Embedded Files
Session 5: "Racialization of Latinidad: Understanding our Hxstory’s Impact on Today’s Students"
Session 5: "Racialization of Latinidad: Understanding our Hxstory’s Impact on Today’s Students"
Jose Jacob Arce, M.Ed, Cueponi Cihuatl Espinoza Madrigal, MSEd, & Carolina Rosario Mozee, M.S.
Jose Jacob Arce, M.Ed, Cueponi Cihuatl Espinoza Madrigal, MSEd, & Carolina Rosario Mozee, M.S.
12:00 pm EST / 11:00 am CST / 10:00 am MST / 9:00 am PST (45 minutes session + 10 minutes Q&A)
Zoom Link - Click here
Session Mission, Goals, Learning Outcomes:
Session Mission, Goals, Learning Outcomes:
Mission: Belongingness continues to be a strong signifier in college students’ success and retention. For latinx college students, finding community may present additional barriers depending on their race and ethnicity in proximity to whiteness. Join us in uncovering and unlearning the harmful rhetoric and ideologies that frame a singular story of latinidad and how we can work towards expanding our understanding of this community.
Goals:
To create awareness and acknowledge how community members are contributing to the erasure Latinx folks
Continue the dialogue of how anti-Black and anti-Indigeneity exist as a system on our campuses
Reimagine what Belonging looks like for Latinx students of various racial and ethnic identities
Learning Outcomes
Participants will be able to recognize the stratified experiences of the Latinidad experience, specifically Black and Indigenous Latinx students.
Participants will be able to name institutional practices that are catered to Latinx students but perpetuate hegemonic rhetoric of latinidad
Participants will be able to analyze the linguistic patterns that erase Blackness and Indigeneity.
Jose Jacob Arce, M.Ed. (He/Him/His, Any/All)
Jose Jacob Arce, M.Ed. (He/Him/His, Any/All)
Jose J. Arce: He/Him/His, Any/All. Jose is a Queer Latinx first gen college graduate. He brings his cultural upbringing from the North East US and Central Florida, to inform his educational practice. Jose’s work focuses on centering vulnerability and empathy to best support communities who are actively marginalized. Due to COVID19, Jose is currently searching for the next opportunity.
Cueponi Cihuatl Espinoza Madrigal, MSEd (She/Ella)
Cueponi Cihuatl Espinoza Madrigal, MSEd (She/Ella)
Cueponi Cihuatl Espinoza (She/Ella) is an academic coach at the University of Iowa. She was born in Zacatecas, raised in rural Iowa, and is a descendant of Chichimeca Zacatecas first nations. Cueponi Cihuatl is an author, CoFounder of Latinos for Washington, Inc., and a diversity consultant.
Carolina Rosario Mozee, MS (She/Ella)
Carolina Rosario Mozee, MS (She/Ella)
Carolina Rosario Mozee: She/Ella. Resident Director at the University of Pittsburgh. "Caro" was a first-generation college student at San Diego State University, and is originally from National City, CA, a city within San Diego County that is only 15 mins from the Mexican border. Growing up a white Mexicana has informed Carolina's professional and personal practices as an activist and accomplice to marginalized communities. Carolina strives for all aspects of her work to always center trauma-informed care and social justice frameworks. She received her M.S. in SAHE from Colorado State University and now works at the University of Pittsburgh where she deeply supports her students through her role as a Resident Director.
Presentation Reflection:
Presentation Reflection:
What are your initial reactions, thoughts, emotions around the responses to the presentation?
Why as facilitators do you think we asked you to analyze the racial and ethnic makeup of your staff and leadership?
With the knowledge you gained after learning about the hxstorical contexts and modern examples of anti-Blackness and anti-Indigeneity, how can you adjust programmatic efforts geared towards Latinx students?
Leaving this presentation, what action are you called to do to address the disparity of Black & Indigenous Latinx folks on your campus?
Session Cited Work:
Session Cited Work:
Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. John Wiley & Sons.
Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New directions for student services, 1989(48), 5-15.
Beck, John. (2011). On Latinidad: US Latino Literature and the Construction of Ethnicity - by Caminero-Santangelo, Marta. Bulletin of Latin American Research, 30(2), 244-246.
Crenshaw, K. W. (2011) ‘Twenty Years of Critical Race Theory: Looking back to Move Forward’, Connecticut Law Review, 43(5), pp. 1253–1354.
