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2015-dbaf

 

Anchoring Achievement in Mexican Communities Seminar “¡Edúcate!”

   
September 11, 2015 at 9:00 AM to 12:30 PM

Boys Club of NY  Auditorium 
(321 East 111th Street East Harlem , NY 10029)

This seminar will highlight the activism of undocumented CUNY students and the work of their allies. We will show a CUNY-produced documentary Living Undocumented and have a Question and Answer with one of the filmmakers, City College professor Tatyana Kleyn, as well as some of the students featured in the film. At this seminar, the Institute will launch NYCEdúcate, the bilingual web portal we have been working on under wraps all year. The web portal will provide families thorough, reliable, bilingual information on educational institutions and services at all levels through out New York City.

 


Anchoring Achievement in Mexican Communities: Language and Literacy: Systemic and Institutional Challenges The Importance of Dual Language Education

June 5th, 2015

CUNY Central 205 East 42nd Street New York, NY 10017. Kibbee Board Room, 7th FL, Rm 725

This seminar, designed for the Deutsche Bank Americas Foundation Anchoring Achievement Network organizations, will address Systemic and Institutional Challenges of Language and Literacy, primarily among bilingual students. Speakers will highlight the importance of dual language programs among the immigrant community and address the challenges that language barriers create for recent immigrants. This workshop is open to the public, if space allows, but priority registration is to representatives of the DBAF network organizations.

**Attendees are encouraged to read Fuller, et.al and the critique of it by Angela Valenzuela Differing Cognitive Trajectories of Mexican American Toddlers: The Role of Class, Nativity, and Maternal Practices, Bruce Fuller, Edward Bein, Yoonjeon Kim, and Sophia Rabe-Hesketh

**Space for this seminar is very limited. We strongly suggest early registration

**Attendees will need ID to enter building

  Marguerite Lukes

Marguerite Lukes is Co-Chair of the Special Interest Group on Adult Literacy and Adult Education of the American Educational Research Association (AERA), a member of the National Association for Bilingual Education (NABE), and a Board of Directors member of the New York State Association for Bilingual Education. Her scholarship and research on second language learning, literacy, and the education of immigrant populations has appeared in TESOL Quarterly, Journal of Latinos and Education, Urban Education, International Multilingual Research Journal, Teachers College Record, and Rethinking Schools. Her recent book Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College focuses on Latino immigrant youth in New York City and their quest to further their education. Some of her other publications are available on Amazon. Dr. Lukes has been a teacher, program director, curriculum developer, university faculty member, and researcher. She continues to work with community programs to enhance access to education for Mexican and Latino youth and adults. Dr. Lukes received her doctorate from New York University, where she conducted research about the educational experiences of Latino migrant youth and designed professional development for schools serving immigrant students in New York State.

  Patricia Velasco

Patricia Velasco started her career as a speech pathologist in Mexico City. After finishing her EdD in the United States, she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers in San Cristobal de las Casas, Chiapas, Mexico . After she moved to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University, as a staff developer and faculty member. Currently, she coordinates the Bilingual Education Program at Queens College and she is a faculty member at the Graduate Center, CUNY. Patricia directed the NYSED Bilingual Common Core Progressions, which offer scaffolds and supports for bilingual and ESL teachers working with emergent bilinguals in the common core classroom.

  Carmina Makar

Carmina Makar is Assistant Professor in the programs of Bilingual Education and TESOL at City College of New York. Born and raised in Mexico, Carmina first came to New York as a Fulbright Fellow to pursue graduate studies in International Education Development. She earned her MA and Ed.D from Teachers College, Columbia University. Her scholarly interests include bilingual education, language, immigration and transnational education in the context of educational policy and development. As part of her work with childhood, space and community development in non-formal education, Carmina has served as a consultant for UNESCO and UNDP as well as for other community-based organizations in Mexico and New York.


Cesar Zuniga

Cesar Zuniga is the Director of Research and Evaluation at Parent-Child Home Program. Cesar oversees the National Center’s research and evaluation projects, most recently a multi-year quasi-experimental study in the Philadelphia LEA and the implementation of an RCT in New York City. Cesar is also active with various early childhood and educational initiatives within Mexican communities in NYC. He has presented on a variety of issues related to early childhood education at various conferences across the country and abroad. Before joining The Parent-Child Home Program, he was project associate at the Equity Assistance Center (EAC) at New York University. He is the proud son of immigrants from Mexico and he currently lives in Sunset Park, Brooklyn. Cesar has a Master’s in Educational Administration and is pursuing a doctorate in Developmental Psychology.

