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Assessment & Data Analytics KG - Hot Topics

Texas A&M’s Data Driven Decision Making & Chance to Win an Amazon Gift Card

November 22, 2019 by 0 Comments

By Cami Hernandez Merhar, Texas A&M University Career Center

Data is everywhere. But the consistent challenge with data is you need to be able to understand it, process it, extract value from it, visualize it, and then finally make actionable decisions from it. College-level career advising seems to be the least likely place you would find a mountain of data, but you would be surprised.

Recently, I volunteered to be a part of revamping our Career Center’s website, careercenter.tamu.edu. I had initially joined the revamp website committee from a content perspective, but as we sat in our initial meeting the discussion turned into a bigger conversation around how can we best serve our students through our website? How can we deliver value and meet the needs of our constituents effectively?

Ideas began to circulate. We all agreed that the biggest need was to update the content of the website, but from there it became trickier. We then began to ask ourselves which content should we prioritize? People had feelings on what should come first and what was most important but no one could agree on a direction.

It was at that moment that Abdullah, my colleague and the Chair of the Assessment and Data Analytics (ADA) KG, piped up and thought of a way to even the playing field: data. 

I immediately thought of an article about Peter Neupert, a successful CEO and a board member of various medical and technology companies, who had the extreme fortune of shadowing both Jeff Bezos and Bill Gates. In the article he stated, “I learned quickly from those days that opinions don’t matter…Data matters.” 

We began looking at the top questions students had asked using our Chatbot data, which is a recent addition to the technological ecosystem. We’ve installed the Chatbot to our website in order to help students get to the information they want quickly. From there we also agreed to integrate a survey on our website after a student spent 2 minutes on our website, and now we’ve added Google Analytics to gain insight into our most visited pages, the different entry points into our website and how our users currently interact with our website. 

What did we find? Students overwhelmingly wanted information on how to create/improve their resumes/ cover letters, schedule appointments, find jobs, career fair dates, externship opportunities, and help with interviews. Some of the insights we gathered were not obvious and we realized that some of this information is not so easily accessible on our website. 

Currently, we’re still figuring out how these insights will translate to updates to the website, but we are far smarter and know exactly what our students want. 

Now we want to hear from you and reward you! As ADA Chairs we want to learn what tools and methods you’re utilizing in your office.

Take this quick survey and be automatically entered to win a $50 Amazon gift card!

WIN A $50 AMAZON GIFT CARD- fill out the Assessment & data Analytics Survey Now

Diversity & Inclusion - Hot Topics

The Effects of the Model Minority Stereotype on Asian American Professionals

April 30, 2019 by 0 Comments

by Lawrence Richardson, Oklahoma State University College of Arts and Sciences Career Services

History of the model minority

Asians first arrived in the Americas as slaves in the 1500s, and historical documents have shown that they were industrious and obedient (Lee, 2016). Sociologist William Petersen (1961) coined the term “model minority” in a New York Times article, commenting on the success and resiliency of Japanese Americans just 15 years after the internment camps closed. Photographer Ted Thai posed Asian children with school supplies on the front cover of Time magazine, which was titled “Those Asian-American whiz kids” (1987). Today, Students for Fair Admissions v. Harvard fight against affirmative action policies because Harvard appears to discriminate against Asian American applicants (Reilly, 2019). From the unassimilable foreigner to the model minority, Asian Americans face a unique place in society. Because the model minority stereotype has continuously persisted throughout history, it is no surprise that it affects Asian American students and workers today.

Defining the model minority stereotype

Imagine a world where people assumed that…

  • You studied a science or math subject because of what you look like
  • Your success is attributed to your presumed values instead of your actual effort
  • Your talents only exist because of who you are, not because of the skills you gained
  • You cannot experience discrimination because you are “one of the good” minorities

The model minority is defined as a group of people who are perceived to overcome systemic barriers through perseverance and hard work without the use of support programs (Sue & Sue, 2015). Because of this perception, Asian Americans may be excluded from services and initiatives that typically align with programs that support underrepresented populations. Although it appears as a positive stereotype, it prevents Asian Americans from advancing in their careers because it assumes that they are robotic and emotionless (Leong & Grand, 2008).

Effects of the model minority in the professional workplace

People who identify as White, African America, Hispanic, and Native share the belief that Asian Americans are more likely to have academic and career success (Wong, Lai, Nagasawa, & Lin, 1998). Additionally, Asian Americans that represent the model minority stereotype may experience significant pressure to maintain this image (Wong, Lai, Nagasawa, & Lin, 1998). In contrast, the model minority stereotype assumes that all Asian Americans fit this role, when there are different types of Asian Americans (e.g., 4th generation Chinese American VS a Hmong immigrant). Because of these perceptions, Asian Americans may be less likely to have career advancement opportunities when compared to their colleagues.

