LEAD

Project: http://lead.csusb.edu/

Theme: Overall Portrait

1) With all the problems that we are facing in this country at the moment: the economy, the environment, the politics of immigration, — the Latino community adds yet another quandary to our list. As an educational community, we are in the middle of an educational crisis.

- While Latinos have emerged as the largest minority in the U.S. (the new census indicates that now we are 1 in 6 persons), and Latino children form the largest demographic group in many of our public schools (1 in 4 children), our educational attainment is not keeping pace.

• A significant quantity (perhaps as high as 70 %) of Latino children does not have access to pre-K (the preschool programs).

• And once in school, from start, there is that mismatch between the school and home.

• Then, our children attend schools with fewer resources (in terms of the available programs, the funds and faculty …);

• Have a high mobility rate, are located in racially segregated communities with high poverty rates;

•Score among the lowest on achievement tests;

•Continue to have some of the highest dropout rates (push out rates);

• A third, and as high up to a half, in general throughout the country, they do not graduate from “high school”.

• the average Latino high school-er that does graduate has but the skill-level of an eighth grader.

• And barely half of those who do graduate, for example in California (scarcely 25%) meet the requirements so that they can be admitted to the university.

• Most Latino high school graduates enroll in the community college system.

• – but then transfer rates are very low. In IE, only 2 out of 10 who start off with the intention, actually transfer to a 4-year university.

• So therefore we have low college enrollment and graduation rates.

2) Education is of economic imperative, and the Civil Rights issue of our generation; it’s a right not a privilege.

- For the purpose of broader context: the competitive strength of the U.S. in a global economy depends, and will continue to depend to a large extent, on the positive educational outcomes of Latino students at all levels.

As we represent a significant portion of this country's future strength, we must achieve a dramatic and powerful change in our communities. For the U.S. to create a positive future it will require a Latino citizenry that is:

•Equipped to compete in a global economy;

•Part of a literate and well-educated labor and consumer base;

•A pool of linguistic and cultural talent that would serve to strengthen ties with Mexico and Latin America;

•Significant component of a highly productive work and business force that contributes to the tax base and therefore the economic well-being of the U.S.;

•Poised to participate and shape the U.S. political landscape through voting and civic engagement

3) The current stage is, of course, the discourse of "neoliberalism", or a discourse in which unregulated or "free" markets operated by entrepreneurial individuals are regarded as the optimal solution not only to economic, but also to social and political problems. This framework structures ideas about and the goals set for community development, definitions of the public good, and definitions of citizenship that create wider distinctions than before between the "deserving" or "super-" citizen, and the undeserving or "sub-" citizen.

- Now, higher education institutions are criticized –often for good reason- for their tendency to isolate themselves from their surrounding contexts and for not being more engaged with the issues that affect the communities in which they are located.

- And the LEAD organization agrees that there are important issues that directly or indirectly affect institutions and their communities that require higher education faculty, staff and students to “get out of the ivory tower,” to do the work that is highly relevant for the local context and to employ findings in such a way that they can be used to foster discussions that help inform policymakers.

Extra comments:

- Even when Latino EL students enter college, they often must enroll in remedial courses and struggle to achieve full literacy and academic success.
It is not surprising, then, that according to a recent _Pew Hispanic Center survey_ (http://pewhispanic.org/files/factsheets/68.pdf) , two-thirds of Latinos report that discrimination against Latinos
in schools is a major social problem.
- Latinos mention schools more often than workplaces or other public places as sites of discrimination.
A _Pew Research Center survey _ (http://www.pewsocialtrends.org/2010/01/12/blacks-upbeat-about-black-progress-
prospects/) suggests that Americans from all racial and ethnic groups currently believe that Latinos are the group that experiences
the most social discrimination. Unfortunately, much research has shown that, as it has for African Americans, such discrimination can
negatively affect Latinos’ academic achievement, engagement, and sense of belonging in K–12 and higher education.
- Although the number of Latino students in US higher education has increased in recent decades, and Latinos have now surpassed African Americans as the
largest minority group in US higher education (currently constituting 22 percent of total enrollment), Latinos as a group still have the lowest educational attainment
of any racial or ethnic group.
- Latinos consequently tend to work in low-skill occupations. “This is not just a Latino problem, this is an American problem.”
Education scholars have documented the many barriers to postsecondary educational attainment for Latinos:
- limited academic preparation,
- difficulty navigating the college environment,
- financial concerns,
- exclusionary college climates.
- Latino college students tend to come from high schools with few resources to prepare students for college.
- Many are the first in their families to attend college, so they are sometimes unfamiliar with strategies for managing college responsibilities.
- Latino students also often are reluctant to take on loans, in part because of the financial and familial responsibilities they already have during college.
- They are more likely than other students to be employed and to work full time to finance their college education, so they may have less time to devote to their studies.
- The broader political climate can also make it difficult for Latino students to find a sense of belonging in their college communities.
- Vulnerability to stereotypes about Latinos, such as those that are increasingly depicted in the media, can have a negative effect on Latino students’ academic achievement in college
as well as their college completion rates.
- Improving the Campus Climate - Although Latinos constitute about one in six Americans and more than one-fifth of the undergraduate
students enrolled in US higher education, they make up less than 5 percent of the professoriate.
- Latino college students tend to complete bachelor’s degrees at lower rates than members of other racial and ethnic groups, leading to lower rates of graduate degree enrollment,
doctoral degree completion, and faculty employment.
- Latino faculty will continue to be largely invisible unless universities make concerted efforts to recruit and retain them.
- At least two decades of research on diversity in higher education indicate that increasing the presence of Latino faculty in higher education is critical to promoting Latino students’ educational attainment.
- Latino faculty understand the cultural backgrounds of Latino students and can serve as role models for them.
However, increasing the numbers of Latino faculty and students in the academy (as well as members of other historically underrepresented groups) is not enough to ensure their
success or build a community. Intentional efforts must also be made to maximize the benefits of diversity.
- Efforts to build a diverse faculty often focus on the recruitment of faculty members from historically underrepresented groups but underemphasize the importance of retaining and promoting them.

4) Project: http://lead.csusb.edu/AboutUs.htm

About Us

… who are we … and our purpose …

5) Project: http://lead.csusb.edu/Publications.htm

JLE

- More than a decade ago, with the birth of the Journal of Latinos and Education, the primary motivation was to build an education movement that was neither primarily ideational nor ideological, but a praxis based on scientific approaches. At the time there were still too few major publications on Latinos and Education. There were research reports published all over the place or in highly specialized books and journals. Further, there was no one comprehensive published review of theory, research and practice on the topic. Despite some seminal publications, Latino issues remained often seen as limited in focus (academic colonialism). Mainstream publications tended to consider Latino issues as peripheral to broader issues in the discipline. Mainstream publications also tended to focus on nationally known "Latino" authors and look only to the work of a few to publish.

- We changed that! Today the Journal of Latinos and Education (JLE) provides a cross-, multi-, and interdisciplinary forum for scholars and writers of diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos. With many thousands subscriptions, downloads and readers, our work informs a basis for current action to address the educational crisis, of which Latino students are emblematic.

6) Project: http://nlen.csusb.edu/

NLEN

- That momentum enacted the National Latino Education Network, whose electronic portal allowing for exchange among thousands, predated the cusp of the social media revolution. The netroots movement expanded among the broad spectrum of researchers, teaching professionals and educators, academics, scholars, administrators, independent writers and artists, policy and program specialists, students, parents, families, civic leaders, activists, and advocates. Among the primary action items was to compile a Resource Guide/Clearinghouse that allows members to search and browse for resources, opportunities and activities in the Latino Educational community, which was non-existent or incomplete at the time.

7) Project: http://lead.csusb.edu/Publications.htm

HLE

- Next, the Handbook of Latinos and Education (HLE) had the unique purpose and function of profiling the scope and terrain of this particular domain. It remains the most significant and influential work in Latinos and Education, in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory. It symbolizes an important transition in Education, and the continual consciousness of Latinos. At core exists the struggle for educational equity and rights, with the conceptualization of social justice embedded, and support structure helping the plight of schools that are underfunded and racially organized in the most stereotypic of ways.

8) Project: http://lead.csusb.edu/Events.htm

LEAD Summit

- The LEAD Organization was organized to launch this handbook, and has already developed new and imaginative approaches, and action-oriented initiatives, as showcased in the annual Summit.

