Tuesday, November 27, 2012
A Great Story to be Continued...
Developing Chris's voice has been an informative experience. I empathize with his struggles and I have hope for his future. I believe that Chris will face some pretty hard times that cause him to seriously consider leaving college, but I believe he will finish and go on to help strengthen the Latino community. That is one thing that the Latino community has in their favor, family and community. Coming into this project I had worked with Latino students before, but didn't comprehend the challenges that they face or the reasons why they faced them. This project has given me the opportunity to connect the dots between past and present experiences, Chris's voice, and content covered in both Theory and Foundations. I can't wait to look back on my entries in the future and see how I have grown since completing this project. I believe that this project is a starting point and helps build understanding and awareness. After completing this project I believe that I have a responsibility to continue to inform myself of other voices and make connections between theory and practice. I am excited to apply what I have learned in this project. The door is open for me to return to Adams State this summer and assist with Summer Latino Leadership Summit. I have not decided if that is the best option for the summer based on time constraints and other obligations, but as I worked on this project my head was spinning with ideas that could help elevate the program. If I returned I know that I would approach the program differently including the conversations that I have with students, student leader retreat facilitation practices, correspondence with potential students and parents, and organizing student presentation workshops. As I see it no story ended today, it just began.
Tuesday, November 13, 2012
Getting Involved & Getting Connected: Student Learning and Development Outside the Classroom
Working in campus activities and aspiring to work in that functional area following graduate school, I understand and appreciate the value of student learning and development outside of the classroom. One of the biggest issues I struggle with is seeing students who would benefit from being involved and have so much to offer, and not utilizing their talents/potential.
It has already been established that Chris learns by experience and through building relationships. Although it is difficult for Chris to take time to get involved it will increase his chances of being a successful student. Applying what he is learning outside the classroom and joining organizations such as Latino Student Union or getting involved with leadership opportunities through campus activities, residence life, or the multicultural affairs office could all be valuable opportunities for Chris. Even keeping an eye out for programs hosted by various organizations could provide Chris with additional connections. Chris has the potential to lead his peers one day and provide them the assistance he struggled to find.
It has already been established that Chris learns by experience and through building relationships. Although it is difficult for Chris to take time to get involved it will increase his chances of being a successful student. Applying what he is learning outside the classroom and joining organizations such as Latino Student Union or getting involved with leadership opportunities through campus activities, residence life, or the multicultural affairs office could all be valuable opportunities for Chris. Even keeping an eye out for programs hosted by various organizations could provide Chris with additional connections. Chris has the potential to lead his peers one day and provide them the assistance he struggled to find.
Sunday, November 4, 2012
Baxter Magolda's Model of Epistemological Reflection
Chris is a very intelligent student. He is a hard worker and strives to achieve his highest potential. While he excels in the areas of math and science he struggles with English, and he grew up in a Spanish speaking household. Currently, Chris is in a developmental English course. He feels bad about the circumstances, but understands that is an area he needs to improve. He did well the first half of the semester when the writing assignments were based on personal experiences, but is struggling now that his assignments are starting to incorporate research. He is also struggling to keep up with that class, because of his outside work and family obligations.
Looking at Baxter Magolda's Model of Epistemological Reflection Chris is in the transitional knowing stage (Evans et al., 2010). He learns best from his peers and building relationships with others. Experiential learning is a primary way in which he learns and that is why he did well in the beginning of the semester when he wrote papers about personal experiences. Chris is also struggling because a good amount of the class time is given to them to work in the library independently on upcoming work, and in the beginning of the semester there was more group work and discussion. Chris benefits from sharing ideas.
The other stages in Baxter Magolda's Model of Epistemological Reflection are Absolute knowing (before transitional knowing), independent knowing, and contextual knowing (both stages following transitional knowing) (Evans et al., 2010).
Someone who is in the absolute knowing stage believes that authority figures have all the answers and look to them asking many questions. At this point Chris accepts that authority figures do not have all the answers. Someone in the independent knowing stage values their own ideas and the ideas of others. They want context provided when receiving knowledge, and someone in the contextual knowing stage requires that evidence be provided and are alright with uncertainty (Evans et al., 2010). Chris has not made it to either one of these stages yet.
Looking at Baxter Magolda's Model of Epistemological Reflection Chris is in the transitional knowing stage (Evans et al., 2010). He learns best from his peers and building relationships with others. Experiential learning is a primary way in which he learns and that is why he did well in the beginning of the semester when he wrote papers about personal experiences. Chris is also struggling because a good amount of the class time is given to them to work in the library independently on upcoming work, and in the beginning of the semester there was more group work and discussion. Chris benefits from sharing ideas.
The other stages in Baxter Magolda's Model of Epistemological Reflection are Absolute knowing (before transitional knowing), independent knowing, and contextual knowing (both stages following transitional knowing) (Evans et al., 2010).
Someone who is in the absolute knowing stage believes that authority figures have all the answers and look to them asking many questions. At this point Chris accepts that authority figures do not have all the answers. Someone in the independent knowing stage values their own ideas and the ideas of others. They want context provided when receiving knowledge, and someone in the contextual knowing stage requires that evidence be provided and are alright with uncertainty (Evans et al., 2010). Chris has not made it to either one of these stages yet.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in
college: Theory, research, and practice (2nd. Ed.). San Francisco: Jossey-Bass
Publishers.
.
Saturday, November 3, 2012
Financial Struggles
One of Chris's biggest struggles is being able to support himself financially. Chris has an on campus job, but in order to balance being able to go home on the weekends and attend all of his classes he works in the union late at night. He helps to clean up the union and close it down. He doesn't get out of work until 3am, and has been working almost every night picking up others' shifts in order to save up money. Chris still doesn't understand the financial aid process and can't currently identify anyone who can support him through this process or who he feels comfortable enough to approach. Chris has made some friends and from time to time they causally talk about financial aid. Chris is under the impression that his friends receive more financial aid than he does, but doesn't know why and believes it would be rude to bring it up with them.
While the amount of aid Latino students receive may be smaller they are more likely to apply for financial aid, and 63% of Latino students do receive financial assistance (Fischer, 2005). Still, in the end the article pin points the idea that Latino students need to become more educated about the financial aid process, and suggest that colleges review data in order to better serve and meet the needs of Latino students (Fischer, 2005).