Delgado, R. and Stefancic, J. (2001) Critical Race Theory: An Introduction. New York: New York University Press
Fergus, E. (2016). Understanding Latino student racial and ethnic identification: Theories of race and ethnicity. Theory Into Practice, 16, 20-27.
Haywood, J. (2017). Latino spaces have always been the most violent: Afro-Latino collegians’ perceptions of colorism and Latino intragroup marginalization. International Journal of Qualitative Studies in Education, 30:8, 759-782
Lopez, I. (2003). White Latinos. Harvard Latino Law Review, 6, 1-8.
McClain, P. D., Carter, N. M., DeFrancesco Soto, V. M., Lyle, M. L., Grynaviski, J. D.,
Nunnally, S. C., . . . Cotton, K. D. (2006). Racial distancing in a southern city: Latino immigrants’ views of black Americans. Journal of Politics, 68, 571-584.
Session 6: "Super Womxnhood: Debunking Notions of Perfection for Womxn of Color"
Session 6: "Super Womxnhood: Debunking Notions of Perfection for Womxn of Color"
Carolina Dávila Ortega, M.S.Ed, Shaun R. Simon, M.S. and LeAnna Rice, M.S.
Carolina Dávila Ortega, M.S.Ed, Shaun R. Simon, M.S. and LeAnna Rice, M.S.
1:00 pm EST / 12:00 pm CST / 11:00 am MST / 10:00 am PST (45 minutes session + 10 minutes Q&A)
Zoom Link - Click here
Session Mission, Goals, Learning Outcomes:
Session Mission, Goals, Learning Outcomes:
Womxn of color in higher education hold dual marginalized identities. In student affairs, they are called to for leadership, nurturing, and various other responsibilities. They are also expected to perform and present at higher standards in comparison to their white and male colleagues. When this is not achieved, they experience hyper-critique in upholding the image of super womxnhood that negatively impacts them. Through testimonios, presenters will dispel the super womxn myth by providing tools addressing the oppression that womxn of color face.
Participants will:
Identify and reflect upon the challenges of womxn of color in leadership positions within the student affairs profession.
Identify ways that leadership within higher education can support womxn of color and their retention in the field overall.
Discuss different ways that womxn of color in student affairs can establish and maintain a healthy work life.
Carolina Dávila, M.S.Ed. (She/Her/Hers/Ella)
Carolina Dávila, M.S.Ed. (She/Her/Hers/Ella)
Carolina Dávila Ortega (she/her/hers/ella) is the Assistant Director of La Casa Cultural de Julia de Burgos: Latino/x Cultural Center at Yale University. Carolina’s experiences in higher education and student affairs include advising, alternative spring breaks, curriculum development, multicultural affairs, professional development, residential life, social justice education, and student organizations. Some of Carolina's professional association involvement includes regional and national presentations, being one of the current Northeast Representatives for the ACPA Latinx Network, and being one of the incoming co-coordinators for the NASPA Region 1 Ubuntu Institute. Carolina is Afro-Latina, a native of Puerto Rico via Boston, and identifies as a first-generation low-income college graduate. She received her bachelor’s degree in Communication Disorders with a minor in Spanish from the University of Massachusetts Amherst and her master’s degree in Higher Education Administration from the University of Pennsylvania.
LeAnna Rice, M.S. (She/Her/Hers)
LeAnna Rice, M.S. (She/Her/Hers)
LeAnna Rice (She/Her/Hers) is the Associate Dean of Students and Title IX Coordinator at Queens University of Charlotte in Charlotte, NC. LeAnna has over nine years of experience in higher education, that includes work in college counseling, suicide prevention and wellness promotion, student activities, leadership development, directing a multicultural affairs department, and social justice work, with a focus on serving historically marginalized students. LeAnna identifies as a low-income college graduate. She received her Bachelor’s degree and Master’s Degree in Clinical Mental Health Counseling from the University of Charlotte and is a licensed mental health clinician.
Shaun R. Simon, M.Ed. (She/Her/Hers)
Shaun R. Simon, M.Ed. (She/Her/Hers)
Shauntya R. Simon (She/Her/Hers), professionally known as Shaun R. Simon, is the Associate Director of the Ledonia Wright Cultural Center at East Carolina University. Shaun's experience in student affairs spans 10 years working in areas of social justice, residence life, advising, service learning, curriculum development, and social media management and advertising. Shaun identifies as a Blerd (Black Nerd) hailing from the great state of Michigan. She is a first- generation low-income college graduate; having received her bachelors in Advertising/Public Relations from Grand Valley State University and her master's in Higher Education and Policy with an emphasis in student affairs from University of Utah.
