Running head: CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 1

CAMP SUYI: The Center for Community Engagement and Washington Middle School

Stakeholders

Matt Miller, Kara Schwartz, Elizabeth Weaver, Thomas Wilson

Seattle University
CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 2

Executive Summary

Purpose

The purpose of this project was to explore the ways in which middle school students can

receive college mentoring and preparation that impacts their access to postsecondary education

after graduating high school. The findings are meant to be applied to the Seattle University

Youth Initiative (SUYI) program.

Methodology

The methodology used was reviewing and synthesizing scholarly articles provided by

four researchers. The researchers for this project each had a area of literature that they reviewed,

including: college access programs, service-learning and college preparatory activities, student

engagement in college preparation, and family engagement in college preparation within the

context of marginalized student identities.

Key Findings

College access programs increase a college-going culture, and strengthen capital needed

(St. John et al., 2004). Precollege opportunities like service-learning experiences and

academic skills development may lead to heightened postsecondary education access.

(Akujobi & Simmons, 1997; Billig, 2000; Bruce-Davis & Chancey, 2012; Stott &

Jackson, 2005).

Academic success impacts college readiness for diverse range of oppressed identity

groups, including immigrant students, Dreamer students, lower-SES students, and

students of color (Bell, 2009; Bell, 2008; Crosnoe, 2011; OConnor, 2009; Rowan-

Kenyon, 2007; Wells, 2012; Welton, 2014).

Themes of the Promising Practices:

Early college immersion programs

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Parent involvement and support

Growth and Development

Key Recommendations:

Early college immersion programs (Radcliffe & Bos., 2013)

Parent involvement and support (Chrispeels, J. H., & Rivero, E., 2001)

Reducing financial barriers (Watson, L., & Swail, S., 1998)

Campus Collaboration Profile

The compass of Seattle University is aligned by Jesuit Catholic values that promote

social justice, diversity, leadership, care, and academic excellence (Mission, Vision, and

Values, 2015). Using the foundational values above, Seattle University has developed campus

structures and programs with the goal of translating those values to real world practice and

application for students, faculty, staff, and the surrounding community. The programs and

campus structures that exist are housed under the Seattle University Youth Initiative (SUYI), as

well as the Universitys strong commitment to service-learning in academics.

Under the leadership of Father Steven Sundborg, the Seattle University Youth Initiative

was born in 2011 to support the local community while creating a transformative student

experience. The Initiative is supported by the Center for Community Engagement (CCE), which

connects University communities and partnerships with service opportunities. In the SUYI

Action Plan for 2012-2015, three approaches were outlined as key focus areas: School

Partnerships, Yesler Terrace Choice Neighborhood Implementation, and Collective Impact

(Seattle University, 2013). All three areas support the multi-pronged approach to addressing the

inequities in academic achievements in the nearby neighborhood while promoting social justice,

critical thinking, and leadership in Seattle Universitys students. SUYI partners with Bailey

Gatzert Elementary School, Washington Middle School, Garfield High School, and several
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community organizations that connect families and their children with additional resources, such

as housing assistance, job assistance, and trainings.

In addition to the SUYI commitment, Seattle University incorporates service-learning

into the foundation of the academic experience. It has been estimated that eighty percent of

Seattle University students will participate in service-learning during their four years at the

institution which translates to 132,000 hours of volunteer service annually (Enrollment

Statistics, 2015). In academic year 2013-2014, the University offered 94 courses with a

service-learning component, which connected 838 students and 43 faculty members to the

surrounding community (At A Glance, 2015).

Additionally, the University developed a specific course to expand the discussion of the

Initiative, the SUYI Leadership Seminar Course. Over the timespan of two quarters,

undergraduate students commit to exploring issues of identity, systems of oppression, and

current social structures that impact Yesler Terrance. Seattle University demonstrates a clear

and unwavering commitment to support the local neighborhood and community.

Before exploring the ways in which Seattle University can continue to utilize campus

resources and opportunities, effort should be made to understand the student population that

drives the SUYI program. In Fall Quarter 2015, the student demographic at Seattle University

was comprised of 7,405 total students: 4,712 undergraduate students, 1,981 graduate students,

and 712 law students (Ranking and Recognition, 2015). Of the total number of students listed

above, thirty-three percent of students identified with an ethnically diverse background and ten

percent of students were international (Ranking and Recognition, 2015). In Fall Quarter 2014,

the majority of students were White/European (56 %), followed by the second largest ethnic

group of Asian/Pacific Islanders (21.9%). Other ethnic group statistics were as follows:

International students (10.6%), Hispanic/Latino (9%), Other/unknown (7.3%), and African

CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 5

American (4.1%) (Enrollment Statistics, 2015). The statistical breakdown of the student

demographic creates a picture of the undergraduate student population currently at Seattle

University. The student demographic of the institution is important to understand when

considering how best to serve the local community that is very different than the student

volunteers. In the Yesler Terrace neighborhood, ninety percent of the 1,200 residents are

members of racial-ethnic minority groups or are mixed race (Demographics, 2015). In the

Bailey Gatzert neighborhood of 17,500 residents, fifty-five percent are members of racial-ethnic

minority groups or are mixed race (Demographics, 2015). The demographic that SUYI serves

is more diverse than Seattle University students, which leads to this question: how can Seattle

University better prepare students to work with youth and the families of the youth who receive a

number of services through SUYI? Preparing Seattle University students with training on

multicultural competency is an important consideration. Pope, Reynolds, and Mueller (2004)

underscore the importance of approaching cultural competency through building skill sets and

understanding through multicultural awareness, knowledge, and skills. As Seattle University

considers new approaches in supporting middle school youth, student volunteer interactions with

diverse populations will become even more important and influential as SUYI looks to expand

services.

One method of expanding the training of student volunteers to serve the youth, parents,

and community members, is for the Center for Community Engagement to offer an online

training module in multicultural diversity awareness in concert with the Centers already

established training programs. The online training module could be built with the help of the

Center for Digital Learning and Innovation (CDLI) that offers a six-month training course in

course development for online delivery. Additionally, CDLI offers many course design

workshops that could offer more flexibility and less of a time commitment than the six-month
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training. The benefit of the multicultural training module in an online format is the potential to

provide more accessible and flexible training for students. Moreover, the online training module

could also be incorporated into service-learning courses as a supplemental training resource for

instructors who may not have the professional training to thoughtfully discuss multicultural

competency.

In addition to the online multicultural competency-training module, Seattle University

should be utilizing the graduate student population more thoughtfully. As mentioned above, Fall

Quarter 2015 enrollments reached almost two thousand graduate students. However, the

University has not actively reported how or if those individuals are exposed to opportunities to

serve SUYI. In Fall Quarter 2014, enrollments in the College of Education reached 538, which

equates to twenty-eight percent of total graduate enrollments (Enrollment Statistics, 2015).

The graduate student population at the University could be a strong source of support and

volunteer power that has not yet been targeted to the fullest extent. Students enrolled in the

Student Development Administration program could be targeted to help develop the previously

mentioned multicultural diversity training as either a course project or independent study. With

the graduate requirements of the program, as well as opportunities to develop leadership skills,

the marriage of program development and project management would create a unique learning

opportunity to strengthen the skillset development of students. Additionally, if the University

focused more on graduate student involvement in SUYI, programs may gain a broader support

system and diverse volunteer population. The University could go one step further and combine

graduate students with undergraduate students to partner and support ongoing programs or assist

CCE in establishing new programs. The partnership and collaboration between graduate and

undergraduate students would create leadership opportunities and the partnership would model

the foundational Jesuit values of Seattle University.

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Literature Review Synthesis

In research focused on the Seattle University Youth Initiative (SUYI) and middle school

college access, several themes emerge. These themes arise from a range of research topics,

including a review of American college access programs, family engagement in college

preparation, immigrant, low-income, and student of color engagement in college preparation, and

service-learning and college preparation. This literature review names themes across the

literature, including precollege outreach, precollege skills development, and marginalized student

populations and precollege engagement. Furthermore, this review concludes with identified gaps

across the literature and avenues for further research.

Precollege Outreach

Researchers suggest that precollege outreach to the K-12 educational level that proliferates

information about college may lead to greater college access. One method of precollege

outreach involves direct contact with parents or guardians of the student, including them in all

aspects and activities of college preparedness, career exploration, and information on specific

topics such as financial aid (Ng, Wolf-Wendel, & Lombardi, 2014; Rivera-Mosquera, Phillips,

Castelino, Martin, & Mowry Dobran, 2007). Requiring parental engagement in the college

preparation course ensures that students receive the same messages about college readiness at

school and at home (Tierney and Jun, 2001).