Latinos Said to Lag in Getting Student Aid
According to Karen Fischer (2005), "The report, 'How Latino Students Pay for College,' which is the first to break out participation rates of Latino students in financial-aid programs, says that Latino students received an average financial-aid award of $6,250 in 2003-4, compared with an average award of $6,890 for all students. Asian students received the largest awards, an average of $7,260, according to the report, which was published by Excelencia in Education and the Institute for Higher Education Policy" (para 2).While the amount of aid Latino students receive may be smaller they are more likely to apply for financial aid, and 63% of Latino students do receive financial assistance (Fischer, 2005). Still, in the end the article pin points the idea that Latino students need to become more educated about the financial aid process, and suggest that colleges review data in order to better serve and meet the needs of Latino students (Fischer, 2005).
Sunday, October 28, 2012
Turning Tables
Women are turning the tables in higher education, and it is predicted that in the near future the number of men enrolled in college will be significantly less than women.
If the number of men pursuing college degrees is on the decline what does that mean for Latino men who already face a handful of challenges?
According to the College Board in 2008 51.9% of Hispanic males that graduated from high school were either unemployed, incarcerated, or deceased.
That statistic is alarming. I think that Chris would be saddened by this statistic, but not surprised. I think that it would make him want to work harder and earn his degree. It is also important for Chris to set an example for his younger brother, Alejandro. From a student affairs perspective, I think it is important to seek out and support students like Chris. If Chris can find his bearings he will be able to work with peers and prospective students while encouraging them to explore the option of attending college. As an invested member of his community Chris can go back and inform others of his experiences and how to navigate college. Along with that idea, the Puente Project is a program that assists minority students reach their dreams of attending college, and after completing their degrees sends them back to their community to serve as leaders and mentors to others.
.
If the number of men pursuing college degrees is on the decline what does that mean for Latino men who already face a handful of challenges?
According to the College Board in 2008 51.9% of Hispanic males that graduated from high school were either unemployed, incarcerated, or deceased.
That statistic is alarming. I think that Chris would be saddened by this statistic, but not surprised. I think that it would make him want to work harder and earn his degree. It is also important for Chris to set an example for his younger brother, Alejandro. From a student affairs perspective, I think it is important to seek out and support students like Chris. If Chris can find his bearings he will be able to work with peers and prospective students while encouraging them to explore the option of attending college. As an invested member of his community Chris can go back and inform others of his experiences and how to navigate college. Along with that idea, the Puente Project is a program that assists minority students reach their dreams of attending college, and after completing their degrees sends them back to their community to serve as leaders and mentors to others.
.
Monday, October 22, 2012
Retention, Retention, Retention
According to Megan Rooney's article in the Chronicle of Higher Education, "Latino-Americans' interest in pursuing education after high school does not translate into success in achieving college degrees" (para 8).
The following is a list of issues that negatively impact retention. The highlighted points are challenges specific to Chris.
community college attendance resulting in no degree completion
for profit school attendance resulting in massive loans and nontransferable credits
enlisting in the military
Financial strains including low-income household and supporting family
Taking care of family members
Academic struggles and coming into college unprepared
Unclear understanding of what college entails
Lack of mentor
Unable to form connections
Lack of campus involvement
Going to school part time
Non-traditional aged student
Too many other commitments
Language barriers
Latino's are the leading minority group when it comes to college aspirations and attendance, but fall behind significantly when it comes to graduation completion.
The following is a list of issues that negatively impact retention. The highlighted points are challenges specific to Chris.
community college attendance resulting in no degree completion
for profit school attendance resulting in massive loans and nontransferable credits
enlisting in the military
Financial strains including low-income household and supporting family
Taking care of family members
Academic struggles and coming into college unprepared
Unclear understanding of what college entails
Lack of mentor
Unable to form connections
Lack of campus involvement
Going to school part time
Non-traditional aged student
Too many other commitments
Language barriers
Latino's are the leading minority group when it comes to college aspirations and attendance, but fall behind significantly when it comes to graduation completion.
Friday, October 19, 2012
"You Can't Be What You Can't See"
Missrepresentation has probably become one of my favorite eye opening documentaries. Watching it in 6020 marked the 5th time I had seen the documentary. The first time I watched the film was actually during Interview Days at BG. It was a bonding moment for PJ and I. Each time I have viewed the film I find something new to take away from it. This time I took something else away which was really an unexpected take away. Every time I have watched the film a quote by Marie Wilson, Founder and President Emeritus of The White House Project has always stuck with me. She says, " You can't be what you can't see" in regards to women in leadership roles and positively empowered women in media. How does this message apply to a male Latino? Well, my thought process led to adapting the quote into a different context. What role models does Chris have in his life? It has already been established that he is a first-generation college student and is not surrounded by people who have experienced college or have knowledge of the system. Who can Chris look to for an example of leadership? Who can he look to as someone who fulfilled the goals he wishes to like graduating from college and working in the engineering field? At the same time these questions are occupying my mind, the other graduate assistant working with University Activities Organization is preparing a presentation on diversity for our UAO leadership team. The presentation includes the demographics of Bowling Green State University students, faculty, and staff. According to the presentation 27 out of 797 faculty members identify as Hispanic American and 12 out of the 576 staff members at identify as Hispanic American at BGSU.
Granted, at a predominately white institution the number of minority and/or Latino faculty may be proportionate to the number of minority and/or Latino students, but that still leaves me wondering are there enough role models for Latino students among faculty and staff? My hope is that Chris is able to find a mentor and utilize resources, but how can someone who is unable to get involved due to academic and family commitments supposed to navigate finding a mentor? At this point, Chris would be unfamiliar with resources and would become decreasingly disconnected and probably increasingly unsure if he will make it through college. Which also leads me to ask if predominately white institutions are seeking to build diversity and use race as a factor in the admissions process, or what are they doing to support their students while they are there? It's not enough to have programs or systems in place if students are unable to utilize them or find them. How are Latino students, faculty, and staff supported as a whole and encouraged to reach out and connect to one another.
This video demonstrates the need for Latino students to have mentors early on.
Granted, at a predominately white institution the number of minority and/or Latino faculty may be proportionate to the number of minority and/or Latino students, but that still leaves me wondering are there enough role models for Latino students among faculty and staff? My hope is that Chris is able to find a mentor and utilize resources, but how can someone who is unable to get involved due to academic and family commitments supposed to navigate finding a mentor? At this point, Chris would be unfamiliar with resources and would become decreasingly disconnected and probably increasingly unsure if he will make it through college. Which also leads me to ask if predominately white institutions are seeking to build diversity and use race as a factor in the admissions process, or what are they doing to support their students while they are there? It's not enough to have programs or systems in place if students are unable to utilize them or find them. How are Latino students, faculty, and staff supported as a whole and encouraged to reach out and connect to one another.
