Outreach, Recruitment and Identification

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Outreach, Recruitment and Identification
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Outreach, Recruitment and Identification Outreach

• General Areas of Location
• Partnerships Off/On-Campus
• Local area meetings
• Other HEP programs

When Advertising, utilize the Department of
Marketing advertise in local newspapers get
radio spots
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Outreach, Recruitment and Identification General
Location

1. Know your population age, gender, nationality,
   ed level
2. Outreach by personnel
3. Non-traditional sites Traditional Sites
4. Prepare beforehand for any difficulties
5. Know the need of your population Many times
   their needs will supersede your intent

Honor the hands that harvest your crops."--
Dolores Huerta
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Outreach, Recruitment and Identification General
Location

• Know your population
• Director of Institutional Research/Census/DataMart
  /Migrant Education/County Birth Rates/EDD
  Sites/Partners (Know what your area looks like
  and what your demographics are)
• This may be from word of mouth or what you
  yourself see in the community.
• You can also get a general sense from specialized
  programs and local area high schools.
• Sometimes instructors can provide pertinent
  information concerning this particular population
  of students. (ESL, Spanish, GED, Adult Ed)

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Outreach, Recruitment and Identification General
Location

• Outreach by personnel
• After determining key points in your population,
  it is important to look at personnel who can
  provide outreach services.
• Does your population speak another language other
  than English? Will they feel more comfortable
  with an outreach person knowledgeable in their
  native language? What other agencies could you
  partner with to provide outreach services?

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Outreach, Recruitment and Identification General
Location

• Non Traditional Sites
• Ranches, Migrant Housing, Vineyards Wineries
• (http//video.google.com/videoplay?docid296679
  6117968108068 )
• General congregation sites http//www.sonomavws.o
  rg/
• Day Labor Centers http//video.google.com/videopl
  ay?docid4295871539878583372
• http//www.gratondaylabor.org/

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Outreach, Recruitment and Identification General
Location

• Traditional Sites
• Parent Meetings
• Community Events
• Partnerships with agencies
• Congregations
• Consulate Visits
• Festivals

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Outreach, Recruitment and Identification General
Location

• Difficulties and Needs
• Recruitment Sites
• Health/Housing/Transportation/Financial/Family/Res
  idency/Below Basic Needs/Exclusion/Distrust/ACCCES
  S Education may be a future desire but not an
  immediate need.

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Outreach, Recruitment and Identification
Partnerships On Campus

1. A R First time freshman coming from a migrant
   or seasonal farmworking background.
2. Counseling/Outreach department List of Spanish
   Orientation Dates
3. Counseling/Outreach department List of
   off-campus recruitment (ESL, Spanish, GED
   department)
4. Marketing department What and when are your
   Spanish (or target population language ads)?
5. Mini-Corps, MEAP

Sow the living plant of yourselves in the
furrows of life. Miguel de Unamuno
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Outreach, Recruitment and Identification
Partnerships On Campus

• GED Program Our college does not have a
  general GED program. We have HEP which
  specifically services Migrant and Seasonal
  Farmworkers.
• However, working with GED programs on campus, you
  may find a population of migrant or seasonal
  farmworkers.
• This has assisted us significantly when trying to
  find this particular population.

It is ironic that those who till the soil,
cultivate and harvest the fruits, vegetables, and
other foods that fill your tables with abundance
have nothing left for themselves. César E.
Chávez
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Outreach, Recruitment and Identification
Partnerships Off Campus

1. Local agencies that serve a Spanish speaking
   population
2. Local agencies that serve a migrant farmworker
   population
3. Migrant Education

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Outreach, Recruitment and Identification Local
Agencies

• Family Resource Centers www.nuestracasa.frc
• California Human Development Corp
• Mendocino Private Industry Council
  http//www.mpic.org/mpic_business_services.html
• JobLINK
• Mendocino County Office of Education
• Ukiah Adult School
• One-Stops http//www.edd.ca.gov/ONE-STOP/osfile.p
  df
• Vineyard Worker Services www.vineyard.com
• Farmworker Alliances

