>>
Gary Walker: JUST AHEAD ON "NEED TO KNOW," WOMEN IN THE WORK
FORCE AND WOMEN IN HIGHER EDUCATION, LONG BEEN HOT TOPICS IN
OUR SOCIETY. NOW LET'S LOOK AT THE FASTEST-GROWING POPULATION
OF WOMEN BOTH NATIONALLY AND LOCALLY, LATINO WOMEN. THEY FACE
A SPECIAL CHALLENGE TO GET THE EDUCATION THEY NEED TO FULLY
REALIZE THE OPPORTUNITIES OUR COUNTRY AND COMMUNITY PROVIDES.
WHY AREN'T LATINO GIRLS GOING TO COLLEGE? AND WITH THE LATINA
POPULATION UP BY 50 TO 60% RIGHT HERE IN OUR AREA, OUR LOCAL
ECONOMY IS LOSING THE BENEFIT OF THESE WOMEN ATTENDING COLLEGE
BEFORE ENTERING THE WORK FORCE. LATINAS AND COLLEGE, IT'S ALL
COMING UP NEXT ON "NEED TO KNOW." >> RIGHT NOW I KIND OF FEEL
LIKE I'M DOING AS MUCH AS I CAN BECAUSE I AM TRYING TO PURSUE
A BACHELOR'S DEGREE. I'M TRYING TO DO EVERYTHING THAT I CAN.
(Music)
>>
THIS IS "NEED TO KNOW," THE ROCHESTER AREA'S ONLY IN-DEPTH NEWS
PROGRAM. "NEED TO KNOW" IS A PRODUCTION OF WXXI NEWS AND PUBLIC
AFFAIRS, COVERING ISSUES, POLITICS, EDUCATION AND CURRENT EVENTS.
>>
"NEED TO KNOW" IS MADE POSSIBLE BY THE DAISY MARQUIS JONES FOUNDATION,
BY DORSCHEL LEXUS, AND THROUGH THE SUPPORT OF VIEWERS LIKE YOU.
>>
Gary Walker: THANK YOU FOR JOINING US. I'M GARY WALKER. LATINO
WOMEN, OR LATINAS, ARE FAR LESS LIKELY TO GO ON TO HIGHER EDUCATION
THAN ANY OTHER GROUP OF WOMEN. THE U.S. DEPARTMENT OF EDUCATION
REPORTS THAT NEARLY 1 IN 3 OF THE NATION'S LATINOS BETWEEN THE
AGES OF 16 AND 24 DOES NOT HAVE A HIGH SCHOOL DIPLOMA OR A G.E.D.,
AND THAT STATISTIC HAS BEEN STAGNANT FOR 25 YEARS, CONTINUING
TO AFFECT BOTH EARNING POTENTIAL AND OUR ECONOMY. IT'S ESTIMATED
THAT LATINOS WITH A BACHELOR DEGREE EARN $600,000 MORE IN A
LIFETIME THAN THOSE WITHOUT A HIGH SCHOOL DIPLOMA. LATINOS HOLDING
A MASTER'S DEGREE EARN $900,000 MORE IN THEIR LIFETIME, AND
THOSE WITH A DOCTORATE EARN MORE THAN $1 MILLION MORE THAN LATINOS
WHO DID NOT GRADUATE FROM HIGH SCHOOL. SO WHAT'S GOING ON WITH
THIS YOUNG GROUP OF AMERICANS? WXXI'S ALICIA CLAUSSELL TELLS
US WHAT IT'S LIKE TO GROW UP LATINA.
>> Alicia Claussell: MELISA NIEVES WORKS TWO PART-TIME JOBS
DURING THE SUMMER AND IS A FULL-TIME STUDENT AT MONROE COMMUNITY
COLLEGE DURING THE SCHOOL YEAR. THE FACT THAT SHE'S LATINA,
HAS GRADUATED FROM HIGH SCHOOL AND IS PURSUING A BACHELOR'S
DEGREE MEANS MELISA IS ON HER WAY TO BEATING THE ODDS.
>> WELL, THE GOAL WAS ALWAYS TO GO TO COLLEGE BECAUSE IF I WENT
TO HIGH SCHOOL -- OBVIOUSLY I DON'T WANT TO BE WORKING AT A
FAST FOOD PLACE FOR THE REST OF MY LIFE. I NEED TO GO TO COLLEGE.
>>
Alicia Claussell: THE ASSOCIATION OF UNIVERSITY WOMEN FOUND
THAT LATINAS TRYING TO ACHIEVE A HIGHER EDUCATION ARE FACED
WITH A MULTITUDE OF OBSTACLES AND MANY OF THEM ARE CULTURALLY
BASED. >> SOMETIMES IT WOULD BE HARD, BUT EVEN SO... YOUR PEERS,
YOUR CULTURAL DIFFERENCES, AND SOMETIMES I WOULD LIKE TO TEACH
OTHER GIRLS LIKE HOW THE FAMILY WAS AND HOW THE TRADITIONAL
-- THINGS THAT HISPANIC FAMILIES DO AND STUFF LIKE THAT.
