This is cross-posted from the U.S. Department of Education blog, Homeroom.
This is cross-posted from the U.S. Department of Education blog, Homeroom.
As a Hispanic woman in a male-dominated field, I’ve experienced firsthand how one’s gender and ethnicity can create unjust roadblocks on the path to professional success. As a result, women and Hispanics are both underrepresented in the STEM industry, but I believe we can break through these barriers.
To share a personal example through my experiences and career, I’ve learned that you never know when one opportunity may lead to another. A few years ago, I was named to a Hispanic business publication’s list of Top Five Women and was invited to attend an awards ceremony. While there, I had a conversation that led to me being asked to join the White House Initiative on Educational Excellence for Hispanics. It was one of those times where I paused and thought, “The White House?!?” Of course, I agreed to serve immediately.
It’s been a great experience for me, but you don’t have to serve on a White House panel to make a difference. We can all help inspire change, and to do so, there are key steps we can take with our children and mentees to encourage higher representation of both minorities and women in these critical fields. And they’re easy to remember — just think STEM:
If we can all work on these initiatives, young women and minorities will feel more supported and confident engaging in STEM and in their dream careers. Furthermore, the talent they can bring to the field will not only diversify, but help achieve our full potential of discovery and technological innovation.
Alicia Abella is a member of the President’s Advisory Commission on Educational Excellence for Hispanics
Crossposted from The White House blog
For every dollar we invest in early childhood education, we see a rate of return of $7 or more through a reduced need for spending on other services, such as remedial education, grade repetition, and special education, as well as increased productivity and earnings for these kids as adults.
Early education is one of the best investments our country can make. Participation in high-quality early learning programs—like Head Start, public and private pre-K, and childcare—provide children from all backgrounds with a strong start and a solid foundation for success in school.
Tomorrow, President Obama will host a White House Summit on Early Education, announcing new commitments and building on his call to expand access to high-quality early childhood education to every child in America.
As part of the Summit, Grammy award-winning artist Shakira and Secretary of Education Arne Duncan will be taking to Twitter on Wednesday, December 10, at 10:00 a.m. ET to answer your questions about early education. Shakira is a member of the President’s Advisory Commission on Educational Excellence for Hispanics, and has been a strong advocate for high-quality early education.
Here’s how you can get involved:
Learn more about the President’s plan to expand access to high-quality early childhood education, and then join Shakira and Secretary Arne Duncan for a Twitter chat on Wednesday, December 10, at 10:00 a.m. ET.
Spanish High School Teacher in Baltimore, MD
Natasha is a dedicated and passionate educator. She currently teaches Spanish at Paul Laurence Dunbar High in Baltimore, MD. Natasha grew up along the U.S.-Mexico border in Brownsville Texas. Although both Natasha and her parents were born and raised in the United States, her family maintained a strong sense of their heritage and culture. Natasha’s Mexican-American upbringing would later help her draw from her own experiences as a foreign language learner. It would help her to connect and reach her students who were not at all familiar with the Spanish language and the diverse cultures that share it as a mother tongue. Natasha attended the University of Texas in Brownsville, Texas and received her B.A. in History. In 2014, she received her Master’s in Educational Studies from Johns Hopkins University. She has served as a grade level team leader, a member of the instructional leadership team, and has sponsored various student clubs. Next, Natasha plans to take students out of the country for the ultimate immersion experience. Aside from teaching, Natasha really loves exploring new cuisines on different continents.
Why do you teach? I teach because that is what I have always done. Ever since I was a little girl, I wanted to be a teacher in some capacity. Initially I wanted to be a kindergarten teacher, and I would even play pretend school with my dolls. Later, I decided I wanted to be a college professor. I attended the university with that intention. One year after I graduated, I began volunteering as a tutor for high school students in DC. I had such an amazing time that I decided to apply to Teach for America and become a teacher.
What do you love about teaching? I love the creativity that is essential to teaching. I also love the spontaneity that comes with teaching. Each day is a new opportunity for both my students and I to learn and grow, both of which are difficult and messy processes. There is nothing like seeing students experience success through trial and error.
When you were a student, was there a great teacher who inspired you? There was a professor in college who not only inspired me, but mentored me as well. I met Dr. Kendall during my first year of college. I remember he asked me to stay after class one day and I was terrified. I thought I was in trouble or did an assignment wrong. It turns out he just wanted to get to know me better. That semester he helped me decide on my major, which also happened to be the subject he taught. He is also the person that suggested I be a college professor. He was the perfect mix of tough and warm – and I will never forget him.
