Witten By Victoria Snyder
Frostburg State University
Many of my students and colleagues have asked me what brought me to the field of Higher Education. I have a simple yet much understated response; there was no who looked like me working at my institution. I am a beautiful child of mixed heritage. My mother is Caucasian and my father Mexican. I went to a Predominately White Institution for my undergraduate work and slowly realized that the school was split in to two—White and Black with no room for those “Brown” kids. The Black students had the Black Student Union and the White students, well they were the majority, and they had each other. But where did I fit in? Where did the Brown fit in? Where were the faculty members or staff members like me? Where were the students like me? I felt alone, lost, not wanted in my journey through college. I sat back and heard racist jokes, was told to take derogatory comments on the chin, and listen to countless classmates mock my heritage. For a while I sat silent, because I thought I had to, until I realized I had a voice and that I needed to stand up not just for myself, but for others like me. That led me to what I felt was my calling, working in the diversity field in Higher Education.
As I transcend my career in Higher Education I feel there s still a lack of education or conversation about the Brown students. Let me preface by saying that not all schools are divided into the White and Black but that some do amazing work reaching out to various multicultural populations. In the field of diversity, too often I have seen institutions support one population over the other. Where do my hermanos and hermanas fit? Hispanics are the largest minority population entering higher education, with 2.1 million students currently. However, when you look around at the number of faculty and staff of Hispanics, Asians or those from the LGTBQ community, do those numbers represent their growing populations respectively?
My call to mi gente is this: be that voice, be that person. Often, we are a small population on college campuses, and it can be terrifying to stand up and be that one person, that person who expresses a voice for a whole demographic, but we have to! It is up to us to be the proponent on our respective campuses. Sitting back and denying our heritage, only promulgates the problem instead of solving it. How many terrified, alone, and scared children are going through their college careers without having a mentor, or someone who is like them who can guide them? Your call to action is as follows: stand up at your institution, speak to HR, to the Vice Presidents and President about increasing the population of Hispanic faculty and staff members. In 2012 alone, Hispanics made up 16.5 % of the population in Higher Education, which is an outstanding number! Why shouldn’t the population of faculty and staff members in Higher Education reflect that same percentage? Encourage others to be that mentor and that guide for other students. You never know what your guiding hand or mentorship can do for the next generation. As for working in Higher Education, its okay to push the Brown agenda, I encourage you to do so! Challenge administration for more money to support Hispanic students and their programs, meet with Admissions to create advanced efforts to recruit students, and do not be afraid to research and read up on growing trends with Hispanic students. Your effort no matter how small will get the ball rolling and you never know what change you can make from there.
Stay positive, stay energetic and remember, Brown is the color!
About the Author:
Victoria Snyder is the Assistant Director of the Diversity Center at Frostburg State University. She has an undergraduate degree from the University of Mount Union in history and a Masters degree from the University of Akron in Higher Education Administration. She is currently pursuing a second Masters at Duquesne University in Leadership in Professional Administration.
Tuesday, November 6, 2012
Friday, November 2, 2012
DREAMers
Written By Laura Bohorquez
Loyola University Chicago
Growing up in Brewster, a small rural agricultural town in central Washington State has been an immense life lesson and a true blessing; it taught me the power of organizing and the power that came with being in solidarity with community. Furthermore, it taught me early on how it felt and what it meant to hold multiple marginalized identities (Mexican, woman, lower working class, DREAMer) while living in a White-heterosexual dominated society. Moreover, and most importantly growing up in a town that lacked basic human resources and access to a good education allowed me to explore how my marginalized identities as well as the privileges that I hold from my other identities (educated, bilingual, catholic, heterosexual, able-bodied) all intersected and fostered my resiliency and helped me find the voice that I needed to empower myself and others.
Growing up I have learned that struggle is inevitable and thus I constantly remind myself that I come from a place of resiliency and empowerment, which is my family. Additionally, I continuously remind myself that I come from education and from the ideology that in order to keep succeeding, I have to always bring my community with me. With this said, early last spring semester I decided that I wanted to practice my ideology by contributing to Loyola University Chicago’s (LUC) Jesuit mission of social justice and practice being a person for others. I decided that I wanted to do this by following my passion on immigration and education and what better way than by advocating for undocumented students.
With the support of my director Sadika Sulaiman-Hara and the contributions of my colleague Maria Guzman the first safe space & ally training for undocumented students at Loyola was created. Since the beginning, my vision for this project included and emphasis on education and the deconstructing of the negative profile that the media has given immigrants. Furthermore, I wanted to give the Loyola community the opportunity to learn about the issues faced by undocumented students from DREAMers themselves. I wanted people to have the opportunity to reflect on their journeys and be able to connect and experience parallel empathy with undocumented students. Moreover, I wanted all participants to leave the training feeling empowered and confident and understanding that either as a DREAMer or an ally, we all play an important role as social justice change agents. My overall goal was to bring awareness to Loyola’s campus about the barriers DREAMers face so that we could create a more welcoming campus for all students because initially our purpose in an institution of higher education is to support and foster the education of all students.
On September 27th and October 4th my colleague and I made my vision a reality. We educated about 50 staff, faculty, and graduate students about terminology, the history of the various legislations affecting DREAMers such as the DREAM Act and current Deferred Action for Childhood Arrivals memorandum, we talked about the undocumented student movement, the role that Loyola had played in advocating for DREAMers and we gave DREAMers the opportunity to share their experiences. At the end of the training we provided our attendees with various tangible resources, such as a counselors guide, academic research, names to community organizations as well as guided them through the DREAMer website that I created under the Department of Student Diversity & Multicultural Affairs at LUC. My colleague Maria and I also mentioned that we too were willing to support them in their ally journey.
Due to the training, I have been encountered by allies who want to learn more and others who offer to assist me in making Loyola a more welcoming space for DREAMers. My first lesson learned is that once we provide people with a common language, the basic issues faced by DREAMers, the opportunity to reflect on their journey, and resources; people are more willing to openly talk about their role as an ally. My second lesson learned is that I had the privilege to create, follow my passion, and share my knowledge with others, something that many graduate students only hope for. My experience has been transformational and grounding, it has reinforced my ideology that anything is possible; it’s just a matter of educating one another, recognizing our privileged and marginalized identities, and always remembering to bring our communities along.
Tuesday, October 9, 2012
Year One
Written by Claudia González
Oregon State University
I arrived at Oregon State University (OSU) the summer of 2011. I had just graduated from the University of Central Missouri (UCM) with a Master of Science in College Student Personnel Administration and was eager to begin another chapter in this career journey. This was my biggest move since moving to Warrensburg, Missouri from my beloved hometown, El Paso, Texas in 2009. The feeling of moving from the Midwest to the Northwest can be best described as overwhelming and filled with hope. During my time at UCM, I learned what being a Latina/Chicana meant for me. Being a Latina/Chicana for me meant having the struggle of my parents in my mind and the music of Mexico in my heart. My time at UCM changed me. I learned to be an activist and a creator. I endured struggles at UCM that challenged me as a professional and as a Latina but at the end of those struggles were valuable lessons about hope and the need to change and create.
After such a rewarding experience at UCM, it was easy to agree to move and start all over again. A year and two months after my move to the Northwest, I reflect on my experience as a Resident Director (RD) at Oregon State. My first year as an RD was spent finding my place and voice in a unit where I am the only Latina. My first year as an RD was spent reading over and over again “Job One.” My first year as an RD was spent reaching out to the other Latinos/as at OSU that are here to support and educate our Latinos/as students that are quickly realizing that higher education for Latinos/as in this country is a privilege and that being successful can sometimes be a luxury. My first year as an RD revealed to me that my mentor, Sonny Castro, adjunct faculty at UCM, was right. Latinos/as in the field of student affairs are needed to be role models and mentors for others. We are the ones that break barriers and become mentors.
Being the only Latina in the Resident Director team came with certain and specific unwritten expectations from the Latino students that interact with me. One of my staff members that identifies as Latina shared with me that she felt comfort in knowing that I was her supervisor. She explained to me that there are certain things that I understood about her that other RDs did not. I was no stranger to the comfort of knowing other Latinos in a predominately white institution since at UCM I loved when I interacted with other Latinos and I did not have to explain the pronunciation of my name or anything having to do with my culture or ethnicity. Still, the expectation of having to know everything of what it means to be a Latino/a that grew up in the Northwest was still unknown to me. I quickly realized that being a Latina from the Southwest was different that being a Latino/a from the Northwest. This one revelation forced into a space of learning. I had to learn about the area around me and the needs of the students at OSU. I began to learn by hearing the stories of the Latino students at OSU.
I began by being a capstone project mentor for a CAMP (College Assistance Migrant Program) Scholar Intern. I had the great privilege of mentoring Braulio. His story was remarkable. It was a story filled with courage and hope. He knows what being a Latino means to him and knows that his success is not only his but the success and celebration of his family’s hard work and of Latinos around him. The mentorship relationship I had with Braulio reminded me of why I love student affairs and of why I decided to pursue a career in this field. As I heard the stories filled with dreams and hopes of other Latino students at OSU, I developed my own dream. A dream in which I saw myself as an educator with a revolutionary soul sitting a coffee shop surrounded by other Latino colleagues/friends sharing our stories and aspirations for our work and lives. Soon I knew that my first year at OSU was about transition and about learning. I needed to learn before I could make an impact. I needed to remember the lessons that were learned at UCM.
My first year as an RD at OSU has left me with a hunger for better opportunities for our Latino student population and with a hope that their dreams and my dream become reality.
