  …the principle of Umoja (Unity) invites an alternative sense of solidarity, a peaceful togetherness as families, communities and fellow human beings. It teaches us the oneness of our people, everywhere, the common ground of our humanity with others and our shared status as possessors of dignity and divinity. -Dr. Maulana Karenga Founder of Kwanzaa, 1966 (2009) Umoja means Unity

  In 2007, a pilot program called Ensuring College Success (ECS) was established and supported with funding in 2009 from the Basic Skills Initiative at Grossmont College. The Umoja program was developed with the deliberate intention of providing African American students with addition academic support to Ensure College Success. Umoja Program

  The Umoja Community Program is dedicated to enhancing the cultural and educational experiences of African American and other students through a curriculum and pedagogy that embraces the legacy of the African Diaspora. As a result, the voices and histories of students are deliberately and intentionally recognized, which promotes students’ development of self-efficacy that leads to a foundation for academic success (Umoja, n.d.). Mission Statement

  Validation – James Canady  Validation is an enabling, confirming and supportive process initiated by in- and out-of-class agents that fosters academic and personal development (Rendón, 1994).  There are two forms of validation: 1. Academic -- when in- and out-of-class agents take action to assist students to trust their innate capacity to learn and to acquire confidence in being a college student. 2. Interpersonal -- when in- and out-of-class agents take action to foster students’ personal development and social adjustment Theoretical Framework 1 Validation – James Canady

  Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is presents a practical guide to accomplished teaching for people of the African diaspora. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities.  This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African- centered practice. Murrell (2002) argues that key educational frameworks-although currently ineffective with African American children-hold promise if reinterpreted. Theoretical Framework 2 African Centered Pedagogy – Thekima Mayasa

  Social Capital is a valuable resource used by individuals to advance their economic and political positions in society. Theoretically, subscribers to Social Capital place value in the relationships that individuals have within theirs social networks and how those relationship benefit their lives. According to Loury (1977), Social capital is significant for the individual as it represents the set of resources inherent in family relations and in community social organizations useful for the development of children. The central proposition of social capital theory is that networks of relationships constitute a valuable resource for the conduct of social affairs, providing their members with "the collectivity-owned capital, a 'credential' which entitles them to credit, in the various senses of the word" (Bourdieu, 1986: 249).  Resources are available to individuals through the contacts or connections via social capital Bourdieu, P The Forms of Capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education: New York: Greenwood. Loury, G. C. (1977). A Dynamic Theory of Racial Income Differences. In P.A. Wallace & A. M. La Monde (Eds.), Women Minorities and Employment Discrimination: Lexington, MA: Lexington Books. Theoretical Framework 3 Social Capital – Jason Allen

  To support student matriculation through counseling, tutoring, and monitored student progress  To improve persistence and success of its students  To utilize an African-centered pedagogical and holistic education approach to enhance cultural and education experiences to develop the student  To increase student self-efficacy through the recognized voices of African/African American and other student experiences  To promote civic engagement and responsibility through the integration of learning and service  To provide experiential learning activities that build personal growth, and self actualization 6 Key Program Goals

  Increased Achievement  Cultural Awareness  Sense of Belonging - (theme) connection with peers; “I know when I first started going here I came from a different high school, Point Loma and that is far away from where this is and so joining Umoja I got a good foundation of friends that I knew I could count on and I'm not just a lonely person in a sea of students I don't know”.  Retention  College Awareness a) Identify 5 go-to-people b) Develop an education plan c) Identify services and tutoring Program Outcomes

  Put green chart here. Planning for Delivery of Outcomes OUTCOMESCOHORT INDIVIDUAL COUNSELING GROUP COUNSELING CULTURAL ACTIVITIES/ EVENTS FINANCIAL AID/ SCHOLARSHIPS COMMUNITY SERVICE LIFE MANAGEMENT SKILLS MENTORING 1) RETENTION X X X X X X 2) SENSE OF BELONGING X X X X X X X 3) CULTURAL AWARENESS X X X X X X 4) INCREASED ACHIEVEMEN T X X X X X X X X X 5) COLLEGE AWARENESS X X X X X X 5a-Identify 5 go to people 5b-Develop and education plan 5c-Identify services tutoring offers

  For the purposes of this program evaluation we conducted two focus group sessions.  Group 1 participants consisted of 7 students, (5 African American males), (1 African American) and (1 Mexican female)  Group 2 participants consisted of 4 students; (2 African American females) and (2 African American males). Each group of participants answered 10 questions related to their participation in the Umoja program. The goal was to determine what effects, if any, that participating in the Umoja program had on their academic careers.  Members of Grossmont College's Umoja program were asked to participate in these sessions and incentives such as pizzas, books, and gift cards were utilized to entice participation. The focus group meetings lasted approximately 60 minutes each and were completely transcribed and coded for emerging themes with the following program outcomes in mind:  Increased achievement  Sense of belonging  retention  college awareness Evaluation Methods

 For the purposes of this program evaluation we conducted two Coordinator sessions.  Co-Coordinator 1 participant consisted of 1 African American Female  Co-Coordinator 2 participant consisted of 1 African American Male. During each interview, 7 questions were addressed that related to their participation in the Umoja program. The goal was to determine what effects, if any, that the coordinating of the Umoja program had on student success.  The interviews lasted approximately 40 minutes each and were completely transcribed and coded for emerging themes with the following program outcomes in mind:  Increased achievement  Sense of belonging  retention  college awareness  cultural awareness. Evaluation Methods

  Focus Group 1  Focus Group 2   Program Co-coordinator Interview 1   Program Co-coordinator Interview 1 consisted of 1 African American male Qualitative Methodology

 Pilot Results Student made the following recommendations Participate in learning communities Reinstate mentoring for math and expand to English and science Increase counseling accessibility Expand mandatory activities to included specific study hall foci (science and math) More mandatory sessions Expanded campus and community partnerships

 Asante Sana