The Chronicles of ’95: A Tale of Student Services

Page 3: black and white photos on a pink background. Top- a woman in graduation regalia poses inside a room behind a recliner, bottom- two men run on a track outdoors Page 6: collage of photos. Starting from the top left corner going clockwise: multi-story apartment buildings with balconies and palm trees, a vertical of a logo of TAMU-CC, a woman standing in front of a car, a receipt dated Sept. 2, 1995 from Wal-Mart showing prices for 3 notebooks and hair color totaling $14.48 Page 9: black and white photo of a man in a truck under trees on a yellow background Page 12: black and white photos of a sign with white lettering spelling the university name, middle- a view of an angular building from the ground to the sky, bottom- the entrance of the Center for Instruction building on a blue background Page 17: multiple photos of sports players in the shape of 1995 Page 22: collage of photos. Starting from the top left corner going clockwise: a cut-out of Magic Johnson's name, a basketball player in a Lakers jersey with a basketball, a basketball player in a Bulls jersey under a basketball net, a man holding his chin in deep thought, a small black car, a multi-story apartment building with balconies, a pair of lace-up boots, a sports jersey with Johnson 32, a Texas Lotto ticket Page 26: collage of photos. Starting from the top left corner going clockwise: a football player with a number 22 jersey labeled "Emmitt Smith", a black and white house with a fire hydrant in the foreground labeled "Damon's Work Place", a multi-story apartment building with balconies labeled "Damon's home", a stucco building with palm trees and cars parked outside labeled "Miramar Office", and a blue truck in a parking lot labeled "Damon's truck" Page 30: collage of photos on a yellow background. Starting from the top left corner going clockwise: a black and white photo with a man in a tee shirt labeled "eric", a multi-story apartment building with balconies, a horizontal logo of TAMU-CC, a man in a tee shirt, a black backpack and blue hat, a blue and white student discount card, and a beef ramen package Page 31: collage of photos. Starting from the top left corner going clockwise: a man with a blue tee shirt balancing a basketball on his finger, a man with arms crossed wearing a blue tee shirt and blue shorts in a parking lot with the beach and water in the background, and a man in a tee shirt, a black backpack and blue hat standing in the grass in front of a balcony and door Page 33: clip art of a globe around the edge of the page Page 34: clip art of a cow eating grass with two birds in the sky Page 36: clip art of a house with a door and windows Page 39: clip art of a sun with a smiling face Page 42: clip art of shoe prints Page 45: clip art of skyscrapers with a plane in the background Page 50: a black and white image of a mountain climber with rope and axe walking away Page 51: collage of photos. Starting from the top left corner going clockwise: graduation cap and scroll on an orange background, a man wearing goggles taking a breath while swimming, a man in red graduation regalia next to a priest in white garments and hat with a large hooked staff, next to a woman in white graduation regalia, Notre Dame logo, a smiling baby sitting with a red and white dress, a group of smiling monkeys Page 54: collage of photos. Starting from the top left corner going clockwise: a statue of a man wearing a hat with red cartoon lips, a green and red heart on a bottle, a woman holding a frame, a spotlight, a statue of a man with a hat, a green hand with red nails and an eye on the back of the hand, a blue and yellow MTV logo, a photo of a woman wearing a blue patterned top sitting at a computer desk, multiple small pink and green smiling face stickers throughout Page 57: collage of photos. Starting from the top left corner going clockwise: a black and white photo of a couple dancing, a man in a white shirt with other people in red shirts, abstract black and white photo of 4 men behind bars, four women smiling together, a cartoon of a woman in a bathtub singing, a cartoon of a child with a large head putting, a photo of a man smiling, a black and white drawing of Uncle Sam holding a coffee cup with