Usually these sites are very welcoming to
colleges or programs wanting to recruit migrant
or seasonal farmworkers. If a formal
presentation cannot be done, students can be
referred by leaving college or program
literature.
The key is to find agencies which service a large
population of Migrant and Seasonal Farmworkers.
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Outreach, Recruitment and Identification Migrant
Education

1. Meet with your area director or coordinator List
   of Migrant Education Families
2. Current list of Migrant Education Out of School
   Youth
3. List of Migrant Education Representatives in your
   recruitment area.
4. Ask for online access for COEs

Every moment is an organizing opportunity, every
person a potential activist, every minute a
chance to change the world. Dolores Huerta
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Retention and barriers to access

• "The end of all education should surely be
  service to others."
• César E. Chávez

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Retention and barriers to access

1. Residency and Work Patterns
2. Childcare and Transportation
3. Reluctance at Recruitment sites
4. Financial burdens
5. Below Basic Skills

Honor the hands that harvest your crops."--
Dolores Huerta
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Retention and barriers to access Residency and
Work Patterns

• One of the most common barriers is that students
  want to attend school, but they interpret a state
  institution as being tied directly with the
  government OR/AND
• They believe that EVERYTHING will be in English.
• Students may be reluctant to share personal
  information on an admission application.
• Classes that require consistent attendance may be
  problematic for a student whose work schedule may
  be sporadic.
• Personal information may change frequently
  according to harvest as well as school schedule.

"We can choose to use our lives for others to
bring about a better and more just world for our
children. People who make that choice will know
hardship and sacrifice. César E. Chávez
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Retention and barriers to access Residency and
Work Patterns

• Ask the student what his/her long term plans are
  (many may want basic skills or ESL)
• Advertise classes in which residency wont be a
  hindrance (non-credit courses)
• Reiterate that information received by the
  college is private.
• Advertise classes which are CR/NC so attendance
  wont be a factor.
• If students are to go to a GED program, emphasize
  (depending on population) language of
  instruction, as well as identification needed.

For Migrant or Seasonal Farmworking students who
have attended a CA high school for 3 years or
more may apply for the AB540.
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If your admissions office collects this
information, request to send general college info
to the identified students (permitting consent)
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Retention and barriers to access Residency and
Work Patterns

• Exemption to non-resident tuition exists when
  documentation is presented for any one of the
  following 
• Attended a California high school (or high school
  equivalent) for a minimum of three years and
  earned a California high school diploma, or
  equivalent. 
• Full-time credentialed employee of a California
  public school enrolling in college for purposes
  of fulfilling credential-related requirements. 
• Seasonal agricultural worker for a least a total
  of two months of each of the past two years (or
  child of a seasonal agricultural worker). 
• Full-time employee, or spouse, or dependent of a
  full-time employee of any of the following
  colleges/universities California Community
  Colleges, California State University, University
  of California, or Maritime Academy.

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Retention and barriers to access Childcare and
Transportation

• Depending on your population of Migrant and
  Seasonal farmworkers, childcare may be affect
  class attendance.
• If you offer classes of interest to this
  population off-campus, you may want to look at
  places which have a childcare facility.
• Many students have not be able to drive
  substantial distances to attend class. This may
  require establishing instructional sites near the
  population. Another option it to partner with
  local agencies or programs which may provide
  transportation stipends (HEP Provides such
  service to students co-enrolled).

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Retention and barriers to access Reluctance at
Recruitment sites

• If you are recruiting in a non-traditional site,
  you may encounter difficulty general staff or
  recruits.
• Owners or managers of agricultural sites may not
  permit you on their property, due to the nature
  of your recruitment (education).
• Recruits may be suspicious of your visit.
• Some ranches or migrant camps may limit outside
  contact if it is not arranged by them or the
  foreman's.
• Even with consent by the owners or managers,
  recruits still may not respond.

