Running Head: SDAD 576 Leadership and Governance

Organizational Theory
Case Analysis Paper



Chanell Sagon
Seattle University
February 10, 2014























Sagon 2

Case Study Summary
The continuous study in Higher Education surrounds this particular question
of how to continually create an equitable and diverse climate for each student at all
institutions whether it be a private, public, or 2-year sector. The article/case study
in which addresses this particular issue that pertains to such a question is found in
Mangans (2014) article in The Chronicle of Higher Education
The case study (article) address one of the more prevalent issues in the
Community College sectors. The article analyzes the continual challenge of low
academic achievement rates of minority males within the Community College
system. This case study encompasses the daunting trend of low academic
achievement among male students nationally at 2-year institutions.
The article shows that although Minority male students (particularly in this
study black and Latino students) will enter community college with higher
aspirations and goals than their white male peers, white male students are 6 times
more likely to graduate in 3 years with a degree or certification. Furthermore,
studies show that minority men are more engaged in tutoring, study sessions, and
other practices then that of their white male peers.
These puzzling statistics lead to studying outside of the academia
perspectives, and addressing the social, economical, and other areas that may affect
the student college experience/process. These statistics were taken from a study
that was done by the Center of Community College Student Engagement at
University of Texas. They created 30 focus groups consisting of black, Latino, and
White male students. The study shows that more then 80% of the participants that
Sagon 3

identified as Black or Latino showed high aspirations of earning associates degree,
and compared to about 70% white male students. However, the statistics from the
National Center for Education Statistics (as cited in Morgan, 2014) show that of
Community College Students earning certificates or degrees within three years are
less than 10% black or Latino students, as opposed to more than 30% of White
students.
The article highlights one such participant, a minority male, who at the
beginning of the study was highly engaged and excited to be starting his community
college experience. Several months later he came back for a follow-up interview,
and his whole behavior and demeanor had change, visibly slumped and had
concluded that college was not for him (Mangan, 2014)
Contributing Factors
These patterns have become a common trend; minority males highly
engaged in attending tutoring/mentoring sessions but statistically have the lower
success rates. The article states that one contributing factor that may contribute to
this rising trend is that statistically, minority students, will tend to enter college
with weaker academic skills. These conclusions were based on the findings that
only 14% black students and 30% Latino students meet ACT college-readiness
standards in the area of mathematics (Mangan, 2014) The question remains
whether or not their educational experiences, prior to college and when enrolled,
have effectively maximized their strengths and capabilities.
Another factor that the article describes as a contributing factor to the issue
is what is described as a stereotype threat. This experience is when a student may
Sagon 4

feel the pressure not to conform to a negative stereotype. The report authors
continues to describe this occurrence when educators try to help with the best of
intentions to steer student into special programs based on deficit factors that
may hold the student back. These fix me programs, the reporter describes,
capitalizes on their risks rather then their strengths.
One such suggestion is made by the authors to combat this particular
contributing factor is rather than offering small boutique programs that only
attract a select group, but to extend programs such as mandatory study-skill classes,
learning communities, and tutoring to all students (Mangan, 2014) The aim is to not
single out one particular student, but to encourage participation and intended to
combat feelings of embarrassment that students may be feeling.
They also touch another factor that they see contributing to levels of
retention and achievement. This piece is the connection between the student and to
their institutions, whether it is through engagement, guidance, or mentorship with
programs or faculty/staff on campus. Studies show that students who are more
engaged in their institutions will perform better in their academia. The article
describes that by creating a culture of encouragement and personal connections will
boost engagement and achievement of the students in which the institution serves.

Integration of Organizational Theories
While looking at this case and the contributing factors that it introduces,
several theories come to play in combating such a huge continual issue. The over-
arching theme of all these theories that plays out so significantly in this case is the
Sagon 5

idea that the key to improving student success, specifically with minority students,
is creating a campus culture that encourages academic, social, and professional
engagement of the student.
Cultural Anthropological Approach
When looking through this case from a cultural perspective, it touches on the
strengths that are key to understanding organizations/institutions through such a
lens. The key to combating such an issue that this case presents requires an
theoretical analysis of the following 1) the connections to community, culture, and
organizational (institutional) life 2) To clarify how people make connections to the
campus in which they are apart of in ways that are meaningful and long lasting 3)
understanding and explaining the day-to-day institutional life and how members of
the institution make meaning. (Manning, 2013)
Tintos Theory of Integration
Tintos theory of Integration is one such theory that plays a significant role in
creating such a culture. The article states that the contributing factor to a students
success and retention in community college (or in any institution for that matter)
are positive interactions that the students have while attending college. By being a
part of an environment that creates encouragement and inclusion of the students, it
will not only have a lasting impression on them but also an opportunity to feel
integrated into the organization in which they belong to.
In a Chang (2005) study on Faculty-student interactions of minority students
(specifically Asian-American and Pacific Islander students) who attend community
colleges, he finds that there is a correlation between positive interaction and
Sagon 6

frequent engagement with faculty as a contributing factor in creating a supportive
and welcoming integration into the campus climate. Research done by Rendon in
1994 (as cited in Chang, 2005) suggests that non-traditional students, which include
immigrant and underrepresented students, need that validation from the faculty.
Because of the barriers and/or the visible/invisible oppressions that these
particular students might be facing, faculty need to be proactive in approaching and
assisting students on all levels.