Presentation Reflection:
Presentation Reflection:
What are your preconceived notions of “Super Womxnhood”? How were these notions informed?
What are some examples of “tokenism” you have either experienced, witnessed, and/or perpetuated?
What “alter egos” or similar tactics have you created or witnessed others create in order to survive the workplace?
How do you balance perspectives, expectations, roles, and responsibilities? What are the accountability structures you have in place?
What are your tips/best practices for fellow womxn of color in the field?
Session Cited Work:
Session Cited Work:
Theories/Terminology/Framework (as of March 2020) include: Intersectionality (Kimberlé Crenshaw), Tokenism (Rosabeth Moss Kanter), Code-Switching (Charles A. Ferguson), and Double Consciousness (W. E. B. Du Bois)
Citations (as of March 2020) include:
- Acevedo, L. D. A. (2001). Telling to live: Latina feminist testimonios. Durham: Duke.
- Flores, Juan, and Miriam Jimenez Roman. "Triple- Consciousness? Approaches to Afro-Latino Culture in the United States." Latin American and Caribbean Ethnic Studies, vol. 4, no. 3, 3 Nov. 2009, pp. 319-28, doi: https://www.tandfonline.com/doi/abs/10.1080/17442220903331662.
- Kanter, R. (1977). Men and women of the corporation
- Lou, H. C. (2012). Womxn of color leadership: Utilizing differential consciousness to navigate workspaces. Vermont Connection, 33, 85-95.
- Nordquist, R. (2019, July 25). Learn the Function of Code Switching as a Linguistic Term . In ThoughtCo.. Retrieved from https://www.thoughtco.com/code-switching-language-1689858
- Pittman, John P., "Double Consciousness", The Stanford Encyclopedia of Philosophy (Summer 2016 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/sum2016/entries/double-consciousness/>.
- Welang, Nahum. "Triple Consciousness: The Reimagination of Black Female Identities in Contemporary American Culture." Open Cultural Studies, vol. 2, no. 1, 11 Sept. 2018, pp. 296-06, doi:https://www.degruyter.com/downloadpdf/j/culture.2018.2.issue-1/culture-2018-0027/culture-2018-0027.pdf.
- West, N. M. (2011). The African American women’s summit: A case study of a professional development program by and for African American women student affairs professionals. (Doctoral dissertation).
- West, N. M. (2015). In our own words: African American women student affairs professionals define their experiences in the academy. Advancing Women in Leadership, 35, 108-119.
- West, N. M. (2017). The African American women’s summit: A student affairs professional development program. Journal of Student Affairs Research & Practice, 54(3), 329-342.
Session 7: "The Politics of Erasure: Unpacking Anti-Blackness & Queerphobia in Higher Education"
Session 7: "The Politics of Erasure: Unpacking Anti-Blackness & Queerphobia in Higher Education"
Theresa Hernandez, M.S.Ed. and Olajiwon McCadney, M.S.Ed.
Theresa Hernandez, M.S.Ed. and Olajiwon McCadney, M.S.Ed.
2:00 pm EST / 1:00 pm CST / 12:00 pm MST / 11:00 am PST (45 minutes session + 10 minutes Q&A)
Zoom Link - Click here
Session Mission, Goals, Learning Outcomes:
Session Mission, Goals, Learning Outcomes:
Examine the lived experiences of support and resilience for professionals who identify as queer, transgender, two spirit, indigenous and people of color (QTTIPOC) in higher education;
Explore how QTTIPOC higher education professionals experience support and resilience by reconsidering the politics of erasure for professionals who identify as queer, transgender, two spirit, indigenous and people of color (QTTIPOC) in higher education.
At the intersection of Race & Queerness, participants will be able to:
Distinguish & Challenge forms of external oppression
Recognize & Reconcile forms of internalized oppression
Understand the complexity of identities and experiences at the intersections of power, privilege and oppression for QTTIPOC Professionals in higher education
Introduction:
In 2019, the American Medical Association described the violence against the trans community as an "epidemic." This epidemic disproportionately affects trans women of color.
34% of black trans women live in extreme poverty compared to 9% of non-trans black people; they also face deep housing insecurity. Black trans women also face the brunt of police violence: more than 1/3 of black trans people have interacted with the police reported harassment.
At least 27 trans or GNC Americans were violently killed in 2019. 2020 has already seen at least 21 transgender or GNC people fatally shot or killed by other violent means. Of those, 91% were black trans women. We say at least because too often these stories go unreported -- or misreported.