About the Author:
Claudia González is a Resident Director at Oregon State University. She earned her Master’s degree in College Student Personnel Administration from the University of Central Missouri and her Bachelor’s in Sociology from the University of Texas at El Paso. Follow her on twitter: @17stargirl
Oregon State University
I arrived at Oregon State University (OSU) the summer of 2011. I had just graduated from the University of Central Missouri (UCM) with a Master of Science in College Student Personnel Administration and was eager to begin another chapter in this career journey. This was my biggest move since moving to Warrensburg, Missouri from my beloved hometown, El Paso, Texas in 2009. The feeling of moving from the Midwest to the Northwest can be best described as overwhelming and filled with hope. During my time at UCM, I learned what being a Latina/Chicana meant for me. Being a Latina/Chicana for me meant having the struggle of my parents in my mind and the music of Mexico in my heart. My time at UCM changed me. I learned to be an activist and a creator. I endured struggles at UCM that challenged me as a professional and as a Latina but at the end of those struggles were valuable lessons about hope and the need to change and create.
After such a rewarding experience at UCM, it was easy to agree to move and start all over again. A year and two months after my move to the Northwest, I reflect on my experience as a Resident Director (RD) at Oregon State. My first year as an RD was spent finding my place and voice in a unit where I am the only Latina. My first year as an RD was spent reading over and over again “Job One.” My first year as an RD was spent reaching out to the other Latinos/as at OSU that are here to support and educate our Latinos/as students that are quickly realizing that higher education for Latinos/as in this country is a privilege and that being successful can sometimes be a luxury. My first year as an RD revealed to me that my mentor, Sonny Castro, adjunct faculty at UCM, was right. Latinos/as in the field of student affairs are needed to be role models and mentors for others. We are the ones that break barriers and become mentors.
Being the only Latina in the Resident Director team came with certain and specific unwritten expectations from the Latino students that interact with me. One of my staff members that identifies as Latina shared with me that she felt comfort in knowing that I was her supervisor. She explained to me that there are certain things that I understood about her that other RDs did not. I was no stranger to the comfort of knowing other Latinos in a predominately white institution since at UCM I loved when I interacted with other Latinos and I did not have to explain the pronunciation of my name or anything having to do with my culture or ethnicity. Still, the expectation of having to know everything of what it means to be a Latino/a that grew up in the Northwest was still unknown to me. I quickly realized that being a Latina from the Southwest was different that being a Latino/a from the Northwest. This one revelation forced into a space of learning. I had to learn about the area around me and the needs of the students at OSU. I began to learn by hearing the stories of the Latino students at OSU.
I began by being a capstone project mentor for a CAMP (College Assistance Migrant Program) Scholar Intern. I had the great privilege of mentoring Braulio. His story was remarkable. It was a story filled with courage and hope. He knows what being a Latino means to him and knows that his success is not only his but the success and celebration of his family’s hard work and of Latinos around him. The mentorship relationship I had with Braulio reminded me of why I love student affairs and of why I decided to pursue a career in this field. As I heard the stories filled with dreams and hopes of other Latino students at OSU, I developed my own dream. A dream in which I saw myself as an educator with a revolutionary soul sitting a coffee shop surrounded by other Latino colleagues/friends sharing our stories and aspirations for our work and lives. Soon I knew that my first year at OSU was about transition and about learning. I needed to learn before I could make an impact. I needed to remember the lessons that were learned at UCM.
My first year as an RD at OSU has left me with a hunger for better opportunities for our Latino student population and with a hope that their dreams and my dream become reality.
About the Author:
Claudia González is a Resident Director at Oregon State University. She earned her Master’s degree in College Student Personnel Administration from the University of Central Missouri and her Bachelor’s in Sociology from the University of Texas at El Paso. Follow her on twitter: @17stargirl
Thursday, October 4, 2012
Thursday, September 13, 2012
Hispanic Serving Institutions Week
Written By Christine Hernandez
American Association of University Women
I didn’t know that I was a student at a Hispanic Serving Institution (HSI) until the beginning of my senior year in college. The Dean of Students at Cal State Fullerton, Dr. Kandy Mink Salas, let me know of an opportunity to attend the Hispanic Association of Colleges and Universities (HACU) annual conference in Denver, CO. The university sponsored several students to attend the conference in 2008. What made 2008 unique and inspiring for me was to see our President Gordon take on the role of HACU president.
Before attending HACU, I had never really thought about institutional type other than 4-year/2-year and public/private. I knew that I had to learn more about Hispanic Serving Institutions, their history, and their relevancy to the greater higher education discussion. I was inspired to learn more about the topic of minority serving institutions through my higher education master’s program.
You may not know this but #HSIweek is September 16-22 this year. I thought it might be helpful to share some information about HSIs for those who may not be aware of its history.
In 1983, national hearings on postsecondary education brought attention to the fact that Hispanic enrollments were increasingly concentrated in a small number of institutions. At the same time, issues of access, completion, and financial support were discussed. The term, “Hispanic-Serving Institution” was given national attention in 1986 by the Hispanic Association of Colleges and Universities. Hispanic Serving Institutions were included in federal policy in 1992 and the first appropriation of $12 million was distributed under the Developing Institutions Program for Hispanic Serving Institutions.
HSIs are defined by law as “accredited and degree granting public or private non-profit institutions of higher education with 25 percent or more undergraduate Hispanic full time equivalent student enrollment”. At least 50% of those Hispanic students must be from low-income families. With limited exceptions, Hispanic-Serving Institutions were not originally established as such but developed as a result of changing student populations. Overall, Hispanic-Serving Institutions are characterized as institutions with overall diverse student enrollments. Most are public 4-year institutions or community colleges.
Although such institutions represent a small proportion, 6%, of all postsecondary institutions, Hispanic-Serving Institutions enroll almost half of all Latino undergraduates. In 2010, 30% of all students at my own undergraduate institution identified as Hispanic. In 2012, Cal State Fullerton was the first in the state and fourth nationally for the number of bachelor’s degrees awarded to Hispanic students. Many HSIs like my own undergraduate institution are able to do some fantastic work for students.
Title V of the Higher Education Act provides competitive five-year grants for Hispanic-Serving Institutions. Since the first authorization in 1994, more than 200 grants have been awarded, with an average of $375,000 per year. In 2009, more than $16 million were distributed to 29 institutions under the grant. Funds may be spent on a variety of projects at the institution, ranging from capital improvements to new or existing university programs in student services, academic affairs, or other areas.
Through these funds and through the leadership and direction of higher education administrators, many HSIs have done an exceptional job in supporting and graduating Hispanic students. Most HSIs were not formed with the distinct mission to serve and graduate Hispanic students, rather many campuses been able to use Title V funding to support students who come from traditionally underserved backgrounds.
Interested in learning what colleges and universities are categorized as HSIs? There are a few ways to check. You can visit the U.S. Department of Education website to see which institutions have received Title V funding. Excelencia in Education produces a list of HSIs as well and HACU has a list of member HSIs.
HACU provided a list of ways that institutions can celebrate #HSIweek this September, including:
1. Raising awareness
2. Hosting a campus forum
3. Organize a community-wide activity
4. Use the web
5. Showcase your students
6. Celebrate National HSIs Week in your own unique way
7. Share your institution’s plan
I would encourage you to spend some time learning more about Hispanic Serving Institutions. Excelencia in Education has done several excellent reports on this topic and you can also search for articles in the Journal of Hispanic Higher Education. Search around to see if your institutions are HSIs and don’t forget to follow the #HSIweek hashtag this month to learn more about what campuses are doing around the country.
___________________________________________________________
About the Author
American Association of University Women
I didn’t know that I was a student at a Hispanic Serving Institution (HSI) until the beginning of my senior year in college. The Dean of Students at Cal State Fullerton, Dr. Kandy Mink Salas, let me know of an opportunity to attend the Hispanic Association of Colleges and Universities (HACU) annual conference in Denver, CO. The university sponsored several students to attend the conference in 2008. What made 2008 unique and inspiring for me was to see our President Gordon take on the role of HACU president.
Before attending HACU, I had never really thought about institutional type other than 4-year/2-year and public/private. I knew that I had to learn more about Hispanic Serving Institutions, their history, and their relevancy to the greater higher education discussion. I was inspired to learn more about the topic of minority serving institutions through my higher education master’s program.
You may not know this but #HSIweek is September 16-22 this year. I thought it might be helpful to share some information about HSIs for those who may not be aware of its history.
In 1983, national hearings on postsecondary education brought attention to the fact that Hispanic enrollments were increasingly concentrated in a small number of institutions. At the same time, issues of access, completion, and financial support were discussed. The term, “Hispanic-Serving Institution” was given national attention in 1986 by the Hispanic Association of Colleges and Universities. Hispanic Serving Institutions were included in federal policy in 1992 and the first appropriation of $12 million was distributed under the Developing Institutions Program for Hispanic Serving Institutions.
HSIs are defined by law as “accredited and degree granting public or private non-profit institutions of higher education with 25 percent or more undergraduate Hispanic full time equivalent student enrollment”. At least 50% of those Hispanic students must be from low-income families. With limited exceptions, Hispanic-Serving Institutions were not originally established as such but developed as a result of changing student populations. Overall, Hispanic-Serving Institutions are characterized as institutions with overall diverse student enrollments. Most are public 4-year institutions or community colleges.
Although such institutions represent a small proportion, 6%, of all postsecondary institutions, Hispanic-Serving Institutions enroll almost half of all Latino undergraduates. In 2010, 30% of all students at my own undergraduate institution identified as Hispanic. In 2012, Cal State Fullerton was the first in the state and fourth nationally for the number of bachelor’s degrees awarded to Hispanic students. Many HSIs like my own undergraduate institution are able to do some fantastic work for students.
