Culminating Experience

Through this experience, I was able become immersed in the Latino culture. Whether this was salsa dancing, enjoying food, looking at art, or doing research, this semester was a time of searching and taking risks. I was fortunately enough to find my voice, in real life, and able to reveal more about their insights into higher education. Through this development of advocacy, I was able to identify key best practices in order to make a first generation Latino student successful.

Best Practices

Provide bilingual literature and services

One of the largest barriers for many Latinos and their families, is language. By providing translators or services that provide a bilingual component, students and parents will be able to be provided with effective communication. Bilingualism is "a way to attain equity" and by offering this service, the level of inclusiveness raises (Huerta-Macias, p. 218). Furthermore, parent newsletters, websites, and pamphlets should be provided with Spanish as an option.

Utilize a Latino cultural group for mentorship

One of the key components to the Latino community is the idea of "familia" or family. Demographically, Latinos are very diverse with over 20 countries represented in the last U.S. Census. With the large amount of nationalities, it may be hard to connect a community, but creating familia starts with the foundation of student affairs professionals and educators buying into this concept. Latino groups and centers should prompt programs that offer mentorship programs. One example of this mentorship group is the Sponsors Program at Claremont College. This program creates a sense of belonging for first-year students, gives them access to upperclassman knowledge, and orientates them faster to the university than those without a guide ("Programs and Services", n.d.). The mentor program at Governors State University goes as far as pairing students based on major and includes mandated time spent with the first-year student ("Become a Mentor" n.d.). Creating personal connections within the institution enhances the chance for a first year student to become involved. This involvement as studies have shown, leads to better retention and satisfaction of a university or college.

First year experience programs should be comprehensive

From examining my voice and the settings she is placed in, it is evident that awareness is an issue that can get lost in transition. Moving in, finding classes, adapting to coursework, and finding a social network are all items to be done within the first couple weeks of school, the last thing on someone's mind is safety issues on campus. The first year experience programs at many university's go over the core values, instill a philosophy of learning, and create community within these settings. This would be a perfect time to incorporate both silos of education; student affairs and academia. By providing insight into student activities, safety issues, exposing campus services, and bringing in student affairs professionals, these first-year experiences would be providing an open-book look into the life of an institution. For Maria, the first year programs create a sense that she matters to the university and helps her build a concept of part versus whole with looking at the institution. This philosophy allows Maria to better navigate through her experiences.

Seek out advocates to create a support base for Latino students

Some professionals have more time and energy than others, and as student affairs professionals, we should be using these individuals as advocates and role models for our students. As stated in an earlier post, a strong role model, supportive individuals, all allow people like Maria to succeed. Furthermore, advocates are able to find resources within the university setting to help marginalized groups. A Latino center should not be just limited to the support staff they have at an institution. Professionals should be looking for individuals in each department in order to create a consistent force within the university as a voice for students like Maria.

Educate residence life and student organizations about first generation college students and minority students.

More and more student groups are getting exposed to "Millennial student" needs and characteristics and understanding how to market, plan, and adapt to this breed of student. Who is to say, that first generation students could not be a new focus area? By improving in education on first-year/first-generation students, organizations will be more apt to program to retain students and provide them with a rewarding experience.

All areas of student affairs should be exposed to current events in diversity. There is a point where we can increase awareness so it can be development into advocacy. Though many students may not have the time or interest to become an involving advocate, the students' who develop this skills will improve their organizations or bodies they work in for the better.

For residence life, the importance of relationships and community would be emphasized even more so. They would learn how to target these students in order to get them to their events when other temptations (alcohol and peer pressures) may be standing in the way. Students not student affairs professionals are who they will have the most contact with during their college years and we must be willing to give these student leaders the knowledge for they need to succeed in a changing demographic.

Closing Thoughts

This semester theme seemed to take on the area of risk taking. I "took the plunge", as it was said and expanding on my voice further than in the summer. Whether this was in my internship or in class, I was always reflective in how my voice would react or whether my actions would have any affect on them personally. Being involved in housing, the first-generation student has become a priority for me to become an advocate for and more important help them to expose them to the various resources offered on campus. The personal interaction, whether in recruitment, rentention, or marketing, is still an underrated skills. Through this experience, I was able to talk to a variety of people in person to expand my knowledge base and more importantly create small changes to my policies and procedures to reflect on the greater constituency.