This video demonstrates the need for Latino students to have mentors early on.
Monday, October 8, 2012
Orientation...Not Just for Students
I had been looking up articles on Orientation and First-Year programs for a potential issue paper topic and functional 15 assignment. Along the way I began to investigate what the orientation experience looks like for Latino students and explore what Chris's transition might look like. As I mentioned in my first blog entry I was confused about orientation at Adams State last year. I didn't understand why parents were invited to orientation and welcome week activities. I came from a school where the parents were sent away by 4pm after an hour long parent session on move-in day. Like I have mentioned before, I had a lot to learn and I value the opportunity to become better informed as well as reflect on my past experiences.
I am going to break this entry into three parts
1. Important and relevant points from A Qualitative Exploration of the First-Year Experience of Latino College Students by John C. Hernandez
2. Excerpt from Deborah A Santiago's All Together: the Role of Latino Families in Higher Education
3. A look at Schlossberg's Transition Theory in relationship to Chris's transition
1. Hernandez (2002) pointed out that students of color that attend predominately white institutions (like Chris) have additional challenges during their first-year of college, and went on to note some specific challenges that Latino students face such as being first-generation students from low income house holds where Spanish is the primary language spoken in addition to feeling isolated and academically unprepared at their institution. Students were surveyed in the fall and spring to see if they believed they would obtain a four year degree. Based on survey results Latinos scored the highest of minority groups, but in the spring semester dropped to the lowest (Hernandez, 2002). Additionally, Latino students were interviewed about their first-year experience. Based on the results Hernandez organized responses into four themes or significant factors that tie in with first-year Latino students' transition. The four themes are academic and social adjustments, family support and encouragement, involvement opportunities, and ethnic and cultural identity (Hernandez, 2002). In terms of academic adjustments students felt under prepared by their high schools, and responses were mixed about social adjustments with some feelings of isolation. However, it was a common theme that students actively chose not to get involved based off of a wanting to stay solely focused on academics as well as home and community obligations. It is important to recognize that a lack of engagement does not mean students are apathetic, but rather committed to home life and engaged within their communities. However, involvement results in forming connections, and the lack of on- campus involvement among Latino student results in a disconnect to the institution. Another reason Latino students have difficulty forming connections is a reported lack of culture and pieces from their culture that they miss (Hernandez, 2002). Students also experienced what Hernandez refers to as a "culture clash (2002). The expectations of their parents and American experiences created the clash. Lastly, Hernandez (2002) found that Latino students tended to congregate together in order to build support and community. Students also reported that In terms of family support, Hernandez (2002) echoed what most people and articles point to. Families want a better life for their children and encourage them to seek out higher education opportunities, but have trouble supporting them beyond encouragement due to a lack of knowledge and financial strains. Chris's experience aligns with this conclusion, except that his family encouraged him to attend the nearby community college. One of the biggest recommendations Hernandez (2002) offers from his findings is including parents in the orientation process and hosting bilingual information sessions for parents.
2. All Together: the Role of Latino Families in Higher Education
Deborah A. Santiago, "My family made a powerful sacrifice that still humbles me to this day. They let me go. I don't mean they allowed me to go to college—that had always been their goal. Rather, they let me leave the protective support of my home and trusted me to succeed in a new environment more than 3,000 miles away.
My experience is not unique. For many Latino students who are the first in their families to go to college, the role of family is critical, for a variety of reasons. Family bonds are strong for many Latinos, which reinforces both cultural ties and a family's sense of responsibility for success. Many Latino families have lower incomes and must struggle to cover college costs. Latino parents who immigrated to this country to provide more opportunities for their children are heavily invested in their success. There is a strong Latino family identity, and the success of children reflects upon the entire family. Family is so important among Latinos that one-third of Latino undergraduates continue to live at home while they are enrolled." This article goes on to credit institutions that have incorporated and welcomed families into orientation as well as family programming and initiatives.
3. Schlossberg's Transition Model (Evans et al., 2010)
Compiled from information in Goodman, Schlossberg, and Anderson (2006)
Transitions: Chris entering college, leaving home
Meaning for the Individual Based on: Anticipated transition with personal relationship to transition with a large impact in daily life. Chris is in a new and unfamiliar place and is being challenged in ways he has never been challenged before.
Transition Process: Moving in
Coping with Transition
Situation: The desire to receive a college degree, take care of family, and have a better life precipitated the transition. The transition is considered on time and planned. Chris would like to believe he is in control of his transition but when faced with challenges encompassed in Hernandez's four themes he no longer believes he is in control of his transition, only his reaction. Chris has changed roles going from a high school student to a college student which is seen as a gain. The transition is seen as uncertain, and he has no previous experience with a similar transition. There are multiple sources of stress present. Chris has financial stress. He has family obligations that make it hard to connect to campus and get involved, in adddition to the upcoming birth of his niece. Chris is stressed about his academic performance and is currently enrolled in a developmental English/Writing course. He also has stress from his late night campus job. He sees himself responsible for the transition and internalizes the stress, anxiety, and guilt he faces.
Self: Factors include low-income, Latino, first-generation, male, and Chris's determination to remain at school.
Support: At this point in the transition his main support system is his family that provides both encouragement as well as guilt for being far away. Therefore his support system is not stable.
Strategies: Chris would look to modify the situation, but could easily fall into managing stress in the aftermath because of the overwhelming amount of stress he is experiencing, and doesn't fully grasp all the ways in which he could modify his situation.