Another suggested method for precollege outreach involves direct student engagement in K-

12. College access programs facilitate an opportunity to directly engage with middle and high

school students to build the skills and capital needed for higher education access. Early exposure

to college via campus visits builds an increased college-going culture for students, particularly

those from underserved populations comprised of students of color and students with lower-SES

backgrounds (Radcliffe & Bos, 2013). By increasing a college-going culture among middle and
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high school students, college access programs work to strengthen social and cultural capital

needed to access higher education (St. John et al., 2004). Additionally, precollege programming

that spreads information about financial aid and college application processes tailored for

students may increase access to postsecondary education (Bell, 2008; Crosnoe, 2011; Farmer-

Hinton, 2008; Nienhusser, 2013; Radcliffe & Bos, 2013). Precollege Skills Development

Research suggests that precollege opportunities like service-learning experiences and

academic skills development may lead to heightened postsecondary education access. Studies

show that service-learning participants score higher on standardized tests, receive higher grades,

have higher levels of engagement in school, improve problem solving skills, engage in goal

setting, and take responsibility for their own learning (Akujobi & Simmons, 1997; Billig, 2000;

Bruce-Davis & Chancey, 2012; Stott & Jackson, 2005). Building these skills by setting short-

term and long-term goals may increase academic preparation for college readiness (Radcliffe &

Bos, 2013). According to collected research focused on students from marginalized

backgrounds, such as students of color, lower-SES students, and Dreamer students, precollege

academic success positively impacts college readiness and enrollment for these student

populations (Bell, 2009; Bell, 2008; Crosnoe, 2011; OConnor, 2009; Rowan-Kenyon, 2007;

Wells, 2012; Welton, 2014). Marginalized students in K-12 education are often disparate

recipients of college preparatory resources and access to higher-level courses, both of which

bolster academic achievement, college readiness, and eventual college enrollment (Bell, 2009;

Bell, 2008; Crosnoe, 2011; OConnor, 2009; Rowan-Kenyon, 2007; Wells, 2012; Welton, 2014).

Marginalized Populations and Precollege Engagement

According to the collected research focused on marginalized students and higher education

access, precollege academic success impacts college readiness for students of a diverse range of

oppressed identity groups, including immigrant students, Dreamer students, lower-SES students,
CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 9

and students of color (Bell, 2009; Bell, 2008; Crosnoe, 2011; OConnor, 2009; Rowan-Kenyon,

2007; Wells, 2012; Welton, 2014). Across the literature, researchers highlight the ways

socioeconomic status (SES) and financial resources impact college preparation among students

with marginalized backgrounds. Examples include research about the relationship between SES

and delayed enrollment (Rowan-Kenyon, 2007; Wells, 2012) and the relationship between a lack

of financial resources and lower college enrollment (Bell, 2009; Bell, 2008; Crosnoe, 2011;

Nienhusser, 2013; OConnor, 2009; Prez, 2010; Rowan-Kenyon, 2007; Wells, 2012). In

considering the needs of K-12 students with these marginalized backgrounds, the research in this

literature review provides several best practice suggestions for engaging these students in college

preparation. Examples include practitioners proactively providing information to precollege

students about financial aid access, the college application process, and integrating higher

education application prerequisites into precollege academics for K-12 school districts that serve

these communities (Bell, 2008; Crosnoe, 2011; Farmer-Hinton, 2008; Nienhusser, 2013;

OConnor, 2009; Prez, 2010; Welton, 2014). College access programs that serve marginalized

student communities build a narrative that emphasizes the importance of a college education,

which may be important to the students future success and aspirational capital during the middle

school years (St. John et. al., 2004; Yosso, 2005).

While research suggests possible best practices and educational actions that may increase

college access for middle school students impacted by Seattle Universitys Youth Initiative,

multiple gaps exist in the literature. In order to improve professional practice, more research that

focuses on the long-term impacts of college preparation and promising practices focused on the

middle school student experience is needed. How does earlier exposure to college-related

knowledge interact with college engagement for high school students aspiring for immediate

enrollment? Additionally, it would be useful for future researchers to investigate assessment

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methods for educators in precollege contexts. How might we assess the amount of time and

effort educators in middle schools and high schools invest in student college preparation, and

how might this impact enrollment for marginalized communities? Though the findings did not

specifically address how the positive effects of service-learning experiences correlate to college

readiness, future research may provide connections between middle school student gains in

college-related capital and service learning. Furthermore, implementation of service-learning

programs and resulting data demonstrating their impact in the middle-school setting would

supplement the collected research. Another area for further research includes mentoring and

partnerships with families who have completed precollege preparation programs. How might the

strengths and capital gained by those parents or guardians be shared and provide support to

families enrolled in the programs? These questions would be served by completing more direct

research on family engagement in precollege programming.

Promising Practices Synthesis

Promising practices for middle school college access that align with the literature

reviewed and the recommendations for development and implementation were identified and

three common themes were highlighted from the practices. Practices emphasizing in college

access, service learning and college preparation, student and family engagement, and

marginalized student populations in middle schools were explored and synthesized. The three

overarching themes that presented in practices surrounding these areas were early college

immersion, parent involvement and support, as well as growth and development. The exposure

as well as the support that follows the functions of these practices are what make them

promising. Student development theories were applied in support of the literature reviewed and

is applied throughout the synthesis.