White American men have an 80% higher chance of obtaining management positions in engineering fields than their Asian American male counterparts (Tang, 1997). In contrast, White American men are 64% more likely to earn a leadership promotion than Asian American women (Tang, 1997). When compared to other racial identities, Asian Americans are at a disadvantage for advancement and promotion, as well (Tang, 1997). Although the research is limited and not as current, it appears that the model minority affects career mobility for Asian Americans.

Potential strategies to support Asian Americans

Recognize the need for an inclusive environment for Asian Americans. Sun and Starosta (2006) identified that Asian American professionals experience invisibility in the working world. Asian Americans, and many others, cannot negotiate which “identity” to represent. Instead, teams and organizations must recognize that everyone needs to have a seat at the table. Asian Americans in the workforce have noticed that they have to work twice as hard for professional recognition than their White counterparts (Sun & Starosta, 2006). It is important to recognize and celebrate the contributions of all team members; however, it is absolutely crucial to be fair and equitable across all identities.

Identify the possibilities for Asian American visibility. Regardless of industry, opportunities to engage in meaningful work exists outside of job responsibilities through committees and interest groups. For diversity initiatives, consider that Asian Americans may want to join groups that are not directly related to race and ethnicity. For example, an Asian American worker may want to engage in initiatives based on gender identity or sexual/affection orientation. Now knowing that Asian Americans are passed over for career advancement opportunities, consider extending an invitation to a leadership development academy or management training program. Prioritizing leadership and workplace diversity can lead to higher employee engagement, increased innovation, and improved decision-making results (Deloitte, 2013, Bersin, 2015; Cloverpop, 2017).

Value Asian Americans as human beings. Asian Americans have been stereotyped of working harder and faster than the average person almost as if they were automatons. In fact, a meme called “Level: Asian” has become a response to say that Asian Americans have set a new standard for expectations. It is important to consider the workload that managers may assign to their Asian American supervisees.

  • Are the expectations fair and equitable across the entire team?
  • Does everyone have an equal say in their participation for the project?
  • Has everyone’s ongoing tasks been taken into consideration with this new assignment?

The hardworking attributes should be expected from all team members, not just Asian Americans. Success and effort should be praised based on productivity and goals, not attributed to cultural identities. If a colleague has demonstrated leadership potential, then open up the conversation about the possibilities of what that could look like for their professional development. From the Bing cherry to Crazy Rich Asians, Asian Americans have contributed to American society in numerous ways (Lee, 2016; Chu, 2018). It is time for them to start leading change for the betterment for their careers and for their country.

 

References:

Bersin. (2019, March 16). Why diversity and inclusion has become a business priority. Retried April 24, 2019, from http://joshbersin.com/2015/12/why-diversity-and-inclusion-will-be-a-top-priority-for-2016/

Chu, J. M. (Director). (2018, August 7). Crazy Rich Asians [Video file]. Retrieved April 24, 2019.

Cloverpop. (2017, October 23). Diversity drives better decisions. Retrieved April 24, 2019, from https://www.peoplemanagement.co.uk/experts/research/diversity-drives-better-decisions

Deloitte. (2013). Waiter, is that inclusion in my soup?: A new recipe to improve business performance. Retrieved April 24, 2019, from https://www2.deloitte.com/content/dam/Deloitte/au/Documents/human-capital/deloitte-au-hc-diversity-inclusion-soup-0513.pdf

Lee, E. (2016). The making of Asian America: A history. New York: Simon & Schuster paperbacks.

Leong, F.T.L., & Grand, J.A. (2008). Career and work implications of the model minority myth and other stereotypes for Asian Americans. In G. Li & L. Wang (Eds.), Model Minority Myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing.

Petersen, W. (1966, January 9). Success story, Japanese-American style. The New York Times. Retrieved January 10, 2019.

Reilly, Katie. “Harvard admissions case: These Asian-American students are on opposite sides.” Time, 12 Mar. 2019, time.com/5546463/harvard-admissions-trial-asian-american-students/

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse theory and practice. Hoboken: Wiley.

Sun, W., & Starosta, W. J. (2006). Perceptions of Minority Invisibility Among Asian American Professionals. Howard Journal of Communications, 17(2), 119-142. doi:10.1080/10646170600656870

Tang, J. (1997). The model minority thesis revisited: (Counter)Evidence from the science and engineering fields. The Journal of Applied Behavioral Science, 33(3), 291–315. https://doi.org/10.1177/0021886397333003

Thai, T. (1987, August 31). Asian-American Whiz Kids [Photograph]. TIME Magazine Cover, New York, NY.

