Effective Strategies and Mentoring Programs for Educating Latinas

1. Effective Strategies and Mentoring Programs for Educating Latinas 13th Annual CALSA Summer Institute July 16, 2014 Presented by: Elizabeth Zamora-Mejia, Partner Dr. Irella Perez, Principal, Inglewood USD

2. THE PROBLEM

3. The Latina Education Pipeline The Sad Reality: In California, out of the 100 Latinas who finish Elementary School, only 54 will finish High School. From that 54, only 11 will graduate from College. From that fortunate few, only four Latinas may obtain a graduate or professional degree, and only .3 will have a PhD. (source: Hispanas Organized for Political Equality (HOPE))

4. source: Hispanas Organized for Political Equality (HOPE)

5. source: Hispanas Organized for Political Equality (HOPE)

6. Why are Latinas falling through the cracks?

7. Because there is a substantial disconnect between the aspirations of Latinas and the realities they face.

8. Two Important Studies

9. This study, published in 2013, was commissioned by the Eva Longoria Foundation. Longoria’s foundation empowers Latinas to reach their full potential through education and entrepreneurship. Researchers were from the Civil Rights Project/ProyectoDerechosCiviles of the UCLA Graduate School of Education and Information. The study synthesized existing knowledge base about Latina educational success. It also examined two large data sets, one national, and one California-based.

10. This study is conducted by the National Women’s Law Center and the Mexican American Legal Defense and Educational Fund and published in 2009. The findings are based on a nationwide survey participants taken from schools and programs working with Latina students. The researchers also conducted interviews and focus groups.

11. The NWLC/MALDEF Study found that Latinas have high aspirations.

12. Respondents demonstrated their strong motivation: “I want to have what my parents didn’t … I want to be someone in life.” “It’s very important for me to graduate — it’s one of my goals in life because nobody in my family really graduated from middle school or high school so I want to do that for myself, so I don’t have to worry about working in fast food places or whatever.” “My mom’s mom she was a field worker — so she was the one who appreciated education — and she would say “Mija, get all you can out of education, get a college degree, “cause I wanted it and I couldn’t get it.”

13. … here’s where the DISCONNECT lies: (1) Latinas drop out in large numbers and (2) Latinas doubt their ability to reach their goals.

14. 1. Latinas Have High Dropout Rates The high school dropout rates for Latinas are alarmingly high. In 2006, 41% of Latina students did not graduate in 4 years with a standard diploma.

15. Dropping Out Has Serious and Damaging Consequences. • Girls in general, and Latinas in particular, face especially daunting economic challenges by dropping out. • Latinas with no high school diploma are 1 ½ times less likely to be employed than their Latino counterparts. • The median annual earnings is only $15,030/year. ($23,368 is the median earning for Latino dropouts.) • 35% of Latina dropouts are forced to rely on Medicaid for health care services. • Latina dropouts are more likely to get pregnant as teenagers than are those who stay in school. • The problem becomes multi-generational, children of dropouts are more likely to drop out themselves, even more so, if it is the mother who did not graduate.

16. 2. Latinas Doubt Their Ability to Reach their Goals When asked: “Realistically, what is the highest level of education you think you will achieve?” Sadly, a full 1/3 (or 34%) of the respondents in the NWLC/MALDEF study answered the question by checking a lower level of education than they had reported wanting to achieve.

17. Observations on the Self-Esteem and Self-Confidence of Latina Students: • Latina/os hold high beliefs in the utility of education but have lower levels than their peers of “self-concept” of — or confidence in — their ability to do well in school. • Although Latinas start off in school with high levels of self-esteem higher than those of their peers, they have the largest decline in self-esteem as they progress to adulthood. • Latinas have the highest rate of suicide and depression among their peer groups.

18. Why is this the case? High Aspirations High Dropout Rates and Low Self-Esteem and Self-Confidence

19. DISCRIMINATION + GENDER STEREOTYPES + LACK OF ROLE MODELS = LOW EDUCATIONAL SUCCESS FOR LATINAS

20. Both the NWLC/MALDEF and the Longoria Studies identified the following factors explaining this disconnect. • Poverty • Un/undereducated parents and their lack of involvement in their children’s education • Lack of Latino/a role models • Immigration Status and instability/ anxiety it brings • Language barriers • School safety/ atmosphere (i.e.,discrimination, lack of diversity, ethnic/racial hostility and stereotyping, feeling isolated

21. For our purpose, we will focus on the factors that are unique to Latinas. • Gender/ethnic stereotypes • Family/social expectations • Family responsibilities • Discrimination/stereotyping • Lack of Latino/a role models • Lack of parent involvement • Unwelcoming school environment • Teen pregnancy

22. Gender and ethnic stereotypes can negatively affect Latinas educational performance in particular. Stereotypes portray Latinas as submissive underachievers and caretakers, and these are often reinforced by family, school, colleagues, and the media. The idea that you’re not supposed to move out until you get married also limits Latinas’ academic ambitions. They do not see the possibilities of doing well in school and pursuing a post-secondary education and careers.