Second Grade Teacher in Thermal , CA
Faith M. Rodriguez is a 2nd grade teacher at Las Palmitas Elementary School in Thermal, CA. She has been teaching for the past 11 years within the Coachella Valley Unified School District. Faith has always been inspired by her parents to do her best and follow her dreams to become a teacher. Both her parents are Mexican immigrants who came to the states to better their family’s life. Faith received her Bachelors, teaching credential, and Masters in Education from California State University, San Bernardino. She has served as grade level lead for her school, organized National Young Readers Day, and taught summer school for Migrant students. Not only does she teach within the public school system but she also serves at her church as a Sunday school teacher. There she organizes Vacation Bible School for the community. Faith believes her experiences will help encourage her students to further their education by attending college.
Why do you teach? Ever since I could remember I’ve always wanted to become a teacher. I teach to make a difference in a child’s life. My goal is to make a child feel at home when they come to school. Our children are the future.
Growing up my parents always instilled the importance of obtaining an education. Even though my parents only spoke Spanish and struggled to help me, they always found a way to encourage me. I share my personal story every year with my class. I share it in hopes not only to inspire them, but that they dedicate themselves in striving to attain their goals.
What do you love about teaching? There’s nothing more that fulfills my heart than seeing a student’s transformation happen in my class or beyond. I’ve always reflected on the teachers that have made an impact in my life and I strive to do the same for my students.
When you were a student, was there a great teacher who inspired you? To this very day I can still recall my 2nd grade teacher Mr. Loomis. Mr. Loomis was an awesome teacher who always put us first. Every morning he would greet us at the door and welcome us to school. He made a connection with each of his students. He wanted to make sure we felt safe and cared for. Mr. Loomis taught me to make a connection with my students. If a student feels like you care, then they will care to do their best in school.
Elementary School Music Teacher in Washington, D.C.
I was born in Morazán, El Salvador, a state that was heavily impacted by the Salvadorian civil war. For the same reason in 1990, my mother decided to migrate to the United States leaving me with my grandparents at only 4 years old. In 2001, my mother decided that it was time for me to travel to the U.S. When I arrived in Washington, DC, I went to school to learn English and improve my musical skills. Being the son of a mother who fed us by cleaning houses and getting paid the minimum wage, I was encouraged to keep studying and have no limits on my educational goals. Therefore; once I graduated from Bell High School with honors, I decided that I wanted to be the first one in my family in the US to go to college. In 2012 I obtained a Bachelor’s degree in music education from the University of the District of Columbia. That same year I started working in DC Bilingual Public Charter School (PCS) as a part-time music teacher while I was working on my M.A in early childhood education. Now I’m a full time educator at DC Bilingual PCS where I teach music from Pre-kinder 3 to 5th grade, have an 18 student school choir, and 6 students enrolled in one on one piano classes.
Why do I teach? I teach because I want a better world, a better society and better human beings. I believe that humans are like trees, their beginning is fundamental for their later life. Being an elementary educator gives me the opportunity to effectively address my students.
What do I love about teaching? I love to see children learn and be exposed to experiences that they otherwise would not be exposed to if I was not there. I love to see them have fun every time they go to my classroom. I love to see them grow physically, mentally, and socio-emotionally year after year.
Was there a teacher that inspired me? Yes, my uncle! When my mother left, she assigned my uncle to be responsible for my education. He was the first one in my family in El Salvador to go to college. He would walk for one hour to ride the bus to go to college. He would study overnight to be the above his peers, that inspired me. I was also present when he obtained his degree in psychology. Because of him, I knew from a very young age that going to college was not an option but a must.
Associate Professor at Wheelock College in Boston
I am currently an Associate Professor at Wheelock College in Boston, where I work in the preparation of teachers, both the undergraduate and graduate levels. I joined the faculty of Wheelock College in 1988 as Assistant Professor, and was promoted to Associate Professor in 1995. In 2004, I was appointed Acting Dean of the Child and Family Studies Division after having served as the Coordinator for the Child Development and Early Childhood Program, and the Child Development Studies program since 1998. In 2006 I was appointed Dean of the School of Education and Child Life, and in 2009, I was named Chair of the Elementary Education Department. Prior to coming to Wheelock, I was a high-school teacher and an Assistant Principal in a private K-12 school in my country of origin, Venezuela. I started teaching during my first year of college; the country was in need of prepared teachers, and college students in teacher preparation programs were able to have their own classrooms. I started teaching pre-schoolers, but soon moved to teaching 7th, 8th and 12th graders. I focused on social studies and citizenship education with the younger grades, and on sociology with the seniors. After 6 years in the classroom and now with a bachelor’s degree (and a teaching license) in hand, I came to the U.S. to do my master’s and doctoral degrees in Education at the Harvard University Graduate School of Education. While studying about moral education and working as a teaching fellow, I developed a passion for teaching teachers. I realized that I could contribute to the education of children quite effectively if I prepared the teachers who work with them. I love working with new college students who have dreamed all their lives of becoming teachers; I also love working with those who have been teaching in the field and come to graduate school for more education. Educating teaching candidates about how to work effectively with all children, including Latino children, immigrant children, and ELLs in particular is something I think of as a mission. I am convinced that teachers have the highest influence on children after their families.
