  Irvine  • UC  Davis

With  UC  San  Diego  and  UCLA  “Emerging  HSIs”  

Hispanic  serving  institutionsGeographic  distribution,  2015

Source:  EdExcelencia,  2016.  

EMERGING  HSI  DISTRIBUTION,  2016

Source:  EdExcelencia,  2016.  

THE POLITICAL LANDSCAPE: ANTI IMMIGRANT AND ANTI-LATINO

• 2018—Internment of over 4,000 children separated from parents seeking asylum

• 2017-DACA Rescinded • 2016-Election of Donald Trump—anti

immigrant campaign & Presidency• 2012—Georgia (HB 87) & (HB- 59/SB458-Ban

From Colleges)• 2011—Alabama HB 56 Florida—SB 2040

and HB 7089, Utah (HB 497), Indiana (SB 590), Georgia (HB 87)

• SB 1070 AZ (2010)• HB 2281 AZ (2010) Ban on ethnic studies• Secure Fence Act 2006• Proposition 227 CA (1998)• Prop 209 (1996) • Proposition 187 CA (1994)

Source:    usvshate.org

PRESIDENTIAL  CAMPAIGN:  ANTI-­MEXICAN  &  IMMIGRANT

SB  1070  in  Arizona,  the  “Papers  Please”  Law  

Hate  rhetoric  as  part  of  presidential  political  platform    

IMMIGRANT  CHILDREN  IN  CAGES—DEHUMANIZING IMMIGRANTS  

“Zero  Tolerance”  at  the  Border

A  photo  provided  by  U.S.  Customs  and  Border  Protection  shows  the  interior  of  a  CBP  facility  in  McAllen,  Texas,  on  Sunday.  Immigration  officials  have  separated  thousands  of  families  who  crossed  the  border  illegally.  Reporters  taken  on  a  tour  of  the  facility  were  not  allowed  by  agents  to  interview  any  of  the  detainees  or  take  photos,  the  AP  reported.  U.S.  Customs  and  Border  Protection's  Rio  Grande  Valley  Sector  via  AP

LATINO  STUDENTS  NAVIGATE  P-­20  SCHOOL  CONTEXTS  DIFFERENTLY

OVERVIEW  OF  LATINOS:    POVERTY  &  PRE-­K  REFLECT  SYSTEMIC  INEQUITIES  

43%  Of  Latino  

children  age  3-­5  NOT enrolled  in  Pre-­K  in  2014

56.4%  of  the  

kindergartners  retained  in  2014  were  Latino

Latino  youth  are  less  likely  than  other  children  to  enroll  in  Pre-­school,  are  more  likely  to  live  in  poverty,  and  a  high  proportion  are  retained  in  Kindergarten

38%  of  Latino  children  in  CA  live  in  Poverty  

OVERVIEW  OF  LATINOS:  K-­12  STUDENTS  IN  CALIFORNIA

55%  of  the  K-­12  Population

84%  Of  English  Language  

Learners  Speak  Spanish

54%  Of  all  students  in  Special  Education  

Programs  are    Latino

Latino  students  constitute  the  largest  proportion  of  K-­12  students,  ELLs,  and  students  enrolled  in  special  education  

Less  than  40%  of  Latinos  transfer  from  the  community  college  sector  in  6  years  while  less  than  half  will  graduate  from  CSUs  in  6  years  and  52%  of  Latinx  students  graduate  from  UCs  in  4  years.  

39%  Transfer  from  community  colleges  in  6  

years

45%  Graduate  

from  CSUs  in  6  years

52%  4  year  Cohort  Graduation  rate  from  UCs  

OVERVIEW  OF  LATINO  STUDENTS:  HIGHER  EDUCATION  OUTCOMES

LATINX FIRSTS  IN  UC

LATINX COLLEGE  STUDENT  PROFILE

• Approximately  half  of  all  Latinx college  students  today  are  first-­generation  (PNPI,  2018)

• First-­generation  students  are  more  likely  to  attend  two-­year  colleges  than  their  peers.  (NCES,  2017)

• The  Majority  of  Latinx students  are  the  children  of  immigrants

• Latinos  are  likely  to  work  more  than  30  hours  per  week  while  in  college

• Many  Latinx students  prefer  to  attend  college  close  to  family—family  networks  strong  (Contreras,  in  press)

• Many  Latino  students  are  debt  averse—prefer  to  work  their  way  through  college  (60%  start  college  in  CCs)

RELEVANT  THEORETICAL  FRAMEWORKS  

• Latinx student experiences in IHEs-climate (Hurtado, 1996; Rendon, 1998; Gandara, 1995)

• Latinx College Completion (Perna & Thomas, 2006; Contreras, Lee, Flores-Ragade, & McGuire, 2011; 2013).