the word HELP, a woman smiling in a striped top in a blue chair art of heads swirling in blue orange and yellow, multiple small yellow smiling face stickers throughout Page 60: collage of photos. Starting from the top left corner going clockwise: a cutout of a hockey puck with the number 103, a cartoon of a boy with a red striped shirt, a Foot Locker logo, a man smiling, a basketball in two hands, a man’s head on a cartoon body wearing a blue and yellow superhero costume in front of a TAMU-CC logo, two basketball players under a net, a hot air balloon Page 64: collage of photos. Starting from the top left corner going clockwise: a headshot of a smiling man in a black suit, white shirt and red printed tie, a headshot of a smiling man in a black suit, white shirt and black tie, a portrait of a woman in a basketball uniform sitting with a basketball a headshot of a smiling woman in graduation regalia Page 68: collage of photos. Starting from the top left corner going clockwise: a boy wearing a striped tee shirt sitting on a decorative bench indoors, a smiling man in a plaid shirt holding a boy wearing a striped tee shirt sitting on a couch, a smirking man in a blue and white collared shirt holding a bottle with a smiling woman in a red patterned top holding a bottle, a man in a tuxedo holding hands with a woman in a red dress with a wrist corsage standing in front of balloons, a smiling woman in a chair next to a tree holding a boy in a striped shirt, a boy in overalls and a hat in front of a coffee table, a smiling man in a pattered shirt sitting next to a smiling woman in a patterned top at a table Page 71: collage of photos. Starting from the top left corner going clockwise: a bedroom with Batman art on the walls and a guitar on the bed, a green sports car in a driveway, a smiling man in a red shirt leaning on a railing, a woman in a sequined dress holding hands with a man in a tuxedo with balloons, a moon, and star in the background, a green sports car in a driveway, a family around a table holding a cake with lit candles Page 74: collage of photos. Starting from the top left corner going clockwise: a man in a tuxedo sitting in a booth with a woman in a black dress with a wrist corsage, twin babies in a yellow blanket, four people in a devil, cat, and bunny costumes, three smiling women standing together, a woman in black shirt holding a large green and purple fuzzy stuffed animal Page 77: a woman in a softball uniform hitting a softball with a bat, two horses outside, a black and brown dog, a woman and man standing next to a state trooper car parked on a ferry, a child in a football uniform posing with a football and helmet, a state trooper car, a black and white photo of a woman and man Page 79: collage of photos. Starting from the top left corner going clockwise: headshot of a smiling woman in a black top in front of water, headshot of a smiling woman in a denim shirt, headshot of a smiling woman in a black dress with jewelry, and headshot of a smiling woman in a black top Page 99: an abstract image of a person looking at a three-dimensional green square with a red candy lollipop in the middle Page 101: a smiling woman in red graduation regalia Page 104: a woman wearing a jacket sitting on the trunk of a white Mercedes-Benz car Page 107: a man surfing on a wave Page 110: a smiling woman in a blue striped sweater sitting in front of a truck Page 114 : top- a blue sign with white lettering spelling the university name, middle- a view of an angular building from the ground to the sky, bottom- the blue entrance of the Center for Instruction building Page 117: headshot of man in a black suit, striped shirt, and black tie Page 118: a magazine clipping of people shouting with an inset image of a man in a tan suit, white shirt, and colorful tie Page 119: a newspaper clipping with headshots of multiple people from current events Page 122: headshot of a smiling woman in a lace-trimmed blouse Page 123: a couple walks arm in arm on a beach with blue water Page 126: headshot of a smiling woman in a red top Page 127: collage of photos. Starting from the top left corner going clockwise: people seated at a table outdoors, the blue entrance of the Center for Instruction building, blue fish in the water, a scuba diver