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Mesa, Arizona is a community that is home to about 125,000 Hispanics and Latinos - over 25% of the city’s population.  Approximately 40% ...

Saturday, February 25, 2017

Dreamers/DACA Debate

I’ve had a lovely weekend spending time with some friends from Idaho the past couple of days.  We have been friends for 30 years, so we have watched each other evolve and grow.  I was telling them about my academic studies focusing on first-generation Hispanic college students, and I specifically mentioned DACA students.  My girlfriend didn’t recognize the term, but when I began to explain it, she commented that she had heard something about it while listening to NPR.  We discussed it briefly while walking through a beautifully landscaped area where a 15 year-old girl was posing for her quinceanera photo session.  About four hours later I asked her opinion of DACA students.  She said, “I’m so sorry.  What is that again?”
                

I think her response is typical throughout most of America.  No matter where we call home, we tend see things through that narrow lens.   Because I interact with treasured Hispanic students daily, immigration, deportation, and Dreamers are a part of my regular conversations.  On the other hand, my friends live in a bedroom community near Boise, Idaho where the 2010 Census reports, “The racial makeup of the city was 94.4% White, 0.3% African American, 0.5% Native American, 1.6% Asian, 0.1% Pacific Islander, 1.0% from other races, and 2.0% from two or more races. Hispanic or Latino of any race was 4.7% of the population.”  The level of diversity in their community is low, so the opportunities to build pluralism and reach understanding are few.

               


Let me educate, using information taken from:

http://www.immigrationequality.org/: 


***At this time, Immigration Equality does not recommend that you file for DACA if you have never done so before.***

On June 15, 2012, President Obama created a new policy calling for deferred action for certain undocumented young people who came to the U.S. as children. Applications under the program which is called Deferred Action for Childhood Arrivals (“DACA”) began on August 15, 2012.
We put together the following FAQ to help answer questions about what this all means, who is eligible, and what eligible youth can do next.

What does “deferred action” mean?

Deferred action is a discretionary, limited immigration benefit by Department of Homeland Security.  Individuals who have deferred action status can apply for employment authorization and are in the U.S. under color of law. However, there is no direct path from deferred action to lawful permanent residence or to citizenship.  And, it can be revoked at any time.

Who is eligible for DACA relief?

Individuals who meet the following criteria can apply for deferred action for childhood arrivals:
  • are under 31 years of age as of June 15, 2012;
  • came to the U.S. while under the age of 16;
  • have continuously resided in the U.S. from June 15, 2007 to the present. (For purposes of calculating this five year period, brief and innocent absences from the United States for humanitarian reasons will not be included);
  • entered the U.S. without inspection or fell out of lawful visa status before June 15, 2012;
  • were physically present in the United States on June 15, 2012, and at the time of making the request for consideration of deferred action with USCIS;
  • are currently in school, have graduated from high school, have obtained a GED, or have been honorably discharged from the Coast Guard or armed forces;
  • have not been convicted of a felony offense, a significant misdemeanor, or more than three misdemeanors of any kind; and
  • do not pose a threat to national security or public safety.
Applicants will have to provide documentary evidence of the above criteria. In addition, every applicant must complete and pass a biographic and biometric background check.

How much does it cost to seek DACA?

The total fees for the application (including an application for an Employment Authorization Document and background check) will be $465. In other words, the deferred application form itself is free but individuals must apply for and submit fees for the employment authorization document application and the biometrics fees.

If I am granted deferred action, will I be entitled to work?

Every individual who is granted deferred action will be lawfully permitted to work. In order to be permitted to work, applicants must include an application for an Employment Authorization Document (EAD) in their application, which, when granted, will be valid for a period of two years and may be renewed. Applicants must wait until the EAD is issued prior to accepting employment.

    If I am granted deferred action, does that mean I have acquired legal status?

    The grant of deferred action does not grant legal status to an applicant. In addition, it does not cure such applicant’s previous periods of unlawful presence. However, an applicant who is granted deferred action will not be deemed to be accruing unlawful presence in the U.S. during the time period when deferred action is in effect.

      If I am granted deferred action can I travel outside the United States?

