Making Access Real: Building Capacity in Higher Education
Gates Millennium Scholars
AERA 2005
A Framework for Assessing
Capacity Building
William T. Trent
University of Illinois
Equitable access
• Elusive for students of color
• Nuanced
• Multiple indicators of ability
• Quality financial aid
Different capacity building efforts:
• Legal remedies
• Public programs at the local, state and federal levels
• Private activities that are institutionally or agency based
The Gates Millennium Scholars:
• targets students of color
• targets talented students
• targets financially needy students
• targets the higher education pipeline segment
• targets selected fields at the graduate level of the educational pipeline
Research framework
• Basic research that addresses discipline generated questions
• Applied research that addresses critical questions of practice
Four orienting concentrations:
• Treatment
• Selection Process and Selection Criteria
• Population
• Technical matters related to science of research activity
Constructs:• Social, cultural, linguistic, and economic
background• Gender patterns• High school achievement and educational
context• Rigor of high school curriculum• Relevance of civic and other extra-curricular
leadership opportunities • The GMS selection process• The role of financial aid• Mentoring• College choice
Constructs continued…• Transition to college • College attendance• Major field choice and persistence• Academic, cultural and social experience• Development of and the role of leadership• Civic and community engagement• Values, opinions, attitudes and perceptions• College graduation• Transition to graduate school• Graduate education • Employment experience
“Leaders for America’s Future”
Dr. Margaret Daniels Tyler Executive Director
ABOUT GMS
Funded by a 1 billion dollar grant from the Bill & Melinda Gates Foundation
Established in 1999.
The goal is to promote academic excellence and to provide an opportunity for 20,000 outstanding students with significant financial need to reach their fullest potential.
ABOUT THE PROGRAM
The United Negro College Fund (UNCF)
The Organization of Chinese Americans
The American Indian Graduate Center Scholars
The Hispanic Scholarship Fund
ELIGIBILITY CRITERIA
African American, American Indian/ Alaska Native, Asian Pacific Islander American, and Hispanic American;
Citizen/ legal permanent resident or national of the United States;
Cumulative GPA of 3.3 on a 4.0 scale at the time of nomination;
Value Proposition
The GMS Scholarship Award provides:
• Support for the cost of education
• Renewable awards
• Option to transfer
• Graduate School Funding
• Leadership Development programs
60% 62%51%
63%
5%5%
8%
5%
30%17% 36%
25%
6%15%
5% 7%
TOTAL SCHOLAR PROFILE
African American
American Indian
Active
Alumni
Asian Pacific American
Hispanic American
Deferment
Inactive
Total = 4,705
Source: GMS program data of all cohorts year-to-date
DISTRIBUTION OF ACTIVE STUDENTS IN THE GMS PROGRAM BY ETHINICITY AND ACADEMIC CLASSIFICATION
36% 35% 36% 35%43%
31%
15% 16% 11% 9%
7%
9%
15% 15%17% 20%
27%
27%
34% 34% 36% 36%
23%33%
FreshmanSophomoreJunior Senior MA PhD
African American
American Indian
Asian Pacific American
Hispanic American
21%
21%
21%
26%
7%3%
Freshman
Sophomore
Junior
Senior
MAPhD
Source: GMS program data of all cohorts year-to-date
72% 68% 66% 65%
28% 32% 34% 35%
ACTIVE SCHOLARS GENDER DISTRIBUTION
Female Male
Total = 3,204
68%
32%
Overall
Female
Male
100% = 4,705
African American
American Indian
Female
Male
Asian Pacific American
Hispanic American
Source: GMS program data of all cohorts year-to-date
46%
30%39% 42%
54%
70%61% 59%
ACTIVE SCHOLARS PUBLIC/PRIVATE DISTRIBUTION
Private Public
African American
American Indian
Private
Public
Asian Pacific American
Hispanic American
42%
58%
Overall
Private
Public
Source: GMS program data of all cohorts year-to-date
AVERAGE AWARD DOLLARS
$8,196$10,098 $10,278 $10,992
$23,527
$19,319
Freshman Sophomore Junior Senior MA PhD