Aside from the work I do with teachers in preparation at Wheelock, I also do other work that benefits teachers and schools: I serve as a Board member to the Massachusetts Department of Early Education and Care, as an advisor in a number of workgroups and taskforces of the Boston Public Schools, and have worked as consultant and advisor to a number of international organizations such as UNESCO, the World Bank, the Inter-American Development Bank, the Board on International Comparative Studies of the National Research Council, and the Academy for Educational Development on matters related to education, teacher preparation and development, education for democracy, and values education.
Why do you teach? I teach because I believe that the best way to effect social change is by educating individuals who can think critically, solve problems, develop a sense of responsibility to get involved, and ultimately change their own lives, that of their families and their communities.
What do you love about teaching? I love engaging with students in a deep way that allows them to learn and truly understand their role as educators, community members and citizens of the world. I love seeing a student’s face when they have understood something for the first time, when they have accomplished a major goal, and when they have experienced the exhilarating moment of seeing a child learn something new, from reading for the first time, to something about their community.
When you were a student, was there a great teacher who inspired you? I was very lucky with ALL of my teachers; in one way or another, I have learned from all my teachers. They inspired me when I was in their classes, and they continue to inspire me to do my best so that other children can be as fortunate as I was with such caring, dedicated, knowledgeable and expert professional educators! I am grateful to all my teachers.
Tracie Sánchez was born and raised in East Los Angeles, a predominantly working class Mexican community. Tracie identifies as a Reverse Transfer student, as she attended the University of California – Santa Barbara upon graduation of high school and later enrolled at Pasadena City College, where she completed her first two years of her undergraduate career. In 2010, she transferred to the University of California, Los Angeles (UCLA) where she would major in Chicana/o studies and minor in Gender Studies, Education, and Labor and Workplace studies.
As an undergraduate, she remained involved in a number of social justice based research projects and outreach programs that address racial campus climate, retention and access among underrepresented students both at community colleges and UCLA. As a Ronald E. McNair Scholar, Tracie served as the principle investigator of a qualitative case study that examined student-centered and institutional factors affecting students’ decision to reverse transfer from public four-year institutions in California.
In June of 2014, Tracie graduated with her M.A. from the graduate department of Education and Information Studies at UCLA, with a Higher Education and Organizational Change degree. Her research interests currently include Latina/o educational pathways, intersections of race, gender, and social class in accessing college and graduate school, Latina/o reverse transfer students and overall Latina/o retention within California community colleges.
Currently as a Congressional Hispanic Caucus Institute – Higher Education Graduate Fellow, Tracie seeks to enhance her knowledge of educational policy-making and the ways in which higher education research can inform policy-making decisions to ensure more Latina/o students who begin their education at community colleges can successfully transfer to elite four-year research institutions. Tracie looks forward to returning to Southern California upon completion of the CHCI Higher Education Fellowship and pursue a doctorate degree in Higher Education and continuing to serve as mentor for first-generation Latina/o students attending community colleges.
Mathematics Middle School Teacher in Washington, DC
Growing up in Pico Rivera, California to two Mexican immigrants, Arlene knew the true value of a great education. She became the first in her family to graduate from college. Having been a product of the Pico Rivera public school system, she understood the struggles English Language Learners faced and the critical roles teachers play in student lives to go to college. Arlene received her bachelors at the University of California, Santa Barbara in Political Science and Philosophy in 2011, but realized that if she wanted to pursue a career in Education Policy, she needed first-hand experience as the role of an educator. That summer, she joined Teach for America in Washington D.C. as a middle school math teacher where she taught math entirely in Spanish to an amazing group of students who came from diverse backgrounds. These students mirror her experiences as a child since they are also first generation, English Language Learners of Latino descent. Teaching math not only allowed her to see that policy has a major influence on her students’ lives, but it also gave her the opportunity to notice the positive impact a Latina role model can have on their academic success. Because she has seen the lack of Latinos in STEM education, she is continuously striving to have her students fall in love with math by leading a coding course, a robotics team, having a Parent Math Course for Spanish speaking parents, and getting her team of 7th graders ready for this winter’s DC Math Quiz Bowl. Moreover, alongside her Teach for America coach, Arlene created Teach for America’s La Familia in DC to build a community of Latino educators in the DC region and aided with the recruitment efforts in DC and in LA to increase the number of Latino applicants to Teach for America. Arlene serves on the board for Teach for America’s The Collective and Young Alumni Board. She currently teaches 7th grade Math at Oyster Adams Bilingual School in Washington D.C.