I am going to break this entry into three parts
1. Important and relevant points from A Qualitative Exploration of the First-Year Experience of Latino College Students by John C. Hernandez
2. Excerpt from Deborah A Santiago's All Together: the Role of Latino Families in Higher Education
3. A look at Schlossberg's Transition Theory in relationship to Chris's transition
1. Hernandez (2002) pointed out that students of color that attend predominately white institutions (like Chris) have additional challenges during their first-year of college, and went on to note some specific challenges that Latino students face such as being first-generation students from low income house holds where Spanish is the primary language spoken in addition to feeling isolated and academically unprepared at their institution. Students were surveyed in the fall and spring to see if they believed they would obtain a four year degree. Based on survey results Latinos scored the highest of minority groups, but in the spring semester dropped to the lowest (Hernandez, 2002). Additionally, Latino students were interviewed about their first-year experience. Based on the results Hernandez organized responses into four themes or significant factors that tie in with first-year Latino students' transition. The four themes are academic and social adjustments, family support and encouragement, involvement opportunities, and ethnic and cultural identity (Hernandez, 2002). In terms of academic adjustments students felt under prepared by their high schools, and responses were mixed about social adjustments with some feelings of isolation. However, it was a common theme that students actively chose not to get involved based off of a wanting to stay solely focused on academics as well as home and community obligations. It is important to recognize that a lack of engagement does not mean students are apathetic, but rather committed to home life and engaged within their communities. However, involvement results in forming connections, and the lack of on- campus involvement among Latino student results in a disconnect to the institution. Another reason Latino students have difficulty forming connections is a reported lack of culture and pieces from their culture that they miss (Hernandez, 2002). Students also experienced what Hernandez refers to as a "culture clash (2002). The expectations of their parents and American experiences created the clash. Lastly, Hernandez (2002) found that Latino students tended to congregate together in order to build support and community. Students also reported that In terms of family support, Hernandez (2002) echoed what most people and articles point to. Families want a better life for their children and encourage them to seek out higher education opportunities, but have trouble supporting them beyond encouragement due to a lack of knowledge and financial strains. Chris's experience aligns with this conclusion, except that his family encouraged him to attend the nearby community college. One of the biggest recommendations Hernandez (2002) offers from his findings is including parents in the orientation process and hosting bilingual information sessions for parents.
2. All Together: the Role of Latino Families in Higher Education
Deborah A. Santiago, "My family made a powerful sacrifice that still humbles me to this day. They let me go. I don't mean they allowed me to go to college—that had always been their goal. Rather, they let me leave the protective support of my home and trusted me to succeed in a new environment more than 3,000 miles away.
My experience is not unique. For many Latino students who are the first in their families to go to college, the role of family is critical, for a variety of reasons. Family bonds are strong for many Latinos, which reinforces both cultural ties and a family's sense of responsibility for success. Many Latino families have lower incomes and must struggle to cover college costs. Latino parents who immigrated to this country to provide more opportunities for their children are heavily invested in their success. There is a strong Latino family identity, and the success of children reflects upon the entire family. Family is so important among Latinos that one-third of Latino undergraduates continue to live at home while they are enrolled." This article goes on to credit institutions that have incorporated and welcomed families into orientation as well as family programming and initiatives.
3. Schlossberg's Transition Model (Evans et al., 2010)
Compiled from information in Goodman, Schlossberg, and Anderson (2006)
Transitions: Chris entering college, leaving home
Meaning for the Individual Based on: Anticipated transition with personal relationship to transition with a large impact in daily life. Chris is in a new and unfamiliar place and is being challenged in ways he has never been challenged before.
Transition Process: Moving in
Coping with Transition
Situation: The desire to receive a college degree, take care of family, and have a better life precipitated the transition. The transition is considered on time and planned. Chris would like to believe he is in control of his transition but when faced with challenges encompassed in Hernandez's four themes he no longer believes he is in control of his transition, only his reaction. Chris has changed roles going from a high school student to a college student which is seen as a gain. The transition is seen as uncertain, and he has no previous experience with a similar transition. There are multiple sources of stress present. Chris has financial stress. He has family obligations that make it hard to connect to campus and get involved, in adddition to the upcoming birth of his niece. Chris is stressed about his academic performance and is currently enrolled in a developmental English/Writing course. He also has stress from his late night campus job. He sees himself responsible for the transition and internalizes the stress, anxiety, and guilt he faces.
Self: Factors include low-income, Latino, first-generation, male, and Chris's determination to remain at school.
Support: At this point in the transition his main support system is his family that provides both encouragement as well as guilt for being far away. Therefore his support system is not stable.
Strategies: Chris would look to modify the situation, but could easily fall into managing stress in the aftermath because of the overwhelming amount of stress he is experiencing, and doesn't fully grasp all the ways in which he could modify his situation.
Evans,
N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student development in
college:
Theory, research, and practice
(2nd. Ed.). San Francisco: Jossey-Bass
Publishers.
Wednesday, October 3, 2012
Ferdman and Gallegos's Model of Latino Identity Development
Ferdman and Gallegos (2001) identity process consists six different orientations that serve as a lens in which Latinos may view themselves. The six orientations are based on five factors which include the individual's identity lens, identity preference, view of Latinos as a whole, view of whites as a whole, and consideration of race (Evans et al., 2010).
According to Evans et al, (2010) Ferdman and Gallegos 6 orientations are:
Latino-integrated: Someone in this orientation views themself holistically and integrates their Latino identity with other identities. People in this orientation have the widest lens.
Latino-identified: Someone in this orientation view the Latino community as one Latino race. Whites are considered to be a separate race that either are supportive or non-supportive of Latinos.
Subgroup-identified: Someone in this orientation identifies solely with a subgroup and has potential to view other subgroups as inferior. Someone in this orientation values culture and ethnicity over race.
Latino as other: Someone in this orientation is unaware of their background/heritage and are more likely to connect with people of color based on physical attributes and how race is socially constructed.
Undifferentiated/denial: Someone in this orientation doesn't believe that race is important and is unable to connect with other Latinos.
White-identified: Someone in this orientation adopts a white racial identity and believes that Latinos and other racial groups are inferior.
Chris's father grandfather and parents fall under the subgroup-identified orientation. At this point Chris falls under that orientation as well. Chris's grandfather grew up in Mexico and although both of his parents were born and raised in Texas grew up in households where their parents identified as solely Mexican and celebrated their culture. Although Chris currently shares the same orientation as the authority figures in his life I believe at some point he will move to another orientation. He may end up back at the same orientation at the end. The combination of being a third generation living in America, moving away from home, meeting new people, and having new experiences will cause Chris to look differently at himself and start to question his identity which is something he has never seriously done before. Part of his identity development process will be influenced by the people he is able to connect with at school.
I found a video produced by the Pew Hispanic Center that discusses the Latino community and how they identify.
According to Evans et al, (2010) Ferdman and Gallegos 6 orientations are:
Latino-integrated: Someone in this orientation views themself holistically and integrates their Latino identity with other identities. People in this orientation have the widest lens.
Latino-identified: Someone in this orientation view the Latino community as one Latino race. Whites are considered to be a separate race that either are supportive or non-supportive of Latinos.
Subgroup-identified: Someone in this orientation identifies solely with a subgroup and has potential to view other subgroups as inferior. Someone in this orientation values culture and ethnicity over race.
Latino as other: Someone in this orientation is unaware of their background/heritage and are more likely to connect with people of color based on physical attributes and how race is socially constructed.
Undifferentiated/denial: Someone in this orientation doesn't believe that race is important and is unable to connect with other Latinos.