in the water with sea plants Page 130: black and white headshot of man in a hoodie and hat Page 131: collage of photos. Starting from the top left corner going clockwise: a man in a white turtleneck, football players in action on the field, a red shield on a black background Page 136: collage of photos. Starting from the top left corner going clockwise: a map of Bosnia and Herzegovina, a woman with a colorful headscarf and white shirt pushing a man wearing socks and wrapped in a blanket in a wheelbarrow, a map of the Earth, a smiling man wearing a white shirt and printed tie with his hands up in the air, a clipping of O.J. next to a man with a serious expression wearing a white shirt, a dove nesting, two children sitting outdoors holding flowers, a woman drinking a green frozen drink wearing a blue tank top and yellow sunglasses, a table with fruit and vegetables on it, and deer in a field Page 139: collage of photos. Starting from the top left corner going clockwise: a man in a brown suit and tie, a poster of for the Million Man March with a smiling man in a suit and bowtie in the foreground and a crowd of people in the background, a white TAMU-CC logo on a blue background, a white sports car, a Surgeon General’s Warning about the danger of smoking, clipart of computer hardware on a yellow background, a flip style cell phone with retractable antenna Page 142: collage of photos. Starting from the top left corner going clockwise: computer hardware with compact disks, a question mark with a cartoon woman smiling Page 145: collage of photos. Starting from the top left corner going clockwise: horizontal logo of TAMU-CC, a family gathered around a woman in graduation regalia, a clipping with Livestock Futures data, a family gathered around a woman in graduation regalia, a Bealls business card with the name Kristy K, and a clipping with Livestock Futures data Page 151: top: a TAMU-CC log with red text on a blue wave background, bottom: people running around on the beach Page 152: collage of photos. Starting from the top left corner going clockwise: headshot of a smiling man with a striped shirt, a headshot of a smiling woman in a striped top, a woman in a white dress holding hands with a man in a tuxedo with balloons in the background, a man in a tuxedo holding hands with a woman in a black and white dress with a wrist corsage standing behind a railing Page 154: collage of photos. Starting from the top left corner going clockwise: a man in blue graduation regalia holding a scroll with a blue ribbon in front of a background of books, two children in red tee shirts blowing out lit candles on a cake sitting on a yellow floral tablecloth, a headshot of a smiling woman in a striped top, and headshot of a smiling man with a striped shirt Page 155: collage of photos. Starting from the top left corner going clockwise: two boys in red baseball uniforms posing with a bat and gloves, a boy in a blue tee shirt and hat posing with a baseball bat, a man posing in a blue basketball uniform holding a basketball with one hand Page 158: a man wearing plaid with a screwdriver smiling at a boy with a striped tee shirt on his lap Page 160: a woman, and two men smiling together Page 161: a view of a football game from the stands with players wearing red and white Page 164: a man and woman sitting next to each other, eating hot dogs on a dock with their feet in the water Page 166: a man in a tuxedo holding hands with a woman in a black and white dress with a wrist corsage standing behind a railing Page 169: a man wearing a blue polo shirt and red hat with four boys in tee shirts sitting with him Page 171: Starting from the top left corner going clockwise: clip art of a man playing basketball, a fish, a computer and a pen Page 173: top: a men’s basketball team in yellow uniforms with their coach, bottom: a group of people in sports uniforms Page 178: top: a woman smiling in a striped shirt holds a very large stuffed blue gorilla, bottom: a smiling woman in a striped shirt and black skirt standing in a dark parking lot Page 181: top: a person in red graduation regalia stands between a man and woman on a running track, bottom: a smiling woman in a purple top sits in front of a man in a blue skirt and hat with his hands on her shoulders