Why do you teach? When I hear the terrifying statistics about Latinos regarding high school completion rates, college graduation rates and students pursuing STEM majors, it is the fuel that drives me to teach my students every day. These statistics are not simply numbers, they represent me, they represent family members, and they represent my students. I teach because I want to make sure that my students know that I was once in their shoes and they can achieve anything their hearts desire. My students need someone who can advocate for them and show them the way to college.
What do you love about teaching? I absolutely adore my students! They are the most creative, intelligent, unique, and hilarious human beings you will ever meet. Being so far away from home, these students have become my family. I love that we share so much knowledge and culture in our classroom. They are truly the reason I teach.
When you were a student, was there a great teacher who inspired you? Definitely! My 5th grade teacher Mrs. Lomeli was the main reason I went into teaching because she advocated for me to exit out of a bilingual classroom (knowing I would later be tracked in middle school) and how that affected my chances of attaining AP courses by the time I would enter high school. Moreover, my high school Calculus teacher Mr. Francis is truly my role model when it comes to teaching math. He would stay at school tutoring my classmates and I until 8pm at times and truly believed in me when I didn’t. He was someone who was there for his students no matter what and always told us how we were smarter than a calculator. Because of him, I make sure to have strong relationships with my students so that they know that I will always be there for them and even till this day, I continuously remind them that they are smarter than a calculator.
It’s the middle of October. The leaves are changing colors, baseball playoffs are under way, and Hispanic Heritage month – celebrated each year from September 15 to October 15 – just came to close. It’s an opportunity to celebrate the rich history and the centuries’-worth of contributions the Hispanic community – a diverse community with roots in Mexico, the Caribbean, Spain and Central and South America – has made to this country.
We first began celebrating Hispanic Heritage Week in 1968, and in 1988 the observance of Hispanic Heritage Month was enacted as law by the U.S. Congress. But the impact of this country’s Hispanic community has never been greater – and the importance of promoting success for Hispanic learners has never mattered more – than right now.
Today, Hispanics are the largest, youngest and fastest-growing minority group. Yet our college attainment rates are among the lowest. A college education continues to be the ticket to the middle class, and improving educational outcomes for the Hispanic community is vitally important for the common good. In America, we fall or rise together. The success of Hispanic students is directly tied to the success of our democracy, and our ability to compete in a global economy.
President Obama’s North Star Goal – that this country will again have the highest proportion of college graduates in the world – depends on the success of every single student, whatever his or her background or circumstance. The President understands the crucial role of the Hispanic community and has continued to expand opportunities for them and all students. Whether it is our work through the White House Initiative on Educational Excellence for Hispanics, the My Brother’s Keeper initiative or our support of Hispanic Serving institutions, this Department is committed to supporting this community and foster its educational success.
And we’ve seen encouraging signs of progress. The Hispanic high school dropout rate among 16-24 year olds fell from 28 percent in 2000 to 14 percent in 2011. Hispanic college enrollment has grown by more than 1.1. million students. In fact, college enrollment is up more for Hispanics than any other group. In 2012, the enrollment rate among Hispanics 18-24 years old was over 49 percent, up from 31 percent in 2002.
Still, there’s more we must do. As a country our high school graduation rate has reached an all-time high of 80 percent, but the rate for Hispanics still lags behind. In addition, African American and Hispanic students account for 40 percent of high school youth, yet make up just 25 percent of students taking advanced placement classes. Hispanic youth are also disproportionately represented in school-related arrests and disciplinary actions.
During the Department’s kick-off event for National Hispanic Heritage Month, Secretary Duncan said, “we need to make sure that the opportunities we offer every single child in this country are the opportunities we would want to offer our own children.”
This call to action comes at a watershed moment: for the first time in history, a majority of our nation’s public school students are minority students. Hispanic students alone make up 25 percent of all public school students in our schools.
Although Hispanic Heritage month is over, educating Hispanic learners – and all students – is important all year round. That’s the one sure way to reach our North Star goal, preserve the promise of the American Dream, and have the world’s best educated, most competitive workforce.
Robert Gomez is the director of higher education outreach at the U.S. Department of Education, and the son of Mexican immigrants.