Average Award
$11,323 $13,420
$8,113 $9,143
Undergraduate
Graduate
Private
Public
Source: GMS program data of all cohorts year-to-date
13% 13% 9%
21%7% 9%
2%
3%7%
24%
5%
16%2%
7%
5%
2%
71%
48%
79%
58%
DEFERMENT PROFILE DISTRIBUTION
African American
American Indian
Academic
Personal
Asian Pacific American
Hispanic American
Medical
Service
Transitional
Total = 521
Source: GMS program data of all cohorts year-to-date
88%94%
83% 86%
12% 6%17% 14%
DISTRIBUTION OF STUDENTS ATTENDING TOP 20 SCHOOLS
African American
American Indian
Asian Pacific
American
Hispanic American
Scholars attending schools outside the top 20
Total Scholars actively enrolled in a top 20 school
34%
6%
23%
37%
Overall
African American
American Indian
Asian Pacific American
Hispanic American
Total = 4705
Source: GMS program data of all cohorts year-to-date
MISCELLANEOUS INFORMATION
• Most of GMS scholars come from states with high concentrations of minority/ethnic population
• High concentration of GMS Scholars are in schools located within states with high populations of ethnic minorities
• The selection of undergraduate majors among GMS scholars seems uniformly distributed with a high skew towards biology and psychology
Top Five Institutions
Rank Institution Grand Total
1 University of California-Berkeley 172
2 University of California-Los Angeles 140
3 University of Texas at Austin 120
4 Stanford University 86
5 University of Oklahoma Norman Campus 81
Top Five States
Rank State Grand Total
1 California 934
2 Texas 584
3 Florida 321
4 Oklahoma 262
5 New York 254
Top Five Undergraduate Majors
Rank Major Grand Total
1 Biology 296
2 Psychology 175
3 Nursing 120
4 Political Science 109
5 Computer Science 79
Source: GMS program data of all cohorts year-to-date
GPA REPORT
African American Average GPA
3.72
3.223.16 3.13
3.45
3.67
2.6
2.8
3.0
3.2
3.4
3.6
3.8
4.0
Freshman Sophomore Junior Senior Masters PhD
Asian Pacific American Average GPA
3.86
3.28 3.30 3.30
3.583.64
2.6
2.8
3.0
3.2
3.4
3.6
3.8
4.0
Freshman Sophomore Junior Senior Masters PhD
American Indian Average GPA
3.71
3.01 3.033.11
3.30
3.79
2.6
2.8
3.0
3.2
3.4
3.6
3.8
4.0
Freshman Sophomore Junior Senior Masters PhD
Hispanic American Average GPA
3.79
3.18 3.18 3.15
3.54
3.69
2.6
2.8
3.0
3.2
3.4
3.6
3.8
4.0
Freshman Sophomore Junior Senior Masters PhD
Source: GMS program data of all cohorts year-to-date
GRADUATE FIELD OF STUDY
13.53%2.56%
16.31%5.07%
50.72% 74.36%
28.37% 46.38%
13.04%
10.26%
23.40% 12.32%
3.86%
2.56%
4.26%2.90%
1.93%
5.67%5.07%
16.91%10.26%
21.99%28.26%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AA AI AP HA
Science
Mathematics
LibraryScience
Engineering
Education
ComputerScience
Total = 525
Source: GMS program data of all cohorts year-to-date
GRADUATE FIELD OF STUDY
11.24%
45.33%
15.43%3.62%3.62%
20.76%
0%10%20%30%40%50%60%70%80%90%
100%
All Grads
Science
Mathematics
Library Science
Engineering
Education
ComputerScience
Total = 525
Source: GMS program data of all cohorts year-to-date
GRADUATE FIELD OF STUDY BY GENDER
55.56%44.44%
84.88%15.12%
46.43%53.57%
60.00%40.00%
50.00%
50.00%
84.00%
16.00%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Female Male
Science
Mathematics
Library Science
Engineering
Education
Computer Science
MASTER’S LEVEL Total = 359
PHD LEVEL Total = 166
40.00%
60.00%
83.33%16.67%
40.00% 60.00%
75.00%25.00%
42.86%57.14%
69.49%30.51%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Female Male
Science
Mathematics
Library Science
Engineering
Education
Computer Science
Source: GMS program data of all cohorts year-to-date
Students' Voices and Graduate School Choices: The Role of Finances in the Lives of Low-Income, High-Achieving
Students of Color
Edward P. St. JohnAlgo D. Henderson Collegiate Professor of Education
Center for the Study of Higher and Postsecondary EducationUniversity of Michigan
Research Questions
• How do undergraduates in the GMS program frame their choices about graduate education?
