navigating the first generation student’s culture - allysa martinez, rudhra persad, & zayan...

Navigating the First Generation Student Culture

Allysa Martinez & Rudhra Persad, Mentoring Facilitators Zayan Rafeek, First Generation AmbassadorTri-Mentoring Program

AGENDA1. Introduction & Learning Objectives2. Why is supporting First Generation (FG) students

important? 3. Theoretical Grounding 4. First Generation Project Overview5. The Student Perspective - Zayan Rafeek 6. Call to Action7. Wrap up

IntroductionLearning Objectives

As a result of this session, attendees will be able to…

1)Identify what is used as the definition of an FG student

2)Identify some of the needs and motivations of FG students

3)Develop suitable methods to support FG students in the population they serve

4)Identify possible collaborations within #RyersonSA to support FG students

IntroductionSA Competencies

Equity, Diversity & Inclusion

Personal Foundations

Student Learning & Development

Why is supporting FG

students important?

A student whose parents/guardians have not attended university, college or apprenticeships anywhere in the world.

Definition


students important?

Statistics Canada - 2011

Impact of educational attainment of parents/guardians

19.8% variance vs non - FG students

Other categories in study included family income, single parent homes, immigrant status etc. Literature Review


students important?

Under-Represented Groups in Post Secondary Education in Ontario: Finnie et al - 2011

FG Students access University specifically, at rates < 50% of non FG students

Literature Review


students important?

Ryerson has had over 1000 FG students enrol in each of the past 4 years.

Are we supporting them to graduate?

Do we know who they are or what support they want or need?

Is anyone tracking them through their Ryerson experience?

The Ryerson Experience


students important?

Navigating FG Student Culture:

How is culture defined?

5 traits of culture: Learned

Patterned

Adaptive

Shared

Symbolic Theoretical Grounding


students important?

Student Development Theory:

Modified Model of Persistence, Astin & Tinto: Students successful integration into post secondary requires navigation of 4 stages:

a. Separation

b. Transition

c. Incorporation

d. Integration

Theoretical Grounding


students important?

Student Development Theory

Chickering’s variables to support development of independence and purpose:

a. Venturesomeness

b. Interdependence

c. Full Involvement, Motivation and Persistence

d. Personal Stability and IntegrationTheoretical Grounding


students important?

Separation: Decision to go to Post Secondary

Why is this important?

Culture shift starts for some

Connection to Student Development

Theory


students important?

Transition: Self Doubt & Isolation

Culture shift: Attitude

Chickering’s Variables: Venturesomeness

Challenge: Information Overload Connection to

Student Development Theory


students important?

Incorporation: Guarding Against Assimilation

Culture shift: Figuring themselves out

Chickering’s variables: Interdependence

Challenge: Messaging Connection to Student Development

Theory


students important?

Integration: Involvement & Belonging

Culture shift: Getting “Involved”

What does involvement look like for FG students?

Chickering’s Variables: Full Involvement, Motivation and Persistence

Challenge: Rate of growth decreases

Connection to Student Development

Theory

First Generation

Project Overview

Community Programming

Day in the Life Events

Tutoring:Thorncliffe Neighborhood Office

(TNO)

City Adult Learning Centre (CALC)

Programming Support:Eastdale Collegiate

Scadding Court Community Centre

Pathways to Education

What do we do?

First Generation

Project Overview

On Campus Programming

Partnerships: Spanning the Gaps

Funding Opportunities: FG Bursary

BMO Equity and Diversity Scholarship

Student Staff Roles: Coaching, Development &

Supervision

Programming: 1st year in 40 Minutes

Next Steps Workshop Series

What do we do?

The Student Perspective

Who is Zayan?

Graduating 5th Year BTM student

First Generation Ambassador

Muay Thai Fighter The FG Culture: Zayan Rafeek


Lesson One: Internship:

The start of the culture shift

Learning about resources & Ryerson

The FG Culture: Zayan Rafeek


Lesson Two: First Year

Self Doubt Switching Programs

High School

Isolation Discrimination because of

communityThe FG Culture: Zayan

Rafeek


Lesson Three: 2nd year

InterdependenceGetting more involved

Stepping out of comfort zone The FG Culture: Zayan

Rafeek


Lesson Four: Third Year

Involvement & BelongingRecognition of Leadership



Lesson Five: Fourth Year

Involvement & BelongingGrowth as a leader



Lesson Six: Fifth Year

Personal Stability The Genuine and Authentic

Leader The FG Culture: Zayan Rafeek


Shifting the culture

Multiple stories, same end goal

Community Mentor

#TheJenHug


Navigating the Culture

ShiftThe Role of Student Affairs

Supporting the culture shift

Changing the definition of “student involvement”

Choose your own adventure How does this all relate?

Call to ActionInstructions

Breakout groups

Consider:

What works best in your context?

How could this be implemented?

What can you do?

Call to Action

Think about...

Building Awareness Does your population know what

an FG student is?

Do you know how many FG students utilize or access your services or unit?

FG Community of Practice

Student Staff Roles

What can you do?

Call to Action

Think about...

Building Awareness

FG Community of Practice How could this be structured?

What topics could be addressed?

Could you identify students that would join?

Student Staff Roles

What can you do?

Call to Action

Think about...

Build Awareness


Student Staff RolesDo you currently have a role

assigned to FG students?

Is there any position that could be modified to support FG populations?

What can you do?

Call to Action Choose one:

Build Awareness


Student Staff RolesWhat can you do?

Wrap Up Follow up meeting with us

Next Steps

Thank you! What’s next?