23. Latinas are influenced by family and social expectations. Some respondents noted that parents have differing expectations for their sons and daughters. • Some, not all, come from families that think the female role is staying home and not going to college and having a career. Staying home and having a family is first and foremost.” • Many families think girls are not supposed to move out of the home until they get married.”

24. Other Family Responsibilities Impact Latinas’ Educational Success • Latinas are expected to be caretakers for younger siblings or elderly relatives. Many respondents talked about having to help their parents on child care and even getting a job. • One student pointed out that she has to be a “second mom” to her younger sisters. • One girl noted: “Sometimes I just want to take a year off from school so I can help them get whatever they need … I get mad sometimes ‘cause they need shoes or something and I can’t help them.”

25. Gender stereotypes and harassment exacerbate the problem. One Latina student reported that a teacher asked a ninth grade Latina sitting with her friends in the cafeteria: “Why aren’t you pregnant yet?” Another girl, who was the oldest of several siblings and often shouldered parenting roles, stated: “I have a lot of people tell me you’re going to end up pregnant.” A college student wrote: “At one point when I told a teacher I was heading to college, he said [in two years or less], I will be married and pregnant.”

26. In too many instances, Latina girls internalized these stereotypes. An after-school program staff noted that Latinas “get the message that their job is to be pretty and have babies.”

27. Latinas Have Higher Rates of Teen Pregnancy 53% of Latina teens — nearly twice the national average — get pregnant at least once before age 20. It is the highest among all race groups. The reason is complex, but perhaps the most significant is the lack of access to comprehensive, medically accurate information about pregnancy prevention — either at home or school. About half of general female dropouts said that becoming a parent played a role in their decisions to leave school, and 1/3 of the dropout said it was a major factor.

28. Latina students experience discrimination and stereotyping in school, which hinders school engagement, learning, and success. 87% of the respondents reported that they had been treated differently at school because of their ethnicity. Students reported being called derogatory names, like “wetback” or “illegal.” They also felt uncomfortable speaking Spanish. This made them feel isolated and unsupported.

29. Latina students face unwelcoming school environment. “Being Latina, I felt so out of place in middle school … And I never liked talking about my family, my background … I just didn’t really want to be at school.” A number of students interviewed reported not feeling unable to embrace their own identities as Latinas with pride. Because feelings of alienation and marginalization have been linked to dropout, enabling students to embrace their ethnic identity in welcoming, multicultural school environment is integral to Latinas’ academic achievement.

30. Latinas LACK ROLE MODELS to inspire and advise them on reaching their educational and career goals. • 40% of the respondents indicated that their mothers either had not finished or attended high school. • Latinas lacked an educational role model and also someone to go for guidance within the family. • Often, Latina students’ first contact with an educated Latina/o is a Latino teacher or counselor • Access to Latino/a role models, like teachers and counselors, serve as crucial role models and can provide guidance to parents and students

31. SOME KEY SOLUTIONS

32. Both the NWLC/MALDEF and the Longoria Studies identified key solutions to the Latina education problem that can be summarized as: • Invest in the education of Latinas at an early age: (a) outreach and education to families; (b) focus on increasing Latinas’ interest in Math (the Longoria study identified Math aptitude as a predictor for educational success of Latinas). • Create and foster a school environment where diversity is valued and students are encouraged to embrace —with pride and dignity —their gender, race and ethnicity • Strive to have diversity in the student body as well as the teachers and staff. • Facilitate programs and events where students can learn and showcase their own culture as well as get exposed and appreciate the culture of their peers.

33. Solutions (continue…): • Encourage Latina students to become bilingual (the Longoria study also identified bilingualism as predictor for success • Encourage and facilitate Latina involvement in extra-curricular activities and other social and community activities. • Improve efforts to prevent teen pregnancy including a comprehensive, accurate, and culturally-attuned sex education. Support pregnant and parenting students.

34. Solutions (continue…): • Facilitate parental involvement in the education of their children • Encourage Latinas to pursue and prepare for post-secondary educational opportunities. Show them how to access various tools to help them reach their goals such as financial aid, education grants and scholarships, work-study programs, visiting colleges • Connect Latinas with role models and engage them in goal setting. Mentoring is key.