Title V of the Higher Education Act provides competitive five-year grants for Hispanic-Serving Institutions. Since the first authorization in 1994, more than 200 grants have been awarded, with an average of $375,000 per year. In 2009, more than $16 million were distributed to 29 institutions under the grant. Funds may be spent on a variety of projects at the institution, ranging from capital improvements to new or existing university programs in student services, academic affairs, or other areas.
Through these funds and through the leadership and direction of higher education administrators, many HSIs have done an exceptional job in supporting and graduating Hispanic students. Most HSIs were not formed with the distinct mission to serve and graduate Hispanic students, rather many campuses been able to use Title V funding to support students who come from traditionally underserved backgrounds.
Interested in learning what colleges and universities are categorized as HSIs? There are a few ways to check. You can visit the U.S. Department of Education website to see which institutions have received Title V funding. Excelencia in Education produces a list of HSIs as well and HACU has a list of member HSIs.
HACU provided a list of ways that institutions can celebrate #HSIweek this September, including:
1. Raising awareness
2. Hosting a campus forum
3. Organize a community-wide activity
4. Use the web
5. Showcase your students
6. Celebrate National HSIs Week in your own unique way
7. Share your institution’s plan
I would encourage you to spend some time learning more about Hispanic Serving Institutions. Excelencia in Education has done several excellent reports on this topic and you can also search for articles in the Journal of Hispanic Higher Education. Search around to see if your institutions are HSIs and don’t forget to follow the #HSIweek hashtag this month to learn more about what campuses are doing around the country.
.jpg) |
| Dr. Milton Gordon, former HACU and Cal State Fullerton president with Christine Hernandez (right) and another attendee at the 2009 HACU conference. |
___________________________________________________________
About the Author
Christine Hernandez is the Manager of College/University Relationships at the American Association of University Women. She earned her Master’s degree in Higher Education from the University of Pennsylvania and her Bachelor’s in English from California State University, Fullerton.
Thursday, August 16, 2012
Enough
Written By Christine Hernandez
American Association of University Women
I’ve been thinking about this topic for a while, but a
graduate assistant at my last institution inspired me to write my thoughts
down. She delivered a speech this
past May on the issue of being ‘enough.’
Entitled, “Barely a Lesbian, Hardly a Futch,” Caroline
Pendry, former graduate assistant, bravely shared her
experiences with the LGBTQ community as a student:
“…
last semester, when I was complaining to a friend about being called my girlfriend’s “cute little straight girl.” As any friend would do, she asked me
why I cared. Why was I so bent out of shape? Who cares what “they” think? Of
course I agreed. I was like, yeah, who cares what they think…
But
then I thought for a minute, and realized… it’s a really lonely feeling when
you don’t feel accepted by one group of people because you’re gay, or queer, or
trans, or not conforming to some standard — and then you get dismissed from the
group of people on the other side of the fence, who you thought would accept
you. I told her, “It’s just a lonely place between one world and another.”
I
bet I can safely say that all of us in this room, have felt at one time or
another, that we weren’t enough of something. Not smart enough, not pretty
enough, not feminist enough, not feminine enough, not masculine enough, or even
— not queer enough.”
Caroline was right.
In that room, many of us were nodding our heads in agreement. It was reassuring to know that I wasn’t
the only one. As a biracial woman
living far from where I grew up, I feel like I’m constantly defending and validating
my own presentation of my identity.
The language is a large part of that struggle. In my own experiences, I’ve been made
to feel lesser than by all sides because I don’t speak the language that they
expect from me. My family history
and personal experiences are never accounted for and I’m made to feel ashamed. It doesn’t matter that I can cook the
same food as my grandma did for me when I was young or that I do it to bring
back the memory of my ancestors.
It feels almost like a religious experience each time because it feels
like that part of me that was lost in my cross-country move is brought back,
even if for a few hours.
I’ve seen the silent hierarchy and divisions that can exist
in campus communities. While
conducting a study involving heritage month programming, I noticed how
frequently students would separate those who could speak Spanish and those who
couldn’t. There were other
dividing factors and those changed from person to person. I kept thinking, why? Why divide and judge? Why condone this but end an interview
talking about the unity that comes out of Hispanic Heritage Month? One student I interviewed spoke in
detail about how some students were considered as less a part of the community
because of certain characteristics.
Although she defended those “outcasts” and reassured me that she didn’t
believe in the separation, she couldn’t fully stop what was happening.
Our community is often misrepresented as a monolithic
culture when in fact we are a collection of narratives, histories, and
experiences. What makes being a
part of this community so wonderful is that we have such a collection of
narratives to share. What has made
my transition in the past, from attending a Hispanic Serving Institution (HSI)
as an undergraduate student to a Predominately White Institution (PWI) as a
graduate student to working in higher education and the nonprofit sector, so
much easier is the support from my community.
With the intersectionality of our own identities- race,
ethnicity, class, gender, sexual orientation, religion, region, and so much
more- life is too complicated to create scales and classifications of what
counts as part of the different communities that we are a member of.
I’ll end with a few more words from my former graduate assistant
and now colleague, Caroline, that motivated the audience with the message that
enough is enough, “It might be hard at first — but I believe an attempt at
radical self-acceptance can turn the world around from the inside out. Once we
begin to accept ourselves, we begin to accept others for who they are and for
where they are…We are enough! You are enough! And I AM enough!”
________________________________________________________________________
About the Author:
Christine Hernandez is the Manager of College/University
Relationships at the American Association of University Women. She earned her Master’s degree in
Higher Education from the University of Pennsylvania and her Bachelor’s in
English from California State University, Fullerton.
Wednesday, August 1, 2012
Entre La Familia y Carrera
(Between the Family and Career)
Written by Zaibis Muñoz
Pace University
Between the graduate assistantships, practicums and internships, I can say that grad school definitely prepared me to work in student affairs. Grad school allowed me to really be confident in my abilities and ready to be successful in my first position.
On the other hand, nothing prepared me to balance my passion and time investment in my new job with the stresses that were bound to happen in my personal life. As a latina and the oldest of three I have really been able to make my parents proud by going to college, grad school and now begin my lifetime work in a career that I enjoy. As I was establishing my own life, my parents were getting older and their lives were also changing.
As a Puerto Rican and the eldest child there seems to be an innate responsibility embedded in me to be there for my family, no matter the cost. We are taught that family is very important and that no matter what happens they will always be there for you, so you in turn do the same for your family. You grow up looking at the sacrifices that your parents make for you and when you get older you learn to make sacrifices in return for your family. Working in students affairs provides the opportunity to move around the country which can at times create large distance between you and your family. This leaves you often in a position where you are not able to immediately be there for your family to share moments of happiness or distress.
So now the question I’ve had to ask myself is how do I navigate the fine balance of being there for my family but not allowing this desire to help them overwhelm me as I try to succeed in my new position?
I pose this question because it has been something I have had to think about this year. We are taught to establish goals and go after them, but as a latina who is often sought out to act as a mediator and decision maker to my family members, I have to think of how far I want to be and for how long.
One would think that the biggest transition out of grad school would be maybe the new city, or the new job or the new institutional culture but it’s actually been the easier components of my year. In January mi mami shared with me she had cancer and it was the first time that I really felt just how far away I was from my family.
In that moment when you find out such unfortunate news you want to run to arms that can comfort you and that know you. Yet, who can be that for you when you are 1200 miles from home and are still getting to know the “family” that you work along side with. Thankfully my work “family” was very supportive through all of this and allowed me to be there for my mom this year and although my work did not suffer it really made me think of all the things that I cannot immediately be there for my family. This year was about juggling judicials, surgery, occupancy, biopsies, programming, chemo therapy, and recruitment. Making sure all the while I was able to keep my emotions in check. My days were endless roller coasters this year. I would wake up and have a productive, developmental day with my students at work only to receive a call from Mami telling me that she is struggling to pay for her chemo, or crying because she is losing her hair or is being rushed to the hospital. Knowing that I could not run to the hospital to be with her or even hug her through her tears really tore me apart this year. Suddenly talking to a student about a roommate conflict over who left hair in the drain was hard to focus on.
One of the most important things that I learned this year was that having a workplace that is supportive of you in your personal life is very important to me. It is probably one of my top “non-negotiable” items on my wish list when it comes to selecting a new job. This is a risky thing to be at the top of my list because it is hard to know this about a new staff before you start but I asked many questions and really connected with the staff and trusted that the support would be there. Knowing that my peers as well as my supervisors were concerned with my physical and mental well-being really helped me get through those challenging days. Another piece to that was, knowing when I needed to ask for that extra support. I was blessed this year to work with a co-residence director that was also a really good friend and I was able to not only vent about my stress at times, but depend on him when I had to fly home to tend to my family. I had to ask for help in completing projects and know that I was not superwoman and could not do it all alone.
Another vital life lesson that I learned this year was, knowing when to say no to my family. As much as I want to immediately be there to help solve my family’s problems I had to worry about my own stress level and how it would directly impact my job. Knowing your own limits and what you can handle is important to be able to function at work. It is often a hard thing to explain to your family that you cannot afford to send them money or why you cannot take a phone call during the day. We all know how difficult it is for your family to understand what it is that you do, let alone that you cannot fly home during the summer because you have to work even though there are no students in the building. It is all about what compromises you want to make in either your job or with your family that you will be ok with at the end of the day.
The familism that is placed upon latino culture conflicts at times with our career goals and learning the balance and coping with the added stress is a lesson that I cherish from this year. The last important lesson that I learned was that having friends and colleagues within the same field is a great support system that allows you to talk about feelings, anxieties and fears. Find a friend, someone you can trust that you know will be there to listen and encourage you when you need it. As I continue this journey and mami continues her treatment I can only keep learning more valuable life lessons and about the work/life balance phenomena.
