Glenda musoba

What is Unique about Driving Latino/Hispanic Student Success

Glenda Droogsma Musoba

Florida International University

Miami

Many kinds of Hispanic/Latino Students

Endowed – will make it without our help

Challenged – need our help

First generation (low parent education)Limited EnglishLack knowledge of US educ. systemLower incomesWeaker curriculum assignment in HSWeaker high schoolsLess than full

documentation

Latino high schoolers

• Student aspirations are high

• Rigorous math in 8th grade (↑rising but need more)

• College prep curriculum track ↑

• AP classes ↑

• Classes at graduation don’t match performance in 10th grade would predict

• Students and parents trust high school placement

Parents and high school

• No blaming parents (myth)

• Parent aspirations are high

• Parent encouragement is high

• College knowledge is low about steps to take and when to take them

– Help select courses

– Monitor grades and on track to graduate

– Plan and prep for PSAT/SAT/ACT

Parents and College

• Don’t know how to help select college

• Don’t know the differences in graduation probability based on where student starts

• More likely to rely on formal information sources which are limited in many urban HS

• Dislike financial aid application questions

• Don’t understand the out of class expectations at the U

How we can help parents

• Let go of myth that Latinos don’t value education

• Bilingual parent education on college web sites

• Parent orientation

• Include parents in the experience

• Parent newsletter

• Use faith communities

• Help with FAFSA

Students in college

• Undecided major - Know only the TV careers

• More likely to start at Community College where financial aid applications are low and completion rates are low

• CC by definition means an extra transition

• Lack college knowledge so any college feels unfamiliar

• Cultural incongruence with the competitive environments of selective institutions

What FIU students like?

• Predominantly Hispanic, female, upper division, AA transfers

24% of all FIU undergrads are Upper Division Hispanic females, most transfers

Increasing Latino student success

• Keep connection to family - first year especially

• Telling to “cut the cord” = “don’t be Latino”

• Small group affiliation more important to fit than total campus affiliation

• Discussing coursework outside of class is beneficial so learning communities are useful

• Collaborative learning (small group tutoring)

Increasing Latino student success

• Check for counter policies (requiring on campus living may harm recent immigrant Latino students)

• Advising – we’ve added face to face and degree tracking – Community C have high advisor student ratios so don’t count on them

• First year experience for college knowledge– Instructor pedagogy balance

– Links to U resources and key academic topics

Marker Classes

• College Algebra

– Gateway to major in STEM & Business

– Highest DFW (below passing grade or withdrew) rate in U

– At FIU about 25 to 30% passing rate on first attempt (similar rates at non-selective institutions that don’t make this a priority)

– At FIU, if passed College Algebra: 91% retained to next yr. If failed College Algebra: 74% retained

Undecided about major

• Once students in a major, vast majority graduate

• AA transfer students’ advantage—usually have a major

• Bridge advisors - Advising center staff housed in colleges

– Working to link students to majors so not lost after first year

• FYE section for undecided students with career selection content

Can’t get into major

• Career expansion efforts (beyond TV careers)

• Open more slots

• Help identify when it is not happening and support (tough love vs. let them keep trying)

Increasing student financial success

• Less likely to apply for financial aid

• Parents concerned about privacy and FAFSA

• Encourage financial aid

• Financial aid for undocumented – know the informal information

Discussion/Questions