SERVING OUR HISPANIC STUDENTS

MEET YOUR FACILITATORS

LET’S GET TO KNOW YOU! Introduction yourself to your small

group Name, Department, What do you hope to gain from this

workshop?

LEARNING OUTCOMES From participation in this workshop, participants

will be able to:1. Know the needs of the Hispanic student population2. Educate others on the needs of Hispanic students3. Reflect on his or her self-awareness as concerned

with race and ethnicity4. Become an advocate for Hispanic students across

campus5. Create actionable changes that can be immediately

implemented to his or her program and/or unit

AGENDA Introduction to the Hispanic student

population Best practices at peer institutions Student Leader Discussion Panel Case study/vignette activity Self-reflection activity Goals setting & action steps Assessment

An Introduction to the Population

WHO ARE HISPANIC STUDENTS?

MYTH:ALL HISPANIC AMERICANS SHARE A SIMILAR CULTURE OR BACKGROUND

MYTH:ALL HISPANIC AMERICANS SHARE A SIMILAR CULTURE OR BACKGROUNDFAL

SE

ALL HISPANIC AMERICANS DO NOT SHARE A SIMILAR CULTURE OR BACKGROUND

The Hispanic population is by no means a homogeneous group, but instead an umbrella term referring to many subgroups. Including: Latino/as, Chicano/as, Puerto

Ricans, Cubans, Mexicans, Mexican Americans, etc.

MYTH:“HISPANIC” IS A RACE JUST LIKE BLACK OR WHITE.

MYTH:“HISPANIC” IS A RACE JUST LIKE BLACK OR WHITE.FAL

SE

“HISPANIC” IS NOT A RACE, BUT AN ETHNICITY

Many Hispanic Americans identify as Black, White, Puerto-Rican, etc. Hispanic is a panethnic term (representing

a heterogeneous population). It is made up of a range of cultures, races,

national origins, sociological factors, etc.1

1 (Fry, 2002)

HISPANIC AMERICAN POPULATION Hispanic community will grow from 16% today

to over 21% of the U.S. population by 2025.1

Hispanic student population will make up one fourth of each education level by 2025.

This projection of educational equity is misleading . While many Hispanic children and teens will be

school-age, many will not graduate from high school and even fewer will earn a degree from a college or university.2

1 (U.S. Bureau of the Census, 2008)2 (Fry, 2002)

LET’S ELABORATE http://www.cnn.com/video/#/video/us/2

007/09/29/gutierrez.means.latino.cnn

MYTH:HISPANIC STUDENTS ARE ENROLLING & GRADUATING FROM COLLEGE AT THE SAME RATE AS WHITE STUDENTS.

MYTH:HISPANIC STUDENTS ARE ENROLLING & GRADUATING FROM COLLEGE AT THE SAME RATE AS WHITE STUDENTS.FAL

SE

HISPANIC STUDENTS ENROLL, BUT OFTEN DO NOT GRADUATE

Despite Hispanics representing 18% of college age men and women, significantly less are graduating high school and earning a college degree as compared to students of other race or ethnic groups.1

1 (Fry, 2002)

An Introduction to the OUR Population

WHAT ABOUT HISPANIC STUDENTS AT FLORIDA STATE UNIVERSITY?

MYTH:FSU IS THE BEST OPTION FOR FLORIDA HISPANIC STUDENTS SEEKING AN EDUCATION

MYTH:FSU IS THE BEST OPTION FOR FLORIDA HISPANIC STUDENTS SEEKING AN EDUCATIONFAL

SE

FSU ATTRACTS AND ENROLLS FEWER HISPANIC STUDENTS

13% of the Undergrads at FSU are Hispanic1

Lower than most major 4-year, predominately-White universities in Florida.

Benchmarking: University of Florida: 15% University of Miami: 24%

1 (College Navigator, 2011)

FSU RETAINS AND GRADUATES FEWER HISPANIC STUDENTS

67% of Hispanic Undergrads at FSU graduate1

Lower than most major 4-year, predominately-White universities in Florida.

Benchmarking: University of Florida: 82% University of Miami: 82%

1 (College Navigator, 2011)

WHAT CHALLENGES DO HISPANIC STUDENTS FACE?

MYTH:HISPANIC STUDENTS HAVE THE SAME NEEDS AND CONCERNS AS THE “AVERAGE” STUDENT

MYTH:HISPANIC STUDENTS HAVE THE SAME NEEDS AND CONCERNS AS THE “AVERAGE” STUDENTFAL

SE

HISPANIC STUDENT NEEDS1. Financial Needs2. Family Responsibilities3. Lack of College-Educated Role Models4. Academic Under-preparedness 5. Emotional Obstacles

MYTH:HISPANIC STUDENTS WERE ALWAYS WELCOME IN HIGHER EDUCATION

MYTH:HISPANIC STUDENTS WERE ALWAYS WELCOME IN HIGHER EDUCATIONFAL

SE

HISPANIC STUDENTS FOUGHT FOR ENTRY INTO HIGHER EDUCATION AND STILL DO TODAY.

• Struggled to enroll. Door of opportunity only widened in the 1980s and 1990s1

• DREAM Act• The Development, Relief and Education

for Alien Minors Act• Hispanic community created a

movement to gain equality in education• Hispanic-Serving Institutions (HSI)1 (Lucas, 2006)

MYTH:RACISM DOESN’T EXIST AT FSU

MYTH:RACISM DOESN’T EXIST AT FSUFAL

SE

HISPANIC STUDENTS STRUGGLE WITH RACISM EVERYDAY

Racism can be found in the decisions of faculty, staff, students, and most importantly, the institutional system itself.