      DACA recipients can only travel outside the U.S. if they apply for and receive advanced parole before they travel. Generally advanced parole is only granted for humanitarian reasons, educational, or employment reasons. If someone leaves the U.S. without advanced parole being granted or before a decision has been made on their deferred action application, they will not be permitted back into the United States.



      As an ally of DACA students, I hope I embraced the opportunity to educate my friends.  While attending “DREAMzone workshops sponsored by Arizona State University at the beginning of February, I received a packet and the organizers encouraged us to freely share its contents.

      Thursday, February 23, 2017

      A Place to Stand is Coming!


       Jimmy Santiago Baca was a name I first heard at the beginning of the semester.  During Spring 2017’s opening meetings, the lead librarian was thrilled to announce that the poet Jimmy Santiago Baca would be coming to Mesa Community College on Wednesday, March 8th.  She was beaming with pride.  In addition, the coordinator of the Hispanic Serving Institution (HSI) initiative added that his organization would assist in the visit because the poet wrote about Chicano issues.  Although I had not heard of this writer, because of the fuss that seemed to be put into his future arrival, I figured that I had better offer his lecture as an extra credit opportunity for my students.  After all, the timing went well with the content we were discussing in class: self-concept, cultural teachings, self-esteem, self-disclosure, and pluralism. 

      A Place to Stand was the title that rolled out a few weeks later.  The campus community was invited to read the book, join the book club, and enroll in an online workshop.  Whew!  This was becoming a big deal.  I decided that if I was going to encourage my students to attend, I had better be knowledgeable about the topic.  I went to Amazon to purchase the book and was surprised to see the amazing reviews.  I didn’t get it.  Amazing reviews for a book of poetry?  I read some of the comments and then ordered the audible version of the book for a quick start.

      Jimmy has been driving around the Phoenix area with me for the past couple of weeks.  For awhile, I was consumed with the sorrow I felt for the innocent child that was never given a real chance to excel.  Later, as he grew and made poor decisions, I questioned if he is the hero of this story.  Currently, as I am still in the part of the story where he is in the midst of his prison sentence, and I am wondering how he will redeem himself to be a man worthy of my college’s accolades.


      Yesterday, I watched A Place to Stand documentary in a room with about 20 college students. It was silent before the show began because most students were attending upon teachers’ demands, but it was silent after the show because of the honest weight of his story.  Jimmy Santiago Baca’s story must be heard.  The still existing struggles of many Latinos must be heard.  As active citizens, we must step outside of our protective bubbles to see the world from different perspectives.  A Place to Stand provides that opportunity.   It is up to us to decide how we will handle the information and how we will act on our beliefs.   A trailer of the documentary is included in this blog below. 


      Education is the action that will change lives and communities.  In the closing words of the A Place to Stand documentary, Jimmy Santiago Baca reads:

      “I was looking forward to becoming a teacher, because I loved language so much.  I loved education so much. I didn’t know education could be such a beautiful gift.  I didn’t know that it could give you meaning, worth, faith, and a future.  I didn’t know education could make you see the world differently.  I didn’t know that education could make you dream higher.  I didn’t know that it could make you a better human being”.



      First-generation Hispanic college students:

      You are not alone!  

      Enrolling in college will seem difficult at first, but step by step, through your desire, you will feel a strength you have never known before.  Look for the support systems offered.  Look for allies (people with information that you can trust) to help you find your way to a brighter future for you and your family.








      YouTube: https://www.youtube.com/watch?v=odE6Io-DEAE
      Career Guide: https://issuu.com/maricopamarketing/docs/careerguide_2016_maricopacolleges




      Saturday, February 18, 2017

      Adele, Beyonce, and Me - the Story of an Ally

      During the 2017 Grammy Awards, Adele swept the music competition, beating Beyoncé and her Lemonade album multiple times.  What shocked the entertainment industry was Adele’s acceptance speech.  Watch the speech below.  It was a speech devoted to Adele's belief in the superiority of Beyoncé's album.


      Much has been said about the speech – positive and negative.  To get a clearer view of the situation, it is wise to look at it from a female perspective, one black and one white.

