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The College Board issued a 2010 report, The Educational Crisis Facing Young
Men of Color, which provided the results culmination of two years of qualitative
research into the issue of the comparative lack of success that males of color
are experiencing traversing the education pipeline. The report concluded that for
every racial group, young women are outperforming young men with respect to
the attainment of high school diplomas, with even more pronounced disparities
at the postsecondary level. The findings were even more dire for Black/African
American and Hispanic/Latino males
This intensive three hour workshop (two 90 minute sessions) will identify the
characteristics, challenges and strengths of African American/Black and
Hispanic/Latino male students whose backgrounds and experiences often put
them at greater risk for not achieving their full potential and/or for leaving college.
Participants will consider how these students often confront multiple challenges
due to overlapping issues (e.g., Multicultural AND first generation AND first-
year; Multicultural AND Underprepared AND GBT). The presentation will share
intentional, structured, and proactive theory-based individual and programmatic
interventions that can increase engagement, motivation, and achievement.
Participants will also consider how US societal attitudes, behaviors and
practices—including racial, gender, and class discrimination, an increasing
tendency to criminalize and punish youthful behaviors and styles, and the youth
control complex—serve to marginalize young men of color, in particular, causing
them to be more likely to withdraw from education at every level. Participants will
be also encouraged to complete the Harvard University Implicit Association Test
between sessions one and two, in private, in order to recognize how they may
have internalized certain beliefs, misconceptions, and stereotypes.
Participants will:
- Explore how individual faculty members, academic advisors, counselors and other educators can effectively engage and support African American and Latino male students
- Learn effective skills, attitudes and strategies both in and outside the classroom that can enhance at-risk African American and Latino male students’ success
- Consider what existing campus programs, services and people need to collaborate to increase the achievement and success of students at-risk
- Consider what new programs, services or other interventions might be needed on campus to support student at-risk
- Examine effective campus programs for African American and Latino male students
- Acquire new resources that will enable your programs to be more effective
- Instructional faculty (full-time and part-time)
- Graduate teaching assistants
- Education majors (use this as part of your education curriculum)
- Administrative faculty/Educators working to support student engagement, learning and success beyond the classroom
- counselors
- academic advisors
- coaches
- administrators
- resident hall staff
- tutors/learning assistance staff
Thomas Brown is a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association, and was chairperson of the Prelaw Advisors National Council.
Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). He also writes an occasional column, The Advising Dean, for The St. Helena Star newspaper in California’s Napa Valley (http://napavalleyregister.com/star/).
His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
- A consultant to more than 350 colleges and universities in the US and abroad
- Regularly invited to deliver keynote addresses at national conferences, campus colloquia, and professional development workshops for faculty and staff.
- Nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training.
- Recent publications include: Fulfilling the Promise of the Community College: Increasing First-Year Student Success,” (co-editor and author) “Critical Concepts in Academic Advising” in The Academic Advising Handbook, Jossey Bass, 2008; “Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, 2008; “Advising Students of Color”, in Academic Advising for Student Success and Retention, 1997, 2004
Mario Rivas, Ph.D. is a first-generation college student. He was raised on welfare by a single Spanish-speaking mother and started his education in a community college, at first doing very poorly. He was an Educational Opportunity Program student at California State University Hayward and then completed his Master’s Degree in Counseling at San Francisco State University, and, finally, his Ph.D. at the University of Minnesota in Counseling and Student Psychology. Dr. Rivas also completed a level 1 certificate in Gestalt Personal Development Counseling at the Gestalt Institute of San Francisco.
Dr. Rivas is currently a tenured Psychology professor at Merritt College in Oakland, California, and has also taught at other community colleges and at the undergraduate and graduate levels in the California State University system. He served for 13 years as the Associate Dean of Undergraduate Studies at San Francisco State University, in charge of Advising, Learning Center, high school outreach, Assessment and Orientation. For 7 years he served as Vice President of Student Services at Berkeley City College (in charge of above mentioned services as well as Disabled Students Programs and Services, Educational Opportunity Programs and Services, Transfer Center, and Student Activities). At the University of Minnesota, College of Liberal Arts, Dr. Rivas was assistant director of the Martin Luther King advising and leadership office.
Dr. Rivas has consulted and lectured widely on students of color achievement and motivation, teaching methods that inspire involvement of students of color in the classroom, Gestalt Educational Counseling strategies that empower students of color to be more personally integrated and confident as learners in college.
Mario has published numerous articles and book chapters on his 0-100% Competence Model for learning and advising and has published a chapter entitled “Gestalt Educational Counseling,” wherein he describes the theory and practice behind his use of Gestalt personal development principles as a way of empowering students of color to be more personally integrated and confident as learners. Dr. Rivas has also begun to translate Gestalt personal development strategies into his classroom practices as a community college professor at Merritt College in Oakland, California.
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