By: Lori Flaminio

Introduction

A black letter O with green palm trees around itnce upon a time, on an island not so far away, a wondrous transformation in public higher education occurred. In 1995, just one year after becoming a four-year temple of knowledge (Young), Texas A&M University-Corpus Christi (TAMU-CC) opened its gates to welcome the second freshmen class of 460 students ready to embark on their scholarly journeys (Ullrich, 2023).

Forty-three of these brave seekers of wisdom documented their fall semester experiences as letters to the future, which were preserved as precious artifacts and later discovered in the Mary & Jeff Bell Library Archives. The Chronicles of ’95 offer a rare glimpse into past narratives and historical challenges students faced in South Texas. From academic labyrinths and social gauntlets to fire-breathing dragons preventing access to financial treasure, enrollment obstacles have deterred many a noble heart from completing their educational quest.

According to Harvey (2003), students are the heart of academia, and their perspectives are of great value in enhancing the educational experience of the future. This digital exhibition connects historical experiences to current student services designed to support success. Understanding and addressing enrollment barriers is crucial for institutions and policymakers who want to ensure that all who seek knowledge can fulfill their scholarly destinies.

STBI IMPACTS 1995-TODAY The Chronicles of ‘95: A Tale of Student Services Image of Texas with dollar signs along the border 1 Funding increased 28% from the state in 1995 to institutions along the border (compared to 7.5% statewide), resulting in long-term impacts to higher education Image of an arrow moving up with dollar sign 2 Overall enrollment increased 17% from 1995-2000, generating over $60 million in revenue, $31 million to the Coastal Bend, and the creation of 2,000 local jobs Image of a Texas license plate STBI-LUV95 3 Innovation in research and academics focusing on regional challenges was prioritized and graduates from these programs continue to contribute knowledge to the local workforce Image of buildings with blue windows 4 Institutional resources expanded necessitating expansion of student support services and construction of new facilities to accommodate the increased demand Image of a large group of people standing 5 Hispanic enrollment increased 87% from 2002 - 2021, reflecting the goal of the STBI to increase access to higher education for the population in the Texas-Mexico border region

Background

The STBI

Stories of TAMU-CC cannot be told without mentioning the South Texas Border Initiative (STBI), which aimed to increase access to higher education for the predominantly Hispanic population in the Texas-Mexico border region and resulted in a 28% increase in 1995 state funding to institutions along the border, compared to 7.5% statewide (Calderon Galdeano, 2014).

This investment in the region has had significant long-term effects on Corpus Christi and the surrounding area. Enrollment increased by 17% from 1995-2000, generating over $60 million in revenue (of which 90% came from outside the area), $31 million to the local economy from spending, and the creation of 2,000 local jobs that produced over $273 million in personal income (Institute of Education Sciences, 1998). From 2002 to 2021, enrollment of Hispanic students increased by 87% at TAMU-CC (Texas A&M University-Corpus Christi, 2022). Today’s economic impact of the STIBI is $644 million, with $1.1 billion in additional lifetime earnings to Coastal Bend residents (Lee, 2023).

New research and academic programs reflecting regional challenges were prioritized due to student diversity and growth. Graduates from these enhanced programs continue contributing to the local and regional workforce, driving further development through their skills and knowledge (Abel & Deitz, 2012). Increased educational demand necessitated expansion in institutional resources, including the construction of new facilities and the expansion of student support services (Johnson, 2021). The STBI’s success in increasing access to higher education has had a domino effect, influencing various aspects of university operations and their ability to serve the student body effectively.

The Slackers

In addition to the effects of the STBI, understanding higher education in the context of the mid-90s requires recognizing the unique landscape of the time. These students were part of Generation X (also known as Gen X or the Slacker Generation), negatively stereotyped as lazy, directionless, and craving entertainment that could be enjoyed with a short attention span (Townsend, 2020).

In the post-Cold War era, the early 90s saw a recession and increased unemployment in the United States. Although the economy was recovering by 1995, many students still faced economic hardships (Aborn & Cahill, 2020). Socially, there was a resurgence of student activism, with movements addressing various issues, including race, sexual orientation, environmental concerns, global human rights, and domestic political policies. College campuses were often hubs for this activism, reflecting Gen X’s response to growing up in this era of challenges (Rhoads, 1998). Technologically, the emergence of the Internet, personal computers, and improvements in electronic content delivery began transforming learning and communication (Dunning et al., 2007).

Navigating the complexities of the first semester of college and adulthood can be a period of significant change and difficulty, regardless of generation (Landino, 2016). In 1995, Dr. Libby Allison from TAMU-CC’s English Department assigned her first-year students a unique project of writing letters to their future grandchildren, describing life as a new college student (A&M Student Letters to the Future, 1996). The writings delve into the students’ reflections on their initial experiences and perspectives on contemporary issues. Several themes are revealed, including some specific to historical barriers to higher education.

Analysis

Three themes from the Chronicles of ’95 that reflect challenges faced by students entering higher education in South Texas were identified. These themes include:

  1. College is Different: A lifetime of experiences shaped students’ expectations for their first semester of college. They mentioned the challenges and learning curves faced when transitioning from high school, ranging from study habits and time management to coping with increased independence and technological demands. When student expectations for the first semester of college match reality, persistence increases (Williams, 1999).
  2. Financial Concerns: Students have historically perceived financial problems as a primary barrier to enrollment (Brock, 2010). The narratives provide a window into the various financial struggles faced by college students in the mid-1990s, encompassing issues such as budgeting, the cost of living, and the broader economic context impacting their lives.
  3. Homesickness: Homesickness is a universal experience for any human, regardless of age, gender, or cultural background (Ferrara, 2020). Experiences covered a range of emotions and situations, such as missing family members, dealing with long-distance relationships, and struggling to be in a new and unfamiliar environment. Each person reflects on the common feelings of adjustment and the longing for familiar comforts and connections. Emotional factors like homesickness and loneliness can significantly impact retention (Boddy, 2020).