Source: HRC, Transequality.org, UClA
Theresa Hernandez, M.S.Ed. (She/Her)
Theresa Hernandez, M.S.Ed. (She/Her)
Theresa Hernandezn (she/her) is a higher education administrator specializing in multiple areas of diversity and inclusion work, including anti-discrimination compliance, equity, social justice, and cultural competence. She currently serves as the Live-In Fellow to the LALAC House and as the Program Coordinator for Community and Leadership Development in Dartmouth's Office of Pluralism and Leadership. Theresa received her BA from Wells College, and her MEd in Higher Education Administration from New England College. The connections, experiences, and the spirit of her college experiences gave her the infrastructure she needed to move forward in her career as a college administrator.
Throughout her career she has served as an advisor to students while also focusing on social justice initiatives including student support, race and ethnicity, underrepresented communities, leadership, and community enrichment. Theresa takes pride in serving as a role model and mentor for students who might not find reflections of themselves elsewhere in the college and university environment.
Olajiwon McCadney, M.S.Ed. (He/They)
Olajiwon McCadney, M.S.Ed. (He/They)
Olajiwon K. McCadney (he/they) is the Assistant Vice President for Inclusion, Diversity & Educational Achievement at Nazareth College. After spending nearly, a decade in Higher Education, McCadney has facilitated workshops and training nationally as well as internationally around enthusiastically challenging and disrupting injustice. Additionally, McCadney is a six-time award recipient from ACPA-College Student Educators International, in which McCadney also currently serves as the Past-Chair for the Coalition for Sexuality & Gender Identities. Furthermore, McCadney is trained a facilitator in Green Dot Bystander Intervention, Intergroup Dialogue, Restorative Justice, Gallup StrengthsFinder as well as One Love Foundation’s Escalation Workshop training. Lastly, McCadney holds an MSEd in Organizational Leadership & Performance Technology from the College at Potsdam, State University of New York as well as a certification in Professional Coaching and is a current doctoral candidate at Northeastern University.
Presentation Reflection:
Presentation Reflection:
What is your institution and/or department doing to support students, faculty, and staff that may identify as TQPOC during this period of heightened racial injustices?
What are you as a Latinx/a/o person doing specifically to provide space and voices for gender non conforming and trans folxs of color?
How do you use your platforms, and weaponize your privileges/power within your community to support queer folx, specifically Black trans folx? How have you interrogated your proximity to whiteness, transphobia, gender-phobia, etc. and understand it, within your spheres of influence?
Session Cited Work:
Session Cited Work:
Bailey, T. K. M., Chung, Y. B., Williams, W. S., Singh, A. A., Terrell, H. K. (2011). Development and validation of the internalized racial oppression scale for Black individuals. Journal of Counseling Psychology, 58, 481-493.
Bell, L. A., Love, B. J., & Roberts, R. A. (2007). Racism and White Privilege Curriculum Design. In Teaching for Diversity and Social Justice (pp. 147-168). Routledge.
Brown, T. N. (2003). Critical race theory speaks to the sociology of mental health: Mental health problems produced by racial stratification. Journal of Health and Social Behavior, 44, 292-301.
Carter, R. T. (2006). Race-based traumatic stress. Psychiatric Times, 23(14), 37-37.
Cokley, K. O. (2002). Ethnicity, gender and academic self-concept: A preliminary examination of academic disidentification and implications for psychologists. Cultural Diversity and Ethnic Minority Psychology, 8, 378-388.
Hicken, M. T., Lee, H., Morenoff, J., House, J. S., & Williams, D. R. (2014). Racial/ethnic disparities in hypertension prevalence: reconsidering the role of chronic stress. American journal of public health, 104(1), 117–123. doi:10.2105/AJPH.2013.301395
Johnson, P., Risica, P. M., Gans, K. M., Kirtania, U., & Kumanyika, S. K. (2012). Association of perceived racial discrimination with eating behaviors and obesity among participants of the SisterTalk study. Journal of National Black Nurses' Association : JNBNA, 23(1), 34–40.
Sexton, J. (2016). The social life of social death: On Afro-pessimism and Black optimism. In Time, Temporality and Violence in International Relations (pp. 85-99). Routledge.
Watson, K. (2005). Queer theory. Group Analysis, 38(1), 67-81.