>>
THE GIRLS ARE MORE DELICATE, A LITTLE BIT MORE DELICATE, AND
YOU'VE GOT TO TREAT THEM WITH MORE -- YOU HAVE TO GIVE THEM
MORE COMMUNICATION. YOU HAVE TO MAKE SURE YOU GUIDE THEM THE
RIGHT WAY, YOU KNOW. YOU WANT TO KEEP THEM AWAY -- THEY DON'T
GO ON THE LOOSE TOO MUCH WITH THEIR FRIENDS AND STUFF LIKE THAT,
DON'T LET THEM GET FRIENDS TOO EARLY, STUFF LIKE THAT, WHICH
I KNOW THEY -- THEY DON'T LIKE THAT. THEY THINK THAT ONE DAY
THEY GO TO HIGH SCHOOL AND THEY THINK THEY CAN DO ANYTHING THEY
WANT, BUT IT'S NOT LIKE THAT.
>>
Alicia Claussell: SOCIALLY, LATINO PARENTS CAN BE RESTRICTIVE,
BUT NOT WHEN IT COMES TO EDUCATION. RESEARCH INDICATES 90% SUPPORT
THEIR DAUGHTERS' AMBITIONS. >> Through Interpreter: I WANT HER,
SINCE I NEVER DID, TO GO TO SCHOOL SO THAT SHE CAN MAKE SOMETHING
OF HER FUTURE; SHE CAN TAKE CARE OF HERSELF IN CASE ONE DAY
SHE NO LONGER HAS US. SHE CAN WORK AND TAKE CARE OF HERSELF.
>>
Alicia Claussell: BUT THERE'S A CATCH. IN SOME TRADITIONAL LATINO
FAMILIES, GIRLS ARE STILL EXPECTED TO HAVE KIDS, HELP WITH HOUSEHOLD
CHORES AND STAY CLOSE TO HOME, ALL RESPONSIBILITIES THAT ARE
USUALLY NOT EXPECTED FROM THEIR MALE COUNTERPARTS.
>>
ALL RIGHT. WE'RE GOING TO DO READING. THERE WILL BE FOUR PEOPLE
WITH ME...
>> Alicia Claussell: STEPHANIE ROSARIO, WHO ALSO WORKS TWO PART-TIME
JOBS AND ATTENDS COLLEGE LOCALLY, TALKS ABOUT HER EXPERIENCE
WITH HER PARENTS WHEN DECIDING WHERE TO ATTEND COLLEGE.
>>
ACTUALLY, I WANTED TO GO TO ATLANTA, TO CLARK ATLANTA UNIVERSITY.
BUT -- I WANTED TO BE FAR AWAY BUT NOT SO FAR, AND THEY DIDN'T
REALLY -- YOU KNOW, THEY WEREN'T SO THRILLED. "OH, YOU DON'T
KNOW ANYONE OVER THERE. IF SOMETHING HAPPENS, YOU WON'T HAVE
THE MONEY TO COME HOME..." YOU KNOW, THEY WERE REALLY CONCERNED.
THEY REALLY DIDN'T WANT THAT TO HAPPEN. THEY DIDN'T WANT ME
TO GO SO FAR.
>> Alicia Claussell: AMERICAN CULTURE SEEMS TO ENCOURAGE STUDENTS
TO GO AWAY TO COLLEGE, NOT JUST TO STUDY BUT TO GAIN INDEPENDENCE,
WHICH WAS EXACTLY WHAT STEPHANIE WAS AFTER. AS A MATTER OF FACT,
BOTH STEPHANIE AND MELISA MADE THE NON-TRADITIONAL DECISION
TO LIVE ON THEIR OWN AFTER GRADUATING FROM HIGH SCHOOL. MELISA
STILL VISITS HER PARENTS' HOME OFTEN, BUT IT WAS CLEAR HER DECISION
WAS NOT ONE THEY SUPPORTED.
>> I DIDN'T REALLY AGREE WITH IT. IT LOOKED LIKE SHE WAS JUST
DYING TO GET 18 YEARS OLD SO SHE CAN FLY OUT. THAT'S NOT THE
WAY I REALLY WANTED IT TO HAPPEN BUT, YOU KNOW, HEY, THINGS
HAPPEN AND SO YOU'VE GOT TO DEAL WITH IT.
>> Alicia Claussell: STEPHANIE'S PARENTS HAD THE SAME REACTION
TO HER SEARCH FOR INDEPENDENCE.
>>
BASICALLY THEY WERE JUST LIKE, "OH, YOU KNOW, YOU'RE STILL YOUNG.
YOU'VE STILL GOT A LONG WAYS TO GO. YOU'RE NOT READY. I DON'T
WANT YOU TO GO. YOU'VE GOT TO GET MARRIED." THEY WANTED ME TO
STAY THERE UNTIL I GOT MARRIED. SO I MEAN, I WAS LIKE, "NO,
IT'S TIME FOR ME TO GO."
>> Alicia Claussell: IT'S A DIFFICULT STAGE FOR ANY YOUNG ADULT
TO GO THROUGH, BUT WHEN CULTURE AND TRADITION PLAY A PART, GROWING
UP AND STAYING TOGETHER AS A FAMILY CAN BE MORE OF A CHALLENGE.
>>
WE HAVE A VERY STRONG FAMILY TIE. LIKE I HAVE A COUSIN WHO LIVES
NEXT DOOR; I HAVE AN UNCLE ACROSS THE STREET. WE'RE VERY CLOSE.