- Impact Numbers . . . http://lead.csusb.edu/ImpactNumbers.htm

17 million across 23 countries…

9) Project: http://lead.csusb.edu/TasksThemesItems.htm

LEAD Tasks, Themes & Items

-In line with building upon the inaugural LEAD summit's goals, many participants at our second annual Summit, via online social media and our global virtual classroom, had ample opportunity to exchange and forge future action items. This process, which makes the LEAD Summit NOT a conference BUT an Action-Planning Forum, is one which will helps focus ideas and to decide what steps needed to take to achieve particular goals.

- Mention that this has gained considerable attention; WHI. – They have helped us shape the vision for our region.

1) Learn the traits, backgrounds, cultural histories, and diversity of- and among Latino groups.

2) Build teacher and counselor education programs which have an explicit student-home culture component so educators be not only sympathetic but appreciative and sensitive of students' backgrounds; and willing to structure the schooling experiences to be compatible with students.

3) Create qualified teachers that have specialized knowledge and skills in language acquisition, biliteracy, and cross-cultural learning. Build "grow your own" teacher recruitment and education programs, with candidates who have organic linkages to the communities in which they intend to serve.

4) Research the social reception received by Latino families and the impact of this on the learning of children.

5) Combat the deficit views of Latinos; incorporate students' language, culture, and experiential knowledge into schools; acknowldege that an educator's responsibility for providing students with particular academic content knowledge and learning skills should not conflict.

6) Create meaningful, trusting, horizontal and reciprocal relationships with Latino parents and extended family.

7) Short of a constitutional mandate for schooling at the Federal level, acknowledge that fundamentally, significant educational action is historically conducted at the level of States and our localities; thus, where much of our attentions should remain.

8) Draw together many diverse constituencies of vested interest and facilitate the growth or cluster of collaboratives or action zones that work together to meet educational targets for improvement. These include engagement among parents, students, and other concerned citizens into a movement of transnational proportions that will enable our voices to be heard in the public policy arena. These in turn foster creative learning and collaborative leadership projects among and within the action zones.

9) Maintain a basic ethos motivated by research, policy analysis and advocacy, education and community action. Foster the practice of research-based teaching and learning, and resist cooptation by political rhetoric, political parties, or unfunded governmental mandates.
10) Acknowledge that partnership-building is an action-based strategy, and that no responsible change comes without the public pressure that requires it.

11) Help empower Latino families with information and resources to succeed in the education system, thus fostering a strong culture in academic achievement and college aspiration.

La Feria Educativa

- sábado 1ero de octubre, de 9 am a 3 pm, en la Universidad Estatal de California en San Bernardino

- un acontecimiento comunitario diseñado para proporcionar estudiantes y sus familias con información y recursos que facilitarán rendimiento académico y su camino a la universidad.

El Tema – “El Poder de Saber” - con los Objetivos de:

1) Entusiasmar los jovenes acerca su camino al community college o universidad, y a una carrera professional.

2) Involucrar a los padres y las familias, y ofrecer oportunidades para entender su papel en el proceso.

3) Exhibir materiales de información pertinente al bienestar de la comunidad.

4) Generar un compromiso colectivo.

* el “Inland region” tenía el aumento más grande de Hispanos entre 2000 y 2010 de cualquier área metropolitana en los Estados Unidos

Oportunidades a participar en:

• Foros Comunitarios • Exhibiciones, Vendedores y Expo Educativa

• Charlas Informativas y Talleres • Juegos y Actividades Educativas

Temas:

Preparación de Vida y Exploración de Carreras
Compromiso Paternal y Participación
Ayuda Financiera
AB540 e Inmigración
Profesiones en Ciencia, Tecnología, Ingeniaria y Matemáticas
Servicios de Preparación de Prueba
Transición a Enseñanza Superior
Vida Diaria en el Colegio
Enseñanza y Ayuda Escolar
Institutos de Liderazgo Estudiantil y de Padres de Familia
Programas de Enriquecimiento y Prevención de Abandono Escolar

La feria es gratis y abierta para toda la familia.

La información también se entregará en español.

Personalidades de Telemundo servirán como maestros de ceremonias, asesores de panel y oradores invitados.

Tambien saludarán con apariencias especiales, obviamente sujeto a la disponibilidad.

El retrato general – factores importantes

Con todos los problemas que estamos enfrentando en este país al momento: la economía, el medio ambiente, la política de inmigración, — nosotros, Latinos, podemos agregar otro dilema a nuestra lista. Como comunidad, estamos en medio de una crisis educativa.