Early College Immersion

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Throughout the literature a significant amount of research suggested that early college

immersion may lead to greater college access (Bell, 2008; Crosnoe, 2011; Farmer-Hinton, 2008;

Nienhusser, 2013; Radcliffe & Bos, 2013). The research also overwhelmingly agreed that early

exposure to college programs for middle school students created a stronger blueprint and was a

stronger predictor of student matriculation to higher education (Radcliffe & Bos, 2013).

Programs such as Indianas Twenty-first Century Scholars College Immersion Bridge

Program and the Early Academic Outreach Program at University of California at Los Angeles

provide several support services for disadvantaged students at both middle school and high

school levels, including academic enrichment services, ongoing academic advising focused on

meeting academic prerequisites for college admission, information about financial aid, career

workshops, and campus visits. Further, UCLA invites middle school students to visit campus for

success workshops (University of California at Los Angeles, 2012). According to research

focused on marginalized students and postsecondary access, precollege academic information

included in the UCLA EAOP has the potential for positively impacting college readiness for

students belonging to oppressed identity groups (Bell, 2009; Bell, 2008; Crosnoe, 2011;

OConnor, 2009; Rowan-Kenyon, 2007; Wells, 2012; Welton, 2014).

Indianas Twenty-first Century Scholars College Immersion Bridge Program provides

students the resources and assistance to help them plan, prepare, and pay for college (St. John et

al., 2004). UCLAs EAOP and Indianas Immersion Bridge Program increase student

involvement in a college campus context, which brings potential for gains in the capital needed

to succeed in higher education (Astin, 1999). Both programs look to support students who are

from low socioeconomic status and support them throughout high school. However, this would

not be possible without the support and involvement from parents and guardians.

Parent Involvement and Support

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The literature identified the important role that parents play in their students access to

knowledge of and persistence to postsecondary education and expressed that direct contact with

parents or guardians of the student and including them in all aspects and activities of college

preparedness aids in their students success (Ng, Wolf-Wendel, & Lombardi, 2014; Rivera-

Mosquera, Phillips, Castelino, Martin, & Mowry Dobran, 2007). Thus, a practice that requires

parental engagement in the college preparation course ensures that students receive the same

messages about college readiness at home as they do at school (Tierney and Jun, 2001). Having

parents and guardians on board to streamline the information and support provided in school and

at home increases the college-going culture and strengthening the students necessary capital for

postsecondary education (St. John et al., 2004)

Practices that highlight the role of parent involvement and engagement include the Early

Academic Outreach Program at University of California at Los Angeles and the 4-H Latino

Outreach Project at Oregon State University. The Early Academic Outreach Program (EAOP)

incorporates middle school students and families in conversations that are targeted to interests

and common questions regarding financial aid, applications, and college requirements (Radcliffe

& Stephens, 2008). Students and their families develop an academic plan that identifies how the

student will fulfill the requirements during their time in high school. Students and their families

are also invited to University of California, Los Angeles campus for special Saturday Academies

for exposure to college life and courses.

The 4-H Latino Outreach Project at Oregon State University works to reach and engage

Latino youth and families and increase the participation of Latino youth and families in 4-H

(Oregon State University, 2016). Research suggests that active and culturally responsive

outreach to marginalized students and families has positive impacts on student academic success

and postsecondary access (Bell, 2008; Crosnoe, 2011; Farmer-Hinton, 2008; Nienhusser, 2013;
CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 13

OConnor, 2009; Prez, 2010; Welton, 2014). In valuing the capital belonging to the Latino

community, the 4-H Latino Outreach Project validates the forms of community cultural wealth

within the students and their families (Yosso, 2004).

Growth and Development

The literature identified that opportunities such as service-learning experiences and

academic skills development may lead to heightened postsecondary education access. Such

involvements have yielded results including higher scores on standardized tests, higher levels of

engagement in school, improve problem solving skills, engage in goal setting, and take

responsibility for their own learning (Akujobi & Simmons, 1997; Billig, 2000; Bruce-Davis &

Chancey, 2012; Stott & Jackson, 2005). Building these skills by setting short-term and long-

term goals may increase academic preparation for college readiness (Radcliffe & Bos, 2013).

Programs that provide skills development and service-learning experiences impacts a students

likelihood to attend postsecondary education (Akujobi & Simmons, 1997; Billig, 2000; Bruce-

Davis & Chancey, 2012; Stott & Jackson, 2005).