Patricia Ruiz-Navarro

Patricia Ruiz-Navarro was awarded a Fulbright scholarship in 2000 to study her M.A. at the New School for Social Research. She recently received her Ph.D. from The Graduate Center at CUNY, where her primary research focus has been the familial decisions of Mexican immigrants, from remittance behavior, to social networks and return decisions. Patricia´s current interests in the health of foreign-born Mexican parents and their U.S. born children integrate cultural, behavior and assimilation issues.

Alyshia Gálvez

Alyshia Gálvez is the director of the Jaime Lucero Mexican Studies Institute. Author of two books on Mexican immigration in New York, Patient Citizens, Immigrant Mothers Mexican Women, Public Prenatal Care and the Birth Weight Paradox and Guadalupe in New York, she is a cultural anthropologist and associate professor of Latin American and Puerto Rican Studies at Lehman College. Her research focuses on the efforts by Mexican immigrants in New York City to achieve the rights of citizenship. Her second book Patient Citizens, Immigrant Mothers,was awarded the 2012 ALLA Book Award.


DBAF Anchoring Achievement / ¡Becas!

February 6th at 9:30 AM at the Murphy Institute, CUNY, (25 West 43rd Street, NY NY 10036)

18th Floor, Room 18 A&B

This seminar, designed for the Deutsche Bank Americas Foundation Anchoring Achievement Network organizations, will provide information and testimonials about scholarship opportunities available to undocumented students, including CUNY Becas. We hope that each membership organization will deliver information to its constituents. This workshop is open to the public, if space allows, but priority registration is for representatives of the DBAF network organizations.

Presenters:

Daniel R. Fernández

Daniel R. Fernández (B.A., UCLA; M.A., M.Phil., Ph.D., Columbia University) is an associate professor in the Department of Languages and Literatures at Lehman College. His experience growing up in both México and the United States inspires and informs much of his work and perspective as an educator and scholar. He specializes in Latin American literature, art and film, with a focus on the Mexican and Mexican-American experience. At Lehman he has taught courses in Latin American, Mexican and Chican@ literatures as well as Spanish for Heritage Speakers. His book Voyeurism and Liminality in Mexican Border Narrative is forthcoming.

Shareny Díaz Saldaña

  Description: Macintosh HD:Users:galvez:Desktop:1909273_869650149727083_4894499872117579880_o.jpgShareny Díaz Saldaña is the administrative coordinator for the Jaime Lucero Mexican Studies Institute. She was born in Mexico City and brought to the United States at the age of two. She is a City College alumni with a major in psychology and is currently enrolled at Baruch College pursuing a Masters of Public Affairs with a concentration in Public Policy. She has been an active member of her community in promoting higher education through her participation in the youth group, Mexican-American Youth Advising Students (MAYAS). She has worked at Brooklyn College in the Center for Academic Advisement and Student Success and as Assistant to the Director of CUNY Mexican Task Force on Strengthening Educational Opportunities for Mexican and Mexican-Americans.

 Marlen Fernández

Description: C:\Users\RESEN_000\AppData\Local\Microsoft\Windows\INetCache\Content.Word\marlenfernandez_000.jpgMarlen Fernández is a 2012 Becari@, college assistant at the Jaime Lucero Mexican Studies Institute and a double majored in Anthropology and Latin American Studies recent Lehman college graduate. Marlen plans to pursue Medical Anthropology at the graduate level. Her family is originally from Puebla, Mexico. She came to the United States at the age of three and have lived in NYC her entire life. She grew up in White Plains, located in Westchester County. Aside from her school responsibilities, she is also the Vice President of the Lehman Dream Team and the Co-coordinator of the Westchester Dream Team. These organizations focuses on helping undocumented students to find resources, provide a safe haven and promote personal growth, through leadership, community service, and activism. Participating in these organizations had allowed her to bring change to her community as well as raise awareness about the many struggles undocumented youth face. Being herself an undocumented immigrant, this path is a cause she hold closer to her heart. She has done an excellent work at Insitute by holding almost every hat there has being available. Marlen is a great example of perseverance and success among our undocumented immigrant NY communitites.

 Jazmin Cruz

Jazmin Cruz is currently an undergraduate student at John Ja College of Criminal Justice. She is pursuing an undergraduate degree in Political Science and a minor in Sociology. Jazmin has been advocating for the New York State DREAM Act, and has been involved in the push for dignity and respect of all people. Jazmin is part of the Dreamers Campaign at Make The Road New York and currently Vice-President of the John Jay Dreamers Club. She wants to keep giving back to her community that saw her grow. Her biggest role model is her father. Her father has been the foundation and the ultimate supporter for her college career. She believes in the strong impact of college and is helping the recent high school graduates in her old high school transition from high school into College.

 Edgar Morales

Edgar Morales is a sophomore at Lehman College pursuing a major in computer science. He was born in Tehuacán, Puebla, Mexico and at the age of 15 he reunited with his family in the Bronx. He has many dreams and goals, which he hopes to accomplish as an undocumented student. Determined to break the stereotype that Mexicans come across the border to take on low-paying jobs by graduating college and obtaining a prestigious job position at a computer company. He believes a college education will provide him with the essential tools to create a better life for himself, his family, and his community.