AND FAMILY -- NUMBER ONE IS OUR RELIGION. THEN COMES FAMILY,
AND WITHOUT FAMILY, THERE'S NOWHERE YOU CAN GO.
(Music)
>>
Gary Walker: LATINOS ARE FACING A DEFINITE BABY-BOOM. RIGHT
NOW, ONE-THIRD OF HISPANIC AMERICANS ARE UNDER THE AGE OF 15.
BY THE YEAR 2030, IT'S EXPECTED THAT LATINOS WILL MAKE UP 25%
OF THE TOTAL SCHOOL POPULATION IN THIS COUNTRY. JOINING ME NOW
IN STUDIO TO DISCUSS BOTH OBSTACLES AND SOLUTIONS ARE BETTIE
LINDLEY, PRESIDENT OF THE ROCHESTER CHAPTER OF THE AMERICAN
ASSOCIATION OF UNIVERSITY WOMEN; MIRIAM MIRANDA-JURADO, PRINCIPAL
OF SCHOOL NUMBER 46; AND PETE OTERO, DEAN OF STUDENTS FOR M.C.C.
THANK YOU ALL FOR JOINING US. ALL THE WHILE ALICIA'S PACKAGE
WAS RUNNING, I SEE ALL THESE HEADS GOING LIKE THIS, RECOGNIZING
THINGS OBVIOUSLY THAT YOU HAVE HEARD OVER AND OVER AND OVER
AGAIN. BETTIE, CAN I START WITH YOU BECAUSE THE AMERICAN ASSOCIATION
OF UNIVERSITY WOMEN DID THIS SURVEY NATIONALLY. DID THAT HOLD
UP IN THE ROCHESTER AREA?
>>
I WOULD SAY BASED ON MY EXPERIENCE AS A SCHOOL TEACHER IN PUBLIC
SCHOOLS, CITY SCHOOLS FOR 26 YEARS, YES. I WAS SAYING BEFORE
THAT THIS STUDY SUPPORTS WHAT I HAVE SEEN AND KNOW INTUITIVELY,
YES. >> Gary Walker: MIRIAM, YOU'RE A PRINCIPAL OF A SCHOOL.
DOES THIS STAND UP IN OUR AREA?
>> YES, IT DOES. AND NOT ONLY AM I A PRINCIPAL, BUT I'M AN HISPANIC
PRINCIPAL SO I LIVED THROUGH THAT GROWING UP, AND I'M ALSO THE
MOTHER OF THREE GIRLS AND WE HAVE HAD THESE DISCUSSIONS IN OUR
OWN HISPANIC HOME. SO YES, THEY ALL RUN VERY, VERY TRUE.
>>
Gary Walker: PETE, DEAN OF STUDENTS AT A COLLEGE, DOES THIS
HOLD UP, TOO?
>>
IT'S ABSOLUTELY 100% TRUE ALL THE WAY THROUGH. THE NOTION OF
FAMILY IS AS POWERFUL AS IT CAN BE, THE NOTION OF CULTURE AND
STAYING HOME, PARTICULARLY FOR YOUNG WOMEN. IT'S A POWERFUL
FORCE THERE THAT KEEPS WOMEN BOUND.
>> Gary Walker: LET ME TELL YOU SOME OF THE THINGS IN PREPARING
AND READING SOME OF THE INFORMATION ABOUT THIS THAT REALLY STRUCK
ME, AND WITH RAMIFICATIONS FOR OUR SOCIETY AND OUR COMMUNITY
AND OUR ECONOMY. THE IDEA THAT THIS NUMBER OF LATINO WOMEN WHO
DO NOT HAVE A HIGH SCHOOL DIPLOMA HASN'T BUDGED IN 25 YEARS,
AND THEN I CAME ACROSS THIS STATISTIC WHICH JUST BLEW ME AWAY:
NO DIPLOMA FOR FOREIGN-BORN IMMIGRANTS WHO CAME HERE, 43% OF
LATINOS DO NOT HAVE IT. THAT MADE SENSE TO ME. YOU COME OVER
FROM ANOTHER COUNTRY, IT'S DIFFICULT. BUT THEN THE SECOND YEAR,
FIRST GENERATION WITHOUT DIPLOMA, 21%. THAT'S A PRETTY BIG DECLINE.
AND THE SECOND GENERATION FROM THAT, 24%. NOT ONLY DID IT NOT
GET BETTER, IT GOT WORSE. WHAT'S GOING ON?
>>
WELL, I THINK WE HAVE TO LOOK AT THE WHOLE SOCIOLOGICAL NOTION
OF WHAT HAPPENS WHEN THE FIRST GENERATION COMES; THEY COME WITH
DREAMS AND HOPES AND EXPECTATIONS THAT THIS IS THE LAND OF OPPORTUNITY.
