Engaging Student Researchers in Our Practice

ACCESS

QUALITY EDUCATION

LATINO STUDENTS

MARCH 28-29, 2014

TEACHERS COLLEGE Columbia University

WELCOME | 2

“Communities in Action: Access to Quality Education

for Latino Students”

It is my pleasure to welcome current and future educators, administrators, community members, students and all conference participants who are committed to socially just and equitable outcomes for all students to “Communities in Action: Access to Quality Education for Latino Students.” Over the next two days, you will benefit from the experiences of individuals, schools, and organizations that have found innovative ways of supporting Latino students. The conference includes practical workshops, presentations on the latest research in the field, and panel discussions highlighting the perspectives of teachers, administrators, community leaders, and students. We hope that the conference will spark new ideas, catalyze robust support networks, and ignite collective action to strengthen support for our diverse communities. The genesis of this conference is the demographic imperative facing New York City; while Latinos comprise a growing share of the population, Latino students continue to lag behind in academic achievement and educational attainment. Through a thought-provoking and empowering exchange of knowledge, ideas, questions, and experiences, you will have the opportunity to learn from others, who like you, are on this journey to improve educational outcomes for Latino students. We hope that the conference will lead you to think more critically about the educational experiences of Latino students, capitalize on their strengths, and examine how we, as agents of change, can equip ourselves to have the greatest positive impact on our individual students, institutions, and communities. We thank you for your participation and support, and urge you to use this conference as a springboard for further thought, action and sustained collaboration towards improving access to quality education for Latino students.

Adriana Lovera Conference Committee Chair

CONFERENCE SCHEDULE | 3

Friday, March 28th, 2014 4:30 - 5:00 pm Registration

ZB- 125 Milbank Chapel

5:00 - 5:10 pm Introduction by Conference Committee

5:10 - 5:25 pm

Opening Remarks • Regina Cortina, Associate Professor of

Education, Teachers College, Columbia University

• Alejandra Perez Reguera, Program Officer, Televisa Foundation

5:25 - 5:35 pm Remarks • Mark Levine, New York City Council

Member, District 7

5:35 - 6:40 pm Understanding Youth Culture for Effective Teaching and Learning • Christopher Emdin, Associate Professor of

Science Education, Teachers College, Columbia University

6:40 - 7:30 pm Wine and Cheese Reception Everett Lounge


Saturday, March 29th, 2014 MORNING SESSION 08:15 - 09:00 am Check-in & Breakfast

Everett Lounge

09:00 - 10:20 am Supporting the Development of 21st Century Literacy Learning for Young Latino Students • Carmen Martínez-Roldán, Associate

Professor of Bilingual/Bicultural Education, Teachers College, Columbia University

• Cati de los Rios, Doctoral Student, English Education Program, Teachers College, Columbia University

• Maria Tovo, Student, Private School Leadership Program, Teachers College, Columbia University

GDH 179

Journey to College Student Panel Moderator: Carmina Makar, Assistant Professor, Department of Teaching, Learning, and Culture, City College of New York • Luis Ramon Diaz, Student, Mathematics

Education Program, SUNY Oneonta • Gabriela Flamenco, Student, Politics and

Human Rights Program, Barnard College,

Milbank Chapel


Columbia University • Maciel Lantigua, Student, Sociology

Program, Russell Sage College • Reyna Pachecho, Student, Urban Studies

Program, Columbia University

10:30 - 11:50 am

Engaging Student Researchers in Our Practice • Michelle Knight, Associate Professor of

Education, Teachers College, Columbia University

• Limarys Caraballo, Assistant Professor of English Education, Queens College, CUNY

GDH 179 (Workshop)

What Can Schools and Communities Do to Improve Educational Attainment for Students of Mexican Descent? • Regina Cortina, Associate Professor of

Education, and Vania Salgado, Masters Student, Comparative and International Education Program, Teachers College, Columbia University

• Adriana Lovera, Masters Student, International and Comparative Education program, Teachers College, Columbia University

• Jairo Guzman, Executive Director, Coalición

Milbank Chapel


Mexicana • Kristy Ayala, Masters Student, Bilingual &

Bicultural Education Program, Teachers College, Columbia University

LUNCH

12:00 - 1:00 pm Lunch and Community Resource Fair Everett

Lounge AFTERNOON SESSION 1:00 - 2:20 pm Improving Latino Students’ Learning

Outcomes through the Arts • Gregory Ayres, Director of New Programs,

Urban Arts Institute • Armando Somoza, Program Manager,

Peapod Adobe Youth Voices Academy, Urban Arts Institute

GDH 179 (Workshop)

A Conversation with New York City Teachers and Principals • Maribel Tineo, Assistant Principal, Ellis

Preparatory Academy • Rebeca Madrigal, Dual Language Teacher,

Dos Puentes Elementary School

Milbank Chapel


2:30 - 3:50 pm Teachers as Advocates: Educational Access for Undocumented Students • Cynthia Nayeli Carvajal, Masters Student,