  Alexia Núñez

Alexia Núñez is the Consul for Community Affairs at the Mexican Consulate in New York, where she coordinates efforts aimed at facilitating the integration and empowerment of the Mexican community that live in the tri-state area.  Member of the Mexican Foreign Service, she has previously worked in the Institute for Mexicans Abroad (IME) and as an analyst for European Affairs at the Mexican Ministry of Foreign Affairs. She holds a Master’s Degree in Public Administration from the School of International and Public Affairs (SIPA) at Columbia University and a BA in International Affairs from the Instituto Tecnológico Autónomo de México (ITAM).

John Moreno-Escobar

John Moreno-Escobar is a successful social entrepreneur, community leader and executive innovator. His passion is education equality and access to higher education for all. John is a native Colombian from Bogotá. John recently was appointed to lead a new initiative at the City University of New York (CUNY).He also founded the Colombian Education Fund (ColEF) and initiative to help Colombian students in the world to access financial resources in order to pay for their studies. The first non for profit John founded was Latino Youth for Higher Education Program (LYHEP) an organization that helpsrecent arrival Latino youth and families in the process of preparing, applying and paying for college in the US.



Latino Immigrant Youth and Interrupted Schooling


In February we published Marguerite Lukes’ new book Latino Immigrant Youth and Interrupted SchoolingIn this post, Marguerite gives us a bit of background to the book.

Each year countless immigrant youth migrate to the US and Europe with dreams of a better tomorrow. International news organizations report regularly on migrants’ ordeals (see here  and here) but few focus on what happens once they settle in their host country. Many, in the midst of their adolescent years, have abandoned their schooling and arrive as unaccompanied minors, facing multiple challenges in education and the labor market, with adolescent needs but shouldering adult responsibilities.

Latino Immigrant Youth and Interrupted SchoolingMigrant youth are the subject of my new book Latino Immigrant Youth and Interrupted Schooling. The book explores the voices, perspectives and life experiences of a growing group of immigrant young adults at a time when both Europe and the US struggle to design effective immigration policies to integrate and educate them. The book emerged from my personal experiences teaching and designing programs for these youth. I found that prior research tended to ‘explain away’ the issue of immigrant youth’s interrupted schooling, equating it with disinterest in education. In the classroom, I met young migrants thirsty for information about college and job training, and who often had been encouraged to leave school or were frustrated because their need to work and support families with remittances conflicted with school’s schedules. Far from being disinterested in school, the young people whom I met were eager to learn English, enter college, and become professionals, many with aspirations to become doctors, lawyers, teachers and social workers and sought opportunities to advance. Yet institutional barriers stood between them and realizing their dreams; they had few mentors or peers who could help them access feasible educational options.

The book fills a glaring gap in scholarship on immigrant young adults who are categorized as dropouts (those who have left secondary school) by presenting new data on a significant but overlooked population. In the book, I present recommendations for supporting and serving these youth. Persistent deficit views that suggest that some groups ‘value’ education more than others overlook sociopolitical realities and global economic factors the lead to school interruption prior to migration and institutional barriers that keep students out of school once they arrive in the host country. The book seeks to enrich the conversation by putting faces to young people who are often presented merely as statistics. The book also explores ways in which the US political economy impacts the lives, educational pathways and work options of these young adults, and their integration into the cultural, social and economic mainstream of the US.

Historical and contextual data are used to provide the reader with an understanding of the socio-political forces at work that lead young people to leave school in their countries of origin.

By using data collected in interviews of 150 students who arrived in the US between the ages of 15 and 24, I present their experiences as they navigate the complex and confusing education landscape after arriving in the US. Existing policies often provide disincentives for schools to serve youth who are emergent bilinguals and older than the average secondary student, and sometimes with emergent basic academic skills.

Central to this new volume is an examination of the role of language, English proficiency, literacy and academic skills play in access to educational options. It presents research on multilingual and translanguaging approaches to academic English development and existing policies and practices for students with interrupted formal education. The book concludes with a discussion of existing public policies, opportunities and institutional constraints that impact the young adults discussed here. Existing models that show promise are presented, alongside challenges and persisting questions and directions for the future. The book shares voices and compelling stories of young immigrant adults who were eager to share their experiences. Time and again they reminded me that this type of scholarship is important because, as one youth explained, “they don’t really see us.”

If you would like more information about this book, please see our website.


Dual Language, Transitional Bilingual Education , and English as a New Language Programs By Patricia Velasco

 


The Importance of Dual Language Education Overview Emergent Bilingualism in Early Childhood Dr. Carmina Makar