THE MORE YOU GET INTO THE TIME FRAME, THE GIRLS BEGIN TO ABSORB
THE IMAGES THAT THE MAIN CULTURE HAS OF THEM. I MEAN THERE'S
A CLASSICAL STUDY DONE BY AN EDUCATIONAL ANTHROPOLOGIST WHICH
BRINGS UP THE FACT THAT UNLESS WE GET THAT FIRST GENERATION,
THE CHANCES ARE GOING TO DECREASE THAT THESE STUDENTS, ESPECIALLY
OF MINORITY GROUPS THAT ARE SEEN AS LESS CAPABLE AND STEREOTYPED
AS SLOWER OR LESS PRIVILEGED, THAT'S GOING TO BE THE CASE. SO
IT'S A SOCIOLOGICAL ISSUE, AND IT'S SOMETHING THAT HAS TO BE
DEALT SOCIETYWISE, NOT JUST WITH THE GROUP OF HISPANICS. I THINK
THE WHOLE SOCIETY HAS TO SEE WHAT PERCEPTIONS ARE BEING COMMUNICATED
AS TIME GOES BY TO THESE GROUPS.
>>
SOME OF THE THINGS THAT ARE CERTAINLY TAKING PLACE EVEN AS WE
LOOK AT CITY SCHOOL DISTRICT NUMBERS, FOR EXAMPLE, OVER THE
LAST TEN YEARS, ABOUT ONE-THIRD OF THE STUDENTS ENROLLED IN
ENGLISH -- LIMITED ENGLISH PROFICIENCY CLASSES, IT'S STAYED
ABOUT THE SAME. EVEN THOUGH THE NUMBER OF HISPANIC STUDENTS
IS GROWING IN THE SCHOOL DISTRICT, ABOUT ONE-THIRD OF THOSE
CONTINUE TO COME IN. SO THERE'S A MIGRATION PROCESS HERE, AND
I'M SUGGESTING THAT LANGUAGE IS A CRITICAL ONE, BUT NOT NECESSARILY
BECAUSE THE INABILITY TO SPEAK ENGLISH BUT CERTAINLY THE ABILITY
TO BE BILINGUAL. WE WERE TALKING EARLIER THAT WE HAD MANY, MANY
OF OUR STUDENTS ARE OFTEN MORE COMFORTABLE SPEAKING SPANISH
THAN SPEAKING IN BOTH LANGUAGES, SO THEY FIND THEMSELVES REALLY,
OFTEN IN AN ENVIRONMENT THAT SAYS, "YOU CAN'T SPEAK SPANISH
HERE," WHEN THEY FEEL MORE COMFORTABLE OR THEY'RE ABLE TO SHARE
FEELINGS MORE IN SPANISH THAN IN ENGLISH. SO THERE IS SOME NOTION
HERE THAT SAYS, "YOU CAN'T DO THAT HERE," SO YOU'RE ACTUALLY
MARGINALIZED; YOU'RE ACTUALLY PUT OUTSIDE JUST EVEN WITH LANGUAGE
ALONE.
>>
Gary Walker: WE HEARD A LOT OF INSTANCES OF BOTH OF THE GIRLS
FEATURED IN ALICIA'S STORY THAT THEY FELT A GREAT DEAL OF PRESSURE
TO -- FROM THEIR PARENTS, TO BE HOME, TO BE KIND OF MORE NURTURING,
TO HAVE FAMILY FIRST ON THEIR MIND AS OPPOSED TO BEING INDEPENDENT.
IS THAT MORE FOCUSED IN THIS CULTURE FOR THESE KIDS THAN IT
IS FOR OTHER GROUPS? HAVE YOU FOUND THAT -- DID YOU FIND THAT
IN YOUR STUDY?
>>
I'M NOT SURE. ONE THING THAT WAS TALKED ABOUT WAS THE VALUE
OF THE FAMILY AND WHAT THE FAMILY DID AND WHAT THE FAMILY CONTRIBUTED.
AND MOST OF THE WOMEN, AS I READ IT IN THE REPORT, WERE VERY
TIED TO FAMILY. WHEN IT CAME TO CHOOSING SCHOOLS, IT WAS THE
CHOICE. THEY MIGHT, AS WE HAVE SEEN IN THE INTERVIEW, MAY NOT
HAVE CHOSEN TO GO AWAY TO SCHOOL BECAUSE OF THE FAMILY, BECAUSE
OF THE FAMILY INFLUENCE AND THAT KIND OF THING. SO FAMILY IS
VERY IMPORTANT AND IT'S MUCH MORE DIFFICULT FOR, AND THIS IS
AS A NON-LATINA SAYING, BUT JUST FROM WHAT I HAVE READ, FOR
A LATINA TO BECOME INDEPENDENT, AND THAT'S A VALUE THAT'S IN
THE GENERAL CULTURE BUT NOT NECESSARILY, I WOULD THINK, IN THE
HISPANIC CULTURE.
>>
Gary Walker: MIRIAM AND PETE, LET ME ENGAGE BOTH OF YOU HERE.
ALICIA, WHEN SHE WAS PREPARING SOME MATERIALS HERE FOR ME TO
LOOK AT, SHE CAME ACROSS SOME PRETTY INTERESTING COMPARISONS
AS TO THE VALUES OF EDUCATION AND THE VALUES OF A LATINO HOUSEHOLD.