_____________________________________________
About the Author
Zaibis Muñoz is a Residence Director in the Office of Housing and Residential Life at Pace University- NYC Campus. She earned her Master's degree in College Student Affairs with a concentration in Conflict Analysis Resolution from Nova Southeastern University, and her Bachelor's in Religion with a minor in Theories and Politics of Sexuality from the University of Florida.
Written by Zaibis Muñoz
Pace University
Between the graduate assistantships, practicums and internships, I can say that grad school definitely prepared me to work in student affairs. Grad school allowed me to really be confident in my abilities and ready to be successful in my first position.
On the other hand, nothing prepared me to balance my passion and time investment in my new job with the stresses that were bound to happen in my personal life. As a latina and the oldest of three I have really been able to make my parents proud by going to college, grad school and now begin my lifetime work in a career that I enjoy. As I was establishing my own life, my parents were getting older and their lives were also changing.
As a Puerto Rican and the eldest child there seems to be an innate responsibility embedded in me to be there for my family, no matter the cost. We are taught that family is very important and that no matter what happens they will always be there for you, so you in turn do the same for your family. You grow up looking at the sacrifices that your parents make for you and when you get older you learn to make sacrifices in return for your family. Working in students affairs provides the opportunity to move around the country which can at times create large distance between you and your family. This leaves you often in a position where you are not able to immediately be there for your family to share moments of happiness or distress.
So now the question I’ve had to ask myself is how do I navigate the fine balance of being there for my family but not allowing this desire to help them overwhelm me as I try to succeed in my new position?
I pose this question because it has been something I have had to think about this year. We are taught to establish goals and go after them, but as a latina who is often sought out to act as a mediator and decision maker to my family members, I have to think of how far I want to be and for how long.
One would think that the biggest transition out of grad school would be maybe the new city, or the new job or the new institutional culture but it’s actually been the easier components of my year. In January mi mami shared with me she had cancer and it was the first time that I really felt just how far away I was from my family.
In that moment when you find out such unfortunate news you want to run to arms that can comfort you and that know you. Yet, who can be that for you when you are 1200 miles from home and are still getting to know the “family” that you work along side with. Thankfully my work “family” was very supportive through all of this and allowed me to be there for my mom this year and although my work did not suffer it really made me think of all the things that I cannot immediately be there for my family. This year was about juggling judicials, surgery, occupancy, biopsies, programming, chemo therapy, and recruitment. Making sure all the while I was able to keep my emotions in check. My days were endless roller coasters this year. I would wake up and have a productive, developmental day with my students at work only to receive a call from Mami telling me that she is struggling to pay for her chemo, or crying because she is losing her hair or is being rushed to the hospital. Knowing that I could not run to the hospital to be with her or even hug her through her tears really tore me apart this year. Suddenly talking to a student about a roommate conflict over who left hair in the drain was hard to focus on.
One of the most important things that I learned this year was that having a workplace that is supportive of you in your personal life is very important to me. It is probably one of my top “non-negotiable” items on my wish list when it comes to selecting a new job. This is a risky thing to be at the top of my list because it is hard to know this about a new staff before you start but I asked many questions and really connected with the staff and trusted that the support would be there. Knowing that my peers as well as my supervisors were concerned with my physical and mental well-being really helped me get through those challenging days. Another piece to that was, knowing when I needed to ask for that extra support. I was blessed this year to work with a co-residence director that was also a really good friend and I was able to not only vent about my stress at times, but depend on him when I had to fly home to tend to my family. I had to ask for help in completing projects and know that I was not superwoman and could not do it all alone.
Another vital life lesson that I learned this year was, knowing when to say no to my family. As much as I want to immediately be there to help solve my family’s problems I had to worry about my own stress level and how it would directly impact my job. Knowing your own limits and what you can handle is important to be able to function at work. It is often a hard thing to explain to your family that you cannot afford to send them money or why you cannot take a phone call during the day. We all know how difficult it is for your family to understand what it is that you do, let alone that you cannot fly home during the summer because you have to work even though there are no students in the building. It is all about what compromises you want to make in either your job or with your family that you will be ok with at the end of the day.
The familism that is placed upon latino culture conflicts at times with our career goals and learning the balance and coping with the added stress is a lesson that I cherish from this year. The last important lesson that I learned was that having friends and colleagues within the same field is a great support system that allows you to talk about feelings, anxieties and fears. Find a friend, someone you can trust that you know will be there to listen and encourage you when you need it. As I continue this journey and mami continues her treatment I can only keep learning more valuable life lessons and about the work/life balance phenomena.
_____________________________________________
About the Author
Zaibis Muñoz is a Residence Director in the Office of Housing and Residential Life at Pace University- NYC Campus. She earned her Master's degree in College Student Affairs with a concentration in Conflict Analysis Resolution from Nova Southeastern University, and her Bachelor's in Religion with a minor in Theories and Politics of Sexuality from the University of Florida.
Tuesday, July 17, 2012
I'm Latina and I Know It...
Written By Tabatha Cruz
University of Northern Iowa
My first encounter with the word “minority” came about in college. Most of my life I lived in communities that were predominantly Latino. I was born in the inner city of the Bronx, NY. I was raised in the country side in Puerto Rico. I graduated from high school in Floresville, TX. At the end of my sophomore year, in which I attended community college, I received a scholarship to a university in the Midwest. During this time, I was being told that many students that attended this university had not experienced much diversity. Not to mention, they may or may not have met a person of color in their lifetime. Nonetheless, I was raised with the ideology that “we are all the same”, but little did I know I was very different from my peers.
Thus my love for Multicultural Affairs began, and I was on a mission to ensure that people would start to think about their personal definitions of “multicultural”. I believe that we live in one with the world in a reciprocal relationship. We affect the world, and the world affects us. We are shaped by our encounters with people, by the media, by situations that occur by chance, and by many institutions of society. As human beings we all share this form of learning in common. However, every individual’s journey to where they are today is different and therefore should be respected.
I currently work at the same institution where I completed my undergraduate studies from. I now serve as the advisor for the same Latino student-based organization I participated in as a student. This generation of students that I work with has a different expectation and definition of what “multicultural” means to them, than I did at their age. My multicultural peers (mainly other Latino students) used to tell me that I “acted White” because I assimilated into my new Midwestern community rather quickly. I thought I was doing the “normal” thing that every college student does: make new friends, participate in campus activities, “find myself”.
Today as a professional, I hear similar comments from my students about their peers, and vice versa. However, instead of “acting White” they now call it “sipping the juice”. It brings back memories of studying racial identity theory in graduate school. If I could explain my life experience on the subject of diversity and multiculturalism it would be a scene from the movie “Selena” where the dad tells his daughter it’s tough to be a Mexican-American in the U.S. I totally relate to that in so many ways. However, what I have learned is that it’s about achieving balance between your views and the views of others, and not getting lost in the mix.
One of the main concepts about diversity and multiculturalism is that people aren’t always open to talk about it. How do we start that dialogue? It seems rather elementary, but who knows you better than you know yourself? Share YOUR story! I encourage my students to share their story with others because someone will be listening and may learn new things about life from it. In addition, I also tell my students to listen to other individuals’ stories and know that their view of the world is affected by many factors. And while being accepting of your views and of others may take time (again due to what we learn from family, friends, the media, and society) being open to discover the world and to talk about is only half the journey.
-----------------------------------------------
About the Author:
Tabatha Cruz serves as the Program Coordinator for the Center for Multicultural Education at the University of Northern Iowa. She earned her Master's degree in Collehe Student Personnel Administration from Illinois State University, and her Bachelor's in Family Services with a minor in Dance from the University of Northern Iowa. Follow her on Twitter: @tabatha_cruz
University of Northern Iowa
My first encounter with the word “minority” came about in college. Most of my life I lived in communities that were predominantly Latino. I was born in the inner city of the Bronx, NY. I was raised in the country side in Puerto Rico. I graduated from high school in Floresville, TX. At the end of my sophomore year, in which I attended community college, I received a scholarship to a university in the Midwest. During this time, I was being told that many students that attended this university had not experienced much diversity. Not to mention, they may or may not have met a person of color in their lifetime. Nonetheless, I was raised with the ideology that “we are all the same”, but little did I know I was very different from my peers.
Thus my love for Multicultural Affairs began, and I was on a mission to ensure that people would start to think about their personal definitions of “multicultural”. I believe that we live in one with the world in a reciprocal relationship. We affect the world, and the world affects us. We are shaped by our encounters with people, by the media, by situations that occur by chance, and by many institutions of society. As human beings we all share this form of learning in common. However, every individual’s journey to where they are today is different and therefore should be respected.
I currently work at the same institution where I completed my undergraduate studies from. I now serve as the advisor for the same Latino student-based organization I participated in as a student. This generation of students that I work with has a different expectation and definition of what “multicultural” means to them, than I did at their age. My multicultural peers (mainly other Latino students) used to tell me that I “acted White” because I assimilated into my new Midwestern community rather quickly. I thought I was doing the “normal” thing that every college student does: make new friends, participate in campus activities, “find myself”.
Today as a professional, I hear similar comments from my students about their peers, and vice versa. However, instead of “acting White” they now call it “sipping the juice”. It brings back memories of studying racial identity theory in graduate school. If I could explain my life experience on the subject of diversity and multiculturalism it would be a scene from the movie “Selena” where the dad tells his daughter it’s tough to be a Mexican-American in the U.S. I totally relate to that in so many ways. However, what I have learned is that it’s about achieving balance between your views and the views of others, and not getting lost in the mix.