• Latinx High Achievers (Gandara, 1995; Contreras, 2011)

• Community Cultural Wealth (Yosso, 2005)

• Hispanic Serving Institutions (Contreras, Malcom & Bensimon, 2005; Nunez, 2016; Hurtado & Cuellar, 2012; Garcia, 2016, 2017)

The UC system joins the CSU and CCC systems in California in becoming HSI systems—but are they “LatinX Enhancing” (Hurtado, 2017; Nunez et. al., 2016), or “achieving equity” for Latinx students (Contreras, 2011) and faculty—how might we “Raise the Bar of UC HSIs in California? (Contreras & Contreras, 2016; Contreras, 2017).

THE  MAJORITY  OF  LATINX STUDENTS  ATTENDING  UC  ARE  FIRST  GENERATION

First  Generation  Status  by  Race/Ethnicity,  UC  System,  Fall  2017

LATINX FIRST  GENERATION  STUDENTS’  GRADUATION  RATES

UC  LATINX GRADUATION  RATES—4  YR  

0

10

20

30

40

50

60

70

80

Berkeley Davis Irvine Los  Angeles

Merced Riverside San  Diego

Santa  Barbara

Santa  Cruz

4-­yr  Latinx First  Gen  4-­Year NOT  First  Gen  4-­year

UC  LATINX FIRST  GENERATION  STUDENTS-­GPA

Latinx  First  Gen  Graduation  GPA,  2009  Entering  Cohort

Not  First  Gen,  Latinx  Graduation  GPA,  2009  entering  cohort  

NAVIGATING  HIGHER  EDUCATION

CHALLENGES  LATINX  STUDENTS  FACE  in  HIGHER  EDUCATION—OPPORTUNITY  TRANSFORMING  IHE  INFRASTRUCTURES

Family  &  Background   Financial

-­Most  Latinx  students  are  first  generation  -­Families  do  not  possess  and  understanding  of  college  -­The  4-­year  college  completion  rate  is  lower  than  their  peers  -­Latinx  students  attend  LR  schools  

-­There  is  a  high  financial  need  -­The  majority  of  Latinx  students  work  30  hours  or  more  per  week-­Many  Latinx  students  assist  their  families-­Latinx  parents  do  not  possess  disposable  income  for  HE  costs  

Student  Developmental  Opportunities Emotional  

-­Limited  access  to  research  opportunities  &  diverse  mentors-­Limited  access  to  campus  positions  -­Limited  Access  to  meaningful  summer  employment  that  supports  career  goals  -­Financial  support  for  studying  abroad

-­General  unwelcoming  campus  climates  -­Limited  Access  to  role  models/mentors-­Challenges  with  staff  &  negative  messaging  (advisors,  financial  aid  staff—being  PUSHED  OUT-­For  undocumented  students,  legal  or  mixed  status  experience  

RELEVANT  STUDIES  FROM  CA,  WA,  GA  

• Drawing  upon  three  distinct  studies  (n=172)– 1 Mixed  Methods-­–2  qualitative

• Latinx STEM  Pathways– Survey  (n=60)  and  Individual  Interviews  (n=45)

• Study  of  undocumented  students  in  WA  (n=20)• Study  of  First-­Generation  Latinx  Students  (n=47)• Study  of  First  Gen  Students  (n=3,000)

– 28  Individual  Interviews  – 7  Focus  Groups  

FINDINGS

KEY  COMMON  THEMES• Latinx  first-­generation  students  are  hard-­working,  children  of  immigrants  &  possess  Immigrant  optimism  (Suarez  Orozco  &  Suarez  Orozco,  2008)

• For  those  in  STEM  there  is  a  lack  of  a  critical  mass  of  Latino  students• Peers  play  a  key  role  in  the  navigational  process  of  Latinx  students—having  access  to  a  critical  mass  of  peers  that  understand  the  language,  bicultural  background  is  key  to  feeling  welcome

• Latinx  students  that  are first-­generation  often  have  limited  information  to  meaningful  summer  experiences  

• Mentors play  a  key  role  in  the  academic  self  concept,  development  and  success  of  Latinx  undergraduates  &  in  preparing  them  for  graduate  school  

• Latinx  students  have  limited  access  to  courses  relating  to  Chicanx/Latinx  history  and  contemporary  issues

• Undergraduate  programs  like  McNair,  IMSD,  MSP,  STARs  play  a  pivotal  role  in  exposing  students  to  research  skills,  opportunities  and  possibilities—they  help  to  shape  aspirations.