These findings beg the question: How can contemporary student services address issues affecting students at TAMU-CC for decades?

IMPLICATIONS The Chronicles of ‘95: A Tale of Student Services Image of a graph inside a magnifying glass 1 Understanding Historical Contexts analyze trends and student feedback at HSIs/MSIs for tailored, effective services, considering historical contexts and demographic shifts Image of a graduation cap 2 Academic Preparation and Support strengthen high school-college collaboration for readiness and combine multiple academic support resources to improve retention Image of two hands exchanging money 3 Addressing Financial Barriers enhance access by providing clear, personalized financial aid and align academic programs with market needs, especially for low-income students Image of a human head with a heart in the brain area 4 Emotional and Social Support integrate emotional and social support, focusing on mental health, homesickness, and community building, especially for Latinx students Image of people around the Earth 5 Cultural Inclusivity promote cultural inclusivity by tailoring services to diverse identities, involving families, and establishing mentoring to enhance student success

Implications

The archival exploration of students’ experiences, documented in the Chronicles of ’95, alongside the contextual backdrop of the South Texas Border Initiative (STBI), offers profound implications for contemporary educational practice, particularly at Hispanic-Serving Institutions (HSI) and Minority-Serving Institutions (MSI), like TAMU-CC. While some aspects of these challenges have evolved, they persist as significant barriers to enrollment and success. Some strategies to consider in providing services that support students and their families in the transition to higher education are:

  1. Understanding Historical Contexts: The shift in student demographics, notably influenced by the STBI, and the challenges of the mid-90s highlight the need to understand the historical backgrounds of student populations (Garibay et al., 2020). This understanding is essential for creating effective student services (Tinto, 1993). HSI/MSIs should conduct analyses of enrollment and retention trends, identify critical factors affecting their students, and develop support programs that align with the institution’s unique identity and student demographic (Brown et al., 2023). Continuous evaluation and incorporating student feedback are critical for refining student services and ensuring their effectiveness (Harvey, 2003).
  2. Academic Preparation and Support: Over one-third of all first-year students require some form of remedial coursework, often necessary due to inadequate high school preparation, which delays degree completion and imposes additional financial burdens on students (Long, 2014). Student services should focus on strengthening the collaboration between secondary and higher education institutions. This would involve aligning high school curricula with college expectations and promoting college readiness in regional high schools to improve students’ academic preparation for college (Martorell & McFarlin, 2011).

For HSI/MSIs, combining academic intervention resources, like academic advising, academic coaching, freshmen seminars, and peer mentoring, improves student retention rates compared to just a single approach. Specifically, examining data from different cohorts is recommended to objectively determine which attrition factors are statistically significant for minoritized students in their institutions (Brown et al., 2023).

Student orientation programming should include information and resources to help incoming students develop realistic expectations for the academic demands of college. Sessions focused on navigating the higher education system, managing time, overcoming imposter syndrome, and creating a sense of community among new students are critical in serving new students (Ward-Roof, 2010).

  1. Addressing Financial Barriers: The Chronicles of ’95 underscore the persistent challenge of financial barriers to college access and success (Baum & Flores, 2011). Affordability remains a critical barrier, making higher education increasingly inaccessible for many students, particularly those from low-income backgrounds. In 2010, about 82% of students from high-income families attended college compared to only 52% from low-income families, and the gap in college completion rates between these groups is significant (Long, 2014)​​. Student services can enhance enrollment and retention by alleviating financial barriers through personalized aid counseling, simplifying the process, and ensuring that aid information is transparent and easily understandable to aid decision-making (Gallup & Lumina Foundation, 2023-b; Levine, 2022).

HSI/MSIs should prioritize financial support systems, including scholarships, grants, and work-study programs, specific to the needs of their student populations, especially in regions with significant economic disparities (Klasik, 2012). Coordination of financial aid services with other student programming, like orientation, enhances the overall effectiveness of financial support offered to Latinx students (Venegas, 2015)​​.

Emergency aid and hardship grants to alleviate financial stress help improve students’ perceptions of institutional care and a sense of belonging (Wagner et al., 2021). These financial aid options are seen as most helpful by unenrolled adults, including those from minority and economically disadvantaged backgrounds.