Sense of Belonging
Sense of Belonging is another key piece when looking at the issues that this
case presents. It is important to understand the historical legacy of an
institution/organizations, and its values of inclusion/exclusion within their
organizations. If the values and the mission of the institution is skewed and is
resistant to inclusion, the cultural climate becomes a hostile environment for the
students. Chang (2005) states that Asian American/Latina/Latino/Native American
students report lower levels of satisfaction with their institution, and are partly due
to their higher levels of feeling alienated, discrimination, and invisibility within the
campus.
This correlation remains relevant when looking at the case study. The case states
that with higher levels of engagement, integration, and inclusion, it creates higher
levels of achievement and success. Creating a sense of connection and inclusion for
minority students contributes to a cultural climate that values diversity and
addresses the levels of oppressive behaviors that may exists. By breaking down
Sagon 7

these barriers, it allows students to feel that they are a part of their institution and
also to feel a sense of empowerment within themselves. Creating positive
interactions and advocating for higher levels of engagement among faculty, staff,
and students alike, the cultural climate and environment embodies a commitment to
the success and retention of the members that belong to it.
Critical Race Theory & Co-optation
What the case also introduces as a contributing factor to the issues of
retention and graduation success of minority males is this idea of stereotype
threat. The idea of creating programs targeted to fixing but unintentionally
giving into the stereotypes that exist among the targeted groups. The report, The
Changing Landscape and the Compelling Need for Diversity (2009) connect similar
ideas with critical race theory, and how students who belong to historically
oppressed groups, may experience a process of accepting the societal devaluation
that dominant groups has imposed upon them. By creating such an environment
that targets the need to fix the stereotypical barriers, institutions may create the
mistake of giving into the internalized devaluation that these oppressed groups may
be feeling.
Manning (2013) also describes this behavior as unintentional patterns of co-
optation. The co-optation is selective practices that intentionally or unintentionally
absorb people of color and/or other under-represented groups into the existing
structure, trying to fix them, and have them obtain these token roles and positions
within the organization. This co-optation is what the case describes to be the fix
me programs which are targeted programs based on individual biases, programs
Sagon 8

that may in turn be a tool to study under-represented groups and the barriers in
which they bind too. They capitalize on the dominant attitude and biases, rather
then to capitalize on their contributions and value to the campus at large.
However, by recognizing these typical behaviors and solutions that campus
culture may create, impacts the need to bring value to the intangible attributes
that the members of this group hold. By tapping into the intangible, which
encompass the talent, shared mind-set, innovations, collaborative efforts, and
experiential knowledge, it contributes to the efforts to inhibit marginalization of
such groups. By creating opportunities for students to utilize their strengths and
abilities through leadership development, or creating thoughtful activities and
opportunity for student engagement for all of its students, it capitalizes on their
strengths and does not inhibit their self-worth or value.
What also plays a vital role in such a change of campus culture is being
intentional about having a diverse staff & faculty, and by fostering multicultural
leadership within the institution. As stated in Bordass 2007 research (as cited in
Manning, 2013), when the institution integrates multicultural leadership within the
campus culture, it creates an equitable learning environment, building
empowerment, builds upon collaboration and the promotion of social justice. The
idea of mentorship/sponsorship is another key piece in retention and success
within an institution as the case touches upon. By enacting this sense of leadership
style within the campus culture, it enables a sense of connection, participation and
like-minded leaders toward a common mission/value. This creates an environment
Sagon 9

of diverse views and perspectives, and in turn contributes to higher engagement of
the students.
Conclusion
The focus of this case analysis was to deepen the understanding that campus
culture plays a primary role in the retention and success of Community College
students. Although there may be other systems of privilege and oppressions at play,
even within the group that the case highlights, the over-arching issue is relevant to
most under-represented groups in community college systems.
However, the discussion of student engagement and positive integration
within an institution is universal. The importance of creating such a culture that
enables these values within its campus will enable significant change in their
retention and success rates. By recognizing these issues and its contributing factors
through theoretical application and cultural-minded frameworks, it brings such
cases to the forefront of research surrounding diversity and inclusion on college
campuses.








Sagon 10

References
Chang, J. C. (2005). Faculty Student Interaction At The Community College: A Focus
On Students Of Color. Research in Higher Education, 46(7), 769-802. Retrieved
February 28, 2014, from the EBSCO database.

Mangan, K. (2014). Minority Male Students Face Challenge to Achieve at Community
College. The Chronicle of Higher Education, Students, 1-5. Retrieved February 28,
2014, from http://chronicle.com/article/Minority-Male-Students-Face/144979/

Manning, K. (2013). Organizational theory in higher education. New York, NY:
Routledge.

Willey Science (2009). The Changing Landscape and the Compelling Need for
Diversity. ASHE Higher Education Report., 35(1), 1-26. Retrieved February 28, 2014,
from the Ebsco database.