      Black Perspective: Michaela Coel is a writer for The Guardian, and she is a British black woman.  Coel matches the race and gender referenced by Adele, so her opinion is especially valuable.  Coel writes:
      “Was there really a white celebrity on stage at the Grammys saying to a black artist: ‘The way that you make me and my friends feel, the way you make my black friends feel, is empowering’?  We’ve all seen clips of Adele’s inspiring acceptance speech at the Grammys by now. I clicked on the link to watch, and the first thing I heard was Adele saying: ‘I can’t possibly accept this award … I’m very humbled and I’m very grateful … but my artist of my life is Beyoncé. And this album to me, the Lemonade album, is just so monumental’…Adele had won, but had basically said she didn’t deserve it.”



      “Queen Beyoncé’s reaction was so graceful: she was as shocked as we were. Then she blushed as she cried: tears equally laced with humility and pain. Because of the deranged voting process of the Grammys, she would not be joining the ranks of the mere 10 black artists who have won album of the year since the award was created in 1959. Only 10. And none in the last decade at all. Did you know that? If it hadn’t been for Adele’s speech, I wouldn’t have either.”


      “I’ve since seen streams of tweets raging at Adele for ‘differentiating between races’, chirping ‘how dare she pity Beyoncé and offer her some kind of pathetic shout out’. I saw things differently.”

      “I screamed, ‘YES, ADELE, YAAAS’ – because what she did in that moment was rare: she thought the award should’ve gone to somebody else, and she told us the truth. She is rare in the creative arts industry…”

      Coel reported that Adele has been judged, but I must wonder who is doing the judging.  Coel is a black woman, and she embraced Adele’s recognition of race.  Beyoncé was the one being recognized, and she was not offended.  So, who is it offending?  I offer that it offends people who are uncomfortable inside their own skins and have not yet recognized the cultural realities in our world.


      White Perspective: Hannah Briggs is a writer for TheFrisky.com, and she is a white woman.  She often covers the entertainment industry and follows race relations.  Briggs writes:
      “Much has been said about whether Adele’s not-so-acceptance speech was the right thing to do. Some praised her, while some scolded her mention of her ‘black friends,’ her ‘mommy’ joke, and everything in between.”

      “I will say this, it wasn’t perfect, but it was damn near close… And she could teach us all—myself included—about how to be a good ally.”

      “Over the past few months the focus of how to ‘be a good ally’ to marginalized communities has become a hot topic. A Google search of the phrase will return millions of results with articles guiding straight/white/able-bodied/etc. people on how to help more or telling us what doesn’t—which is awesome, by the way.”


      “Fighting alongside members of groups that you don’t belong to while keeping sight of your own privilege can be difficult...she did everything in her power to draw attention to the injustice that she felt had just been done—even though that injustice benefited her.”

      “The biggest points of criticism that Adele has seen in the days since, have had to do with three specific words that she chose: ‘my black friends.’ Look, if that left a bad taste in your mouth, I get it. It never looks good for a white woman to mention having black friends when making a statement about racism…Adele’s shout out wasn’t to highlight her own non-racism—it was meant to highlight the unique experience of black womanhood expressed through Lemonade.”

      “Adele knew good and well that she won because the Grammy voters were not the people that Lemonade spoke to most. She mentioned those friends to show that she understood that she, herself, did not represent that demographic either. To ignore that fact in this context would have been a shocking, if not unforgivable, oversight.”

      “Of course, everyone was disappointed and confused when Beyoncé didn’t take home the top prize, but the fact that she didn’t is not Adele’s fault…she used the platform she was given to draw attention to the injustice and the importance of acknowledging the power of Beyoncé’s work on Lemonade (and throughout her entire career).”


      “At the end of the day, isn’t that what the best allies do?”

      Briggs repeatedly used the word “ALLY”.  She taught that by supporting others in a fight for justice, one can be an ally, no matter the gender, ethnicity, orientation, ability…

      Tawnya, the Ally: For the last few weeks I have been questioning if anyone would want to read a white girl’s blog written for the first- generation Hispanic college student.  I attended workshops to earn DreamZone certification (look for future blogs) where I heard the word ally, but I didn’t really get it until Adele and Beyoncé exemplified a respectful, appreciative, and supportive relationship.  Adele didn’t claim to identify with Beyonce’s struggles, as she never could fully experience those obstacles because of the color of her skin, but she did acknowledge the goodness that Beyoncé stimulates. 