Make the information interesting, pertinent, and
accessible. At times, this may require setting
up days where you register students on the spot.
A recruitment date may be intensive due to the
questions that may arise.
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Retention and barriers to access Financial
burdens

• If they do not qualify for instate tuition, going
  to school may be interpreted as being costly.
• Emphasize the non-credit courses and the flat
  registration fee.
• At times classes may be held during work times.
  Emphasize evening times.
• Emphasize the long term benefits of attending
  school.
• Reiterate the possibility of financial
  assistance, specialized programs and
  scholarships.
• Remember that the reasons for which they work
  and, if immigrants, why they came to the country
  are complex.

I tell her to finish school and get a degree," he
said. "That is my hope for her." Manuel Nunez,
Table Grapes
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Retention and barriers to access Below Basic
Skills

• Students may need basic instruction in their own
  native language.
• Although the general need may be ESL and Adult
  Education, be prepared to address below basic
  skills.
• Be prepared to provide alternatives, either
  offered by your college or outside agencies
  (Native language Literacy)
• You may find students who have learning
  disabilities but who were never assessed

"Because we have suffered, and we are not afraid
to suffer in order to survive, we are ready to
give up everything- even our lives- in our
struggle for justice." César E. Chávez
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Partnerships and Technology
"It is a gate of hope through which they expect
to find the sunlight of a better life for
themselves and their families." César E. Chávez
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Partnerships and Technology

• In recruitment and identification, agencies and
  collaborating partners may already have online
  access to contact target population.
• These may include databases, calendars, or
  websites (when working with agencies whether off
  or on campus, they may already have recruitment
  dates)
• Tracking student population as well as having
  online access to forms, discussions, calendars,
  or resources.
• This can open up and strengthen recruitment
  efforts as well as referrals regardless of
  geography.

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Partnerships and Technology Migrant Education

• The Migrant Student Information Network (MSIN)
  Intranet (This site allows access to regional
  numbers, contact information, forms, and
  discussion sessions)
• MSIN (This site provides lists of OSY as well as
  current participants in the MEP)
• When initiating recruitment in your area of
  migrant or seasonal farmworkers, having access to
  these online databases are extremely helpful.
• Not all regional directors allow for viewing.
  Some may require that you already have an
  existing program which services this population
  (HEP). However, when you contact your regional
  director or MEP staff, they may have recruitment
  dates set up (or area meetings) in which you can
  attend and disburse information. CAMEP

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Partnerships and Technology Campus Partnerships

• A R First time freshman coming from a migrant
  or seasonal farmworking background.
• Counseling/Outreach department List of Spanish
  Orientation Dates
• Counseling/Outreach department List of
  off-campus recruitment (ESL, Spanish, GED
  department)
• Marketing department What and when are your
  Spanish (or target population language ads)?
• Mini-Corps, MEAP

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Partnerships and Technology Mendocino College HEP

• Mendocino College HEP www.mendocino.edu
• Mendocino College HEP Instructor Page
  www.mchep.wikispaces.com
• Students Below Basic or need Native Language
  Literacy Conevyt

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Implications for the future
Questions to Consider
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Implications for the future

• What classes are going to be of interest to this
  population?
• How can we address below basic skills?
• How do we address native language literacy?
• What services can we promote to assist
  non-resident tuition?

• What agencies can work in collaboration with the
  college?
• What new sites must be established?
• How must Outreach and Recruitment efforts change
  to address this growing population?
• How do we collaborate with agencies?
• How can we further strengthen collaboration in
  the future?
• Do we go to the students, or have the students
  come to us?

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Questions, Comments?

• Minerva Flores
• HEP Interim Director
• Mendocino Community College
• mflores_at_mendocino.edu
• 707-467-1026