Running head: SUMMER BRIDGE PROGRAM 1

Assessment: 13th Year Scholars, Summer Bridge Program

Eva Long

South Seattle College

SUMMER BRIDGE PROGRAM 2

Assessment: 13th Year Scholars: Summer Bridge Program

Socioeconomic and Racial Disparities in Seattle

The Seattle Race and Social Justice Initiative (RSJI) is a citywide effort to end

institutionalized racism and race-based disparities in City government. RSJI builds on the work

of the civil rights movement and the ongoing efforts of individuals and groups in Seattle to

confront racism. The Initiatives long term goal is to change the underlying system that creates

race-based disparities in our community and to achieve racial equity. In looking at institutional

inequities within Seattle, there are stark race-based disparities in the areas of income and

poverty, education, the criminal justice system and measures of health.

In education, Seattles public high school completion rates vary based on race. Discipline

rates also are racially disproportionate in Seattle high schools. Research has shown that students

will achieve if given the opportunity to be taught by numerous effective teachers in a row. Yet,

between 1999 and 2000, 32% of Washingtons secondary classes in schools with high numbers

of students of color were taught by teachers who did not specialize in the field they were

teaching (Race and Social Justice Initiative, n.d.). The impacts of these practices, along with

the current level of investment in education, contribute to inequitable educational outcomes for

our children.

In Seattle public schools, rates of high school completion are higher for White students

than most students of color. In 2010, only 44% of Native American students, 48% of Latino

students and 53% of African American students completed high school, compared to 79% of

their White counterparts and 72% of Asian American students (Race and Social Justice

Initiative, n.d.).
SUMMER BRIDGE PROGRAM 3

To reduce social, economic, and racial disparities, South Seattle College has cultivated a

program that supports neighboring high schools of diverse makeups achieve educational

attainment. The 13th Year Promise Scholarship serves the purpose of increasing access to higher

education, particularly those from underrepresented groups (e.g. students of color, low-income

student, and first-generation college students). In 2008, the scholarship began with Cleveland

High School and now expanded to Chief Sealth International High School, and Rainier Beach

High School. This unique program provides all graduating seniors from Cleveland, Chief Sealth

International and Rainier Beach high schools with one year of free in-state tuition at South

Seattle College regardless of income or merit but rather, just a high school diploma from

participating high schools. In addition to removing the financial barrier for the first year, the 13th

Year Promise program helps students ease the transition from high school to college with a

Readiness Academy, COMPASS Improvement Workshops and a Summer Bridge Program.

Literature Review

In his 2014 State of the Union Address, Obama identified the need to make concrete

commitments to reduce inequality in access to higher education by helping every hardworking

kid go to college and succeed when they get to campus (The White House Office of the Press

Secretary, 2014). The current conversation has shifted to how higher education can facilitate

matriculation for a larger population of lower-income students while simultaneously keeping the

price of college relatively stable.

More than 30 years of research has identified many variables found to influence

undergraduate retention. Some of the most cited variables including academic preparation,

academic engagement, social engagement, financing college, and demographic characteristics.

SUMMER BRIDGE PROGRAM 4

These variables have been found to directly or indirectly influence students ability or desire to

graduate.

Academic Preparation

Bean (1980) stressed the importance of background characteristics including academic

preparation prior to attending college or university. The quality of a students prior instruction

and their preparedness for college-level work can significantly influence whether or not a student

will succeed at an institution of higher education. Many students entering college today are

underprepared for college-level reading, writing and math requiring them to begin their

postsecondary studies by enrolling in remedial coursework (Swail, 2004).

Academic Engagement

Students connection to the academic life of an institution has been related to

undergraduate retention (Retention Study Group, 2004). Positive faculty- student interactions

and taking advantage of resources that promote academic success such as learning centers,

tutorials and office hours have been demonstrated to positively influence retention (Wyckoff,

1998, Habley, 2004).

Social Engagement

If students simply go to class and then go home without engaging in campus activities,

they are less likely to be retained. For over 30 years, researchers and practitioners have been

stressing the importance of successful social integration for student success. The establishment

of friendships with peers, the development of mentors and connections to faculty members have

been identified as important factors for student integration (Swail, 2004). For students from

underrepresented populations, it is important to remove cultural barriers so that students can

connect to the campus community (Tinto, 2004).