Civilizational Racism

Societal Racism

Institutional Racism

Individual Racism

(Scheurich & Young, 2002)

BEST PRACTICES

UNIVERSITY OF CALIFORNIA AT BERKELEY Institution Profile:

Type: 4-year public Student population: 35,830 % Hispanic/Latino: 12%

Casa Magdalena Mora Theme Program A residential program that provides a network for

students interested in Mexicano/Chicano & Latino culture, community and social justices issues. Program requirements

Enrollment and attendance in the fall and spring seminar class, Chicano/Latino Studies 98/198 (Fall 2010: Wednesdays, 6:30-8pm)

Participation at Casa weekly meetings Participation in community projects

UNIVERSITY OF FLORIDAInstitution Profile:

Type: 4-year public Student population: 50,691 % Hispanic/Latino: 15

University Minority Mentor Program Goals:

Assist with academic and personal concerns, through one-on-one relationships

Encourage students to take full advantage of university resources for achieving academic success, finding employment, research and internship opportunities

Create a professional relationship with a faculty/staff member who may serve as an academic or professional reference

UNIVERSITY OF CENTRAL FLORIDA

Institution Profile: Type: 4-year public Student population: 53,401 % Hispanic/Latino: 15%

Orientación Offers two orientation sessions specifically for

Spanish speaking attendees Entire First Year Experience website in English &

Spanish Parent resources website in English & Spanish

Hispanic Student Leaders

STUDENT PANEL

CAMPUS ACTION VIDEO: RACISM AGAINST HISPANIC/LATINO STUDENTS

http://www.youtube.com/watch?v=PSwbjh4RNag&feature=related

IN SMALL GROUPS DISCUSS Your initial reaction to the video The assigned vignette Have you ever been apart of actions

such as these?

Be prepared to share what you learned with the large group

1) Greek Life (Red)You are the Greek Life Director at State University. You receive word that an honors fraternity hosted a “Cinco de Mayo: South of the Border” mixer and dressed in costumes that were derogatory of the Hispanic population. Word is starting to spread and students are getting upset.How do you hold the fraternity and its members accountable? What repercussions should come from the Greek students’ actions?

2) Dean of Students (Yellow)There has been a recent outbreak on campus of racially- and ethnically-themed parties, including the most recent, the “Cinco de Mayo: South of the Border” mixer. As Dean of Students at State University, you are getting pressure from both the VPSA and VPAA to change the campus climate to become more socially welcome and inclusive to all races and ethnicities.What do you see as the primary cause of racial and ethnic tension on your campus?  How can you improve the way Hispanic students are seen by the majority of students? How have recent events affected the campus atmosphere? What can you do as part of the Division of Student Affairs to make the campus as a whole more in tune to the effects their actions have on others? How can you encourage students and the campus at large to become more culturally sensitive?

VIGNETTES

3) Multicultural Affairs Advisor (Blue)After the “Cinco de Mayo: South of the Border” mixer, word spread about the event across campus, and many Hispanic students have been spending time together at the Center for Multicultural Affairs Office.  

How can you, as an advisor within Multicultural Affairs, support the Hispanic students on campus who feel victimized by and/or angry about the actions of their fellow students? How can you have an intentional and educational conversation with them about ways they can take ownership and action about this situation, instead of feeling hurt or angry? What campus partners and allies can you bring together to start changing the racial stereotypes that exist on campus?

4) Residence Hall Director (Green)You are a Hall Director at State University. On a floor in your building, a Hispanic student is roommates with a member of the honors fraternity who hosted the “Cinco de Mayo: South of the Border” mixer. The Hispanic student now feels like her roommate now no longer sees her as a valid individual and wants a safer place to call home, where she can feel respected

Are her fears legitimate? How will you handle this roommate situation? How can you support the Hispanic students who live in your hall who are hurt by this act? How do you build community and unity within your hall, across all races and ethnicities, while still respecting individual differences?

5) Faculty Advisor for Honor FraternityYou are the  faculty advisor to an honors fraternity. When it comes to event planning, your students are required to turn in paperwork regarding the logistics of their social functions, but the rules do not require them to tell you what the theme of their function might be, so you find out the next day that they have hosted a “Cinco de Mayo: South of the Border” mixer.

Now you are being called into meetings with the Office of Greek Life, the Dean of Students, and the Vice President of Student Affairs, who are not only planning to hold your students accountable, but also to question your actions. What are your first steps to handling this crisis? What kind of action plan can you make to hold your students accountable, now and for future social and organization events?

5) Faculty Advisor for Honor Fraternity (Orange)You are the  faculty advisor to an honors fraternity. When it comes to event planning, your students are required to turn in paperwork regarding the logistics of their social functions, but the rules do not require them to tell you what the theme of their function might be, so you find out the next day that they have hosted a “Cinco de Mayo: South of the Border” mixer.

Now you are being called into meetings with the Office of Greek Life, the Dean of Students, and the Vice President of Student Affairs, who are not only planning to hold your students accountable, but also to question your actions. What are your first steps to handling this crisis? What kind of action plan can you make to hold your students accountable, now and for future social and organization events?

SELF-REFLECTION ACTIVITY

GOAL SETTING & ACTION STEPS

GOAL SETTING Group Discussion

What can you take to your campus and apply?

How can you be creative with resources to support your goals and action steps?

What are some goals you can put into action:

This week? This semester? This year? In the next 5 years?

TAKING IT A STEP FURTHER: ACTION STEPS

• Create an advocacy program to provide support for Hispanic students1

• Help in the transition to college• Encourage a strong sense of community• Develop leaders to engage others

• Create partnerships with faculty and administrators

1 (Castellanos & Gloria, 2007)

CONCLUSION Importance of engaging Hispanic

students Application of ideas

QUESTIONS?

ASSESSMENT

THANK YOU!