This segment is date/time stamped: March 30, 2016; 10:00AM
Opening Ceremony: “Honoring the Ancestors”, LEAD Summit VII
Sacred Circles is an indigenous based performance group that incorporates Aztec/Mayan and other traditional teachings, danza, storytelling and imagery to inspire, enlighten, heal and honor the spirit of the ancestors and people of all roots.
Dembrebrah West African Drum and Dance Ensemble is a collection of professional and semi-professional lay artist educators dedicated to the study, preservation and promotion of authentic West African art, culture, and history in all its power, beauty, strength and grace.
Introduction / Facilitator:
- Maestro Jerry Tello, Director of the National Compadres Network, Therapist, Author, Performer and Program Developer, Recipient of the Ambassador of Peace Award and Presidential Crime Victims Service Award
- Sacred Circles: Maestro Jerry Tello, Susanna Armijo, Citlali Arvizu, Virginia ArvizuSanchez, and Victor Muñoz
- Dembrebrah: Baba John Beatty, N’della Davis-Diassy, Kwesi Williams, Libretch Baker, and Hanif Riley
CSUSB - Latino Education and Advocacy Days (LEAD), "Opening Ceremony: “Honoring the Ancestors” (LEAD Summit VII)" (2016). Latino Education and Advocacy Days (LEAD) Video Recordings. 29.
LEAD Exclusive - Behind-the-Scenes Extra exclusive content, like behind-the-scenes footage, be it back-stage, behind the curtain, or out of view of the general public. "The Cheech Marin Center for Chicano Art & Culture of the Riverside Art Museum" Season 12 (2021) An exclusive behind-the-scenes tour by LEAD planners and CSUSB delegates of the forthcoming Cheech Marin Center for Chicano Art & Culture of the Riverside Art Museum. Located in the Inland Empire, city of Riverside-California, The Cheech Marin Center for Chicano Art & Culture, nicknamed “The Cheech,” is a public-private partnership between the Riverside Art Museum, the City of Riverside, and comedian Cheech Marin. Cheech Marin, LEAD XI Padrino de Honor, is one of the world’s foremost collectors and advocates of Chicano art. In the mid-1980s, he began developing what is now arguably the finest private collection of Chicano art. In addition to artwork loans to numerous institutions, this notable collection has been featured in over a dozen exhibitions produced and shown at more than 50 museums in the U.S. and Europe to date, including the Smithsonian, LACMA, and the de Young Museum in San Francisco. Comprised of mostly paintings, followed by drawings, prints, and mixed-media artworks, then sculptures and photography, his collection (which currently numbers approximately 700 pieces) will serve as the core of The Cheech Marin Center for Chicano Art & Culture of the Riverside Art Museum. A long-term goal of The Cheech is to supplement and expand the collection with Chicano artists, media, and subject matter not currently included through acquisitions and donations from artists and their estates, art collectors and dealers, and institutions. The concept for the new space and guiding principles of the design by nationally recognized architect and ...
Latino/a/x have become the largest student population of color in higher education and represent 25 percent of community college students nationwide. When compared to Whites, Latino/a/x are more likely to choose a community college, even after controlling for academic achievement and socioeconomic status. Thus, upon completing high school, 46 percent of Latinx enroll in the community college sector. When entering the community college system, approximately 51 percent of Latino/a/x aspire to transfer to a four-year college, but less than 14 percent will earn a bachelor’s degree within six years of enrollment. Ultimately, 35 percent of Latino/a/x earning a bachelor’s degree are transfer students, which is the highest among other racial groups. U.S. community colleges are complex organizations to lead. Upholding the multiple missions of the community college; responding to the nation’s developmental education crisis; addressing low completion and transfer rates; contending with dwindling, insufficient, and shifting revenue streams; (re)building relationships with board members; and operating within a culture of increased audit and accountability are but a few of the challenges with which community college leadership and faculty must grapple. Additionally, an increasing number of community college leaders and faculty now face decisions centered on the added role of conferring baccalaureate degrees. Within this context, the discussion frames the community college as a sector that can facilitate college access for Latino/a/x students as well as a context where students, faculty, and leaders have to navigate and overcome institutional challenges to bridge degree aspirations with completions. This panel will highlight the multiple ways in which community college Latino/a/x students and leaders respond to and challenge institutionalized obstacles in the community college pathway, levels, apprising different constituencies—from academia to policymakers to school districts—on the conditions ...
Catholic schooling began in the 1800’s “in a spirit of protest,” when Church leaders objected to the discrimination of Catholic children, and did not want their children indoctrinated in Protestant and secular settings. Disregarded and denigrated by state legislatures, the Church leadership turned to its congregations, demanding that every parish build and support a school and that all Catholic families enroll their children in their parochial school. The result was the largest private school system and alternative to public schooling in the U.S. In many communities, parochial schools are entirely supported by a largely working-class minority population. Parents scrimp and save to send their children to parochial school because it matters to them and they want it to make a difference in the formation of their children. For many working-class families, the Catholic schools are the only alternative to public schools that they can afford. And in many areas of the city, the parish school down the street has become the neighborhood school. Additionally, the enrollment of non-Catholic students in Catholic schools has been rising nationwide for the last several decades. Collaboration exemplifies the wide support for accessibility to Catholic Education in many of our communities, where the U.S. Catholic School system has historically produced successful students from immigrant, poor and medium-income family backgrounds. The mission of Catholic Schools is to provide the skills to successfully complete high school and prepare students for college. While Catholic Schools are not equipped to provide education for students with special needs, the curriculum does include scaffolding, differentiation and adaptation to meet the student where they are with the interest of moving him/her forward with learning and comprehension skills. Successful professionals across disciplines ...