SUMMER BRIDGE PROGRAM 5

Financing College

Working while attending college, paying tuition through loans or grants, and being

financially dependent or independent are all factors related to undergraduate retention. Often,

students with high financial need also have other characteristics, such as being a first generation

college student or having less rigorous high school preparation, putting them at high risk for

being retained (Retention Study Group, 2004). Minority students and students from low-income

families are generally more likely to be retained in their financial aid package consists of grants

as opposed to loans (Swail, 2004). When students have unmet need (a balance remaining after

institutional and family contributions) they tend to register for part-time studies, work

excessively or live off-campus which has a negative influence on retention (Tinto, 2004).

Demographic Characteristics

Parents level of education, gender, ethnicity, family income, and distance from

hometown from the institution are all factors in the retention puzzle. Several studies have

identified different in retention related to gender and ethnicity (Retention Study Group, 2004).

Ethnicity is a factor related to retention particularly at institutions lacking diversity in student

body, faculty and institutional leadership (Swail, 2004). Many minority students are also first-

generation college students. The obstacles for first generation students, or students from low-

income families are among the least likely to graduate (Thayer, 2000). Often, parents of first

generation students are unfamiliar with the processes, such as completing applications and

financial aid forms, associated with successfully negotiating higher education (Retention Study

Group, 2004). Additionally first generation students are often students from low-income

families. Students from low-income families are more likely to have lived in areas where the

schools were under-resourced (Retention Study Group, 2004). Students from low-income
SUMMER BRIDGE PROGRAM 6

families are also more likely to work many hours making it more challenging for them to

integrate into the social and academic life of an institution and thus persist to graduation.

Racial Demographics of Cohort 9

SUMMER BRIDGE PROGRAM 7

Pre-Assessment Survey Results

1 2 3 4 5

I feel confident that I can be a successful 1 11 39 41

student at SSC.

I feel like I know exactly what to expect in the 3 9 35 24 20

first weeks as a college student.

I know about the different web services (email, 3 13 23 39 13

student online services, online registration)

SSC provides and I feel comfortable using

them.

I am familiar with SSC academic policies and 1 5 16 38 23

procedures as well as my rights as a college

SUMMER BRIDGE PROGRAM 8

student.

I am familiar with the various campus 1 2 17 51 17

resources that will help me succeed as a

student.

I know how to advocate for myself and be 3 19 43 24

proactive in doing so.

I know how to effectively communicate with 2 15 30 44

my family and friends about my education.

Post-Assessment Survey Results

1 2 3 4 5

I feel confident that I can be a successful 1 1 11 45 48

student at SSC.

I feel like I know exactly what to expect in the 1 6 37 36 26

first weeks as a college student.

I know about the different web services (email, 1 12 24 38 32

student online services, online registration)

SSC provides and I feel comfortable using

them.

I am familiar with SSC academic policies and 1 1 25 40 39

procedures as well as my rights as a college

student.

I am familiar with the various campus 1 9 57 34

resources that will help me succeed as a

student.

I know how to advocate for myself and be 2 14 57 33

SUMMER BRIDGE PROGRAM 9

proactive in doing so.

I know how to effectively communicate with 1 2 20 43 41

my family and friends about my education.

List the top 3 workshops/ activities during the 13th Year Bridge Program that were most

important to you. Why?

Lectures/Mock Classes 14

Four Corners Activity 14

Scavenger Hunt 37

Mike Hickey 19

Pac 10 Assistant Athletic Director 15

Financial Aid Resources 28

Advising Center 8

Time Management Workshop 2

Student Resource Panel 7

Jerry Lee 7

Tutoring 2

Learning about Canvas 4

Always, Often, Sometimes, Never 4

Keynote Speakers, Teachers 13

AANAPISI 3

TRiO 4

SALT Activity 3
SUMMER BRIDGE PROGRAM 10

Library 1

Talking to Peer Leaders 2

Career Opportunities 1

Icebreakers 4

Coordinators 2

Business Technical 1

What were the most significant lessons that you learned throughout the 13th Year Bridge? Why?