FOR EXAMPLE, SHE SAYS IN THE HOME, IT MORE OR LESS NURTURES
DEPENDENCY WITH THE FAMILY; SCHOOLS VALUE INDEPENDENCE. HOME
NURTURES COOPERATION WITH THE FAMILY, AND IT'S MORE COMPETITIVE
IN SCHOOL. LET'S FACE IT, KIDS TAKE TESTS, REGENTS STANDARDS,
AND IT'S COMPETITION. ACHIEVEMENT IS IN A FAMILY SENSE IN A
LATINO HOME AND ACHIEVEMENT IN SCHOOL IS BASICALLY YOUR SELF-MOTIVATION,
TO ACHIEVE FOR YOURSELF, TO GET GOOD GRADES. IT'S MORE -- MY
MOUTH WILL NOT WORK TODAY; CAN'T DO A THING WITH IT -- AUTHORITARIAN
STYLE AT HOME, FAR MORE DEMOCRATIC AT SCHOOL... IT JUST SEEMS
LIKE THERE ARE THINGS THAT ARE AT CONFLICT IN BOTH WORLDS. I
WONDER IF THAT IS A BIG ISSUE?
>>
I THINK IT IS. THAT'S ONE OF THE CENTRAL ISSUES THAT ARE GOING
ON HERE. CERTAINLY THE TWO WORLDS -- IT'S A COLLISION OF TWO
WORLDS; TWO UNIVERSES IS WHAT'S GOING ON. I'M NOT SURE THAT
NECESSARILY I WOULD CALL IT DEPENDENT ON FAMILY BUT INTERDEPENDENT
ON FAMILY, I WOULD FIND. THE NOTION OF COMPETITION, WE TEND
TO FOCUS IN, WHICH I FIND INTERESTING ENOUGH THAT AMERICA IS
GOING INTO TEAM-BUILDING, AND REALLY THAT'S WHAT YOU FIND AMONG
THE LATINO COMMUNITY, A "WE" KIND OF THING. SO THEY ARE STRUCK
BY THAT. I THINK ANOTHER PART OF IT IS AS WELL IS WHEN WE FIND
PROFESSORS IN PARTICULAR AT THE HIGHER EDUCATION LEVEL CHALLENGE
STUDENTS TO BE CRITICAL THINKERS OR TO EXPRESS THEMSELVES, BECAUSE
OF THE NOTION OF RESPECT FOR AUTHORITY, FOR EDUCATORS AND THAT,
OFTEN THESE STUDENTS WILL NOT. THEY HAVE AN OPINION; THEY CRITICALLY
THINK OUT ISSUES, BUT THEY WON'T EXPRESS IT. SO THEY'RE VIEWED
NECESSARILY AS NON-PARTICIPANTS, SO THAT'S NOT NECESSARILY TRUE.
I THINK THOSE ARE PART OF THE NOTIONS THAT ARE INVOLVED IN THERE.
THE WHOLE NOTION -- WHEN WE LOOKED AT THE TAPE ABOUT THE PARENTS
SAYING, "WE PROTECT OUR DAUGHTERS; WE WANT THEM TO BE AROUND..."
THAT, I CAN'T TELL YOU HOW POWERFUL THAT IS. ONCE AGAIN, IN
THE STUDY THAT I TOOK A LOOK AT, OF THE WOMEN THAT I INTERVIEWED,
THAT CONTINUED TO BE THE TREND. AND IF WE LOOK NATIONALLY, MOST
HISPANICS, MOST LATINOS ARE ENROLLED IN COMMUNITY COLLEGES,
NOT RESIDENTIAL SCHOOLS.
>> Gary Walker: RIGHT, NOT FOUR-YEAR SCHOOLS.
>>
EXACTLY.
>>
Gary Walker: I WONDER IF IT'S -- IN LISTENING AND DOING SOME
RESEARCH ON IT, READING ARTICLES ABOUT THIS, IS THERE ALSO PRESSURE
ON THESE GIRLS, THESE LATINO GIRLS, NOT JUST FROM PARENTS BUT
FROM PEERS WHO CHOOSE TO STAY HOME OR WHO CHOOSE NOT TO GO TO
SCHOOL? I WONDER IF THERE'S A LOT OF PRESSURE ON THEM FROM THEIR
PEER GROUP?
>> I THINK THERE IS. I MEAN, YOU HAVE AGAIN, REFERRING TO WHAT
PETE SAID, YOU HAVE THIS WHOLE SENSE OF COMMUNITY AND OF BELONGING
AND BEING, STAYING IN A NURTURING ENVIRONMENT. I THINK THE SENSE,
WHEN YOU LOOK AT THE WAY THE SOCIAL STRUCTURE OF LATINOS AND
MAIN CULTURE HERE, WE TEND TO STAY CLOSE AND WE WANT TO -- YOU
GO TO OUR COUNTRIES, IN OUR OWN HOMETOWNS, WITH OUR FRIENDS,
WITH OUR NEIGHBORS. AND I THINK THERE IS SOME PRESSURE THAT
WAY TO STAY BACK AND STAY WITHIN THE FAMILIAR.
>>
Gary Walker: LET'S TAKE A STEP BACK AND LOOK AT THE BIGGER PICTURE.
WHEN I WAS LOOKING AT SOME OF THESE NUMBERS, I WAS THINKING
TO MYSELF IF ONLY 31% OF OUR AMERICAN GIRLS WERE GOING ON TO
FOUR-YEAR EDUCATIONAL INSTITUTIONS, WE WOULD HAVE A HUE AND
CRY, A CRISIS, AND A NATIONAL MOBILIZATION TO FIND OUT WHAT
IS GOING ON. YET THAT'S THE CASE WE HAVE HERE WITH LATINO GIRLS
AND THESE ARE -- FIRST OF ALL, IT'S OUR FUTURE. IT'S PROJECTED
THAT IN 20 OR 30 YEARS, THE NATURE OF THE UNITED STATES' POPULATION
WILL BE THAT MINORITIES, YOU KNOW, TOGETHER WILL BE THE MAJORITY.
