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Education

Experiences Working with Diverse Candidates

A survey of teacher candidates indicates that the ratio of diverse candidates is a direct reflection of the overall undergraduate student body at Chadron State College. The majority of undergraduate (initial) candidates originate from four states: Nebraska, Wyoming, South Dakota and Colorado, as is true of the rest of the CSC undergraduate population. The majority of these students also claim Nebraska residency. Those remaining originate from a total of 10 other states, spanning across the United States. Therefore, a brief look at the demographics and economics of the CSC service region helps provide an understanding of the origins of the candidates.

National averages show a higher percentage of Hispanic/Latino population, as well as a broader mix of race and ethnic groups than does the CSC service region. However, regional projections for growth in Hispanic/Latino population numbers are expected to increase at higher rates than national rates (CSC 2008 Factbook). Increased focus at the Unit and campus levels are being instituted to pursue and benefit from this opportunity.

Demographically, Chadron State College’s service region population is older (22% aged 60 years and over, vs. 16% nationally) and geographically and economically more rural (51% vs. 21%) than the state or national levels (American Factfinder, 2000 Census). It is no surprise, therefore, that the poverty rate in the 30 regional western Nebraska counties is higher than that of Nebraska, overall. Table 4.10 below, illustrates the levels of poverty characteristic in western Nebraska.

With the absence of available services, lower wages, fewer jobs offering less variety of employment, and reduction in resources within a feasible range of distance, some inherent difficulties exist in recruitment and retention of faculty and students from underrepresented groups. In these ways, the 30 western Nebraska county service region exhibits an overall demographic that differs significantly from that of the national average.

Table 4.11 provides further information regarding candidate population for initial and advanced levels over the past three years, as compared to the general CSC student population. At the initial level, teacher candidates tend to reflect that of the overall CSC population. This is illustrated through the 2003 CSC Factbook, which states that from 1993 through 2002, 91% of the overall CSC student population self-reported as "White" (CSC Factbook, 2008). Over the 2002-2004 period, advanced education candidates show a three year average demographic representation of 96 percent as ‘White, Non-Hispanic/Latino, which more closely aligns with that of the Nebraska service region (97 percent, per 2000 Census). Education candidates align fairly closely with other student populations in age, as noted in Table 4.12. Further examination shows that undeclared students (no declared major) at both initial and advanced levels report as the oldest groups. Although slightly more female than male, the Education candidates show a fair representation of both genders at initial and advanced levels, with the greatest difference in advanced non-education/other majors.

Although the demographics of the CSC student body do not closely align with the averages across the nation, they do mirror those of the county and the service region, in general.

Recognizing this challenge in providing opportunities for candidates to interact with others from diverse backgrounds and experiences causes the campus and the Education Unit to focus more closely on alternate means of providing for these experiences.

Examples of this effort are the Western Nebraska Excellence in Education Conference and the sixth Annual Native American Education Symposium, both held each October on the Chadron State College campus (2004, 2005 Conference Programs- Native American Education Symposium, Western Nebraska Excellence in Education Conference), (http://www.csc.edu/eie/). Co-sponsored by the Nebraska Department of Education, these two conferences offer the opportunity for candidates and western Nebraska educators (as well as those from South Dakota and neighboring areas) to come together in a forum for growth and learning. Candidates are encouraged to participate in conference activities and interact with professional presenters, in-service teachers and administrators, and teacher candidates from other P-12 schools and programs. Themes for conferences range from addressing poverty and its impact on educational issues, to inclusionary practices/activities and the successful building of positive school cultures for all students. A unit faculty member initiated the grant proposal to the Nebraska Department of Education that established funding for this highly successful program on the Chadron State campus. The Native American Education Symposium also brings those of different environments and cultural backgrounds together, addressing topics of increased equity and culturally appropriate instructional strategies in helping all students learn. Educators from neighboring Educational Service Units, Pine Ridge Indian Reservation, candidates, faculty and administrators join to discuss relevant issues and find solutions.