• How do graduate students in the GMS program frame the role of finances in their choices?
Findings• Aspirations
“It’s humbling, in a way. It’s intimidating, but it really is—wow, I can do that, too, because I’m one of them, where I’m supposed to be. And in that sense, that transition from a master’s to a doctorate, I now know a couple of names to call, like depending on the university.”
• Graduate Enrollment“I was just going to take a semester off [after
finishing the masters program] but they sent me a check. So I applied to sign up for a whole bunch more classes to finish up my credential just because I had all this money in my pocket.”
Findings• Choice of Field
“There are only six different fields that are going to be paid for. And unless I say, oh, I’m going to get my teaching degree, they’re not going to pay for graduate school, which irks me because they’re saying, to everyone, you have to be a leader.”
• Choice of Graduate Institution“And Stanford is like $40,000. That’s like bare
minimum, like living on nothing. And minimum a doctoral program in my field is, four years, maybe. I guess being a Gates Scholar, it really does leave you more open, like I could still think about doctoral programs ”
FindingsRole of finances in choices - Faculty
“I was working as a graduate assistant in the office, and I was responsible for posting on the scholarships information, so I had a heads up.”
“I learned about the scholarship from my professors. . . . But I didn’t see Gates Millennium Scholarship there [on the web listing] until a month after my professor told me that, yes, there’s a scholarship available. You want to apply for that! He nominated me.”
FindingsRole of finances in choices – Persistence
“For me, it made a big difference knowing I was going to get the finance because . . . I had just finished the credential and I just finished my masters, and knowing that GMS would even pay for the doctoral program encouraged me, you know, to go and apply. And actually, the conference was very empowering. . .”
Conclusions• Being a GMS scholar will influence more students to
aspire to attend graduate school (hypothesis 1).
• The promise of GMS awards for graduate school will increase the chances that undergraduate GMS recipients will attend graduate school (hypothesis 2).
• The prospect of receiving GMS awards increases the number of undergraduate scholars who select graduate programs in science/math, engineering, education, and library/information sciences (hypothesis 3).
Conclusions• Receiving GMS awards will enable more students to
attend graduate schools at private universities (hypothesis 4).
• Receiving a GMS award in graduate school will improve persistence in graduate school and degree attainment (hypothesis 5).
Gates Millennium Scholars: Capacity Building Among Asian Americans and
Pacific Islander Americans
Shirley Hune Acting Dean of Academic Programs, Graduate Division
University of California, Los Angeles
&
Gigi GomezResearch Analyst, University of California, Los Angeles
Research Questions
1. What are the characteristics of Asian American and Pacific Islander Americans in the GMS program?
2. What are some of their college experiences?
3. How does the GMS program contribute to capacity building among As AM and PI college students and their communities?
Findings
Data analysis based on:
• 384 As Am and 18 PI GMS
• 2/3 (As Am) and ¾ (PI): Females
• 50.9% (As Am) and 72.2% (PI): U.S. Born
• 30.3% (As Am) and 44.0 % (PI): First-generation college-going students
Findings
Japanese3.7%
Filipino4.2%
Native Hawaiian4.5%
Korean15.2%
Chinese27.4%
Vietnamese28.7%
Other5.2%
Hmong2.7%
Pakistani1.7%
Cambodian3.0%
Indian3.5%
FindingsTop 10 Institutions
1. University of California, Berkeley
9.2%
2. University of California, Los Angeles 8.4
3. University of Washington – Seattle 4.2
4. University of Pennsylvania 3.9
5. University of California, Irvine 3.2
6. University of California, Davis 2.9
7. University of Texas at Austin 2.6
8. Harvard University 2.4
9. Cornell University 2.1
10. University of California, San Diego 1.8
Findings
1.0%
2.3%
3.1%
6.3%
9.7%
11.5%
16.4%
20.1%
29.5%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%
Undeclared/Missing Data
Education
Math
Computer Sciences
Humanities & Arts
Other
Engineering
Social Sciences
Sciences
Majors
Findings
Work serves as capacity building
• Basic Needs and Family Support
- expands educational participation
- reduces family debt burden
• Work Experience
- enhances student career goals
- expands community and societal goals
GMS Leadership Participation As Am PIParticipate in GMS leadership activities1 49.9 61.1
Campus leadership position2 48.6 61.1
Natural leader in group setting2 74.7 72.2
Comfortable being labeled leader2 80.9 72.2
Destined to be a leader2 67.4 66.7
Others perceive as leader2 70.5 61.1
1Baseline Survey; 2Follow-Up
Findings
Findings
• Contending with accent discrimination
• Pressures to fit into dominant Anglo culture
• Challenges with racial climate and persistent stereotyping
Conclusions
Individual student & family level:• Reduces financial burden and increases college participation • Opens up college opportunities• Develops confidence and increases academic performance• Enhances peer role models for students of color
Community & societal level:• Increasing competencies of underserved As Am/PIA
groups • Builds capacity for As Am/PIA women • Enhances leadership capabilities • Builds capacity in STEM fields
Gates Millennium Scholars: Building the Capacity of American
Indians/Alaska Natives (AI/AN)
John W. Tippeconnic, III, Ph.D.Susan C. Faircloth, Ph.D.