IF YOU LOOK AT OUR ECONOMY IN THIS LOCAL AREA, WE'RE TALKING
ABOUT OUR STRENGTH IS OUR PEOPLE, OUR EDUCATION, OUR SKILLED
WORK FORCE. I DON'T THINK THERE'S A GROUP OR INDIVIDUALS THAT
WE CAN LEAVE BEHIND HERE TO FOSTER ECONOMIC GROWTH AND FOSTER
OUR OWN DEMOCRACY. SO WHAT DO WE DO?
>>
I THINK ONE OF THE THINGS IS SCHOOLS NEED TO BECOME MORE RESPONSIVE
TO THE WAY OUR STUDENTS LEARN, NOT ONLY LATINOS BUT AFRICAN
AMERICANS. WE TRY TO -- AGAIN, THIS COMPETITIVE MODE, NOT ALL
CHILDREN LEARN THAT WAY; NOT ALL CULTURES LEARN THAT WAY. THE
WHOLE RESPECT FOR LANGUAGE BECOMES A CRITICAL PIECE. IN DENYING
LANGUAGE, WHICH WHAT WE'RE HISTORICALLY DOING IS DENYING A PERSON'S
IDENTITY, A SENSE OF SELF. SO IF YOU COMMUNICATE THAT, WHAT
YOU'RE REINFORCING IS THAT I CANNOT JOIN THE EDUCATED GROUP
EVEN THOUGH I HAVE THE POTENTIAL. SO I THINK THE WAY WE ADDRESS,
THE WAY EDUCATORS ADDRESS LATINOS AND STUDENTS FROM DIVERSE
BACKGROUNDS IS GOING TO BECOME VERY, VERY CLEAR AS A CHALLENGE
TO HIGHER EDUCATION IN DEVELOPING THAT UNDERSTANDING THAT IN
COOPERATIVE SETTINGS OUR STUDENTS WILL LEARN AND THEY WILL FLOURISH.
THEY WILL TAKE OFF AS OPPOSED TO THIS INDEPENDENCE... AND I
KNOW, AGAIN, BEING THE MOTHER OF THREE COLLEGE KIDS, ONE OF
THEM WHO HAS ALREADY GRADUATED, SHE ALWAYS SAYS, "THEY'RE SO
COMPETITIVE AND SO SECRETIVE," AND YET SHE WANTED TO HAVE A
STUDY GROUP, AND SHE FLOURISHED IN THAT SHARING GIVE-AND-TAKE.
ALSO, I THINK THE COMMUNITY NEEDS TO RESPOND. SOMETIMES WHEN
WE SEND LETTERS TO PARENTS, EVEN THE WAY WE COMMUNICATE WITH
HISPANIC FAMILIES... I MEAN WHEN YOU HAVE THE POLITICAL CAMPAIGNS
AND SEE THE POLITICAL CANDIDATES GOING DOOR-TO-DOOR, WELL, I
THINK WE HAVE TO DEVELOP AN ADVOCACY, A GROUP, AND BE ABLE TO
UNDERSTAND, OF GOING TO LATINO FAMILIES, IDENTIFYING... "THEY
JUST HAD THEIR FIRST CHILD. LET'S TALK TO THEM ABOUT THE IMPORTANCE
OF THE FUTURE. LET'S BEGIN TO TALK ABOUT WHAT IT INVOLVES IN
BRINGING UP THEIR CHILDREN, THE IMPORTANCE OF READING AND DOING
THOSE TYPES OF THINGS."
>>
Gary Walker: PETE, YOU'RE DOING YOUR Ph.D. WORK I HEAR IN JUST
THIS AREA, LATINOS PURSUING HIGHER EDUCATION.
>>
ABSOLUTELY. AND ACTUALLY WHAT I FOUND AND WHAT I REALLY LOOKED
AT IS OPPOSED TO MOST STUDIES, WHICH REALLY TAKES A LOOK AT
WHAT ISN'T TAKING PLACE, WHAT I LOOKED AT IS WHAT IS TAKING
PLACE AND WHAT'S ENABLING THESE YOUNG MEN AND WOMEN TO GO THROUGH?
>>
Gary Walker: THAT'S A VERY, VERY FAIR AREA TO BRING UP. WE SPOTTED
THE FLAT TIRE AND WE'RE POINTING IT OUT. WHAT'S WORKING?
>>
WHAT WE'RE FINDING IS WITH THE GROUP OF STUDENTS I INTERVIEWED,
PARTICULARLY WITH THE WOMEN, MENTORS, ESPECIALLY MOTHERS, ARE
SUBSTANTIAL MENTORS, AND THOSE THAT MANAGED TO GET THROUGH HIGHER
ED. SO A MENTORSHIP PROGRAM IS CRITICAL. THE ABILITY TO ADDRESS
DISCRIMINATION: WE TALKED ABOUT THAT, IN LANGUAGE, AND YOU CAN
CERTAINLY TALK ABOUT IT IN CULTURE. THESE STUDENTS WERE ABLE
TO MANAGE THAT SYSTEM, TO OVERCOME IT AND SAY, "I AM NOT GOING
TO ALLOW THIS TO GET IN MY WAY" WHEN THEY EXPERIENCE DISCRIMINATION.