Stay Organized 1

Time Management 8

Many people who can help, not alone, ask questions 22

What the resources are 13

Patience 1

Realization of adulthood, not in high school anymore 1

Self-confidence/ motivation increased 37

Experiences similar to themselves/ keynotes/ speakers 10

College life/ culture 7

Scholarships and websites 2

GOATS 1

Financial Aid 4

Policies 1

Study Skills and Support 1

Communication 8
SUMMER BRIDGE PROGRAM 11

Elevator pitches 1

English teacher 1

You can take a break and come back 1

Mock Classes 1

Diversity 1

Sleep Schedule 1

How will the 13th Year Scholarship help you?

Keep the syllabus 1

Financial 70

Understand college culture 4

Motivation 7

Priorities 1

Networking/Support 4

Long-term future planning/decide what to do (i.e. job) 14

What would you suggest to improve the 13th Year Bridge in the future?

Peer Leader Training 6

More Group Activities/ Ice Breakers 12

Less Lectures 3

Shorter Days 16

Include West Seattle in program 1

More movement/ too much sitting 11

SUMMER BRIDGE PROGRAM 12

Interactive Lectures 6

Extend the scholarship based on merit 2

Flexibility of schedule 4

More guest speakers 1

More information on class structures and courses offered 1

More independence 1

Speakers/ information is repetitive 10

Scavenger Hunt 3

Email communications/preparation 2

Switch up the groups 3

More variety in food 4

Make a 14th Year 2

Give a schedule 1

Recommendations

1. Multicultural Lens. Martin-Bar (1996) discussed five assumptions inherent in psychology

that limit its ability to address the needs of marginalized client populations:

Positivism, the belief that knowledge should be based on logic, facts, events, and

empirical research. The assumption is that society, much like science, operates

according to general laws. These general laws are often based on dominant value

systems and tend to place value of quantitative research over qualitative research.

That which cannot be measured quantitatively (e.g. community voices is

rejected).
SUMMER BRIDGE PROGRAM 13

Individualism, the belief that human behavior can be understood separate from the

social context. Values such as independence, self-reliance, and autonomy are

promoted over those of the group. Structural problems are perceived as being

rooted in individual problems. Not all cultures value individualism. For instance,

many Asian cultures place high value on collectivism and making decisions that

promote the large group (e.g. family). Psychologys promotion of individualism

creates a hierarchy whereby collectivism is devalued.

Hedonism, the belief that all human behavior is a never-ending quest for pleasure.

Human beings seek happiness over plain. All theories are imbedded in hedonism

in that they strive to help people achieve full pleasure. This perspective ignores

alternative perspectives. For instance, within the Buddhist perspective suffering

is considered a natural and healthy aspect of human development.

The homeostatic vision, whereby human beings endeavor to have balance in life.

Disequilibrium, change, crisis, or anything that ruptures this idea balance is

viewed negatively. This explains why social change is difficult for many in

society to accept-it often leads to disequilibrium in the sense that it changes the

status quo.

Ahistoricism, a core tenant of science that all humans are the same regardless of

race, gender, sexual orientation, social class, disability status, and religion. The

assumption that predominant theories and concepts can be modified to make them

applicable to all groups is an example of psychology. This belief often leads to

the application of dominant cultural theories and concepts on cultures and groups
SUMMER BRIDGE PROGRAM 14

that hold differing worldview and perspectives, which in turn can lead to labeling

marginalized communities as abnormal (Ratts & Pedersen, 2014, p. 8)