White-identified: Someone in this orientation adopts a white racial identity and believes that Latinos and other racial groups are inferior.
 |
| Drawing by Anthony & Mercer 2012 |
Chris's father grandfather and parents fall under the subgroup-identified orientation. At this point Chris falls under that orientation as well. Chris's grandfather grew up in Mexico and although both of his parents were born and raised in Texas grew up in households where their parents identified as solely Mexican and celebrated their culture. Although Chris currently shares the same orientation as the authority figures in his life I believe at some point he will move to another orientation. He may end up back at the same orientation at the end. The combination of being a third generation living in America, moving away from home, meeting new people, and having new experiences will cause Chris to look differently at himself and start to question his identity which is something he has never seriously done before. Part of his identity development process will be influenced by the people he is able to connect with at school.
I found a video produced by the Pew Hispanic Center that discusses the Latino community and how they identify.
Tuesday, September 25, 2012
Chris and the Seven Vectors
Any course in student development theory wouldn't be complete without discussing Chickering and Reisser's Seven Vectors. Therefore, my voice project just wouldn't feel complete without discussing the vectors in relation to Chris, and in order to better understand him I believe it is important to explore the seven vectors and his current development.
In order to develop students move through the vectors. There are differing opinions in regards to if people have to be fully developed in one vector to progress to another. Personally, I view the vectors as something people progress back and forth through.
2. Managing Emotions: Students move from having little to no control over fear, anxiety, anger, etc with little awareness of feelings to being aware of emotions and exhibiting control over their emotions and expressing them appropriately
3. Moving Through Autonomy Toward Interdependence: Students move from being unable to problem solve and having little self direction and freedom as well as being emotionally dependent on others to no longer needing constant reassurance
4. Developing Mature Interpersonal Relationships: Students move from not regonizing differences and having short and unhealthy relationships to tolerating and appreciating differences as well as being able to be intimate
5. Establishing Identity: Students move from being confused and uncomfortable with who they are to self-acceptance and being comfortable with their body, orientation while maintaining a sense of self in a social, historical, and cultural context
6. Developing Purpose: Students move from unclear vocational goals, activities, and interests to clear vocational goals, focused activities, and strong commitments
7. Developing Integrity: Students move from dualistic thinking, unclear and unaligned values to values congruence, respecting others' beliefs, and becoming socially responsible
2. Managing Emotions: I imagine that Chris may keep emotions inside and struggle internally with anxiety and fear. He will struggle with expressing his emotion. In order for Chris to express himself he will need to find people that he is comfortable with and establish a "family" at school.
3. Moving Through Autonomy Towards Interdependence: In some ways Chris will be ahead of his peers in developing because he will have to problem solve, make decisions for himself, and navigate the college process by himself compared to peers at a predominately white institution.
4. Developing Mature Interpersonal Relationships: Chris may struggle to develop relationships and be overwhelmed with the environment as well as loosing confidence, and taking a step back in his level of comfort-ability and ability to manage and display emotion.
5. Establishing Identity: Chris will be challenged in this vector and how he chooses to identify such as Mexican, Mexican American,Latino, etc? With the change in environment and having his first experience attending a predominantly white institution Chris will face change and challenge.
6. Developing Purpose: Chris is focused on what he wants to achieve, but will probably being to question what his purpose is and how/if he can achieve it.
7. Chris has potential to develop in this vector. As a first-year student who is facing a great deal of change it will be a long time before he gets to this vector.
In order to develop students move through the vectors. There are differing opinions in regards to if people have to be fully developed in one vector to progress to another. Personally, I view the vectors as something people progress back and forth through.
The 7 vectors are as follows: (Chickering & Reisser, 1993)
1. Developing Competence: Competence refers to intellectual, physical, and interpersonal competence2. Managing Emotions: Students move from having little to no control over fear, anxiety, anger, etc with little awareness of feelings to being aware of emotions and exhibiting control over their emotions and expressing them appropriately
3. Moving Through Autonomy Toward Interdependence: Students move from being unable to problem solve and having little self direction and freedom as well as being emotionally dependent on others to no longer needing constant reassurance
4. Developing Mature Interpersonal Relationships: Students move from not regonizing differences and having short and unhealthy relationships to tolerating and appreciating differences as well as being able to be intimate
5. Establishing Identity: Students move from being confused and uncomfortable with who they are to self-acceptance and being comfortable with their body, orientation while maintaining a sense of self in a social, historical, and cultural context
6. Developing Purpose: Students move from unclear vocational goals, activities, and interests to clear vocational goals, focused activities, and strong commitments
7. Developing Integrity: Students move from dualistic thinking, unclear and unaligned values to values congruence, respecting others' beliefs, and becoming socially responsible
Chickering,
A., & Reisser, L. (1993). Education
and identity (2nd edition). San
Francisco: Jossey-Bass
Publishers
Chris and the 7 Vectors
1. Developing Competence: Chris will struggle with this vector the most in terms of intellectual competence and confidence. He may feel intimidated or unprepared in some areas academically. I will explore how Chris is doing academically later, but I imagine he will go through and adjustment and may need to take a developmental course in English. 2. Managing Emotions: I imagine that Chris may keep emotions inside and struggle internally with anxiety and fear. He will struggle with expressing his emotion. In order for Chris to express himself he will need to find people that he is comfortable with and establish a "family" at school.
3. Moving Through Autonomy Towards Interdependence: In some ways Chris will be ahead of his peers in developing because he will have to problem solve, make decisions for himself, and navigate the college process by himself compared to peers at a predominately white institution.
4. Developing Mature Interpersonal Relationships: Chris may struggle to develop relationships and be overwhelmed with the environment as well as loosing confidence, and taking a step back in his level of comfort-ability and ability to manage and display emotion.
5. Establishing Identity: Chris will be challenged in this vector and how he chooses to identify such as Mexican, Mexican American,Latino, etc? With the change in environment and having his first experience attending a predominantly white institution Chris will face change and challenge.
6. Developing Purpose: Chris is focused on what he wants to achieve, but will probably being to question what his purpose is and how/if he can achieve it.
7. Chris has potential to develop in this vector. As a first-year student who is facing a great deal of change it will be a long time before he gets to this vector.
Sunday, September 16, 2012
Getting Chris to College
I wanted to better understand the admissions process for a student like Chris as well as help outline the struggles that he faced upon entering college. In order to better develop Chris's voice I believe it's important to recognize his journey to college in addition to his journey in college.
In order to better wrap my head around this I will write this entry in 4 parts.