Wong, P., Lai, C. F., Nagasawa, R., & Lin, T. (1998). Asian Americans as a model minority: Self-perceptions and perceptions by other racial groups. Sociological Perspectives, 41(1), 95–118. https://doi.org/10.2307/1389355

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In a 420-square foot tiny home, Lawrence Richardson lives in Stillwater, OK with his husband and two dogs. Lawrence earned his bachelor’s degree in psychology and his master’s degree in clinical mental health counseling from OSU. In 2015, the National Board of Certified Counselors Foundation recognized him as a Fellow for Minority Mental Health. He holds credentials as a National Certified Counselor, Certified Career Counselor, and a Licensed Professional Counselor. Currently, he is a career counselor at Oklahoma State University, specializing in majors and industries related to science, technology, mathematics, and healthcare. He advocates for Asians and Asian-Americans to find and utilize their voices to combat oppression and discrimination.

Best Practices - Hot Topics

Career Readiness and Student Success 3.0

February 19, 2019 by 0 Comments

By Lynn Chisholm, MS, CPM, Director, USF Office of Internships and Career Readiness

Student Success 3.0 takes collaboration and planning!

As usual, I’m thinking about career readiness. The importance of career readiness has taken on increasing value on our USF campuses (Tampa, St. Pete, and Sarasota/Manatee), and from conversations I’m having with colleagues around the Tampa Bay community, the state, and country, we are not alone. We, like nearly all campuses now, track our grads as they enter the job market, and just like worried parents watching their own children cross the stage toward the “real world” door, we hold our breath until we see that they “made it!” All the while wrestling with the questions “are they ready?”, “will they continue to be successful beyond the first job?” and “what else should we be doing before they leave us?”

This time my thinking was stimulated by Troy Markowitz’s (VP – Academic Partnerships at Portfolium) Forbes article of August 8, 2018, The Barriers To Success And Upward Mobility For First Generation Students And How To Fix The Problem. Markowitz observes that we’re entering a new version of what student success means, and he cites the evolving mission statements of campuses around the country as evidence. Student Success 3.0, he observes, represents an important paradigm shift:

Three components comprise the third iteration of Student Success: 1) Curricular and Co-Curricular Learning, 2) Assessment, and 3) Career Readiness. …let’s agree that successful outcomes should include strengthening higher education’s value for students and positioning graduates for a lifetime of opportunities.

What jumped out to me was the shift towards experiential learning and linking it with career readiness as the bookends to Student Success 3.0 (that’s us folks!) and the crucial role that “assessment” plays in driving the decisions any campus makes in support of “a lifetime” of career success.

On our campus, we have felt this shift. We’ve been morphing out of a traditional service delivery model (if you build it, they will come) and into Career Advocacy for this very reason. We’re connecting with students both before and after their years on our campuses in order to extend the runway and groom their path for success. And equipping them for success not just in that first post-grad opportunity, but well beyond that as we enable them to manage their career progress without us.

Those may not seem like revolutionary ideas, but how we are doing it represents a significant change in service delivery through closer alignment of what we do, when we do it, and who we’re offering it to. And with this iGeneration we’re also thinking through the “why” and providing them with just-in-time services through a blend of high-tech and high-touch that speaks their language and meets them where they are. Our Career Readiness Badging Program is one example of this, it is offered on all three of our campuses, to Alumni, and to our FUSE transfer students, and helps students prepare for skill transfer post-USF as well as develop practices in support of on-going professional development.

As I finish these musings, we – SoACE Experiential EeducKG members – are on the front lines of the Student Success 3.0 shift, and I look forward to the variety of ways that our members translate that for our students. Student Success 3.0, becomes that process of equipping our students with the keys (experiential learning) to drive their life-long career success (career readiness), using a longer runway and strategic nudges (applying assessment data) and will require collaboration in new and innovative ways as we respond to the continually changing needs of our students. A new definition of success for a new generation of students.

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Lynn Chisholm is the Director of the Office of Internships and Career Readiness within the Community Engagement and Career Readiness division of Student Affairs and Student Success, at the University of South Florida. Lynn’s office is responsible for developing and managing student career-focused experiential learning opportunities and programming to promote student success. Her team oversees the Engaged Student Employment program and On-Campus Internship Program, Co-op, and internships both domestic and global. Her team administers the Career Readiness Badging Program and supervises our crew of Career Readiness Peer Leaders who provide the student interface for the program.

Lynn has been in higher education for 15 years, having been faculty at FSU and UGA and staff at Polk State, and has worked in HR in workforce and organization development for 12 years.

Lynn earned a Certified Public Manager Masters Certificate through FSU, her Master’s degree at Boston University, and her Bachelor’s degree at UCF.

LinkedIn: https://www.linkedin.com/in/lynnchisholm
Twitter: @LynnChisholm3