From a theoretical perspective, Martin-Bar (1996) five assumptions in psychology when

engaging with clients of marginalized populations, is an important consideration when working

with 13th Year Scholars that demonstrably come from communities of color. The ways in which

we shape conversations, language, and articulate expectations of college should be cognisant of

the various cultures and upbringing that shapes our students realm of being. The two

assumptions that need particular attention is individualism and ahistoricism. In reference to the

racial demographics of cohort 9, there is a significant portion who self identity as Asian and

come from cultural upbringings that adhere to collectivist practices. Additionally, there is a

significant Black makeup of students and although this community has moved towards the

adoption of mainstream American individualist ideals, there are still families that adhere to a

collectivist view. For communities of color, many would identify as owning a collectivist

upbringing as their education, part-time job and multiple responsibilities is rooted in supporting

the family, the group. Lastly, ahistoricism is an important assumption to consider when

designing a program because a students demographic and racial identity dominantes their lens

of the world and shapes the ways in which they engage with academia and various social

contexts. Students need to see that their worldview is accepted and embraced at South Seattle

College. Below is a table that distinguishes the differences between individualism and

collectivism:
SUMMER BRIDGE PROGRAM 15

2. Academic Empowerment Session. In the assessment data, there is clear evidence that

recipients of this scholarship are grateful of this opportunity at South Seattle College because of

the financial stability that they are promised for the first year. One of the variables that predict

student success toward graduation is academic engagement. There needs to be a balance that

stresses the importance of academic excellence and financial support as the support to get you

there. Early on, students need to identify, discover and reflect on their values. A facilitation to

help students gain a deeper understanding of their values can provide the pathway and stepping

stone to career discernment, academic goals, and/ or ease the common tension that first

generation college students may feel of survivor guilt. Survivor guilt is common within

communities of color and/ or especially within students born in immigrant families where they

are tensions between the individual and family of education becoming the separation as one

would consider privilege (Tate, Williams & Hardon, 2013). First- generations students may

likely be experiencing a dramatic shift in values associated with a break from family, context,

and tradition as they enter an institution that holds dominant views and values in society. The

role of college is to simultaneously support students while challenging them to come to terms

with conflicting values associated with their transition to college. When students are able to

rediscover a set of values, they are able to identify aspirations that lead to a greater purpose.
SUMMER BRIDGE PROGRAM 16

Identifying importance and hierarchy of values naturally calls the student to a greater purpose of

achieving something greater than themselves. This realization and naming of such values may

result in behavioral and/ or attitudinal change.

3. Student Success Series: Life Outside of the Classroom. Another variable that influences a

students retention and persistence is social engagement. How are students connected to the

institution where they are committed outside of the classroom? Not only are introductions to

student support services important but involvement in clubs, organizations and other on-campus

capacities can strengthen their sense of belonging, leadership skills and autonomy in impacting

change. An extended invitation to the Cultural Center, Gender Equity Center, and/ or Student

Activities (clubs, student government) can strengthen their relationship with South Seattle

College, relationships with peers outside of 13th Year and provide them with the social capital to

exceed.

4. Student Success Series: Academic Skills Seminar. Students who are unfamiliar with

college culture and academic rigor is unprepared for their transition from high school to college.

In the survey results, there has been multiple mentions of speakers who addressed college being

difficult, but there is support at South Seattle College. When students seek out the multiple

support networks that are introduced and available at South Seattle College, it becomes an

interventive measure to help the student when the challenge is difficult, present, or has led to a

failed assignment or dropped course. By integrating academic skills seminars into the bridge

program, we can prepare high schools students with the transition of course-load assignment

expectation by providing workshops on: developing good study habits, note taking techniques,

test taking techniques, time management, stress management, personal or professional goal

setting. Students are seeking support after they are faced these challenges of navigating the
SUMMER BRIDGE PROGRAM 17

tough transition. By engaging the students early on, they can practice helpful techniques to help

them thrive.

5. Intentional Peer Leader Group Sessions. Peer-to-peer programs led by students who have

gone through the same program are being adopted at college campuses across the nation. This

has been a program that has made significant contributions and impact on first-generation

college students. Peer leaders are extending a hand academically and socially to others who

come from similar backgrounds and home situations. Considering the admission of scholars that

come from 3 partnering high schools, there is a more intimate and relatable story that can be

shared. During Peer Leader training, an introduction to Schlossbergs Transition Theory

(Schlossberg, 1981) can help frame the way they can support the incoming cohort of scholars.