1. Reflection of my process as a white female
2. Interview with Admissions Counselor who works primarily with Latino students
3. Article: Fulfilling Educational Aspirations: Latino Students' College Information Seeking Patterns
4. Impact on Chris' story
1. As a sophomore in high school (8 years ago!) I began researching what college I wanted to attend. I had a mother who had completed a four year degree at the University of Michigan, a father who had completed some college at Owens and the University of Toledo, and a brother who was currently attending Bowling Green State University. I attended college fairs with my parents, went on road trips to visit schools, searched the internet, and consulted with the guidance counselor and others close to me. It was never a question in my mind if I would ever attend college, and the only two factors I considered at the time were the quality of the theatre program and if the school "felt right." While I was very concerned about how the way I looked would affect my admission into any audition based theatre program I was not concerned with race as one of those "look factors." I think the extent to which I had conversations about race and admissions were in my senior year government class. At the time I remember thinking that race shouldn't be a factor in the admissions process, but never really gave much additional thought to it beyond that. I think that issue may always be a hot topic as seen currently with Fisher vs Texas. Looking back I would have to disagree with the 15-18 year old version of myself. Granted, understanding white privilege at that age would probably have been more than I could have handled or comprehended. Between my experiences last year, an interview with an admissions counselor, and materials that I have come across I realize I was fortunate in my process and lucky to be surrounded by people that understood the process that were able to navigate it with me.
2. My interview with Christina was extremely eye opening. We discussed factors that prohibit Latino students from being able to attend college and/or create challenges in their admissions process. The challenges that Christina outlined included:
-Pressure to work and the idea that high school diplomas can get small jobs
-Taking care of family members financially and physically (encouraged to stay close)
-Possible absence of someone encouraging them to go to college and pulling them towards the educational piece
-Lack of personal connections to others who have gone to college
-Parents are unable to conceptualize college (ex. understanding residence halls and meal plans)
-Some parents are unable to speak and/or read English
-Influenced by peers
-Didn't complete high school
-Required to take remedial and developmental courses
-Under-prepared academically
-Financially difficult
-Didn't get accepted to "big, fancy institution" and go to community college or choose not to go
-If/when Latinos go to college they are viewed as seeing themselves as "too good" by their members of their family
-Sometimes students are recruited to go into the military who target low income men of color
-Students are preyed upon by for-profit recruiters who work on commission, and students come out with huge loans and credits that won't transfer or certificates/degrees that are no good
One of the biggest take aways from the conversation I had with Christina was our discussion on the higher education system, and how it is very difficult for Latino and minority students to navigate. As discussed in 6010, in the beginning higher education was created to serve privileged white christian males. The system and practices don't make it easy for Latinos to navigate. College fairs are difficult for students whose parents are unable to speak and/or read English, and school visit days can be hard to attend for Latino students and families who have difficulty making it do to financial strains or lack of transportation/license. Christina commented on the fact that many prospective students and their families that take advantage of visit days are white, except when they send buses to areas around the state that provide access and transportation. When Christina talked about this point I thought back to my summer experience working with Latino youth and recruiting students for the leadership summit. I had a student sign up for the summit that had not been returning my phone calls to later find out from a school counselor that the student's parents were unable to drive and therefore had stopped contacting me. Fortunately, in this case the student was able to find an alternate ride. At the time I didn't think much of it, but now I understand the context so much more.
Another point that Christina elaborated on was the importance of family being able to see and make sense of the college experience. It is important for parents to see the dinning hall and residence hall. When a Latino student moves to college the family will accompany the student and need to see everything. Lastly, Christina told me (what I found to be a heart breaking story) of a student that came very close to trying on the college experience, but instead ended up at home. The student made it to campus on move in day and realized that they still need books. The student realized that they had no more scholarship/financial aid left and called home. The sister called the student back and guilted the student into returning home because their mother had picked up a fourth job in order to help support and buy books. Unfortunately, Christina told me this is not uncommon.
3. Fulfilling Educational Aspirations: Latino Students' College Information Seeking Patterns
Sylvia Martinez and Yesenia Lucia Cervera broke down the college going process into three stages: deciding if they want to attend college, gathering information about potential institutions, and deciding which institutions to attend. They found that Latinos were less successful in this process compared to their counterparts. The article outlined some of the same challenges Christina pointed to in her interview such as lack of knowledge about college and financial strains. In comparison to other racial identity groups (White, Black, Asian) Martinez & Cervera found that 57% of Latino students planned on attending a four year institution 70%-80% of White, Black, and Asian students planed on attending a four year institution. Latino students also came up short when compared to counterparts in the amount of applications submitted, access to information/resources, and the extent of their parents' education and income. These factors all play into the rate at which Latino students submit college applications, as well as submitting applications late. When Latino students were surveyed in the spring almost 20% of those who wanted to attend a four year college did not submit any application (Martinez & Cervera).
4. Many of the themes discussed in the interview and article are very relevant to Chris. He is a first-generation student whose family doesn't know anything about navigating the admissions process. Chris will experience difficulty in understanding the process and helping to translate the process for his father. Chris has a big road ahead of him trying to figure out the financial pieces. Chris would fall within the percentage that submitted only one or two applications, but is fortunate to have submitted prior to the spring and be accepted into his choice institution. Long term, Chris will have to come to terms with the view points his family has on his college experience as well as struggle to balance his family life and college life. Reflecting back on my experience, I don't know what I would have done if I was in Chris's shoes. It's a lot to figure out for an 18 year old in addition to coming from a low income house hold, being a first-generation college student, and a minority student.
In researching for clips I came across this video by the College Board that is very relevant to the admissions topic and further displays that Latinos are falling short on college attendance rates.
In order to better wrap my head around this I will write this entry in 4 parts.
1. Reflection of my process as a white female
2. Interview with Admissions Counselor who works primarily with Latino students
3. Article: Fulfilling Educational Aspirations: Latino Students' College Information Seeking Patterns
4. Impact on Chris' story
1. As a sophomore in high school (8 years ago!) I began researching what college I wanted to attend. I had a mother who had completed a four year degree at the University of Michigan, a father who had completed some college at Owens and the University of Toledo, and a brother who was currently attending Bowling Green State University. I attended college fairs with my parents, went on road trips to visit schools, searched the internet, and consulted with the guidance counselor and others close to me. It was never a question in my mind if I would ever attend college, and the only two factors I considered at the time were the quality of the theatre program and if the school "felt right." While I was very concerned about how the way I looked would affect my admission into any audition based theatre program I was not concerned with race as one of those "look factors." I think the extent to which I had conversations about race and admissions were in my senior year government class. At the time I remember thinking that race shouldn't be a factor in the admissions process, but never really gave much additional thought to it beyond that. I think that issue may always be a hot topic as seen currently with Fisher vs Texas. Looking back I would have to disagree with the 15-18 year old version of myself. Granted, understanding white privilege at that age would probably have been more than I could have handled or comprehended. Between my experiences last year, an interview with an admissions counselor, and materials that I have come across I realize I was fortunate in my process and lucky to be surrounded by people that understood the process that were able to navigate it with me.
