Fostering Resiliency in Sophomore Students at Risk

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Fostering Resiliency in Sophomore Students at Risk

• 1. Risk and Resiliency Linda Enseki
• 2. Peer Assistants Program
• PSU Altoona - Harriett Gaston
• 3. Comprehensive Studies Program/Act 101
• PSU University Park - Ron Williams

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Common Sophomore Issues

• Lack of engagement with a major
• Uncertain about career
• Reality of competition and unrealistic
  expectations
• More challenging courses (increased academic
  struggles)
• Lack of social or engagement opportunities

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Common Sophomore Issues

• Financial problems
• Disillusionment with institution (perceived as
  lack of concern after 1st year)
• Sees no purpose for education (cost/benefit
  ratio)
• Finds no joy of learning lacks motivation
• Lacks an adviser, faculty member, or mentor who
  can help set goals, identify strengths, see the
  big picture, and come up with plan B.

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At Risk

• Academically Underprepared
• Lacks skills that support college success
  including reading and comprehension, writing, and
  math. Solution is usually focused on remediation
  (courses or tutoring). Deficit model student
  is lacking from the beginning as a first year
  student.
• May have been high achievers in underachieving
  high schools. Confidence is immediately impacted
  when they encounter peers who are better
  prepared.
• With guidance, students can assess their
  environment, alter their thinking and regain
  their confidence. Even remedial courses can be
  incorporated into an achievement model (vs a
  deficit model) that encourages a student to focus
  on individual progress.

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At Risk

• First Generation
• Students of color (minority) are highly
  represented among first generation as are low
  income white students.
• Lack experience with the culture and expectations
  of higher education. At the very least, we know
  from Tintos model (1993) that students need to
  integrate academically and socially into their
  college community to persist to graduation.
• From Laura Rendons work (1994, 2004) with
  students of color, we know that students
  departing from their own culture may lack a sense
  of validation or belonging in their new college
  environment.

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At Risk

• On predominately white campuses, minority
  students may experience cultural assault from
  majority students or faculty who view them as
  not belonging in college.
• Feeling marginalized at the University may be
  experienced socially, academically in the class
  room, and by location. Experienced by
  underrepresented students and the staff who serve
  them.
• Example Where are programs for low income and
  underrepresented students housed at University
  Park?

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At Risk

• We should not assume that all students of color
  or first generation students experience or
  negotiate the college transition in the same way
  or that their goals are the same.
• We must recognize that each student, especially
  if facing obstacles, is seeking some meaning or
  purpose for his or her education that will make
  it worth the stay in college.

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At Risk

• Two Questions
• If you were a first generation, low income,
  and/or ethic minority student without a solid
  connection to at least one staff or faculty, and
  you have no sense of purpose for being in
  college, and you feel marginal to the campus
  community, and finances are a great concern, why
  should you stay?
• What price do we pay as a nation when we lose a
  first generation student who would have most
  likely changed the pattern of education and
  economic progress for his or her family for
  future generations?

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Resiliency

• Larry G. Arrington, Jr., Assistant Dean,
  Mathematics, Science, and Engineering, Delaware
  County Community College, www.resiliency.com.
• Persistent Spirit (Schreiner, 1996)
• Resiliency is
• Capacity to spring back when faced with
  adversity.
• Ability to develop social and academic competence
  despite common or severe stress.
• Ability to negotiate significant challenges to
  development - reaching beyond survival mode to
  take control and thrive.

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Resiliency

• Supporting resiliency in sophomore students
  includes those persons and programs that
  encourage
• For students at risk, academic competence has to
  be a priority. Aggressively help students
  identify academic needs. Where possible, always
  build on student strengths instead of weakness.
  Is there life beyond failing calculus? My family
  expects an engineer I have no idea what other
  majors can offer.
• Integration into the University community and
  finding a niche. Where do I belong, how can I
  contribute, am I valued?

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Resiliency

• Discussion and support of the extremely important
  Plan B when things dont go as expected. Who can
  help me see the big picture and assist me with
  developing some type of meaning for my education
  so that I know the dream is worth the struggle?
• Negotiating social justice issues development of
  realistic view of University system with balance
  between personal and social welfare. I want to
  take a stand against racism at the University.
  How can I make my anger work for me and not
  against me? Who can help me sort out my feelings
  so I can support and work for issues that are
  very important to me without putting my
  graduation at risk.

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Resiliency

• As an individual or as a program, constantly
  examine your own views and practices regarding
  underrepresented or first generation students and
  ask when you are not sure. Please dont assume,
  label, or patronize me. See me as an individual
  with individual talents who may also relate to
  and be part of a larger cultural/ethnic group.