Each Peer Leader breakout session during Bridge can open dialogue, conversations, opportunity

to strengthen relationships with peers and mentors, and offer a safe space where mentors can

help peers navigate real challenges and anxiety they may be facing in their transition to college.

Possible Peer Leader breakout sessions may be: transition from high school to college, financial

reality after first year of scholarship, tips to navigate classroom etiquette and workload, and/ or

time management (school, part-time job, family responsibilities, social life).

6. Engagement through Interactive Workshops and Dialogue. The 13th Year Scholarship is

a unique program where it directly recruits from high schools. We know that the cohort of

students will be 16-18 years old. Considering the years that they were born, they are grouped

together in whats called Generation Z. The Huffington Post wrote an article that outlined the

key differences between Millennials and Gen Z (8 Key Difference between Gen Z and

Millennials, 5, November 2016). Gen Z is living in a world of continuous updates and therefore

can process information faster than any other apps like Snapchat and Vine and therefore their
SUMMER BRIDGE PROGRAM 18

attention spans might be significantly lower than Millennials (as demonstrated by survey results,

students are wanted shorter presentations to stay engaged). Ive highlighted 4 which may impact

how we build Summer Bridge for the future. Gen Z are multi-taskers; they can be focused on

doing multiple tasks such as watching television, doing a paper on their laptop, conducting

research on their phone, all while maintaining a conversation with the person sitting next to

them. Gen Z are full of teens that are more likely to go into the workforce and opting out of the

traditional route of higher education, and/ or considering completely a degree online. This may

shift how we look at recruitment and interrogate the way K-12 is introducing a college-going

culture. Gen Z is more entrepreneurial so therefore, want to start their own business one day or

prefer independent work environments. Gen Z has high expectations and want deliverables

quick because they were born in a world overrun with technology. Gen Zs are individualists

where they take ownership of the content they create. By having lectures or workshops that are

involve more dialogue, engage in interactive activities and/ or encourages the connection with

others, Gen Z have ownership of the ways in which they participate.

SUMMER BRIDGE PROGRAM 19

References

Beall, G. (2016, November 05). 8 Key Differences between Gen Z and Millennials. Retrieved

March 17, 2017, from

http://www.huffingtonpost.com/george-beall/8-key-differences-

between_b_12814200.html

Bean, J. (1980). Dropouts and Turnover: The synthesis and test of a causal model of student

attrition. Research in Higher Education, 12(2), 155-87.

Demetriou, C., & Schmitz-Sciborski, A. (n.d.). Integration, motivation, strengths and optimism:

retention theories past, present and future . Retrieved March 11, 2007, from

https://studentsuccess.unc.edu/files/2012/11/Demetriou-and-Schmitz-Sciborski.pdf

Habley, W. R. (Ed.). (2004). The status of academic advising: findings from the act sixth

national survey (Monograph No. 10). Manhattan, KS: National Academic Advising

Association.

Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,

research, and practice (2nd edition). San Francisco, CA: Jossey-Bass

Race and Social Justice Initiative (RSJI). (n.d.). Retrieved March 10, 2017, from

https://www.seattle.gov/rsji

Ratts, M. J., & Pedersen, P. B. (2014). Counseling for multiculturalism and social justice:

Theory, integration, and application (4th ed.). Alexandria, VA: American Counseling

Association.

Retention Study Group. (2004). Promoting success for Carolina's undergraduates: Factors related

to retention and graduation. University of North Carolina at Chapel Hill: Enrollment

Policy Advisory Committee.

SUMMER BRIDGE PROGRAM 20

Swail, W. S. (2004). The art of student retention: A handbook for practitioners and

administrators. Austin, TX: Educational Policy Institute.

Tate, K. A., Williams, C. I., & Harden, D. (2013). Finding purpose in pain: using logotherapy as

a method for addressing survivor guilt in first-generation college students. Journal Of

College Counseling, 16(1), 79-92.

Tinto, V. (2004). Student retention and graduation: Facing the truth, living with the

consequences. Washington, D.C.: The Pell Institute.

Wyckoff, S. (1998). Retention theories in higher education: Implications for institutional

practice. Recruitment and Retention in Higher Education, 12(2), 2-7.