One of the main concepts about diversity and multiculturalism is that people aren’t always open to talk about it. How do we start that dialogue? It seems rather elementary, but who knows you better than you know yourself? Share YOUR story! I encourage my students to share their story with others because someone will be listening and may learn new things about life from it. In addition, I also tell my students to listen to other individuals’ stories and know that their view of the world is affected by many factors. And while being accepting of your views and of others may take time (again due to what we learn from family, friends, the media, and society) being open to discover the world and to talk about is only half the journey.
-----------------------------------------------
About the Author:
Tabatha Cruz serves as the Program Coordinator for the Center for Multicultural Education at the University of Northern Iowa. She earned her Master's degree in Collehe Student Personnel Administration from Illinois State University, and her Bachelor's in Family Services with a minor in Dance from the University of Northern Iowa. Follow her on Twitter: @tabatha_cruz
Thursday, July 12, 2012
Transferable Advice from the Business World
STRATEGY is the leading voice of today’s sophisticated, striving, and accomplished business professionals who are interested in personal growth, entrepreneurial progression, leadership development, and lifestyle. They mostly find themselves captivated by business self-help books, in pursuit of becoming acclaimed published authors through their distinct perspectives.
In a recent television appearance, Mavian Arocha-Rowe, Editor-in-Chief of STRATEGY Magazine, provided advice to businesswomen on how to empower, build, and provide a happy environment for their employees.
“I am passionate about helping businesspeople not only visualize their team, but ‘move’ them into action,” says Arocha-Rowe. “A company cannot run without its employees. So, why not empower them in order to build loyalty, as well as productivity? I believe it is as easy as 1-2-3.
First of all, a leader must empower themselves in order for others to follow and open to the idea of being inspired by their boss. Second, a paycheck is not enough. Surely we understand employees work for their money, but praising your team, especially in front of their teammates makes a difference. Third, give your employees power to make decisions. As customers, we would all like to receive excellent service. Basic example: When calling a company, we would all appreciate immediate answers from the customer service rep who has us on hold, rather than waste valuable time due to restrictions placed over employees,” she continues.
Arocha-Rowe also confirmed the launch of STRATEGY en Español. “Our website, http://www.strategyenespanol.com/ already in full active mode. On May 15th we will officially launch STRATEGY en Español with our subscription-based print edition,” she says.
“Why the Hispanic market? We are having a demand, and most of all, America has changed. Hispanics have become a powerful demographic, and as a proud Cuban-American, I know firsthand we are no longer being viewed by our growing numbers. Instead we are being recognized for our wisdom, innate business sense that leads us to chase triumph, and thirst to change our surroundings.”
About the Strategy Editor-in-Chief: Mavian Arocha-Rowe is an asset to the publishing industry, allocating her strengths in writing and research to developing thought-provoking profiles and informational editorials, which have been published in a variety of media outlets. Her hands-on experience in the ever-changing business world has ignited her passion and perseverance to creatively fuse Strategy’s “Business Learning & Life.” She provides business tips to the ambitious professionals who are thirsty to reinvent themselves within the present economy, as well as business leaders who are striving to build a legacy.
To learn more about STRATEGY Magazine, and the latest in Business Learning & Life, visit http://www.strategymagazine.com/.
For more information on STRATEGY and/or Mavian Arocha-Rowe, please email paola.ramirez@strategymagazine.com.
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In a recent television appearance, Mavian Arocha-Rowe, Editor-in-Chief of STRATEGY Magazine, provided advice to businesswomen on how to empower, build, and provide a happy environment for their employees.
“I am passionate about helping businesspeople not only visualize their team, but ‘move’ them into action,” says Arocha-Rowe. “A company cannot run without its employees. So, why not empower them in order to build loyalty, as well as productivity? I believe it is as easy as 1-2-3.
First of all, a leader must empower themselves in order for others to follow and open to the idea of being inspired by their boss. Second, a paycheck is not enough. Surely we understand employees work for their money, but praising your team, especially in front of their teammates makes a difference. Third, give your employees power to make decisions. As customers, we would all like to receive excellent service. Basic example: When calling a company, we would all appreciate immediate answers from the customer service rep who has us on hold, rather than waste valuable time due to restrictions placed over employees,” she continues.
Arocha-Rowe also confirmed the launch of STRATEGY en Español. “Our website, http://www.strategyenespanol.com/ already in full active mode. On May 15th we will officially launch STRATEGY en Español with our subscription-based print edition,” she says.
“Why the Hispanic market? We are having a demand, and most of all, America has changed. Hispanics have become a powerful demographic, and as a proud Cuban-American, I know firsthand we are no longer being viewed by our growing numbers. Instead we are being recognized for our wisdom, innate business sense that leads us to chase triumph, and thirst to change our surroundings.”
About the Strategy Editor-in-Chief: Mavian Arocha-Rowe is an asset to the publishing industry, allocating her strengths in writing and research to developing thought-provoking profiles and informational editorials, which have been published in a variety of media outlets. Her hands-on experience in the ever-changing business world has ignited her passion and perseverance to creatively fuse Strategy’s “Business Learning & Life.” She provides business tips to the ambitious professionals who are thirsty to reinvent themselves within the present economy, as well as business leaders who are striving to build a legacy.
To learn more about STRATEGY Magazine, and the latest in Business Learning & Life, visit http://www.strategymagazine.com/.
For more information on STRATEGY and/or Mavian Arocha-Rowe, please email paola.ramirez@strategymagazine.com.
Wednesday, April 25, 2012
Join the LKC in Five Simple Steps
NASPA Knowledge Communities (KCs) provide an opportunity for NASPA members to access information and resources in a specific subject matter that pertains to the student affairs profession and come together through common interests in ways that support the NASPA mission, vision, and goals. Knowledge Communities create and share knowledge through the delivery of educational research, programs, and products; through the use of technology; and by way of face-to-face meetings, workshops, and/or conferences. Knowledge Communities provide an entry point to the association for graduate students and new professionals, and offer a structured organization for new and continuing members to confirm their commitment to and passion for the profession through their common interests.
Knowledge Communities build credibility through activity, consistency, and the quality of knowledge generated. It is important to note that the concept of Knowledge Communities is more than information and dissemination thereof: Knowledge Communities are about gathering and generating information in a specific interest area; discussing the information; looking for examples of practicing the information; and critiquing, evaluating, and making some judgment about the worthiness of findings before disseminating findings as knowledge.
Participation in Knowledge Communities is open to any NASPA member. Find out about any of the 25 NASPA Knowledge Communities by following the this link: http://www.naspa.org/kc/default.cfm
To join any of the 25 KCs, simply follow these steps.
List of the 25 NASPA Knowledge Communities
Adult Learners and Students with Children
African American
Alcohol and Other Drug
Asian Pacific Islanders
Assessment, Evaluation, and Research
Campus Safety
Disability
Fraternity & Sorority
Gay, Lesbian, Bisexual & Transgender Issues
Health in Higher Education
Indigenous Peoples
International Education
Latino/a
Men and Masculinities
MultiRacial
New Professionals & Graduate Students
Parent and Family Relations
Spirituality and Religion in Higher Education
Student Affairs Development and External Relations
Student Affairs Partnering With Academic Affairs
Student Leadership Programs
Sustainability
Technology
Veterans
Women in Student Affairs
Knowledge Communities build credibility through activity, consistency, and the quality of knowledge generated. It is important to note that the concept of Knowledge Communities is more than information and dissemination thereof: Knowledge Communities are about gathering and generating information in a specific interest area; discussing the information; looking for examples of practicing the information; and critiquing, evaluating, and making some judgment about the worthiness of findings before disseminating findings as knowledge.
Participation in Knowledge Communities is open to any NASPA member. Find out about any of the 25 NASPA Knowledge Communities by following the this link: http://www.naspa.org/kc/default.cfm
To join any of the 25 KCs, simply follow these steps.
Step 1: Visit the NASPA website at http://www.naspa.org/. Enter your Username and Password.
Step 2: Click on “Update Profile”
Step 3: Click on the “Edit Information”
Step 4: Scroll Down to KC Section
Step 5: Highlight all KCs you want to join, such as the Latino/a Knowledge Community. Click “Save”.
List of the 25 NASPA Knowledge Communities
Adult Learners and Students with Children
African American
Alcohol and Other Drug
Asian Pacific Islanders
Assessment, Evaluation, and Research
Campus Safety
Disability
Fraternity & Sorority
Gay, Lesbian, Bisexual & Transgender Issues
Health in Higher Education
Indigenous Peoples
International Education
Latino/a
Men and Masculinities
MultiRacial
New Professionals & Graduate Students
Parent and Family Relations
Spirituality and Religion in Higher Education
Student Affairs Development and External Relations
Student Affairs Partnering With Academic Affairs
Student Leadership Programs
Sustainability
Technology
Veterans
Women in Student Affairs
Wednesday, April 18, 2012
Opportunity to Take Action on the DREAM Act
Below is a message emailed to all NASPA members that we'd like to share with our LKC members:
If you attended the 2012 NASPA Annual Conference, you may have seen NASPA's petition calling for the passage of the Development, Relief, and Education for Alien Minors (DREAM) Act.
While we know not all members support the DREAM Act for various reasons, as an important piece of legislation that NASPA has long supported, we wanted to provide education on the issue and a way for members to participate in advocacy. This bipartisan bill would create a pathway to permanent residency* for undocumented young adults who were brought to the United States as children if they pursue higher education or military service.
In the first two days of the conference, volunteers gathered more than 400 signatures. Now, we need your help to get more support for passing the DREAM Act. Here's what you can do:
If you haven't already, sign the petition.