      I am an ally for the Hispanic community in Mesa, Arizona.  I am an ally for those Latinos that overstayed their visas, for those whose grandparents struggled to own land in the southwest, for those whose parents brought them over the border when they were small children, and for those who have earned their American citizenship. 

      I want to provide a space for achieving greater understanding, because with knowledge comes compassion and respect.  I want to stand up for all of those Hispanics who have had such a positive impact in my life.  I may not experience the pain of minorities, but I stand in awe of the magnificence the pain can produce.






      Thursday, February 9, 2017

      American Grown With Hispanic Roots

      It is incredibly difficult to be a young adult.  Michelle King, A Sunday morning talk show host in Salt Lake City, Utah has declared, “The years between the ages of 18 and 30 are a complex phase of life…It is the DECADE OF DECISIONS because young people are having to make so many of life’s big choices — where to go to school, what do to do for a career, where to work, whom to date and marry, and how to pay for it all. Talk about pressure!” 

      People struggle beneath the weight of important choices, but those defining moments are amplified when the person is Latino and living in America.  Young Hispanics have been raised, and completed their educations, in a country that teaches that goal setting and hard work will lead to success.  However, when it is time to make life’s important decisions, these Latinos are often told that they are different.  While most are bilingual, many have never lived in a Spanish speaking country.  While most graduated from high-school, many do not know how to enroll in college.  While most communities claim diversity and tolerance, others have called for a wall and isolation.  Gaining self confidence and achieving identity acceptance can be painful for all young people, but consider the intensified situation of this Hispanic  population. They may feel torn between two worlds, but that should not be the case.

      In the following video produced by Univision, Latinos are encouraged to embrace the past they came from and celebrate the future they can create.  The Video declares “The New American Reality”.



      As shown in the video, Hispanics can stand with pride and strength.  For you Latinos, the decade of decision may be overwhelming, but you are not alone!  You are an important element in our society and offer perspectives that need to be shared.  You do not have to choose a single culture.  Make the decisions that will bring you and your family peace and happiness, because...
      You are the American Dream.



      Image 1 =  https://www.debtconsolidation.com/five-debt-facts-that-young-adults-can-use-right-now.html
      Image 2https://s-media-cache-ak0.pinimg.com/236x/99/8a/e8/998ae849d4dd9802e3f9303410b87758.jpg
      Image 3http://keywordsuggest.org/gallery/768208.html



      Sunday, February 5, 2017

      MCC Will be a Hispanic Serving Institution (HSI)






      Definition of Hispanic-Serving Institutions

      A Hispanic-Serving Institution (HSI) is defined as an institution of higher education that has an enrollment of undergraduate full-time students that is at least 25% Hispanic.

      Program Description 
      The program provides grants to assist HSIs to expand educational opportunities, and to enhance academic offerings, program quality, and institutional stability.

      Types of Projects 
      Funds may be used for activities such as:
      * Scientific or laboratory equipment for teaching                 
      * Construction or renovation of instructional facilities               
      * Faculty development                                                                       
      * Purchase of educational materials                                        
      * Distance education technologies        
      * Academic tutoring 
      * Endowment funds
      * Joint use of facilities
      * Funds and administrative Management
      * Teacher education
      * Innovative and customized instruction   courses designed to retain students and move the students into core courses
      * Support programs designed to facilitate the transfer of students from two-year to four-year institutions
      * Providing education, counseling services, and financial information designed to improve    the financial and economic literacy of students and their families

      The following video shows US Legislators requesting a national 
      HSI week to be held in September




      Unique Characteristics of Hispanic College Students

      Unique Characteristics of 

      Hispanic College Students

      There are organizations that may understand the unique situation of Latino students.  If you read the list below, perhaps you will see a description that matches your circumstance.


      FAMILY NEEDS
      Family obligations present a challenge to Hispanic learners. A 2015 survey found that 2/3 of Hispanic men and women who sought full-time work or joined the military after high school claimed to have done so in order to financially support their loved ones.



      FIRST-GENERATION 
      COLLEGE STUDENTS
      First-generation Hispanic college students face additional obstacles. A study estimates that up to half of Latino parents have not received any post-secondary education. “Without family background in the college experience,” the study notes, “these students may find it difficult to fully engage in college life, which can lead them to drop out and not complete a degree.”




