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 can be found anywhere and in great numbers you might find that their education has a Catholic School base.
Studies have demonstrated that anywhere in the U.S., for example, a Latino student who attends Parochial School has 45% increased chances of graduating, in comparison to his/her counterpart in the public school system. These schools also have great success promoting students from Catholic elementary schools onto Public high school, where students are able to succeed because Catholic schools are known to teach good study habits and develop student values that make them a good role model and positive influence in any environment. In full circle and in the similar spirit of protest that began Catholic schooling, leaders are now called to ignite Church concerns related to the material and cultural discrimination of Latino and African American communities today.
This to suggest that the Church must take a proactive leadership role in creating the conditions by which undeserved communities can reflect and act upon the importance of education. How are Catholic Schools successful? What are the influencing factors to their success and why is Catholic School a viable option for parents? Why does this financial investment make sense? How can Public and Catholic Schools continue collaborating for the success of our cities, towns?
Introduction / Moderator:
- Sharon Pierce School Administrator, Lighthouse Christian Academy Doctoral Candidate, Educational Leadership Program, CSUSB
- Delila A. Vasquez President, San Bernardino Catholic Elementary Schools
- Carla Ford Brunner Senior Account Executive, Inland News Papers and Board Chair, San Bernardino Catholic Elementary Schools
- Maria Echeverria Vice Chancellor, San Bernardino Diocese, Former Catholic Schools Parent
- Madeline G. Thomas Principal, Resurrection Academy, Fontana
- Robert Villaseñor Member, Catholic Association of Latino Leaders (CALL), Vice President, Deposit Relationship Manager, ProAmerica Bank
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: ...
The time is now for Latinos to unleash the giant, energized and empowered, and reflective of the growing diversity in the United States. It must begin with exercising our right to vote. We can only edge closer to true representations of our community when we use our vote as our voice, so our presence can not only be felt in the electorate, but public policies can better resemble and reflect the needs of our community. As educators, advocates and leaders we must all work together to engage the next wave of voters, Latinos or otherwise, so as to build a civic society and representative democracy inclusive of all our interests. The panelists will discuss efforts to promote the broader movement for social and economic justice through increased civic participation, working with community-based, educational, religious, labor, and other organizations seeking to build civically cognizant and active neighborhoods. Among the topics are increasing voter registration, the need for practical and targeted voter education, critical engagement and participation rates, and organizing and exposing Latino youth and community members to social change opportunities and long-lasting community power. Introduction / Moderator: - Cecile Dahlquist, Board Certified Family Nurse Practitioner, Student Health Center-Palm Desert Campus, and Doctoral Candidate-Cohort 11, Educational Leadership Program, CSUSB Introduction / Moderator Panelists: - Janet Bernabe, Riverside Regional Coordinator, Mi Familia Vota - Luz Gallegos, Community Programs Director, TODEC Legal Center - Francisco J. Solá, Chair, Latino Voter Registration Project This segment is date/time stamped: March 28, 2019; 11:15AM Recommended Citation: CSUSB - Latino Education and Advocacy Days (LEAD), "Panel Discussion: “Unleashing the Giant: Voter Registration & Civic Engagement”" (2019). Latino Education and Advocacy Days (LEAD) Video Recordings. 20.https://scholarworks.lib.csusb.edu/lead/20 ...
This panel is date/time stamped: March 26, 2015, 12:05PM– 12:55PM Central Time Zone The last few decades have brought about important shifts in STEM due mostly to globalization and technological developments. These shifts have generated an eminent demand for an increase in human capital and a centrality in the STEM fields due to the shortage and negative ramifications to global economic competitiveness. One important issue is that to meet the increased demand for specialized labor, it is necessary to retain students in STEM. But unfortunately, more than 60% of those students who express an interest in pursuing a STEM major, leave without completing their intended program of study. This attrition is particularly high among racial and ethnic minority groups, including women and low-income students. Representatives of higher education in both the U.S. and Mexico share their knowledge and experience with respect to the theme of Equity and Quality in Education through STEM Education, across international settings. Introduction: - Dr. Linda Prieto, Department of Bicultural Bilingual Studies, UTSA Panelists: - Dr. Armando Mata Romero, Universidad Juárez del Estado de Durango, México - Dr. Angelina Alvarado Monroy, Universidad Juárez del Estado de Durango, México - Dr. Cynthia Esperanza Lima González, Interdisciplinary Learning and Teaching, UTSA - Ms. Sandra Telles, La Clase Mágica after-school program - Dr. Verónica Vargas Alejo, Universidad de Quintana Roo - M.en C. José Refugio Reyes Valdés, Universidad Autónoma de Coahuila Moderator: - Dr. Guadalupe Carmona-Dominguez, Interdisciplinary Learning and Teaching, UTSA Recommended Citation: CSUSB - Latino Education and Advocacy Days (LEAD), "Panel: "Academic Collaborations in International Settings: Equity and Quality in Education through STEM Education"" (2015). Latino Education and Advocacy Days (LEAD) Video Recordings. 28.https://scholarworks.lib.csusb.edu/lead/28 ...