Expanding Supports for LatinX Students at NIU:

A Progamatic Enhancement to Increase

Retention
By: Cristian Baeza, Felix Castillo,
Abraham Cervantes, Bethany Geiseman & Nancie Mohedano

HESA 522
 Introduction
● Over the past two decades the Hispanic population has
increased increasing the number of Hispanics pursuing
higher education
● Between 2013-2015 Hispanic college going rate among
Hispanic high school graduates grew from 22% to 37%

Good News:
-More Hispanics are going to college and their graduation rates
are rising
Challenges:
-The progress remains uneven compared to white students
-graduating in six years is 10% lower in comparison to
white students
-graduating in four years the proportion is 14% lower
compared to white students

Our intervention consists of increasing retention of Latinx

students at NIU through initiatives at the Latino Resource
Center, specifically the Mentoring and Engaging Thru
Academic Success (METAS) program.
 Why It Matters?
● Hispanics comprise the nation’s largest
minority group, expecting to make up 29% of
the population by 2060
● Castillo et al. (2006) report that 9.6% of
Hispanic Americans in the U.S. obtain their
bachelors degree compared to 26.8% of
White Americans
● Hispanics enrolled in college only 23%
obtained a degree vs. 47% of non-Hispanic
students White college students
● United States pursues the goal of having the
highest percentage of college graduates in
the world by 2020
○ Hispanics being the largest and fastest
growing minority group---- have the
lowest educational attainment
● Since 63% of jobs will require a
postsecondary degree it is essential that
Latinos obtain a degree
● More degrees, fewer gaps
 What is Latinx?
● Term Latinx has become very popular
● Phrase has been adapted to be more
inclusive and gender-free alternative to
“Latino” or “Latina”
○ Usually gendered in spanish to signify
a man or a woman. No options for
people who are non binary
● Progressive yet confusing
○ Difference between Latinx and
Hispanic
■ Latinx is an ethnic and cultural
category where Hispanic is a
linguistic division
■ Ex: Brazilians are Latinx but are
not Hispanic, Spaniards are not
Latinxs but they are Hispanic
 Origin of Latinx
● Originated in the mid-2000s
○ Expanding from earlier gender-
inclusive terms such as Latino/a &
Latin@
● X is not gender specific
○ Meant to disrupt grammatical binary
inherent in romance language
● Feminist in the 70s-90s would sometimes
graffiti out “O” with and X in words “that
were meant to include men. Women, and
non binary folk all together”
● Ultimately Latinx is a “non-gendered, non-
binary, inclusive way of pushing back
against the default masculine in Spanish”
(Bowles)
 Barriers to Retention of Latinx Students
● Academic readiness for college
○ Underprepared for college rigor
● Language
● Financial Aid/Financial Support
● Homesickness
● Lack of connectedness on campus/sense of belonging
● First-generation barriers
● Socioeconomic status
● Necessity to work/support family
● Commuting to campus
Some Influences on Latinx Student Retention
As identified by the National Conference of State Legislators include:

● Funding or other incentives to encourage and award Latinx and other minority
students successful graduations
● Provide better consumer information targeted to Latinx students and families
● Consider funding or incentives to help institutions expand student support
services that help students progress from first year to graduation
● Fully leverage federal funding - such as the TRIO programs-that awards
grants to institutions for student support
 Current Retention Initiatives
● First Year and Second Year Experience
○ First Year: UNIV 101, Student-Faculty Links, First Year Success Series, REACH, Common
Reading Experience
○ Second Year: Y2@NIU Events, Sophomore Days of Service, Lambda Sigma Sophomore
Honor Society
● CHANCE Program
● Latino Resource Center
Institutional Context
 The Latino Resource Center (LRC)
-The LRC is a unit of the Division of Academic Affairs.

-Traces its origins to 1978 when it was called the University Resources for Latinos
(URL). Original Latino House was destroyed to make room for a parking structure.

-In 1992, URL shared their space with the International Student & Faculty Office at
the Knetsch House until 1996. In 1997, Knetsch house was demolished and then in
1999 the LRC was built.

-Today, the Latino Resource Center (LRC) shares its physical space with the Center
for Latino and Latin American Studies (CLLAS).
Organizations Supported by the Latino Resource Center
 Targeted Audience

-First-Year and Second-Year Latinx Students at Northern Illinois University

● 14.1% of the population at NIU identifies as Latinx (Data USA, 2016).

-First-generation students encouraged but all welcomed.

 Schlossberg’s Transition Theory
A transition is “any event or non event that results in changed relationships,
routines, assumptions, and roles.” (Anderson, M.L., Goodman,J., & Schlossberg,
N.K., 2012, p.39)

● Importance of individual’s perception

● Meaning based on type of transition, individual’s perspective, the context and
impact on individual’s life (Anderson, M.L., Goodman,J., & Schlossberg, N.K.,
2012, p.47) to
● Involves the person, the environment, and their relationship (p.45)
● Transition is continuous process over time (p.59) and occurs in stages (p.48)
moving in, through or out
 Type, Perspective, Context and Impact
● Types of Transitions:
○ Anticipated - predictable, expected, life events
○ Unanticipated - not predictable or scheduled
○ Non-Events - expected, but do not occur (personal, ripple, resultant and
delayed)
● Perspective: individual’s assessment of transition
● Context: individual’s relationship to transition and setting
(cultural/social/political)
● Impact: degree in which daily life is changed (relationships, routines,
assumptions, and roles, p. 47)
 Parts of Transition Model
● Approaching Transitions = what is the transition (events or non-events),
and where is the individual in the transition process (type, context, impact)
● Taking Stock of Coping Resources = The 4 S’s -
a. Situation - characteristics
b. Self - personal characteristics and psychological resources
c. Support - social support
d. Strategies - Coping responses
● Taking Charge = Strengthening resources
 Baxter Magolda’s Learning Partnership Model (LPM)