O sea, mientras que hemos surgido como la minoría más grande (el nuevo censo indica que ahora somos 1 en 6 personas), nuestros niños forman el grupo más grande en muchas de las escuelas (1 en 4), aun:

•Una cantidad significativa (quizás tan alto como el 70%) de niños latinos no tienen acceso al pre-Kinder (o sea los programas pre-escolares).

•Y estando en la escuela, desde el principio, no hay una cierta congruencia entre la escuela y el hogar.

•Luego, asistimos a las escuelas con menos recursos (en todo sentido en terminos de los programas disponibles, los fondos y facultad…);

• Contamos o calificamos entre los puntos más bajos en pruebas de logro;

•Continúamos tener las tasas más altas del deserción escolar, o sea los alumnos que han abandonado los estudios.

•Una tercera parte hasta como la mitad, en general por todo el país, no se gradúan de la “high school” o de la prepa.

• el estudiante Latino (promedio) a graduarse de la preparatoria tiene las habilidades de un estudiante del octavo grado. En otras palabras, el estudiante Latino cuando se gradue de la high school, solo tiene el mismo conjunto de habilidades que los blancos tienen en el octavo grado.

•Y la mitad de aquellos que si se gradúan de la prepa, (por ejemplo en California), apenas el 25% logran los requisitos para que sean admitidos al colegio o universidad.

•Y por lo tanto tenemos las tasas bajas de matriculación universitaria y graduación.

• Hubo un aumento este año, pero nos graduamos en gran desproporcion.

La educación es un derecho, - no un privilegio.

Nuestros hijos llevan el peso de esta crisis, y es importante que la resolvamos.

(La educación es el imperativo económico de nuestro tiempo, y del asunto civil de derechos de nuestra generación.)

Porque nuestra fuerza competitiva en una economía global depende, y continuará depender en gran parte, en los resultados educativos positivos, de estudiantes latinos, a cada nivel.

Y como representamos una porción significativa de la fuerza futura del país, debemos, como comunidad, lograr un cambio dramático y poderoso.

Para que podamos crear un futuro positivo se requiere un ciudadano que es, o este:

•Equipado para competir en la economía;

•Parte de un grupo culto y base de consumo;

•Parte de un grupo de talento lingüístico y cultural, que serviría para reforzar enlaces con México y Latinoamérica;

•Componente significativo de la fuerza laboral y del negocio, que contribuye al bienestar;

•Y equipado para participar y formar parte de la panorama político por el compromiso cívico.

Debemos mejorar la educación para nuestros hijos, y entre mas rápido, mas pronto habrá este éxito.

Es una inversión – como decir, pesos ahora y los dólares más tarde.

Tareas

A fin de mejorar nuestra posición, debemos abogar para minimizar los cortes a la educación superior, mejorar los índices de graduación, aumentar el número de estudiantes que pueden transferir del “community college” a nuestras universidades, y aumentar la tasa de graduacion de la Universidad.

La ayuda financiera hay esta, pero tenemos que luchar contra las reducciones. No es “welfare” o asistencia de caridad. Sino una inversión en el futuro, y hay que protegerla. En CA, proteger las Cal Grants, en el nivel federal el Supplemental Educational Opportunity Grant (la concesión suplementaria de oportunidad educativa) así como los programas TRIO; y por supuesto la beca Pell debería estar exenta de reducciónes automáticas.

Aprender acerca de las historias culturales, los rasgos, los fondos y la diversidad de y entre Latinos

Construir programas de educación de maestro que incluyen un componente fuerte de la cultura de estudiante-hogar así que maestros son no sólo simpáticos y sensibles a una cultura diferente pero también apreciativo de los fondos de estudiantes y dispuesto a estructurar la experiencia de la escuela para ser compatible con estudiantes

Crear maestros calificados para que han especializado el conocimiento y las habilidades en la adquisición del idioma, capacidad de leer y escribir en dos idiomas, y en aprendizaje transcultural

Investigaciónes en nuetra "recepción social," y el impacto de esto en la eficacia de escuelas y aprendizaje de niños en aulas

Combatir las vistas de déficit de estudiantes y padres Latinos; y comprender que el alumno, su cultura, y la experiencia de uno no debe chocar con la responsabilidad de maestros y con el conocimiento académico y en particular las habilidades de aprendizaje; y crear relaciones significativas y confiadas con los padres y familias Latinas.