2. My interview with Christina was extremely eye opening. We discussed factors that prohibit Latino students from being able to attend college and/or create challenges in their admissions process. The challenges that Christina outlined included:
-Pressure to work and the idea that high school diplomas can get small jobs
-Taking care of family members financially and physically (encouraged to stay close)
-Possible absence of someone encouraging them to go to college and pulling them towards the educational piece
-Lack of personal connections to others who have gone to college
-Parents are unable to conceptualize college (ex. understanding residence halls and meal plans)
-Some parents are unable to speak and/or read English
-Influenced by peers
-Didn't complete high school
-Required to take remedial and developmental courses
-Under-prepared academically
-Financially difficult
-Didn't get accepted to "big, fancy institution" and go to community college or choose not to go
-If/when Latinos go to college they are viewed as seeing themselves as "too good" by their members of their family
-Sometimes students are recruited to go into the military who target low income men of color
-Students are preyed upon by for-profit recruiters who work on commission, and students come out with huge loans and credits that won't transfer or certificates/degrees that are no good
One of the biggest take aways from the conversation I had with Christina was our discussion on the higher education system, and how it is very difficult for Latino and minority students to navigate. As discussed in 6010, in the beginning higher education was created to serve privileged white christian males. The system and practices don't make it easy for Latinos to navigate. College fairs are difficult for students whose parents are unable to speak and/or read English, and school visit days can be hard to attend for Latino students and families who have difficulty making it do to financial strains or lack of transportation/license. Christina commented on the fact that many prospective students and their families that take advantage of visit days are white, except when they send buses to areas around the state that provide access and transportation. When Christina talked about this point I thought back to my summer experience working with Latino youth and recruiting students for the leadership summit. I had a student sign up for the summit that had not been returning my phone calls to later find out from a school counselor that the student's parents were unable to drive and therefore had stopped contacting me. Fortunately, in this case the student was able to find an alternate ride. At the time I didn't think much of it, but now I understand the context so much more.
Another point that Christina elaborated on was the importance of family being able to see and make sense of the college experience. It is important for parents to see the dinning hall and residence hall. When a Latino student moves to college the family will accompany the student and need to see everything. Lastly, Christina told me (what I found to be a heart breaking story) of a student that came very close to trying on the college experience, but instead ended up at home. The student made it to campus on move in day and realized that they still need books. The student realized that they had no more scholarship/financial aid left and called home. The sister called the student back and guilted the student into returning home because their mother had picked up a fourth job in order to help support and buy books. Unfortunately, Christina told me this is not uncommon.
3. Fulfilling Educational Aspirations: Latino Students' College Information Seeking Patterns
Sylvia Martinez and Yesenia Lucia Cervera broke down the college going process into three stages: deciding if they want to attend college, gathering information about potential institutions, and deciding which institutions to attend. They found that Latinos were less successful in this process compared to their counterparts. The article outlined some of the same challenges Christina pointed to in her interview such as lack of knowledge about college and financial strains. In comparison to other racial identity groups (White, Black, Asian) Martinez & Cervera found that 57% of Latino students planned on attending a four year institution 70%-80% of White, Black, and Asian students planed on attending a four year institution. Latino students also came up short when compared to counterparts in the amount of applications submitted, access to information/resources, and the extent of their parents' education and income. These factors all play into the rate at which Latino students submit college applications, as well as submitting applications late. When Latino students were surveyed in the spring almost 20% of those who wanted to attend a four year college did not submit any application (Martinez & Cervera).
4. Many of the themes discussed in the interview and article are very relevant to Chris. He is a first-generation student whose family doesn't know anything about navigating the admissions process. Chris will experience difficulty in understanding the process and helping to translate the process for his father. Chris has a big road ahead of him trying to figure out the financial pieces. Chris would fall within the percentage that submitted only one or two applications, but is fortunate to have submitted prior to the spring and be accepted into his choice institution. Long term, Chris will have to come to terms with the view points his family has on his college experience as well as struggle to balance his family life and college life. Reflecting back on my experience, I don't know what I would have done if I was in Chris's shoes. It's a lot to figure out for an 18 year old in addition to coming from a low income house hold, being a first-generation college student, and a minority student.
In researching for clips I came across this video by the College Board that is very relevant to the admissions topic and further displays that Latinos are falling short on college attendance rates.
Monday, September 10, 2012
My Name is Chris
Chris Martinez is a first-year student at a predominately white institution located about three hours north of where he grew up in a small town in Texas. Chris is the son of Jennifer and Miguel Martinez. He has two siblings, Nina and Alejandro. Nina, 22 is his older sister. She is expecting a baby soon and lives at home with their parents and her fiance. Alejandro is the youngest and will be starting high school at the same time Chris begins his first year of college. Additionally, Chris's abuelo (grandfather) who was born in Mexico lives with the family. Chis's parents were born and raised in Texas. Chris's mother has worked on and off, both raising the children and working in retail. Chris's father works in a local factory.
Chris's father wants a better life for his son and has urged Chris to go to college, but Miguel is having a difficult time understanding why Chris wouldn't go to the local community college or somewhere that is closer. Three hours a away from home seems unnecessary to the family. Chris has made the decision to go away because he believes he will have more opportunities in a larger town and he really likes the engineering program. Chris is financially responsible for paying his tuition, but his parents are looking to help him in small ways when they can, but with his niece on the way it doesn't look promising. Chris is a first-generation college student and has had to navigate almost everything by himself because his parents don't fully understand the process, and although his father grew up in Texas he grew up in an all Spanish speaking house hold. Chris has had to translate quite a bit for him. Before Chris even enters college he has already had to face numerous challenges.
Chris's father wants a better life for his son and has urged Chris to go to college, but Miguel is having a difficult time understanding why Chris wouldn't go to the local community college or somewhere that is closer. Three hours a away from home seems unnecessary to the family. Chris has made the decision to go away because he believes he will have more opportunities in a larger town and he really likes the engineering program. Chris is financially responsible for paying his tuition, but his parents are looking to help him in small ways when they can, but with his niece on the way it doesn't look promising. Chris is a first-generation college student and has had to navigate almost everything by himself because his parents don't fully understand the process, and although his father grew up in Texas he grew up in an all Spanish speaking house hold. Chris has had to translate quite a bit for him. Before Chris even enters college he has already had to face numerous challenges.