THE OTHER THING IS THAT THESE STUDENTS LEARN TO BE MULTICULTURALISTS,
ARE ABLE TO MOVE FROM ONE CULTURE TO ANOTHER, THAT THEY LEARN
THE SKILL TO DO THAT. THE OTHER THING IS THAT FINANCIAL AID
IS A CRITICAL END OF IT. ANOTHER MAJOR PIECE IS RELATIONSHIP
WITH PROFESSORS, AND IF IT'S ESTABLISHED AT THE ELEMENTARY LEVEL,
EVEN THOUGH THEY MAY HAVE HAD A ROUGH HIGH SCHOOL EXPERIENCE,
IF THEY ESTABLISH A POSITIVE RELATIONSHIP WITH TEACHERS EARLY
ON, THAT RELATIONSHIP WILL SURFACE LATER ON IN HIGHER EDUCATION.
>>
Gary Walker: PETER, YOU MENTIONED MENTORSHIP AND, BETTIE, YOUR
ORGANIZATION HAS SUCH A PROGRAM. TELL ME ABOUT IT.
>>
OKAY. WELL, FIRST OF ALL, WHEN I WAS LOOKING AT THE REPORT AND
LOOKING AT THE FACTORS FOR SUCCESS AND THEY WERE LATINOS THAT
DID SUCCEED, SIMILAR TO WHAT PETE IS DOING, BUT ON A DIFFERENT
LEVEL, IT WAS SOMEBODY WHO IS CARING AND SUPPORTIVE AND THAT
WAS USUALLY THE FAMILY. HIGH EXPECTATIONS, SUPPORTS FOR THOSE
EXPECTATIONS, PARTICIPATION... THIS ONE I LOVED: CROSS-GENERATIONAL
RELATIONAL INVOLVEMENT, WHICH REALLY MEANS A CONNECTION WITH
AN OLDER PERSON. WE HAVE A PROGRAM THAT STARTS WITH A SELECTED
GROUP OF GIRLS WHO ARE SELECTED ACTUALLY BY THE SCHOOL, AND
IT'S GRADE 6. AND FOR THOSE GIRLS, WE PROVIDE THEM ACTIVITIES,
MENTORS BECAUSE WE FEEL THAT IT'S VERY IMPORTANT TO HAVE SOMEBODY
IN THEIR LIVES WHO IS ALWAYS THERE, ON A CONTINUAL BASIS. IT'S
BASICALLY A TRIAD BETWEEN FAMILY AND THE GIRL AND THE MENTOR.
SO THE MENTOR IS THERE FOR SUPPORT. IT'S NOT THE -- THE MENTOR
IS NOT A TUTOR. AND WE HAVE OVER 60 MENTORS NOW. WE WOULD LOVE
TO HAVE MORE. IT'S PROVEN TO BE VERY SUCCESSFUL, AND IT'S EXCITING
FOR THE GIRLS AND THE RELATIONSHIPS THAT HAVE BEEN ESTABLISHED
WITH THE MENTORS.
>>
Gary Walker: WE'LL GIVE THAT NUMBER LATER. BUT, MIRIAM, ONE
OF THE THINGS I WANT TO TURN TO YOU QUICKLY FOR IS YOU'RE A
RARE ONE. YOU ARE SOMEBODY WHO IS NOT A LOT OF IN THIS NATION
FOR LATINO GIRLS TO LOOK UP TO, AND THAT IS SOMEBODY WHO IS
AN EDUCATOR AND THERE IS JUST SO FEW EDUCATORS THAT LATINOS
AND LATINAS CAN LOOK AT AS ROLE MODELS. IS THAT KEY TO FURTHERING
EDUCATION?
>> I THINK IT IS. I THINK THE PRESENCE OF THOSE OF US WHO ARE
IN KEY POSITIONS SAY TO THOSE AROUND US, "YOU CAN MAKE IT. SHE
MADE IT; WE CAN MAKE IT." I COME FROM A VERY MODEST BACKGROUND.
I GREW UP IN EAST HARLEM IN NEW YORK CITY. SO THE SUPPORT NETWORKS
WERE GREAT FOR ME IN ENCOURAGING MY CAREER. SO I THINK ITS OUR
PRESENCE AND BEING OUT THERE, SAYING "YOU CAN MAKE IT. THERE
WILL BE SOME CHALLENGES, BUT IF YOU REALLY WANT IT, WITH THE
SUPPORT SYSTEM, LATINAS CAN MAKE IT."
>>
Gary Walker: AND YOU'RE DOING A SCHOLARSHIP PROGRAM RIGHT NOW?
