This panel will discuss the state of Latinas in education, including the challenges and opportunities for engaging and supporting Chicanas/Latinas across the P-20 education continuum and beyond. Within the broader Chicano/Latinx student group, Latinas comprise a greater proportion pursuing undergraduate degrees in the United States. Yet, Latinas still face challenges throughout the public education continuum, particularly in postsecondary contexts. This intergenerational panel will present a broad perspective of how the Latinx community may thrive across P-20 pathways by offering a more nuanced understanding of select elements that contribute to success, resilience, determination and an unwavering commitment to the Latinx comunidad. Besides an overview of the state of Chicana/Latina progress in P-20 systems and beyond, panelists will cover the role of mentorship and programs in undergraduate success, the plight of first-generation Latinas in postsecondary contexts, and moving beyond full scholarship, mentorship and legacy building.
- Dr. Frances Contreras Associate Vice Chancellor Associate Professor, Education Studies UC San Diego
- Dr. Jeannett Castellanos, Director, Social Sciences Academic Resource Center, UC Irvine
- Dr. Nancy Acevedo-Gil, Assistant Professor, Department of Educational Leadership and Technology, CSUSB
- Dr. Julie López Figueroa, Professor, Ethnic Studies and Program Director, Chicana/o and Latina/o Studies; CSU Sacramento
This panel is date/time stamped: March 29, 2018; 9:50 a.m to 10:35 a.m.
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 ...
This panel discusses the new report by The Education Trust – West, The Majority Report: Supporting the Educational Success of Latino Students in California, a comprehensive look at the status of California’s Latino students. The report presents a range of extant state wide data from multiple sources, and also incorporates original research and stories from primary first-hand sources, such as interviews with current and former students. The Majority Report investigates Latino students’ experiences, from issues affecting early education gaps, through the causes of lower college attainment rates, and the barriers faced as they prepare for, enter, and complete postsecondary education. In addition to identifying problems, the report highlights solutions: practices and policies that have been effective for Latino students, parents, and educators. The report was released late Spring 2017. For more information or to ensure you receive a copy of the report upon release, please e-mail [email protected] *Presentation made possible through a working partnership with The Education Trust—West, which is the California based office of the nationally recognized Education Trust based in Washington D.C. The Education Trust—West works for the high academic achievement of all students at all levels, pre-k through college, by exposing opportunity and achievement gaps that separate students of color and low-income students from other youth, identifying and advocating for the strategies that will forever close those gaps. Introduction / Moderator: - Anthony Chavez, External Relations Associate, The Education Trust West Panelists: - Raquel Simental, Director of External Relations & Communications, The Education Trust West - Julia Vergara, Co-Executive Director, Puente Project, University of California - Linda Vasquez, Director, Regional Affairs, Campaign for College Opportunity This segment is date/time stamped: March 30, 2017; 2:50PM Recommended Citation CSUSB - Latino Education and Advocacy Days (LEAD), "Panel Discussion: “The Majority Report: ...
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 ...