Claremont College: Programs and Services

Programs and Services. (n.d.) Claremont College. Retrieved December 6, 2008, from http://www.cuc.claremont.edu/chicano/CLSA-programs%20and%20services.htm.

Governors State University

Become a Mentor. (2008) Governors State University. Retrieved December 6, 2008, from htt[://gsucms.govst.edu/latinocenter/default.aspx?ekfrm=13502.

Herta-Marcia, A.G. (2003. Meeting the challenge of adult education: A bilingual approach to literacy and career development [Electronic version]. Journal of Adolescent & Adult Education, 47 (3), 218-226.

Interview Part 2: I'm a Female Latino

When continuing to enter my voice, I was able to connect to a young women who is of Latino descent. Through a face-to-face interview, I focused on the following concepts.

Expectations are upon you

Pre-Conception of College

Services essential for success

Analysis:

My interviewee, who will be named Natalie, revealed her background in her community, her parents, and the steps she took when looking for colleges.  Like my voice, college wasn't the normal path after graduation.  She went to an inner city high school, where the graduation rate was very low.  She got motivation from her parents, who never went to college, and her older sister who was the first in their family to go.  For the people in her community, family members, are thought of as exceptions.  They have broken through a line of access and are given encouragement through the church, her family, and her friends.  She does admit, she finds it harder to relate to her friends and vice versa.  They do not understand the kinds of commitments she has made and the first couple of weeks were hard because she became homesick.  Once, she started adjusting to college, she found that it was easier to stay at school and enjoys herself now.

Most of her knowledge about the college admissions process came from her older sister. Natalie was met with members of her church along with the school counselor, to help her in her process.  She first decided to search regionally and would be staying in state to save on money. Next she was able to take trips and found that college she is at currently, offered a small intimate community that was friendly and teachers presented a program that was tailored to help first year students. College was a place that could change her life for the better.  She understood how great of an opportunity this was to a young person.  Unlike her peers now, they "do not understand how hard it really is to get here". Though her sister told Natalie about her opinions on classes, the stresses, and peer pressure, Natalie, was still confused about some of the smaller items.  These ranged from financial aid help, to how she will get home for a weekend, since she did not possess a car.

Being Latino,  brought barriers when her parents visited with her on college visits.  Though her father knows English quite well, her mother only has an adequate grasp on the language.  Some of the technical items such as financial aid, bursar bills, and the type of classes Natalie was taking, was items that were confusing even for Natalie.  She said, "It would have been nice to have a translator".  Not so much as to help them, but to have her parents minds at ease knowing that they were catering to the Latino population.  This was not something that was met at any of her college visits.  Once she got to college, orientation sessions, her R.A., and teachers were what helped the most in making the transition.  The orientation sessions, focused on different parts of the university and being able to connect with a group of individuals of around 15-20.  These sessions covered everything from the financial aid office to the career center. Led by R.A.'s, Natalie felt her mind at ease knowing that their were knowledgeable people who would be available 24/7.  The curriculum for first year students involve the First-Year Seminar which is an orientation to the values of the university.  Though it was not tough academically, Natalie felt that she made a connection with the instructor and that he presented an accessibility to be wanted to be used as a resource.  When asked to define what made her successful, she came up with "a university who exposes an individual to all areas, a dorm that is friendly and open, and teachers who make time for students". 

For many college students, they could not tell you the mission of the university or what they stand for; Natalie could.  The difference is that the mission and values were placed throughout her orientation and classroom experience.  Whether mandated by the university, or formed through a student-faculty committee, the two silos of education: students affairs and academia, must work as one.  Whether it is the Director of Residence Life or the Department Chair of Mathematics, each must do their part in incorporating the mission of the university into their teachings.  Failure to commit in certain areas, may have an affect on student learning, but most likely they will feel a connection to part rather than a whole.