• Programs  that  affirm  identity,  use  an  asset-­based  approach  &  inclusive  pedagogy  garner  the  most  success,  engagement  &  Cultivate  leaders

UNDERGRADUATE  RESEARCH  PROGRAMS  MATTER

“Being in this program I was so much more exposed to the realistic nature of what graduate school is—and the monthly leadership seminars. They have definitely influenced me to pursue graduate school more seriously.”

-­-­-­-­-­Undergraduate  Latino  male,  majoring  in  Biology

UNDERGRADUATE  PROGRAMS  MATTER

“It [Summer Bridge] definitely did help with the culture shock that like everybody talks about, coming into a big university. ‘Cause I know that for me, like I don’t see a lot of like Latino students, especially in my classes, but I know that they’re there, so it kind of helps me think like, I do belong here, like don’t belittle yourself, and you’re not the only one, but you’re like the only one in this class, but you know there’s people in others, so you’re not the only one.”

-Sam, undocumented Latina female student, Social Sciences

LACK  OF  CRITICAL  MASS  IN  STEM

“I feel like it is apparent that being a woman and nobody looks like you (of Mexican descent) it is almost kind of sad; when people tell me that ‘you are doing so well’ and ‘you are doing so much for yourself to be successful.’ But there are so many that could be doing this too.”

-­‐-­‐-­‐-­‐UCSD  4th year  Latina  student  (now  PhD  student  at  UCLA  in  Chemical  Engineering)

THE  ROLE  OF  PEERS

“If it weren’t for this program, I would not have anyone to study with in my major. The students in my major do not want to study with a Latino. They assume I am not as smart as they are.”

--Undergraduate Latino male Nanonengineering major

“This research program motivates me. I’m meeting with other students that I might end up working with, studying with them, and that improves my study habits.”

--Fourth-year bioengineering Latino male student

THE  ROLE  OF  MENTORS

“Dr. C is a dream come true. He has natural coaching abilities. There is a high quality teamwork aspect to him and on top of that he definitely knows how not to make you feel lower about yourself. Regarding my previous troubles studying or even my ongoing troubles, I walk out always feeling so much better. He is so amazing at making you feel like you can do this, be a scientist and that you can go on and succeed in graduate school. He is like a second dad to me.”

--Undergraduate molecular biology student, Class of 2018

“Without IMSD, I would not even know how to be a faculty member. I did not know postdocs were a ‘thing.’ Under the this program I learned the track to become a professor.”

--Undergraduate chemistry student, Class of 2015

THE  ROLE  OF  STAFF

“I went to see about my employment authorization card because at first I was given the card which allowed me to work. So I went to financial aid after it was denied to ask them. They said it was a mistake. The person ended up telling me, ‘That was just pure luck. You are lucky that you have not been deported.’ I wish I were able to stop this discrimination for immigrants.”

--Alejandro, pre-law undergraduate student

LATINOS  WORK  WHILE  IN  COLLEGE—THE  ROLE  OF  GANAS

Lydia-“The first years in college, I slept four hours every day for two years. We would work—I had classes from eight to twelve, then I came back home, took a shower and I went to work from 2:00 to 11:00 p.m. in the restaurant. Then I would go with my husband to clean offices at night until 2:00 in the morning. We worked until 2:30 to 3:00 in the morning, and would do it every day all over again . . . to save money for school. Four hours for two years.”

--Undergraduate major in Business

MOVING  THE  PENDULUM  FORWARD

IMPLICATIONS  FOR  SYSTEMIC  &  POLICY  REFORM

• IHEs    struggle  to  create  and  sustain  infrastructures  that  address  the  whole  student—to  meet  their  academic,  social,  emotional,  economic,  and  aspirational  needs  and  goals.  

• Undergraduate  research  programs  work!  But  are  they  to  scale?  Can  they  meet  the  demands  of  all  of  the  eligible  students?  

• Programs  that  rely  on  federal  funding,  (TRIO,  Upward  Bound,  GEAR  UP,  HSI,  etc.)  are  vulnerable  &  limited  in  the  number  of  students  they  serve  

• Latinx  students  need  to  see  and  experience  course  content  from  faculty  that  look  like  them,  share  lived  experiences,  like  Latinx  Firsts  who  have  succeeded

• Universities  must  invest  and  support  infrastructures  that  are  asset-­based &  culturally  responsive to  cultivate  the  next  cadre  of  Latinx  leaders  and  scholars

• As  public  universities  and  everyone  here  in  this  room  plays  a  critical  role—shaping  lives,  futures,  and  the  next  generation—how  will  you  serve,  engage,  support,  and  inspire?  

Thank  you!  Frances  [email protected]