      ENGLISH AS A SECOND LANGUAGE
      Language barriers are another factor. Hispanics made up 46% of all U.S. immigrants in 2013, and roughly 80% of the country’s English Language Learners (ELLs) identify as Hispanic. The lack of English speakers in the home is a major reason why some Hispanic students perform poorly on tests.


      CHILDREN OF MIGRANT WORKERS

      Another underrepresented group are the children of Hispanic migrant workers. Each year, the U.S. Department of Education serves approximately 345,000 Hispanic students between the ages of three and 21.  However, because migrant families are constantly on the move, these students often struggle.

      If any of the situations above apply to you, there are opportunities for scholarships to help pay for college attendance.  Check out the website below to find more detailed information about what is discussed above, and to learn how to start the financial aid process.

      The Political Norm? Presidential Support From Both Sides of Politics

      Historically, both Republican and Democrat US Presidents have supported Educational Excellence for Hispanics.  
      It has enjoyed bipartisan support.




      President Barak Obama's former executive director of the White House Initiative on Educational Excellence for Hispanics was interviewed on January 3, 2017 -- days before leaving her post.  Below are some of her key points:


      Adapted from: http://www.ewa.org/blog-latino-ed-beat/whats-next-white-house-initiative-educational-excellence-hispanics

      Q&A With Outgoing Executive Director Alejandra Ceja

      JANUARY 3, 2017 NATALIE GROSS
      Alejandra Ceja has been the executive director of the White House Initiative on Educational Excellence for Hispanics since 2013 — a position she’ll give up at noon on Jan. 19, the day before the presidential inauguration. I recently sat down with her at the U.S. Department of Education to talk about the state of Latino education and the Initiative’s first 25 years,
      What is the White House Initiative on Educational Excellence for Hispanics and why is it significant? ​
      Our White House initiative was created in 1990 at a time when we had one of the highest dropout rates in the country for Hispanic students. It was at the urging of civil rights organizations that President George Bush signed the first executive order establishing our office. Our overall mission is to increase the educational outcomes and opportunities for Hispanic students. Since 1990, we’ve had a very strong bipartisan support, and our executive order has been renewed by every administration following.
      Under President Obama, we have a cradle-to-career approach because we have a body of work that you can point to from 1990 forward that basically says it does us no good to just focus on one issue. If we really want to have an impact on the Hispanic community, we really have to focus from cradle to career on the educational needs of Hispanic students.
      What is the state of Latino education right now? 
      I think one of our greatest challenges is on early learning. We need to continue to invest in early learning when it comes to the Hispanic community. That is our baseline today, tomorrow, and for the future. It is making sure that Hispanic kids have access to quality early learning programs. President Obama invested over $4 billion in early learning, so we’ve been able to see the trends of participation in the Hispanic community go up
      I think (where) we are still challenged is making sure that you see more Hispanics getting to and through college. But we’re seeing an increase in Hispanic enrollment in college, especially in our two-year colleges. We’d like to make sure…that there’s more partnerships between two-years and four-year institutions so that our Hispanic students can navigate that process. Ideally, we’d like to see degree completion be the focus when we talk about education excellence — that we are completing, that we are graduating.
      For me I think it’s more the opportunity gap and making sure that our Hispanic students have access to a quality education. That also starts with having more Hispanic teachers in the teaching profession. We’re only at 8 percent of teachers in this country that are Hispanic. In summer 2016, we convened deans of education from Hispanic-serving institutions, where we could talk about what we could do meaningfully to impact that pathway into the teaching profession for Hispanic students. We created a fact sheet to kind of talk about — dispel the myths — of the teaching profession because a lot of the feedback we get from students is, “Well, I don’t want to be a teacher. It doesn’t pay.” 
      What is one issue or action that could have the largest impact on the education of Latino students?
      You know, I really think we have to focus on cradle to career. I really do think that you focus on that framework, then we will start seeing increases in our completion rates. I don’t know that there’s just one. I want the whole enchilada.
      I would say (college) access, affordability and quality, but you’ve got to start with your early learning. I really do think you have to see the whole framework.