Walking Each Other Home: Part 2
Themes: mindfulness, social justice, culture awareness
Themes: mindfulness, social justice, culture awareness
There is an African proverb, “To go fast, you must go alone. To go far, we must go together.” I imagine that best describes what community and connection means to me on a very intimate level. Yet, the question that still begs to be answered is how do we find a way to connect with each other when we live in such separate and divided communities? How do we acknowledge and let go of the assumptions and stereotypes that we’ve accumulated about those who live outside our familiar communities and who are ethnically and culturally different from ourselves? How do we break the cycle of fear and distrust, so that we can come together authentically in friendship and connection?
These are but a few of the important issues that are needed to be talked about before we can truly come together as a nation, as a community and in our personal relationships. We cannot keep talking about each other without giving voice and hearing the voices of those we have been taught to be afraid of or to avoid.
There is no shortcut in the journey to create community and connection with those who we do not know or understand. We each must take the time to walk each other home.
Someone once said: “Once a seed has been planted and the dream of a better world is experienced, we can never go back. The heart wants more because it has seen what can be possible. No good dream has ever died, it has only gone asleep, waiting for one day to be awakened again.”
Themes: Nevada, environment, justice
Since the spring of 2018, when the University of Nevada, Las Vegas (UNLV)’s Marjorie Barrick Museum brought in Mary Corey March’s “Identity Tapestry,” I have integrated the tapestry in women’s and interdisciplinary studies courses. I sustain the use of March’s Identity Tapestry to spark discussion and allow students and the instructor to reflect on our understanding of belonging to the community. Using the tapestry to introduce race, class, gender, and sexuality in my online courses, I will talk about how universal design framed how I integrated it into the course and why, even outside the 1 October context under which it had been brought to UNLV, it’s a useful tool to introduce systemic inequities within a learning community.
Erika has been teaching for UNLV’s interdisciplinary, gender, and ethnic studies department since the fall of 2016. Since arriving at UNLV, she has developed courses on Latina Mothers and Daughters in the US (WMST 481), updated Critical Race Feminism (WMST 477/677) and Chicana Latina Feminisms (WMST 479/679), and taught topic-based courses on Hamilton: the Musical, and intersectionality and fandom studies. She has been featured in “Latinos Who Lunch,” “The Art People Podcast” and ”Seeing Color Podcast” most recently. You can find her critiques of queer Latinx representation on blogs such as “Latinx Spaces.” You can follow her on Instagram and Twitter via @prof_eabad.
Themes: student advocacy, disaggregated ethnicity, demographic data
While there are race and ethnicity categories mandated by the U.S. Department of Education for reporting, postsecondary institutions can determine to further expand this list. Stemming from student advocacy, some institutions have included disaggregated ethnicity subgroup options beyond these categories (Poon, Dizon, & Squire, 2018). Institutionalizing ethnicity data disaggregation is a critical means of promoting equity by collecting more accurate data on the experiences and outcomes of students who may otherwise be rendered invisible in the aggregate. Studies continue to illustrate the need and utility of disaggregated ethnicity data (e.g., Nguyen, Chan, Nguyen, & Teranishi, 2018). Moreover, race and ethnicity demographic data will continue to play an important role as projections continue to point to a more diversified population in the southwest, and three NSHE institutions are Asian American Native American Pacific Islander Serving Institution (AANAPISI)- and Hispanic Serving Institution (HSI)-eligible with others on the verge of meeting dual AANAPISI-HSI eligibility.
This session will describe efforts at UNLV toward adopting disaggregated ethnicity subgroup options, tracing the synergy emerging from one UNLV Minority Serving Institution (MSI) student council initiative and the UNLV MSI task force data and assessment subcommittee. Through sharing updates from UNLV, we hope to inspire additional campuses in NSHE and beyond to do the same.
Robert is the Morgan and Helen Chu endowed chair in Asian American studies and the director of the Institute for Immigration, Globalization, and Education at UCLA. His research focuses on the causes and consequences of inequality in higher education, which has been influential to federal, state, and institution policy related to higher education.
Kristine is a doctoral student studying in the higher education program and completing a graduate certificate in program evaluation and assessment at UNLV. Her research interests include race-conscious higher education law and policies, including Minority-Serving Institutions and race and ethnicity data disaggregation.
Judd’s professional interests include equity and social justice especially in regard to health and wellbeing.
In his role as vice provost, Brent focuses on data related to student attainment and learning, overall institutional effectiveness, institutional reporting, faculty activity, and data analytics. He presents and publishes on a number of topics in higher education including motivational models related to student success, retention enhancing programs, business intelligence and data analytics, enrollment modeling, recruitment, enrollment trends and student success efforts. Brent also serves as a fellow for research and innovation with the John Gardner Institute for Excellence in Undergraduate Education.
Larry is the director for research, compliance for the TRiO McNair Scholars Institute and the National Science Foundation Louis Stokes Alliance for Minority Participation (LSAMP) in the Center for Academic Enrichment and Outreach at UNLV, where he oversees grant-proposal development and evaluation efforts for federal programs that assist low-income, first-generation-college, disabled, underrepresented minority, and other disadvantaged students with preparing for, progressing through, and completing postsecondary education programs.
Blanca’s research agenda aims to advance educational equity for historically underserved and marginalized college students in STEM. With support from the National Science Foundation, her research investigates educational policies and practices that promote or constrain college student access and success at the intersections of race, class, and gender. Her research is published in the Journal of Hispanic Higher Education, the Journal of College Student Development, and Teachers College Record.
Themes: teacher education, access, students of color
Despite the positive impact that teachers of color have on student engagement and success, Latinx and Black teachers are highly underrepresented in the teacher workforce and within teacher preparation programs. While teacher preparation programs are beginning to recruit larger numbers of candidates of color, push out factors continue to impact graduation and retention numbers. In this session, panelists will discuss existing efforts to mitigate access barriers and how to leverage community cultural wealth to promote persistence for diversifying the teacher workforce. Participants will be invited to dialogue on topics related to student success, holistic supports for Praxis and licensure, and culturally responsive practices for supporting Latinx teacher candidates in higher education.
Marcela serves on the HSI grant team in the School of Education. Her scholarship examines the relationship between Latinx immigrant student experiences and education. Previously, she served as a secondary teacher in the Clark County School District. These experiences guide her desire to diversify the teacher workforce.
Irene is the HSI project director of the Cultivando Mentes and Transformando Caminos grants at NSC. Irene has worked in education for more than a decade, serving at the College of Southern Nevada, the University of Nevada, Las Vegas, After-School All-Stars, and Clark County School District (CCSD). Irene currently serves on the CCSD board of trustees representing District D.
Shartriya Collier has over 20 years of experience as a teacher and teacher educator. She is also the director of Sankofa, a program designed to support the retention and recruitment of Black students at NSC.
Esmeralda was born in Jalisco, Mexico and is a current Deferred Action for Childhood Arrivals (DACA) recipient. Raised in California, she received a bachelor’s degree in liberal studies from California State University, Channel Islands and a Master of Arts in Mexican American studies from San Jose State University. Esmeralda is now pursuing her doctorate in curriculum and instruction at the University of Nevada, Las Vegas.
Araceli Robles is an NSC sophomore majoring in pre-secondary education. She is from an immigrant family, as her parents and siblings immigrated from Mexico in the early 2000s. Her experiences as a Latina have strengthened her passion for teaching and equity in education.