A new event, the "Native American Welcome Day", was hosted for the first time in December, of 2004 by a unit grant awarded under CSC’s Vision 2011 Strategic Plan funding Native American students participate in a day of activities and interactions with CSC faculty, staff and students. Native American students are invited from regional P-12 schools (including Pine Ridge Reservation and Rosebud Reservation schools) to visit CSC as a means to relieve anxiety and trepidation, and to problem solve potential obstacles to obtaining a college education. In addition, Native American students and candidates discuss educational and cultural issues at CSC, tour dorm rooms, the Physical Activity Center, the Financial Aid Office, the Student Center, and the Mari Sandoz Heritage Center, all in support of the pursuit of a college education (2005 Native American Welcome Day Program Agenda).

For a further listing of multicultural and diverse opportunities designed for experience, participation in, and learning about diverse elements of our pluralistic society, please refer to Table 4.14 which identifies those diverse/multicultural activities and events held on the CSC campus.

Candidates have opportunities to experience diversity through campus groups and organizations, and the activities they provide. The CSC Galaxy Series presents unique exposure to concepts and sensory interactions drawn from a wide variety of cultural, ethnic and artistic backgrounds. Student Academic Success Services provides programs to attract candidate participation in diverse multicultural environments. TRIO and the Tiyospaye Center for Native American Students, as well as other clubs on campus, sponsor speakers who deliver presentations to the campus and community. For a complete list of campus clubs, see http://www.csc.edu/cgi-bin/studentorg_display.pl For a listing of speakers see Table 4.14, Diverse-Multicultural Activities and Events at CSC.

Chadron State College and the unit acknowledge the challenges that exist in reaching out to recruit and retain diverse candidates to create an inclusive population. Recruiting efforts are on-going in Scottsbluff and other areas for Hispanic candidates. The CSC Admissions office has recently hired a bilingual recruiter (a CSC graduate, now a fourth grade teacher) to work as a student recruiter in the Colorado front-range region. CSC representatives (in coordination with CSC graduates) attended the fall 2004 high school orientation program at Pine Ridge Indian Reservation for ninth graders. A Native American Welcome Day, described above, is up and running each semester. This effort was initiated by unit faculty, in collaboration with the CSC Department of Social Sciences.

A Multicultural Counselor now serves all on-campus populations and works to promote opportunities and awareness through special events, celebrations, and guests. The Martin Luther King Day march (a collaborative event sponsored by the CSC Diversity committee, Multicultural Counselor, and the CSC Campus) and a presentation by guest speaker Mr. Daryl Davis, race relations activist, both occurred in January, 2005. These are examples of new and continuing efforts in creatively reaching out to understand and incorporate underrepresented groups with the goal of making them a part of a multicultural and diverse body of candidates. Unit faculty make regularly scheduled visits to off-campus locations and distant sites, promoting and recruiting for initial and advanced programs.

A proposal to fund an exciting new project is being presented to the Nebraska Governor’s Office. The project would provide $100,000 for each of the next two years to create a Chadron State College Intercultural Center, which will help to welcome and retain underrepresented students, teacher candidates, faculty and staff. A feature of the Center would coordinate opportunities to study abroad and other diversity-related programming, as well as conduct and house multicultural services. The proposal includes support for employment of an American Indian Counselor, thus providing another link to recruitment of populations from Pine Ridge and Rosebud Reservations and from surrounding areas.

A new Student Advising and Career Awareness Center, emphasizing assistance to first-year students, is also planned via a separate project, providing $100,000 in 2005-06 for creation of this facility. Services to support retention of CSC students/candidates who may be "at risk" include emphasis on new and underrepresented or special populations.

A student recruitment plan targeting Hispanic populations is being formulated by the Office for Institutional Research and the Office of Admissions. A Title III Planning grant has just been awarded to CSC to support development and funding for these recruitment efforts (Title III minutes/recruitment plan, in document center).

Scholarships are also available which are specifically intended for minority candidates. These include the Tomas Castillo Memorial Scholarship program, which is awarded to a minority student from a Panhandle high school. The Virginia McGregor Coffey Annual Scholarship is awarded to a student of Native American descent, while the Dora V. Taylor Endowed Scholarship is available to a student who demonstrates need, with preference given to an international candidate. The James H. McGregor Endowed Award is given to an enrolled member of the Rosebud Sioux Tribe. The James H. and Nella B. McGregor Endowed award is available for an enrolled member of the Oglala Sioux Tribe (Office of Financial Aid: Listing of Scholarships). CSC Financial Aid Scholarship Information may be found at the Office of Financial Aid website (http://www.csc.edu/finaid/).