35. FOR OUR PURPOSES HERE, WE WILL FOCUS ON THE MENTORING SOLUTION

36. Why is MENTORING crucial to the educational success of Latinas? Studies have shown that girls with long-term plans or educational aspirations have more hope for the future, are less likely to get pregnant at a young age, and are more engaged in school and extra-curricular activities— crucial factors that substantially increase the likelihood of finishing high school and making it to college.

37. Mentors can bridge the gap and eliminate the disconnect between the aspirations of Latinas and the realities they face. Seeing someone in front of them who looks like them, came from where they came from, and has done well and achieved her goals can empower Latinas and improve their chances for success.

38. Studies have shown that a positive bond with caring adult helps students stay in school and graduate. • Mentors can help Latinas regain their self-esteem, self-confidence, and self-worth • Mentors can help guide them in the exploration of their educational and life goalsand can help explain the educational process to parents who don’t have experience with our educational system. • Mentors expand these Latinas’ networks and reach, which will prove valuable once they start looking for jobs.

39. WHAT CAN WE DO?

40. We must ensure that mentorship and college readiness programs targeting Latina students are established in school districts, particularly low-income schools with a high population of Latina students.

41. Model Program #1: Latinas Guiding Latinas, UCLA, Los Angeles, CA Founded in 1987 by a group of women from the UCLA’s La Raza Womyn, Latinas Guiding Latinas is a mentorship program where Latina college student mentors are paired with Latina student mentees from five different schools in the LA area, namely, Kennedy Elementary School, Belvedere Middle School, Hilda Solis Academy, Roosevelt High School, and Mountain View High School. On average, about 40 members of the club mentor over 105 mentees. The program used to be funded through UCLA, but now, Latinas Guiding Latinas became a non-profit, which expanded their ability to raise money. The mentors stay away from the usual tutoring and academics. They discuss topics such as going to college, family, health, sexuality, and other topics of interest such as music and theater. They meet once a week, sometimes in UCLA to give the students the feel of being in a college campus. Mentees reported increase in self-confidence and empowerment.

42. Model Program #2: Latina Leadership, Tehama County Mentoring Program Ten 7th and 8th grade Latinas are partnered with ten members of the Lambda Theta Nu Sorority at California State University Chico. Each month, the girls from Gerber meet their mentors on the Chico State campus to learn about the college experience, make preparations for their own admittance to college and develop leadership skills which include self-esteem, cultural competency, etiquette and high school success.

43. Other partnership opportunities • Work with local universities and colleges to establish a mentorship program. Latina college students who successfully made it to college as well as Latina professors and university staff can serve as mentors. Volunteer mentors from the public and private sector may also be invited. • Partner with a private foundation or non-profit organizations. There are several nationwide and statewide organizations that have programs where successful Latinas mentor young Latinas. If an organization does not have one yet, start a dialogue with its leaders and proposed a partnership. It would not be difficult to convince them of the realness of the problem and the positive impact they can make.

44. Organization #1: MANA, A National Latina Organization MANA is a nationwide grassroots Organization originally intended to provide a voice for Mexican-American women, which was then expanded to all Latinas coming from diverse backgrounds. MANA has a program called Hermanitas Leadership Institute, which is a 3-day workshop for Latinas age 11-18 focus on leadership, communication, goal-setting, initiatives for Science and Technology, Engineering, and Mathematics (STEM) and more. MANA also have the AvanZamos Fellowship where local leaders are trained on how to become a mentor and facilitate a local mentorship program. This could be something that administrators and teachers can participate on. MANA has local chapters all over the country. They can be contacted through their website: http://www.hermana.org/

45. Organization #2: Hispanas Organized for Political Equality (HOPE) HOPE is a non-profit, non-partisan, organization based in California committed to ensuring political and economic parity for Latinas through leadership, advocacy and education to benefit all communities and the status of women. The HOPE Youth Leadership Program (HYLP) formerly the Youth Leadership through Literacy Program (YLTLP) is a statewide development program designed to prepare low-income, high school-age Latinas for a self- sufficient future through a college education . education. The The objectives of the HYLP include college preparation, financial empowerment, enhanced civic participation and the promotion of healthy living. email: latinas@latinas.org

46. “Latinas are the linchpin of the next generation — how a child fares in school is highly correlated with their mother’s education. If the cycle of under-education is to be broken for the Latino population, it will depend to a large extent on changing the fortunes of young [Latina] women.” - Patricia Gandara, UCLA ProyectoDerechosCiviles

47. THE END