Three Core Assumptions: Three Core Principles for

Educational Practice:
● “Knowledge is complex and socially
constructed” ● “Validating learners’ capacity to
● “Self is central to knowledge know”
construction” ● “Situating learning in learners’
● “Authority and expertise are shared experience”
in mutual construction of knowledge ● “Mutually constructing meaning”
among peers”

“...the three assumptions challenge learners to journey toward self-authorship, while the
three principles bridge the gap between their current developmental place and
authoring their own beliefs, identities, and relationships” (Baxter Magolda, 2004, p.
540).
Transition Theory and LPM Working Together...
● Using LPM can assist students during their transition, moving in, moving out
and moving through by
○ Collaboratively working through the transition model to clearly understand the
student’s perspective, context and impact identifying resources to cope with
transitions
○ Drawing upon student’s individual experiences
○ Students become “central players” in difficulties experienced in transitions during
college
● Individual’s considered as knowers in their transition
● Collaborative approach focused on connection as well as autonomy
 Why Transition Theory and Learning Partnership Models?
Rationale
● Transition Theory:
○ Provides a framework for understanding student’s transition to and through college
to identify and promote effective coping strategies and resources
○ Stronger support in transitions will promote retention

● Learning Partnership Model:

○ Promotes student’s self-authorship moving from dependence on external authority
to student’s internal voice (self-authorship)
○ Promotes transformational learning
 Programmatic Intervention
● Combat barriers by increasing initiatives in the Mentoring and Engaging thru Academic Success
(METAS) program that promotes retention and student success.

The METAS mentoring program seeks to A.C.T. on behalf of all Latinx freshmen students by:
● Assisting first-year Latinx students with their transition to college, especially during the first six weeks of
classes
● Creating a sense of belonging and community at NIU
● Together, encouraging the academic success and social well-being among Latinx freshmen students.

The METAS mentoring program serves to provide a welcoming environment and a "home away from home"
atmosphere for Latinx freshmen students. The program assists them in their transition and adjustment to
college life by providing social, cultural, and academic support.
 Program Intervention Continues..
● METAS Application available: Towards the end of January
● METAS Application deadline: First week of August
● Orientation: Move-in Day (Third week of August)
○ Meet and Greet with LRC Advisors
○ Bilingual workshops for families to attend and ask questions
○ Q & A with past students of the the program
● End of the Year celebration ceremony: Last week of April or First week of May
○ Freshmans receive a certificate of completion for the first year and 3.0 Club
○ Sophomore receive a completion of certificate, 3.0 GPA Club, and a cord to wear at
graduation.
○ Families are invited
● Meet and Greet with Greeks Letter organizations
● Meet and Greet with Non-Greek Latinx Based Organizations
● The LRC would hire their own tutors available for students to use (Math, Science, and
English).
 Program Intervention Continues..
Mentees: Freshman and Sophomores
Mentors: Juniors and Seniors (Eligible for work study)

● Freshman Track
○ Learn about the different resources on campus (Financial Aid, Writing Center, etc.)
○ Focus on building a community environment within the cohort
○ Meet with Academic Advisor and LRC Advisor once a semester
○ Track meets bi-weekly
○ Meets with mentors a minimum of 3 hrs for the week that there is no program
● Sophomore Track
○ Interpersonal/Leadership Development workshops (Time management,
Leadership styles, social Identities conversations, etc.)
○ Meet with Academic Advisor and LRC Advisors once a semester
○ Track meets once a month
○ Meets with mentor a minimum of 2 hrs a week.
 Intervention Alignment to Theory
Enhancing METAS aligns with Transition theory by providing coping supports
during transition.

● Situation: METAS realizes that all students will experience transitions, but
the impact to each student will differ.
● Self: METAS acknowledges that certain transitions are unique to the LatinX
population.
● Support: METAS provides a network of support that engages both the
student and the family and can readily provide campus resources.
● Strategies: METAS engages in frequent check-ins and follow up with
students to encourage social well-being.
 Intervention Alignment to Theory
● Using the Learning Partnership Model as a guide, METAS mentoring
program…
● Gives voice to students
● Encourages the sharing of thoughts, ideas, and viewpoints
● Celebrates diversity in student’s experiences
● Promotes collaborative learning experiences
● Fosters the development of self-authorship

Both theories are grounded in the idea that strong supports promote retention.
 Intervention Outcomes
Successful intervention strategies would increase outcomes in areas such as…

● Academic performance
● Confidence in/outside of the classroom
● Sense of belonging on campus
● Support in home language
● Retention rates beyond the first and second year
● Graduation rates
● Latinx student population
● Financial support from state funding and scholarships.
 Evaluation Plan

● Conduct focus groups at the end of each semester to explore students’

experiences in transitioning to campus and perceived level of connectedness
● Provide surveys to determine overall satisfaction with METAS
● Reach out to students inviting them back and promote early enrollment
● Work with NIU assessment team to collect institutional data such as GPA,
retention rates, and completion rates
● Analyze data to determine areas of program strength and needs for
improvement to effectively implement change
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