July 7, 2008

Study Suggests Summer 'Bridge' Programs Help Black and Hispanic Men Earn Better Grades

A new national study of male students who are black or Hispanic suggests that they get better grades in college if they go through college-preparatory outreach programs before their freshman year.

Terrell L. Strayhorn, an assistant professor of higher education and sociology at the University of Tennessee at Knoxville, conducted the study by analyzing data on black and Hispanic males collected as part of the U.S. Education Department’s National Education Longitudinal Study. He found that those who had gone through “bridge” programs intended to help their transition to college went on to earn higher grades than comparable students who lacked such additional college preparation.

On most college campuses, the difference between the two groups was equivalent to the difference between a C+ or B- grade-point average and a solid B average, Mr. Strayhorn says. Black men appeared to benefit slightly more from such programs than Hispanic men did.

Mr. Strayhorn notes in a paper summarizing his findings that such outreach programs differ in their offerings, with some focusing on specific academic subjects, others on building self-esteem or teaching practical skills such as financial planning. Because his analysis lumped all such programs together, it leaves open the question of whether some programs help students significantly more than others. Being focused entirely on black or Hispanic men, his analysis also leaves open the question of how such programs benefit women or male students of other races or ethnicities. —Peter Schmidt

Comments

1. The real secret here is how to duplicate the “bridge” program experience en mass for the rest of the students. Another research question is what exactly happens to help student improve grades. My money is on the student feeling valued at the school. When will faculty finally cave and realize they DO have to CARE about their students. It may not be in the job description, but it IS part of the job. Especially for male students of color. Surprise, surprise!

   — Lily    Jul 7, 03:49 PM    #

2. Without Prof. Strayhorn’s full study it is difficult to interpret these findings. Many bridge programs involve passing a summer course (sometimes two) with a “C” or better to advance into full-time status in the fall. Students who do not earn the requisite passing grade(s) drop out of the study and don’t get included in the subsequent success rates. This might mean that the value of a bridge program is to help identify students who will not do well at a particular college much earlier and allow them to pursue other opportunities. This isn’t to say that bridge programs also don’t add value in other ways, but the comparison group can be particularly tricky to craft given the NELS dataset.

   — bjh    Jul 7, 03:54 PM    #

3. While I am a long-time supporter of summer enrichment programs for secondary as well as pre-freshmen students, I agree with post #2 that there is not enough information about Prof. Strayhorn’s study to know how to properly interpret it.

   That said, I would recommend to all interested parties an article distributed electronically last week by the Lumina Foundation that “…describes the major findings from a longitudinal study of the impact of learning communities on the success of academically under-prepared, low-income students in 13 community colleges across the country.” Cathy Engstrom and Vicent Tinto, both of Syracuse University, are the authors of this well-done study. This study cites four key elements that contribute to these students’ success: 1 – using active and collaborative pedagogy; 2 – an integrated, coherent curriculum; 3 – integration of campus services into program; 4 – developing personal connections and relationships with students (apropos to Post #1’s concern about caring.)

   Perhaps Prof. Strayhorn’s study may provide additional, supporting evidence about the effect of these elements as utilized in summer bridge programs for African-American and Hispanic males. In any case, the Engstrom/Tinto study points to what will help all students who come to higher education from low-income and disadvantaged backgrounds. And, if these elements work in a learning community during the academic year, they certainly should work in a summer bridge program. What could be better than a strong bridge experience reinforced by a strong learning community experience?

   — Rick    Jul 7, 04:32 PM    #

4. I agree with Post #1 that the next step in this larger work is to reproduce the summer bridge effect for all students, especially those in need of additional support across the divide between high school and college. I’ve followed Professor Strayhorn’s work—he presented on this analysis in a session titled, “Bridge over troubled waters: Summer bridge programs and inequality in educational access,” at this year’s NCORE conference in Orlando. Interesting findings, great discussion!

   In a separate paper, published in the NASPA Journal (vol. 44, issue 1), Professor Strayhorn alluded to the potential “value-added” of federal TRIO and summer bridge programs. It seems as if this is part of a larger line of research to provide additional support about the effect of such programs (as stated in Post #3). With more analyses of this kind and like those of Engstrom and Tinto, perhaps we can figure out a way to manufacture this benefit for all students…. At my own institution, we are trying to work on this just now.

   — lbh    Jul 7, 05:39 PM    #

5. I believe professor Strayhorn’s work is very informative, in relation to his work on bridge programs. Having many friends of African American and Hispanic descent, who I observed struggling with structure within college or university institutions. I have to agree this study presented by proffessor Strayhorn holds true in more ways than one. Observing those friends of mine who particapated in some form of bridge program, It was evident to me that the transition was some what easier.

   — Brian    Jul 8, 03:51 AM    #

6. Commenting to # 6. I have read multiple studies that would counter your argument about the sense of “victimhood”. I would encourage you to read some of the work coming out of the University of Southern California Center for Higher Education Policy Analysis.

   Question, “Javier” I would love to read some of your publications contradicting the work of Dr. Strayhorn.

   — Adrian H.    Jul 9, 12:10 AM    #

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