In response to the rising costs and declining public perception of the value of higher education, institutions should align academic programs with market needs to enhance career outcomes​​ (Caron & Muscanell, 2022). This includes communicating the economic advantages of investing in education and its positive impacts on regional well-being, civic engagement, and personal development (Gallup & Lumina Foundation, 2023-a; Orphan & McClure, 2022).

  1. Emotional and Social Support: As noted in the archival letters, the prevalence of homesickness and emotional stress calls for a robust support system integrated throughout the enrollment experience. Understanding the emotional aspects behind students’ enrollment decisions can help design more effective retention strategies beyond academic and financial support (Boddy, 2020). Many students point to emotional stress as influencing their decision to consider stopping out, particularly Black, Hispanic, male, and students from areas with strong family bonds, like South Texas (Gallup Lumina Foundation, 2023-b; Wilson et al., 2018).

Providing mental health counseling and support services that focus on coping strategies for homesickness is essential (Ferrara, 2020). For student services at an HSI/MSI, this implies a need for proactive engagement with Latinx students, especially in their freshman year, to aid in their academic and social integration (Benavides et al., 2022). Orientation activities should be designed to acknowledge and address homesickness directly (Claborn & Kane, 2019) and address the barriers to counseling, such as stigma and time constraints, to improve students’ awareness and understanding of these services (Huenergarde, 2018). It also suggests the importance of creating and promoting targeted support systems programs that facilitate connections with faculty and peers, supporting the development of a strong sense of belonging among first-generation Latinx students (Becerra, 2010; Clark et al., 2013).

  1. Cultural Inclusivity: There is an increasing enrollment of students with multiple and intersecting minoritized identities, including LGBTQIA+ students, but retention, completion, and success rates for these students remain low (Gonzalez & Cataño, 2022). These challenges highlight the need for HSI/MSIs to cultivate an inclusive campus environment that respects diverse cultural backgrounds and demystifies “the hidden curriculum” not explicitly taught in the classroom (Benavides et al., 2022, p. 3). For student services, this underscores the importance of balancing efforts to enhance institutional prestige with the need to ensure equitable access and support for all students, especially those from underrepresented backgrounds (DeTurk & Briscoe, 2021). Student services professionals should tailor services to meet diverse student populations’ cultural contexts and needs, especially first-generation students (Benavides et al., 2022).

Institutions serving significant Latinx populations should also facilitate parental involvement in educational planning and decision-making, provide resources that meet the needs of their specific populations, and leverage families’ unique cultural wealth in supporting their children’s educational journeys (Palomin, 2020). Establishing clear communication and mutual information flow with Latinx families is critical (Chlup et al., 2018) and can be accomplished partly by providing resources and information in languages other than English (Deeb-Sossa et al., 2021). Lastly, mentoring relationships are impactful for Latino male first-year college students, helping them improve a sense of belonging, which improves retention and success (Luis et al., 2023).

In addition to these specific strategies, systemic changes will be necessary to make higher education more accessible and navigable for all students, especially those from underrepresented backgrounds (Texas Legislative Budget Board, n.d.). Students with the greatest needs often attend the least-funded institutions, offering fewer resources, support services, and opportunities (Labaree, 2017)​​. This stratification impacts the educational experience and future career prospects of lower-income and commuting students (Mintz, 2023)​​.

Conclusion

The Chronicles of ’95 weave wisdom from the past into the fabric of South Texas’ educational tapestry. These narratives, rich with lore and lessons, shine a guiding light for sculpting the scholarly practices in this vibrant land. From the timeless challenges of readiness, the shackles of financial constraints, and the aching pain of homesickness, each story bears witness to the trials of scholarly pursuits. However, they also help explain new winds blowing, shifting perceptions of the value of higher education, and foretelling changes in the seas of demographics, notably a foreseen decline in the number of youth ready to embark on the collegiate voyage (Kline, 2019).

In this ever-evolving landscape, student services professionals emerge as valiant champions. With wisdom and foresight, they navigate these multifaceted challenges, standing as steadfast pillars in the grand halls of higher education. Like the cornerstone of a great fortress, their role is pivotal in these institutions’ strategic sustainability, especially in the dynamic and ever-shifting realm of South Texas. Their adaptability is a beacon of hope, ensuring that every aspiring scholar, regardless of their path or challenges, can attain their quest for knowledge, contribute meaningfully to a democratic society, and live happily ever after.

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