Post the petition link online through Facebook, Twitter, etc., encouraging your friends, colleagues, fans, and followers to support the DREAM Act.
Forward this blog entry to other student affairs colleagues on your campus.
Contact your Senators and Representative to express your support for the DREAM Act.
With the 2012 election shaping up, it is important for us to make sure all Presidential candidates know how important the DREAM Act is to higher education access and equity. Throughout the month of April, NASPA members and leaders will be engaging their campuses and communities to educate on the importance of the DREAM Act and gain support for its passage. For more information on the DREAM Act, reasons for NASPA's support, and links to other resources, please visit http://www.naspa.org/divctr/pp/dream.cfm.
Sincerely,
Kevin KrugerPresident
Rebecca MillsChair, NASPA Public Policy Division
*The legislation would provide conditional permanent residency to certain undocumented students who graduate from U.S. high schools, arrived in the United States as minors, and lived in the country continuously for at least five years prior to the bill's enactment. If they complete two years in the military or two years at a four-year institution of higher learning, they would obtain temporary residency for a six-year period. Within the six-year period, they may qualify for permanent residency if they have "acquired a degree from an institution of higher education in the United States or has completed at least two years, in good standing, in a program for a bachelor's degree or higher degree in the United States."
National Immigration Law Center's Five Things You Should Know About the DREAM Act:
The DREAM Act rewards success by providing relief to a limited number of immigrants.
The DREAM Act helps high-achieving immigrant youth that came to the United States as small children.
The DREAM Act provides for a rigorous application process for deserving youth and does not provide safe harbor or amnesty for criminals.
The DREAM Act would not change current law regarding in-state tuition. The DREAM Act is a much-needed bill that rewards success and encourages economic productivity.
If you attended the 2012 NASPA Annual Conference, you may have seen NASPA's petition calling for the passage of the Development, Relief, and Education for Alien Minors (DREAM) Act.
While we know not all members support the DREAM Act for various reasons, as an important piece of legislation that NASPA has long supported, we wanted to provide education on the issue and a way for members to participate in advocacy. This bipartisan bill would create a pathway to permanent residency* for undocumented young adults who were brought to the United States as children if they pursue higher education or military service.
In the first two days of the conference, volunteers gathered more than 400 signatures. Now, we need your help to get more support for passing the DREAM Act. Here's what you can do:
If you haven't already, sign the petition.
Post the petition link online through Facebook, Twitter, etc., encouraging your friends, colleagues, fans, and followers to support the DREAM Act.
Forward this blog entry to other student affairs colleagues on your campus.
Contact your Senators and Representative to express your support for the DREAM Act.
With the 2012 election shaping up, it is important for us to make sure all Presidential candidates know how important the DREAM Act is to higher education access and equity. Throughout the month of April, NASPA members and leaders will be engaging their campuses and communities to educate on the importance of the DREAM Act and gain support for its passage. For more information on the DREAM Act, reasons for NASPA's support, and links to other resources, please visit http://www.naspa.org/divctr/pp/dream.cfm.
Sincerely,
Kevin KrugerPresident
Rebecca MillsChair, NASPA Public Policy Division
*The legislation would provide conditional permanent residency to certain undocumented students who graduate from U.S. high schools, arrived in the United States as minors, and lived in the country continuously for at least five years prior to the bill's enactment. If they complete two years in the military or two years at a four-year institution of higher learning, they would obtain temporary residency for a six-year period. Within the six-year period, they may qualify for permanent residency if they have "acquired a degree from an institution of higher education in the United States or has completed at least two years, in good standing, in a program for a bachelor's degree or higher degree in the United States."
National Immigration Law Center's Five Things You Should Know About the DREAM Act:
The DREAM Act rewards success by providing relief to a limited number of immigrants.
The DREAM Act helps high-achieving immigrant youth that came to the United States as small children.
The DREAM Act provides for a rigorous application process for deserving youth and does not provide safe harbor or amnesty for criminals.
The DREAM Act would not change current law regarding in-state tuition. The DREAM Act is a much-needed bill that rewards success and encourages economic productivity.
Wednesday, April 11, 2012
$1 Trillion in Buying Power
In an image posted on latinobrandingpower.com the influence and impact of the Latino community was seen in terms of numbers...what do you think? What does this mean for the Latino community? What does this mean to student affairs practioners?Monday, March 26, 2012
With Experience, I Grow…
Written By Steven Contreras
Syracuse University
For twenty two years I’ve worked on what it means to be me- Steven Contreras, a Dominican male from Bronx, NY. Yet, in the Fall of 2011 I had to begin to learn what it meant to be me- Steven Contreras, a Dominican male from Bronx, NY that supervises 18 student staff members.
I am currently working at Syracuse University as an Assistant Resident Director. In my role I advise a community council, supervise main desk assistants and oversee the day-to-day function of 2 halls that have about 320 residents in a mixed population building. Meanwhile, I am pursuing my Master’s in Higher Education. In my role as a first year supervisor and straight out of undergrad, here are three lessons about supervising students I had to find out the hard way;
Lesson #1: Being Relatable
As a supervisor you have to be able to relate to the students. A supervisor must get to know their staff and learn the different approaches needed for each staff member. This will provide the supervisor an insight of how to motivate a student. This also creates a rapport between the student and the supervisor. Once this relationship is built the student will trust his or her supervisor because they will see that the supervisor cares and supports them.
During my first semester I did not relate to the students I was supervising. I found it extremely difficult to keep the students motivated throughout the semester because I just did not know HOW to motivate them. In addition, the students did not feel comfortable coming to me when they had issues because they felt that they did not know me enough to trust me or know how I’d react to their various issues.
Now, in my second semester I take time to talk to them about things outside of work. I ask how their classes are going and check in on how they are doing. These questions have allowed them to see that I care for them. As time progresses more of the students stop by my office, they would tell me about the different things that were occurring in their lives. They contact me more with any issue. I learned small individualized ways to motivate them in the job or explain to them the processes in manner that they best learned.
Lesson #2: Consistency is the Key
A supervisor must be consistent in the way he or she treats the students and the way they reprimand students. This will show the student s that the supervisor is reliable and that the supervisor treats everyone fair and equal.
My own supervisor is good at this as I feel she treats everyone fair & equal. This sends a consistent message to the staff of what is acceptable. The staff understands that no one is the favorite and that everyone will be held accountable by the same standard. It’s hard because sometimes you connect with some better than others, it is human nature. The important piece is to ensure you aren’t playing favorites; it can cause a lot of issues within the staff’s dynamic and you may begin to lose the respect of those you supervise.
Lesson #3: Be Confident
Supervisors must have confidence in their abilities to lead. A supervisor must not second guess themselves in front of a staff. One must always be prepared for meetings and discussions. This will show the staff that you are knowledgeable about the subject.
Through trial and error I came to understand this lesson. When supervising a student one must give direct directions. If you are requesting something from a student, do not suggest it as an option but as a directive. If there is a conflict in the request, examine it to see if it is a legitimate conflict.
When I first supervised students, I began to notice that when I began a sentence as a request then the students saw that they had an option. So, typically they would exercise that option. Now I am assertive in my requests.
Part of this lesson is the importance of a supervisor that is prepared for meetings by reading up on the matter they will be discussing because students will have questions. This will show the students that you are prepared and reliable.
Never Ending Lesson
Being a young Dominican male, many students did not take me serious as a supervisor. Supervisors and authority figures don’t typically look like me- or so it seems. Students of color arrived late to shifts assuming that I would be understand their lateness because of the cultural stereotype of people of color and their relaxed view about time. White students seemed to take on the idea that asking for forgiveness before permission would be okay. The assumption was made that I had favoritism towards those who were staff of color over my white supervisees. These obstacles are difficult to handle because not many people warn you about this behavior.
Quickly, I established respect by demonstrating to them that my age did not matter but respect was a mutual expectation. Just as I respected them as students and staff members, I’d be respected as a supervisor. I also reminded them that if they disrespected my authority, corrective action would be initiated. I spoke to each individual that I encountered this problem with. It was important to approach these issues as soon as they occurred. I also let each staff member know that everyone will be treated equally on the staff.
I’ve been challenged to increase my assertiveness in staff meetings by my supervisor. I’ve also been pushed to think of different ways that I can impact the staff by adding different things on the agenda such as icebreakers, hot topics or discuss ways to improves processes.
In turn, I am proud that I also try to challenge the people I supervise. I have received positive feedback from those individuals that I challenge to grow in an effort to expand their student leadership.
I know I have a lot left to learn, but so far in my first year I think I’ve handled myself well as a young male of color in a position of authority where odds can seem to be against my success.
Syracuse University
For twenty two years I’ve worked on what it means to be me- Steven Contreras, a Dominican male from Bronx, NY. Yet, in the Fall of 2011 I had to begin to learn what it meant to be me- Steven Contreras, a Dominican male from Bronx, NY that supervises 18 student staff members.
I am currently working at Syracuse University as an Assistant Resident Director. In my role I advise a community council, supervise main desk assistants and oversee the day-to-day function of 2 halls that have about 320 residents in a mixed population building. Meanwhile, I am pursuing my Master’s in Higher Education. In my role as a first year supervisor and straight out of undergrad, here are three lessons about supervising students I had to find out the hard way;
Lesson #1: Being Relatable
As a supervisor you have to be able to relate to the students. A supervisor must get to know their staff and learn the different approaches needed for each staff member. This will provide the supervisor an insight of how to motivate a student. This also creates a rapport between the student and the supervisor. Once this relationship is built the student will trust his or her supervisor because they will see that the supervisor cares and supports them.