Sunday, September 9, 2012
THERE IS A STORY BEHIND EVERY VOICE: GREAT STORIES BEGIN HERE
Recently, a friend spoke of a quote that held great meaning to him. Plato once said, "Be kind, for everyone you meet is fighting a hard battle." As I begin the voice project I can't help but think about the quote in relation to this project and my personal experiences. Over the next three months I will explore the voice of a Latino male college student, and I hope to gain insight into his unique experience, and the battles he may encounter. Personally and professionally I value empathy, and I look to apply the lessons of this project to my life and work. I am excited to discover his story and honor the experience of being a part of it. Something that I have learned is that every voice has a story and every story has a battle. Along with his story I will share a bit of mine. Before I delve into my story, I would like to begin by dedicating this project in memory of Eddie Mendez (1987-2009).
Thirteen months ago I had the privilege of continuing my story at Adams State University. When I began working at Adams State I had no comprehension of what it meant to be a Hispanic Serving Institution, and prior to applying had no idea that type of institution existed. I also over estimated my experience and knowledge of diversity and inclusion. There were many experiences I didn't understand as a white female coming from a private liberal arts institution. I thought it was crazy that parents were invited to stay during orientation and welcome week activities. I was surprised when a student I supervised left school to help take care of her family. I was confused that twenty out of twenty-four students in the class I taught identified as white, and that there were not more Latino students in the course. I was shocked after holding a generic holiday/winter time party for my work study students, and one student didn't attend because of religious beliefs, and didn't feel comfortable. I was discouraged after the programming board held executive board interviews and there was only one student who identified as Latino that interviewed for a position. I just thought one student was quiet, because that was his personality, and had never thought that his communication style could be related to him identifying as a Latino male from the San Luis Valley. Needless to say, I had a lot to learn and a large opportunity for growth.
Over the eleven months I spent in Colorado at Adams State, I learned that family is highly valued and many Latino college students are first-generation college students. From the time the student begins college to the time he/she graduates their college experience is a shared experience among family members. That walk across the stage is not just for the individual student, but for the family as well. I also learned about retention issues, particularly at an HSI, and the challenges of reaching graduation. I realized that families expect their college students to take care of family members, and need to go home for extensive periods of time. This sometimes causes students to leave school permanently. I found out that a combination of family expectations and financial strains affected the rates at which Latino students were involved in co-curricular activities. Most importantly, I learned the value of storytelling.
One of the first things my boss told me was that the Latino culture is full of rich stories, and that story telling is valued. I finally understood what he meant this summer during Adams State's Summer Latino Leadership Summit. There was a large emphasis on teaching, learning, and inspiring through story telling. Every student I worked with had a story, and every speaker at the summit had a story to share as well. The stories that I heard were some of the most engaging and beautiful stories I have ever heard. I will never forget the story that a student affairs professional and graduate of Adams State University shared with the leaders at the summit. It was during that story that I knew I was blessed to hear her story, and knew that I wanted to learn more about the culture and the students that I had the privilege of working with. She talked about her transition from undergrad to graduate school, and from an HSI to a predominantly white institution. When she talked about how much she missed being able to speak Spanish and missed being called "miha" in graduate school I knew in that moment there was so much that I could and wanted to learn.
During my time at Adams State I learned through stories and experiences. The slogan of Adams State University is "Great Stories Begin Here." I have a new understanding and appreciation of that slogan. A great story in my life began at Adams State and now I hope to continue to learn more about the Latino culture through research and interviews, and share with you a great story and voice of a Latino male.
Thirteen months ago I had the privilege of continuing my story at Adams State University. When I began working at Adams State I had no comprehension of what it meant to be a Hispanic Serving Institution, and prior to applying had no idea that type of institution existed. I also over estimated my experience and knowledge of diversity and inclusion. There were many experiences I didn't understand as a white female coming from a private liberal arts institution. I thought it was crazy that parents were invited to stay during orientation and welcome week activities. I was surprised when a student I supervised left school to help take care of her family. I was confused that twenty out of twenty-four students in the class I taught identified as white, and that there were not more Latino students in the course. I was shocked after holding a generic holiday/winter time party for my work study students, and one student didn't attend because of religious beliefs, and didn't feel comfortable. I was discouraged after the programming board held executive board interviews and there was only one student who identified as Latino that interviewed for a position. I just thought one student was quiet, because that was his personality, and had never thought that his communication style could be related to him identifying as a Latino male from the San Luis Valley. Needless to say, I had a lot to learn and a large opportunity for growth.
Over the eleven months I spent in Colorado at Adams State, I learned that family is highly valued and many Latino college students are first-generation college students. From the time the student begins college to the time he/she graduates their college experience is a shared experience among family members. That walk across the stage is not just for the individual student, but for the family as well. I also learned about retention issues, particularly at an HSI, and the challenges of reaching graduation. I realized that families expect their college students to take care of family members, and need to go home for extensive periods of time. This sometimes causes students to leave school permanently. I found out that a combination of family expectations and financial strains affected the rates at which Latino students were involved in co-curricular activities. Most importantly, I learned the value of storytelling.
One of the first things my boss told me was that the Latino culture is full of rich stories, and that story telling is valued. I finally understood what he meant this summer during Adams State's Summer Latino Leadership Summit. There was a large emphasis on teaching, learning, and inspiring through story telling. Every student I worked with had a story, and every speaker at the summit had a story to share as well. The stories that I heard were some of the most engaging and beautiful stories I have ever heard. I will never forget the story that a student affairs professional and graduate of Adams State University shared with the leaders at the summit. It was during that story that I knew I was blessed to hear her story, and knew that I wanted to learn more about the culture and the students that I had the privilege of working with. She talked about her transition from undergrad to graduate school, and from an HSI to a predominantly white institution. When she talked about how much she missed being able to speak Spanish and missed being called "miha" in graduate school I knew in that moment there was so much that I could and wanted to learn.
During my time at Adams State I learned through stories and experiences. The slogan of Adams State University is "Great Stories Begin Here." I have a new understanding and appreciation of that slogan. A great story in my life began at Adams State and now I hope to continue to learn more about the Latino culture through research and interviews, and share with you a great story and voice of a Latino male.
Subscribe to:
Posts (Atom)