The Pennsylvania State University
• What is the profile of the American Indian/Alaska Native GMS?
• What are the personal, professional and demographic characteristics of GMS American Indian/Alaska Native Scholars
Logic Model:
AI/AN GMS CAPACITY BUILDING
Conditions Opportunity Individual Self-Determination Funding Community
Higher Education Leadership Tribe(s) Barriers Society
Research Questions
Findings
912 Recipients • 630 (69%) Female • 282 (31%) Male
Status• Active - 563 (61.7%)• Alumni - 160 (17.5%)• Deferred - 48 (5.3%)• Inactive - 141 (15.5%)
Tribes Most Frequently Represented
• Cherokee• Navajo• Multiple Tribes
Home States Most Frequently Represented
• Oklahoma - 280 (31%)• Arizona - 105 (12%)• New Mexico - 95 (10%)
Findings
First in family to attend college• Undergraduates 84 (35%) • Graduates 3 (17%)
Grade point average• The average GPA was 3.2*• The median GPA was 3.35*
*Preliminary findings not to be quoted or referenced at this time.
Top Majors Selected
0102030405060708090
100
Nu
mb
er o
f A
I/A
N G
MS
Sch
olar
s
Majors
Education
Biology
Nursing
Psychology
Business Administration
Engineering
Computer Science
Undecided
Business
Findings University/College Involvement during the past year
• 49 (21%) often or very often participated in religious or spiritual activities
• 41 (17%) often or very often participated in activities sponsored by groups reflecting their own cultural heritage
• 33 (18%) often or very often participated in community service or volunteer activities
*Cohorts I & II
Findings
Leadership*• 191 (80%) strongly agreed or agreed that they feel
comfortable being labeled as the “leader” in a group
• 188 (79%) strongly agreed or agreed with the statement that they believe they are destined to be a leader
• 187 (78%) strongly agreed or agreed that it is natural for them to be the leader in a group setting
• 176 (74%) strongly agreed or agreed that others perceive them as a leader
*Cohorts I & II
Findings
How GMS has affected AI/AN education• Met financial need (100)• Opportunity to attend a university/pursue
degree/complete degree (70)• Allowed to focus on academics/educational
opportunities (53)• Enabled to pursue/attain dreams/goals (20)• Other (20)• Increased options/choices/opportunities (10)• Brought honor/respect/pride (6)• Able to attend college of their choice (4)• Relieved stress (3) • Encouraged/allowed to continue higher education (2)• Increased self esteem/confidence (2)
*Cohorts I & II
Conclusions• GMS has been effective with AI/AN students resulting
in increased numbers of students pursuing higher education opportunities.
• GMS program has increased AI/AN access to higher education by providing financial assistance to attend colleges and universities of their choice and to major in a wide variety of academic disciplines.
• The diversity of the academic majors selected indicates movement towards fields of study/practice in which AI/ANs have been traditionally underrepresented
Conclusions (continued)
• AI/AN undergraduate GMS scholars appear to be doing well in their academic classes
• Scholars indicated they worked harder than expected in the academic area.
• AI/AN scholars attend four universities
Conclusions (continued)
• AI/AN Scholars are more likely to participate in activities that reflect AI/AN cultural heritage, community, and religious and spiritual activities
• Leadership appeared to be a strength of the scholars.
• The GMS scholarship program has the potential to capitalize upon and enhance the leadership skills and abilities of more than 900 AI/AN scholars.
“Leaders for America’s Future”
www.gmsp.orgInformation contained in these slides is not
necessarily a reflection of the views of the Bill & Melinda Gates Foundation