During my first semester I did not relate to the students I was supervising. I found it extremely difficult to keep the students motivated throughout the semester because I just did not know HOW to motivate them. In addition, the students did not feel comfortable coming to me when they had issues because they felt that they did not know me enough to trust me or know how I’d react to their various issues.
Now, in my second semester I take time to talk to them about things outside of work. I ask how their classes are going and check in on how they are doing. These questions have allowed them to see that I care for them. As time progresses more of the students stop by my office, they would tell me about the different things that were occurring in their lives. They contact me more with any issue. I learned small individualized ways to motivate them in the job or explain to them the processes in manner that they best learned.
Lesson #2: Consistency is the Key
A supervisor must be consistent in the way he or she treats the students and the way they reprimand students. This will show the student s that the supervisor is reliable and that the supervisor treats everyone fair and equal.
My own supervisor is good at this as I feel she treats everyone fair & equal. This sends a consistent message to the staff of what is acceptable. The staff understands that no one is the favorite and that everyone will be held accountable by the same standard. It’s hard because sometimes you connect with some better than others, it is human nature. The important piece is to ensure you aren’t playing favorites; it can cause a lot of issues within the staff’s dynamic and you may begin to lose the respect of those you supervise.
Lesson #3: Be Confident
Supervisors must have confidence in their abilities to lead. A supervisor must not second guess themselves in front of a staff. One must always be prepared for meetings and discussions. This will show the staff that you are knowledgeable about the subject.
Through trial and error I came to understand this lesson. When supervising a student one must give direct directions. If you are requesting something from a student, do not suggest it as an option but as a directive. If there is a conflict in the request, examine it to see if it is a legitimate conflict.
When I first supervised students, I began to notice that when I began a sentence as a request then the students saw that they had an option. So, typically they would exercise that option. Now I am assertive in my requests.
Part of this lesson is the importance of a supervisor that is prepared for meetings by reading up on the matter they will be discussing because students will have questions. This will show the students that you are prepared and reliable.
Never Ending Lesson
Being a young Dominican male, many students did not take me serious as a supervisor. Supervisors and authority figures don’t typically look like me- or so it seems. Students of color arrived late to shifts assuming that I would be understand their lateness because of the cultural stereotype of people of color and their relaxed view about time. White students seemed to take on the idea that asking for forgiveness before permission would be okay. The assumption was made that I had favoritism towards those who were staff of color over my white supervisees. These obstacles are difficult to handle because not many people warn you about this behavior.
Quickly, I established respect by demonstrating to them that my age did not matter but respect was a mutual expectation. Just as I respected them as students and staff members, I’d be respected as a supervisor. I also reminded them that if they disrespected my authority, corrective action would be initiated. I spoke to each individual that I encountered this problem with. It was important to approach these issues as soon as they occurred. I also let each staff member know that everyone will be treated equally on the staff.
I’ve been challenged to increase my assertiveness in staff meetings by my supervisor. I’ve also been pushed to think of different ways that I can impact the staff by adding different things on the agenda such as icebreakers, hot topics or discuss ways to improves processes.
In turn, I am proud that I also try to challenge the people I supervise. I have received positive feedback from those individuals that I challenge to grow in an effort to expand their student leadership.
I know I have a lot left to learn, but so far in my first year I think I’ve handled myself well as a young male of color in a position of authority where odds can seem to be against my success.
Monday, March 19, 2012
Actions Speak Louder than Words & Candles
Written By Yaileimy 'Jamie' Rodriguez
Syracuse University
On March 13, 2012 the night was lit up with candles flickering outside the Phoenix Convention Center. Members attending the 2012 NASPA annual conference and leaders from Scholarships A-Z participated in the Candlelight Vigil for Social Justice. Members were invited to attend in an attempt to raise awareness to the vast social injustices in the state of Arizona, more specifically to those targeting the LGBTQ and immigrant communities.
The Latino/a Knowledge Community (LKC) was represented by the 2010-2012 co-chairs, Dr. Michelle Espino of University of Georgia and Dr. Juan Guardia of Florida State University who spoke out against these injustices with their words and promises for action. Below is the video, please watch and share with others as we support and challenge our fellow student affairs practitioners to create change through action.
2012-03-13 NASPA Candlelight Vigil for Social Justice & Change in PHX
Syracuse University
On March 13, 2012 the night was lit up with candles flickering outside the Phoenix Convention Center. Members attending the 2012 NASPA annual conference and leaders from Scholarships A-Z participated in the Candlelight Vigil for Social Justice. Members were invited to attend in an attempt to raise awareness to the vast social injustices in the state of Arizona, more specifically to those targeting the LGBTQ and immigrant communities.
The Latino/a Knowledge Community (LKC) was represented by the 2010-2012 co-chairs, Dr. Michelle Espino of University of Georgia and Dr. Juan Guardia of Florida State University who spoke out against these injustices with their words and promises for action. Below is the video, please watch and share with others as we support and challenge our fellow student affairs practitioners to create change through action.
2012-03-13 NASPA Candlelight Vigil for Social Justice & Change in PHX
Friday, February 24, 2012
Journey to the PhD with Trace Camacho: The Application Process
Written By: Trace Camacho
Michigan State University
Hello everyone, It’s been a while since my last post. I underestimated the amount of time and energy getting my graduate school applications together would take. I am happy that I had the holidays that followed admissions deadlines that gave me a chance to breath and decompress. Preparing and submitting those applications was definitely a process. One that you don’t have to go through alone.
I have often heard from my friends and colleagues that pursuing a Ph.D. is an isolating experience. It makes make you dig deep to find out what you are made of. As one friend said, “it’s basically academic hazing”. That being said, apply to a Ph.D. program does not have to be a isolating process and nor should it be.
During my application process I talked to anybody and everybody that would listen. This started when I was first looking at programs. I think I spoke to both Michelle and Juan, our current co-chairs, as well as numerous other members of the LKC and mentors in the field. I asked about programs I should look at, about their experiences in different programs, and how eventually I decided on which program to attend.
It didn’t stop there: These individuals became very helpful as resources when I wrote my personal statement. Some shared their own personal statements with me to give idea of where to start. Others coached me on things I may want to include in my personal statement. While others read through numerous drafts of my personal statements assisting me in putting my best foot forward in my applications.
While I could have gone through this process in complete isolation, I would have been doing myself a severe disadvantage by not taking advantage of the resources available to me. By reaching out for advice and assistance, I was able to craft the best application possible and showcase myself in the best possible way to admissions committees. There are many individuals both within and outside of the LKC that are more than willing to help you with your application process whether that be master’s or Ph.D. All you have to do is ask.
Hello everyone, It’s been a while since my last post. I underestimated the amount of time and energy getting my graduate school applications together would take. I am happy that I had the holidays that followed admissions deadlines that gave me a chance to breath and decompress. Preparing and submitting those applications was definitely a process. One that you don’t have to go through alone.
I have often heard from my friends and colleagues that pursuing a Ph.D. is an isolating experience. It makes make you dig deep to find out what you are made of. As one friend said, “it’s basically academic hazing”. That being said, apply to a Ph.D. program does not have to be a isolating process and nor should it be.
During my application process I talked to anybody and everybody that would listen. This started when I was first looking at programs. I think I spoke to both Michelle and Juan, our current co-chairs, as well as numerous other members of the LKC and mentors in the field. I asked about programs I should look at, about their experiences in different programs, and how eventually I decided on which program to attend.
It didn’t stop there: These individuals became very helpful as resources when I wrote my personal statement. Some shared their own personal statements with me to give idea of where to start. Others coached me on things I may want to include in my personal statement. While others read through numerous drafts of my personal statements assisting me in putting my best foot forward in my applications.
While I could have gone through this process in complete isolation, I would have been doing myself a severe disadvantage by not taking advantage of the resources available to me. By reaching out for advice and assistance, I was able to craft the best application possible and showcase myself in the best possible way to admissions committees. There are many individuals both within and outside of the LKC that are more than willing to help you with your application process whether that be master’s or Ph.D. All you have to do is ask.
Monday, February 13, 2012
A Collection of My Childhood
Written by Neudy Carolina Nuñez
Nova Southeastern University
My name is Neudy Carolina Nuñez and I’m a proud Latina representing Venezuela and the Dominican Republic. My first passion in life is words and I have been able to emerge myself in them through my writing and in my everyday communication and interactions as a college administrator. I am currently an Area Coordinator with the Office of Residential Life and Housing at Nova Southeastern University in Davie, FL. My inspiration to these vignettes are endless days of reflection and realizing that you can’t know where you want to go without remembering who you are and embracing where you came from. Additionally, I am guided by one of my favorite quotes from an amazing woman, “Words are alive and I live them.” Dr. Maya Angelou.
Eternal Friendship: I remember when I met my cousin Barbara for the first time; she was taller than me back then. I had heard so much about her and was eager to meet her. On the way to my grandparent’s Palisade Avenue apartment I was full of energy, I knew that she was there waiting for me and I had brought some Barbie dolls to play with. When my parents knocked on the door, my uncle opened it and there she stood. I was so excited that I hugged her so tightly and unknowingly made her cry. To my surprise, she didn’t know who I was. She shied away and stood scared behind my uncle’s leg pant. With a messy pony tail, through thick glasses she stared at me but didn’t say anything. I smiled and wanted her to like me as much as I liked her. I told her I missed her and called her “mi prima”. Eventually she came around and we played. Then we talked. We got reacquainted and became best friends. We were inseparable and I’ve loved her ever since. I was 3 years old.