Programs such as the East Palo Alto Stanford Academy (EPASA) program at Stanford

University and the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR

UP) highlight skills development and its impact on the students success. EPASAs program

indicates that they help their middle school participants become more culturally aware, are

provided with an opportunity to be engaged in real-world problems and gain skills such as

altruism, respect, and gratitude (Billig, 2000; Billig, Jesse, & Grimley, 2008; Davies et al., 2013;

Harwood & Radoff, 2009; Seitsinger, 2005). Activities include project-based math and language

arts curriculum, one-on-one tutoring with a Stanford student, workshops that focus on practical

skills, cultural education, and field trips. Naturally, Baxter-Magoldas (2001) theory of self-
CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 14

authorship fits this program in that there is learning through the relationship of mentors and

mentees that affect ones identity development.

The Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

provide students with the opportunity to learn more about the college going process, complete

college preparation activities, and develop skills necessary to succeed. Through various

activities such as academic enrichment interventions, workshops related to pursuing a

postsecondary education, career awareness, goal setting and how to finance higher education,

GEAR UP fulfills the findings that students who participated in service learning were more

engaged in school, had improved problem solving skills and took responsibility for learning

(Akujobi & Simmons, 1997; Billig, 2000; Bruce-Davis & Chancey, 2012; Stott & Jackson,

2005). GEAR UP integrates Chickerings (1993) vector of developing competence in which a

sense of competence that stems from confidence that one can achieve goals successfully.

Recommendations for Development and Implementation

Recommendation 1: Early college immersion

In reviewing college access programs the research overwhelmingly agreed that early

exposure to college programs starting in middle school created a stronger blueprint and was a

key predictor of the chances of a student matriculating to higher education (Radcliffe & Bos,

2013). Early exposure to college through weeklong excursions on a college campus builds a

better sense of tangibility for students of underserved populations (Previtis & Bauer, 2014).

Five themes emerged in the research done around assisting middle school students in becoming

college ready and developing a college-going culture: The student will (1) understand the nature

of college, (2) recognize that a college education may be important to his or her future success,

(3) gain positive perceptions and aspirations about college, (4) prepare academically for college
CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 15

admissions, and (5) set short and long-term goals that support becoming college ready (Radcliffe

& Bos, 2013). The importance of student involvement in college is a foundational aspect of

Alexander Astins (1999) work that supports the idea of the more involvement a college student

can experience on a college campus the more inclined there are to remain in school and graduate.

The same can be said for middle school students as part of a bridge program, the more involved

and earlier in the process, the better chance of matriculating high-risk students into college.

Alongside the student involvement, Jane Pizzolato (2003) points out the fact that we also want to

begin building self-authorship within students at an earlier age to increase the confidence of the

student as they navigate the college campus landscape.

Connections to literature and theory

o Chickerings Theory of Identity Development has some bearing on this concept,

in which this program could leave a significant impression on middle school

students in that it positively impacts their identity development, which in many

cases can be at odds for high-risk students with lack of innate college access

(Evans, 2010).

Recommendation 2 - Parent involvement

An integral part of creating a college immersion program will be to include not only early

exposure and building community for young students, but for their parents as well. Parents pay

a key role in building the confidence of students as it relates to all aspects, however certainly

when it comes to building persistence in students to go to college. Our college immersion plan

will also apply focus and programming around how parents can support their young scholars

intellectually and emotionally. We feel this is an important step in building the cultural capital

of students as researched by Tara J. Yosso (2005).

CAMP SUYI MIDDLE SCHOOL COLLEGE ACCESS 16

Connections to literature and theory

o In Jane E. Pizzolatos Self-Authorship reading, we learn about the as part of

students self-authorship that parents play a big part in a students development.

This should not only be privileged parents gift to give. (Pizzolato, 2003).

Recommendation 3 - Eliminating financial barriers

Lastly, if a student cannot visualize how to afford college the greater the chance that

student has of giving up on the process. As part of our college immersion plan we will create

programming that help students understand and develop a positive outlook on how to seek out

financial aid for college access. We will build into our college immersion program continual

trips to the financial aid and scholarship office to guide students and family members on how to

apply for aid and scholarships. These workshops will be a part of the college tour and lecture

circuit. A big picture outlook would be to create scholarships through the alumni association,

advancement, and eventually working towards a larger legislative initiative as demonstrated in

Indiana, with their Twenty-first Century Scholars program. Lastly, partnering with like

programs mentioned in the aforementioned research are strong practices that can used to help

financially support students by way of merit and need scholarships.

Our recommendations provide clear starting points that have been researched and

supported in our best effort to create stronger college access for middle school students in high-

risk situations.
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