>>
YES, WITH A LATINA ORGANIZATION HERE IN THE CITY OF ROCHESTER,
WE HAVE ESTABLISHED A SCHOLARSHIP FUND FOR LATINO WOMEN 21 AND
OVER WHO MAYBE DID NOT FINISH THEIR G.E.D., WHO ARE INTERESTED
IN PURSUING FURTHER TRAINING AT M.C.C. OR A TECHNICAL COLLEGE
BUT DO NOT HAVE THE MEANS TO DO THAT. AND THAT'S WHAT WE'RE
TRYING TO DO. OFTEN SCHOLARSHIP PROGRAMS BEGIN AND END WITH
HIGH SCHOOL TO COLLEGE, BUT ONCE A LATINA LEAVES HIGH SCHOOL,
WHICH NOT AS MANY AS WE LIKE ARE FINISHING, AND THEY THINK "WHAT
I WOULD LIKE TO DO, THERE'S NOT THE ECONOMIC SUPPORT TO DO THAT,"
AND THAT'S ONE OF THE THINGS THAT WE'RE TRYING TO PROVIDE.
>>
Gary Walker: PETE, WHAT ELSE IS AVAILABLE RIGHT NOW? IS M.C.C.
DOING SOMETHING?
>>
WELL, M.C.C. HAS A NUMBER OF SCHOLARSHIPS THAT ARE ALSO AVAILABLE,
NOT JUST TO LATINAS OR LATINOS IN GENERAL, BUT IN GENERAL THERE
ARE SOME SCHOLARSHIPS AVAILABLE. THERE ARE SCHOLARSHIPS, FOR
EXAMPLE, IF YOU EARN A B-PLUS AVERAGE ROUGHLY AFTER THE FIRST
YEAR, YOU AUTOMATICALLY ARE ELIGIBLE TO PARTICIPATE IN ONE OF
THE SCHOLARSHIPS THAT WE HAVE AVAILABLE. IT'S NOT BASED ON ECONOMIC
NEED. WE CERTAINLY TEACH OUR STUDENTS TO GO TO THE WEB AND TO
LOOK AT NATIONAL SCHOLARSHIPS AS WELL.
>>
Gary Walker: BELIEVE IT OR NOT, WE'RE OUT OF TIME. THAT'S ALL
THE TIME WE HAVE FOR THIS DISCUSSION. I WANT TO THANK YOU ALL
VERY MUCH FOR JOINING US. WE'LL BE JOINED IN A MINUTE BY "QUE
PASA ROCHESTER'S" ALICIA CLAUSSELL WHO WILL COVER ROCHESTER'S
32nd ANNUAL PUERTO RICAN FESTIVAL NEXT WEEKEND. BUT FIRST, IF
YOU WOULD LIKE MORE INFORMATION ON THIS TOPIC OR YOU WOULD LIKE
TO BE A MENTOR, HERE'S WHAT YOU CAN DO: YOU CAN CALL THE ROCHESTER
CHAPTER OF THE AMERICAN ASSOCIATION OF UNIVERSITY WOMEN AT 244-8890.
244-8890.
(Music)
WITH
ME NOW IS WXXI AND "QUE PASA ROCHESTER'S" ALICIA CLAUSSELL WITH
INFORMATION ON ROCHESTER'S 32nd ANNUAL PUERTO RICAN FESTIVAL
HAPPENING NEXT WEEKEND, AUGUST 3rd, 4th AND 5th. BUT BEFORE
WE TALK TO ALICIA ABOUT IT, WE'RE GOING TO TAKE A QUICK LOOK
AT LAST YEAR'S FESTIVAL.
(Music)
>>
Gary Walker: THAT'S JUST A TASTE OF LAST YEAR'S FESTIVAL. ALICIA
CLAUSSELL IS JOINING ME RIGHT NOW. ALICIA, WHAT'S IN STORE FOR
THIS YEAR?
>>
Alicia Claussell: WELL, THE THEME OF THE FESTIVAL THIS YEAR
IS (Speaking Spanish) WHICH TRANSLATES TO "SHARING OUR PRIDE,"
AND THE FESTIVAL IS GOING TO BE GREAT. WE HAVE, AGAIN, INTERNATIONAL
AND AMERICAN STARS COMING ON. WE HAVE HUEY DUNBAR, WHO IS COMING.
HE WAS A FORMER MEMBER OF D.L.G. WE HAVE ALEGRE ALL-STARS, JOHNNY
PACHECO AND HECTOR CASANOVA. AND WXXI IS GOING TO ACTUALLY HAVE
A TABLE. WE'LL BE SURVEYING THE COMMUNITY TO FIND OUT WHAT IS
IT THAT THEY REALLY WANT TO SEE AT WXXI? WHAT CAN WE DO FOR
THE COMMUNITY, TO GIVE MORE INFORMATION, IF ANYBODY IS INTERESTED
IN VOLUNTEERING, INFORMATION LIKE THAT.
>> Gary Walker: THAT'S GREAT. AND I'LL TELL YOU WHAT I LIKE
ABOUT THAT FESTIVAL: WHEN IS THE LAST TIME YOU SAW THREE GENERATIONS
-- GRANDPARENTS, SONS AND DAUGHTERS, AND GRANDKIDS -- ALL LIKING
THE SAME MUSIC AND REALLY LIKING AND PARTICIPATING? THANK YOU,
ALICIA. WE'LL LOOK FORWARD TO THAT NEXT WEEK. I KNOW I'M GOING
TO BE THERE. YOU DON'T HAVE TO BE LATINO TO LIKE THIS FESTIVAL.
THAT'S ALL THE TIME WE HAVE FOR THIS WEEK'S EDITION OF "NEED
TO KNOW." THANK YOU FOR JOINING US.
(Music)