Educators from all over the country gathered on Wednesday to discuss the impact of COVID-19 on the involvement of black male students in a panel discussion hosted by the National Alliance of Communities and Colleges of Technology.
The panel discussion featured a statement from General Donald Guy, President of the Philadelphia Community College (CCP). Derrick A. Perkins, Director of the Men’s Engagement Center at CCP, I have more re-entry engagement programs. Kenneth Lay Jr., Vice President of Student Services and Registration Management at Hillsbara Community College in Tampa, Florida.
According to a McKinsey & Company report, 57% of students were unaware that the university provided support services to deal with pandemic-related stress. Twenty-five percent of college students had problems accessing the Internet, and 23% of college students transferred. Their college plans everything together during the pandemic.
Survey data was collected from more than 5,100 students from 38 universities.
“Before this report, we conducted another study on the impact of COVID on the student experience and learned that black students experienced more challenges in accessing technology,” said a student at the University of Texas Community College. Linda Garcia, Executive Director of the Engagement Center, said. Moderator of Texas and events in Austin.
“They also said they had to share their skills with someone in the house and had the challenge of getting enough food for themselves and their families.”
Prior to the pandemic, only 15% of the CCP’s population was colored or black men.
Black students have a one-year retention rate of 30%, while white male students have a 45% retention rate. For students who need to improve their reading comprehension, writing, math, etc., 27% are black and 13% are white.
“The problem happened before the pandemic happened, but the pandemic exacerbated the problem seriously,” the general said. “The reason why black male students think they were unsuccessful is because of their finances, preparedness, and community support.
“Next, we’ll add a digital divide during the pandemic,” he added. “We know they have been inequality all the time, but what we want to do is go back to where we were and then continue to fill the gap.”
To help improve retention and academic performance of black men and other colored male students at the CCP, universities have targeted academics designed to strengthen and develop student skill sets. There is a Men’s Engagement Center, a program that provides both academic and non-academic support. As they earn a degree in college, they develop a sense of belonging and a determination to build.
“We strive to create a space where students can be vulnerable to us,” Perkins said. “We also do a lot of work on career development because some students may know what they want to be, but they don’t necessarily know the path to do that. It’s not limited, so here are a variety of career options. “
During the pandemic, Philadelphia’s school district lost 6,000 of its approximately 130,000 students during virtual learning, according to Height.
“Approximately 3,000 of those students are kindergarten children whose families have pulled them out or did not register them,” Height said. “The majority of other students were color students, blacks, African-Americans, Hispanics, and Latinos.
The school district divides the school into three subgroups. This subgroup includes schools that are on track, schools that are close to orbit, and schools that are not on track, based on student test scores for state assessments. The result of the evaluation determines whether the school is achieving the set goals.
“We have 57 high schools,” Hite said. “Seven of these high schools are doing well, 14 are doing well, and the rest are not. The schools that are doing well are blacks, African Americans, Hispanics, The percentage of Latin students is the lowest and the percentage of white students is the highest.
“Athletics schools have a high proportion of black, African-American, Hispanic, and Latino students, with a white population of 13%,” he added. “Off-track schools, which make up the majority of our high schools, have the highest percentage of black African-American students, with 58% and 25% being Hispanic and Latino, and only 7.8%. Is white .. “
Heit added that the reason for the district’s high school imbalance could be housing patterns and situations related to poverty.
In the fall, CCP classes and services will be offered in a hybrid or face-to-face format. The Philadelphia school district will return to full face-to-face learning from August 31st.
Education Panel Discusses COVID-19’s Impact on Black Male Student Engagement | Local News
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