Aligning Our Efforts: A System-Level Approach to Improving Outcomes for Males of Color in College

• In Event: 64.019 - Leveraging Resources: A Statewide Perspective of Boys and Young Men of Color in California

Abstract

Background:
Enhancing the educational experiences of MOC has become an increasing focus of higher education scholars (Harper, et al., 2012; Palmer et al., 2014). Scholars have documented the need for higher education institutions to improve collaborations and remove systemic barriers for MOC (Sáenz et al., 2016). As a result, representatives from the California State University (CSU) system created a consortium comprised of representatives from all 23 CSU campuses. The consortium is designed to develop, explore and share models of best practice to enhance Bachelor’s degree completion for MOC. This paper adds to our understanding of how higher education by examining narratives and experiences of institutional personnel on building programs and services focused on MOC. The purpose of the paper is to provide a systems-level view of how the consortium is responding to the experiences of faculty, staff, and administrators by addressing systemic barriers and campus-specific challenges.

Methods & Results:
This paper culls from a larger qualitative study to better focus on the experiences of MOC within CSU, and recognize what strategies need to be identified. In this paper, I use data from focus groups, and think-tank sessions with 100+ faculty, staff, and administrators from all 23 campuses. Preliminary findings revealed three major themes. First, there is a need for the consortium to enhance how representatives use and disseminate data focused on MOC. Second, the consortium must improve collaborations and advocacy for MOC within the CSU system to invest in programs and services that effectively support this population. Third, the consortium needs to strategically partner and build awareness and partnerships with CSU educators and practitioners who serve MOC.

Conclusions and Implications:
The findings from our study reveal strategies higher education institutions can use to address systemic barriers that MOC face during their educational experiences. Most notably, improving collaboration, using data effectively, providing professional development for faculty and staff, and making investments in programs and services that target MOC appear to be effective ways to improve outcomes for MOC. The implications can help other college and university systems build and scale programs that support the various social, academic, and institutional needs of MOC through a system-level focus.

Author

• Matthew Smith, California State University - Dominguez Hills