The Promise of a Dream: I remember my first plane trip. I sat next to my dad and he let me have the window seat. I was looking at the clouds and asked him if I could ever touch a cloud and if he had ever touched one. He explained that they weren’t solid things but just fluff made out of air and told me no one could ever touch a cloud or walk on a cloud. I was disappointed and he saw this in my eyes. He smiled and then told me that one day he would build me a tall ladder that could reach the sky. He said that, that way I could climb up and touch the clouds and even play in them whenever I wanted. I was 3 years old.
Courage: I remember getting on the NYC subway at 242nd street and Broadway with my mom and my sister. We did this every Sunday as we traveled to “manjatan” to buy groceries because it was cheaper than getting them in Yonkers. My mom always looked so scared every time we had to step inside the train. She feared that we would miss a step and slip through the small space between the train and the platform. Once on, she would be relieved and sat us closely next to her. I would always kneel on the seat to look out the window waiting for the darkness of the tunnel. At the site of the tunnel, Johanny would nervously climb on my mom’s lap. My mom was alone with 2 young daughters in a foreign country, lost in translation not knowing anyone. My dad was in Dominican Republic and couldn’t leave the country-legally. My mom knew that her stop was 181st and she looked forward to get off that train, attentively looking at each stop and street name on our way there. Once there, she would hold our hands so tightly that at times I could feel her nails puncturing my skin, but I felt protected. Before the supermarket, we would stop for lunch. She would buy Johanny a slice of pizza and made sure she didn’t choke on the cheese. She bought me a “papa rellena” and if she had enough money she would buy herself a “sandwich cubano” from the corner store on 187th. And as scared as she was on the ride there and as scared as she would be on the ride back-she knew that for my sister’s and I sake, on Sundays she had to have courage. I was 4 years old.
Nova Southeastern University
My name is Neudy Carolina Nuñez and I’m a proud Latina representing Venezuela and the Dominican Republic. My first passion in life is words and I have been able to emerge myself in them through my writing and in my everyday communication and interactions as a college administrator. I am currently an Area Coordinator with the Office of Residential Life and Housing at Nova Southeastern University in Davie, FL. My inspiration to these vignettes are endless days of reflection and realizing that you can’t know where you want to go without remembering who you are and embracing where you came from. Additionally, I am guided by one of my favorite quotes from an amazing woman, “Words are alive and I live them.” Dr. Maya Angelou.
Eternal Friendship: I remember when I met my cousin Barbara for the first time; she was taller than me back then. I had heard so much about her and was eager to meet her. On the way to my grandparent’s Palisade Avenue apartment I was full of energy, I knew that she was there waiting for me and I had brought some Barbie dolls to play with. When my parents knocked on the door, my uncle opened it and there she stood. I was so excited that I hugged her so tightly and unknowingly made her cry. To my surprise, she didn’t know who I was. She shied away and stood scared behind my uncle’s leg pant. With a messy pony tail, through thick glasses she stared at me but didn’t say anything. I smiled and wanted her to like me as much as I liked her. I told her I missed her and called her “mi prima”. Eventually she came around and we played. Then we talked. We got reacquainted and became best friends. We were inseparable and I’ve loved her ever since. I was 3 years old.
The Promise of a Dream: I remember my first plane trip. I sat next to my dad and he let me have the window seat. I was looking at the clouds and asked him if I could ever touch a cloud and if he had ever touched one. He explained that they weren’t solid things but just fluff made out of air and told me no one could ever touch a cloud or walk on a cloud. I was disappointed and he saw this in my eyes. He smiled and then told me that one day he would build me a tall ladder that could reach the sky. He said that, that way I could climb up and touch the clouds and even play in them whenever I wanted. I was 3 years old.
Courage: I remember getting on the NYC subway at 242nd street and Broadway with my mom and my sister. We did this every Sunday as we traveled to “manjatan” to buy groceries because it was cheaper than getting them in Yonkers. My mom always looked so scared every time we had to step inside the train. She feared that we would miss a step and slip through the small space between the train and the platform. Once on, she would be relieved and sat us closely next to her. I would always kneel on the seat to look out the window waiting for the darkness of the tunnel. At the site of the tunnel, Johanny would nervously climb on my mom’s lap. My mom was alone with 2 young daughters in a foreign country, lost in translation not knowing anyone. My dad was in Dominican Republic and couldn’t leave the country-legally. My mom knew that her stop was 181st and she looked forward to get off that train, attentively looking at each stop and street name on our way there. Once there, she would hold our hands so tightly that at times I could feel her nails puncturing my skin, but I felt protected. Before the supermarket, we would stop for lunch. She would buy Johanny a slice of pizza and made sure she didn’t choke on the cheese. She bought me a “papa rellena” and if she had enough money she would buy herself a “sandwich cubano” from the corner store on 187th. And as scared as she was on the ride there and as scared as she would be on the ride back-she knew that for my sister’s and I sake, on Sundays she had to have courage. I was 4 years old.
Wednesday, February 1, 2012
Locos Pero Pocos
Written By Cristobal Salinas Jr.
Iowa State University
Locos Pero Pocos is poem that represents and speaks the experiences of men with membership to a Multicultural fraternity. It also gives a small cultural context of the Latino culture. The poem was written in Spanish with the purpose of hazing awareness in the Latino culture, and to represent and validate the experiences and challenges that some fraternity men have faced. The poem is dedicated with love and respect to the men that shared their stories with me.
Bienvenidos al reto.
No entiendo, estoy perdido, y no me respetan,
Me gritan, me insultan, me mandan, y me ignoran.
La Pinta, la Niña, y la Santa María,
Venimos con estrés,
Vivimos entre locos pero pocos,
Es un hecho, que al caso no lo vez.
Vivimos con historia,
Paciencia requerida para soportar,
Vivimos confundidos y perdidos,
Y ellos siguen sin respetar.
Ya estoy cansado de llevar rocas en el bolsillo,
Ya no soporto los gritos y los insultos,
No les gusta mi trabajo que se sienten a mi lado,
Mi gente es siempre firme,
Acaso no lo has notado.
Son clases poderosas,
Niños que quieren educar,
Pero en vez de dar clase,
Nos ayudan a sofocar.
Echarle ganas, y mejor que sobresalgas,
Si te vas no regresaras,
Todos somos como las estrellas fugases.
Nos quieren sacar los ojos,
Somos causa de su enojo.
Cero drogas, Cero compasión,
Pero al final hay mucha tentación.
Hace un año éramos desconocidos,
Este año somos reconocidos,
Nos perdimos entre gritos e insultos,
Pero nos hayamos entre los morados.
El secreto es que es una obra,
Que tiembla y tiembla.
Vivimos entre locos pero pocos,
Es un hecho, que si nos equivocamos
El poso no perdona.
Tiene precio.
Aunque suene tan sencillo,
Llevo todos los ladrillos,
Hasta que se cansen los niños,
Y de gritar los grillos.
Todo es como un tornillo,
Hipócritas
Buscan como humillar,
Pero al final todo es un amar.
Nos pisaron como ratas,
Son pocos pero locos,
Pero todos nos amamos.
No es tan fácil,
Aunque suene tan sencillo,
Pintare cada ladrillo,
De nuestro Castillo.
Mis talentos con ellos no están de sobra,
Nos unimos los mejores porque solo estos sobreviven,
Nada tememos, nos unimos, y lo dudo cabrones que nos deriven.
Iowa State University
Locos Pero Pocos is poem that represents and speaks the experiences of men with membership to a Multicultural fraternity. It also gives a small cultural context of the Latino culture. The poem was written in Spanish with the purpose of hazing awareness in the Latino culture, and to represent and validate the experiences and challenges that some fraternity men have faced. The poem is dedicated with love and respect to the men that shared their stories with me.
Bienvenidos al reto.
No entiendo, estoy perdido, y no me respetan,
Me gritan, me insultan, me mandan, y me ignoran.
La Pinta, la Niña, y la Santa María,
Venimos con estrés,
Vivimos entre locos pero pocos,
Es un hecho, que al caso no lo vez.
Vivimos con historia,
Paciencia requerida para soportar,
Vivimos confundidos y perdidos,
Y ellos siguen sin respetar.
Ya estoy cansado de llevar rocas en el bolsillo,
Ya no soporto los gritos y los insultos,
No les gusta mi trabajo que se sienten a mi lado,
Mi gente es siempre firme,
Acaso no lo has notado.
Son clases poderosas,
Niños que quieren educar,
Pero en vez de dar clase,
Nos ayudan a sofocar.
Echarle ganas, y mejor que sobresalgas,
Si te vas no regresaras,
Todos somos como las estrellas fugases.
Nos quieren sacar los ojos,
Somos causa de su enojo.
Cero drogas, Cero compasión,
Pero al final hay mucha tentación.
Hace un año éramos desconocidos,
Este año somos reconocidos,
Nos perdimos entre gritos e insultos,
Pero nos hayamos entre los morados.
El secreto es que es una obra,
Que tiembla y tiembla.
Vivimos entre locos pero pocos,
Es un hecho, que si nos equivocamos
El poso no perdona.
Tiene precio.
Aunque suene tan sencillo,
Llevo todos los ladrillos,
Hasta que se cansen los niños,
Y de gritar los grillos.
Todo es como un tornillo,
Hipócritas
Buscan como humillar,
Pero al final todo es un amar.
Nos pisaron como ratas,
Son pocos pero locos,
Pero todos nos amamos.
No es tan fácil,
Aunque suene tan sencillo,
Pintare cada ladrillo,
De nuestro Castillo.
Mis talentos con ellos no están de sobra,
Nos unimos los mejores porque solo estos sobreviven,
Nada tememos, nos unimos, y lo dudo cabrones que nos deriven.
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