Yendelela L. Cuffee, J. Lee Hargraves, Milagros Rosal, Becky A. Briesacher, Antoinette Schoenthaler, Sharina Person, Sandral Hullett, and Jeroan Allison, 2013: Reported Racial Discrimination, Trust in Physicians, and Medication Adherence Among Inner-City African Americans With Hypertension American Journal of Public Health 103, e55_e62, https://doi.org/10.2105/AJPH.2013.301554
Wellness Break
Wellness Break
3:00pm EST / 2:00 pm CST / 1:00 pm MST / 12:00 pm PST (30 minutes session)
Check out the LN Symposium Music Playlist! Click here.
Session 8: "Navigating Racism in the Hiring Process"
Session 8: "Navigating Racism in the Hiring Process"
Catalina Pena, Catalyst Creation
Catalina Pena, Catalyst Creation
3:30 pm EST / 2:30 pm CST / 1:30 pm MST / 12:30 pm PST (45 minutes session + 10 minutes Q&A)
Zoom Link - Click here
Session Mission, Goals, Learning Outcomes:
Session Mission, Goals, Learning Outcomes:
To help attendees understand how racism in the hiring process is present and navigate how they can help dismantle systemic racism at their institution and in their own job search.
Outcomes:
Define common anti-racism terms
Understand impact of racism on the Black community from a labor perspective
Create tangible strategies to combat racism in hiring at your institution
Catalina Peña (She, Her, Hers)
Catalina Peña (She, Her, Hers)
Catalina Peña is the founder of Catalyst Creation, a professional development company that teaches diverse professionals mindful career coaching techniques so they can ignite change within themselves and make their dreams a career reality. Catalina has helped 1000+ job-seekers with her work as a recruiting professional in Tech (FB, Twitter, a16z, Asana) and has facilitated workshops for GA Tech, Stanford Latino Alumni Association,Tech Intersections Conference, Outco, Jopwell, and Latinas Who Brunch.
Presentation Reflection:
Presentation Reflection:
How does your institution support Black students and employees beyond calling on our “resilience”?
How does your institution set up Black students and employees to succeed? What are the current barriers?
How does your institution organization invest ideologically and financially in Black students and employees?
What are some virtual pathways for institutional support for Black students and employee support that calls in non-Black students and employees? Short term? Long-term?
Session Cited Work:
Session Cited Work:
https://www.pewsocialtrends.org/2015/08/19/exploring-racial-bias-among-biracial-and-single-race-adults-the-iat/
https://www.americanbar.org/groups/gpsolo/publications/gp_solo/2019/july-august/unconscious-bias-implicit-bias-microaggressions-what-can-we-do-about-them/
https://www.luminafoundation.org/wp-content/uploads/2020/01/hard-truths-why-only-race-conscious-policies-can-fix-racism-in-higher-education.pdf
https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/the-state-of-healthcare-in-the-united-states/minority-womens-health/
https://hbr.org/2019/06/how-to-reduce-personal-bias-when-hiring
Session 9: Understanding Your Practice Through Writing
Session 9: Understanding Your Practice Through Writing
Kenny Rivero, MFA
Kenny Rivero, MFA
4:30 pm EST / 3:30 pm CST / 2:30 pm MST / 1:30 pm PST (45 minutes session)
Zoom Link - Click here
Kenny Rivero, MFA (He/They)
Kenny Rivero, MFA (He/They)
Kenny Rivero (he/they) is an Afro-Dominican artist, born and raised in Washington Heights, NYC. Rivero received a BFA from the School of Visual Arts in 2006 and an MFA from the Yale School of Art in 2012. Rivero has taught painting, drawing and sculpture at the School of Visual Arts, Montclair State University, Massachusetts College of Art and Design, and Yale University. He is the recipient of a Doonesbury Award, the Robert Schoelkopf Memorial Travel Grant, the Rema Hort Mann Foundation Emerging Artist Grant, a Visiting Scholar position at New York University, and the Joan Mitchell Painting and Sculptor Grant.
He has exhibited his work in the US and abroad in venues such as the Pera Museum in Turkey, the Stedelijk Museum in the Netherlands, the Contemporary Art Museum in St Louis, The Pérez Art Museum in Miami, The Sugar Hill Children’s Museum of Art and Storytelling in New York City, El Museo del Barrio in New York City, and the Delaware Contemporary in Wilmington Delaware. Residencies include the Lower Manhattan Cultural Council Workspace Program in New York City, the Roswell Artist in Residence Program in New Mexico, The Fountainhead Residency in Miami, The Skowhegan School for Painting and Sculpture, and The Macedonia Institute. Rivero is currently a lecturer at Williams College and the Yale University School of Art.
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