Sociology and Education Program, Teachers College, Columbia University

• Ariana Rosas, Immigrant Outreach Associate, New York Immigration Coalition

• Guadalupe Ambrosio, Advocacy Coordinator, New York State Youth Leadership Council

• Leticia Alanis, Executive Director, Youth Action Changes Things

Milbank Chapel

4:00 - 5:00 pm Closing Reception Everett Lounge

SESSION DESCRIPTIONS | 8

Supporting the Development of 21st Century Literacy Learning for Young Latino Students This panel will address how a bilingual program that focused on the use of Latino literature and digital literacies supported young Latino learners and teacher candidates’ learning. The presenters highlight how providing quality learning opportunities to language minority children that include access to digital literacy learning and to culturally relevant literature, is not a matter of making education fun for students, but it is an issue of social justice, since all students should be provided with the learning experiences needed to be successful in a society that demands much more than knowledge of the basics. Journey to College Student Panel This session will focus on the experience of Latino/a students, with insights shared by students themselves. It is of critical importance to build an understanding of Latino education and to work towards strategies and solutions together with the students who are at the heart of this pursuit. This session will provide a unique experience for students to share and reflect on their experiences in school, factors that hinder and help their education and learning processes, and, overall, the motivations, challenges and opportunities that have defined their journeys. The session will provide participants with a first-hand account of students’ perspectives and will enrich understanding of the education experiences of Latino/a students.


Engaging Student Researchers in Our Practice Drawing on our work with students in various educational settings, we will discuss ways in which collaborative research projects between and among teachers and students can inform culturally grounded pedagogies. Such socially just approaches support the college readiness of youths and their negotiation of multiple identities and literacies in academic contexts. What Can Schools and Communities Do to Improve Educational Attainment for Students of Mexican Descent? This session will explore recent demographic, family, educational, and economic changes for the Mexican-origin population, and will address the current and potential role played by community organizations in fostering the well-being of immigrant Mexican families. Panelists will also discuss how schools and community organizations can engage more effectively with Mexican parents. Improving Latino Students’ Learning Outcomes through the Arts This session highlights the work of Story Studio at Urban Arts Partnership. Story Studio promotes literacy through the power of storytelling for English language learners. Participants will learn about the program’s use of visual art and storytelling to increase student achievement in reading, writing, listening and speaking.

The session focuses on Sandra Cisnero’s short story “Eleven” and will include an interactive art-making activity that illustrates techniques for integrating visual arts into ELA literacy curricula. Participants will receive copies of the story and a complimentary copy of the ILAS Latin American Resource Guide


Volume II, which provides detailed notes and strategies for teachers wishing to incorporate Latin American culture into the classroom. A Conversation with New York City Teachers and Principals This panel session seeks to give voice to teachers and principals who are at the forefront of education delivery for Latino immigrant students in New York City. Panelists will share their experiences of working in schools and in classrooms, and will highlight both the challenges and opportunities that exist for improving the quality of education for Latinos. The panelists will highlight lessons learned through their experiences that could be useful for other educators working with Latino immigrant students.

Through its focus on the perspectives of teachers and principals, this session adds important contextual and practical understanding of schooling for Latino students, and aims to advance the conversation on how best to provide high quality education to Latino students. Teachers as Advocates: Educational Access for Undocumented Students This session seeks to address how teachers in all aspects of public education can better support undocumented students. Through personal and professional experience, speakers will highlight the ways in which teachers and administrators can best support and guide undocumented student’s educational matriculation. This session will seek to demystify the extent to which teachers and staff can support students and parents, and become advocates for undocumented students.

BIOGRAPHIES | 11

Guadalupe Ambrosio migrated from Mexico at the age of 3 and has been undocumented for the last 18 years. Her negative experiences within the educational school system have pushed her to find spaces where she could learn and feel safe. She found that space at the New York State Youth Leadership Council, the first and largest undocumented youth-led organization in New York. Guadalupe joined in their mission to pass the New York Dream Act and secure equal opportunities for all youth, regardless of immigration status, first as a core member, and now as the organization’s Advocacy Coordinator. Guadalupe has often shared her experiences as an undocumented youth and the avenues of support for fellow undocumented communities. In addition, Guadalupe works in an after-school program as a group leader and has produced a documentary film about her journey. Guadalupe plans to study education and wants to continue creating safe spaces for youth to grow into fierce leaders.

Kristy D. Ayala is an M.A. student in the Bilingual/Bicultural Education Program at Teachers College, Columbia University. Her focus of study is on Latino Parents, Language Policies, English Language learners, and Immigrants. She is currently working with Professor Martínez-Roldán. She plans to conduct research surrounding language in K-12 education. Gregory Ayres has worked with Urban Arts Partnership since February of 2009, bringing with him over 11 years of experience as an artist, educator and administrator working with NYC youth in public school and community settings. Gregory has developed numerous curricula currently in use in high school art departments and has presented professional development workshops on best practices in arts integration and literacy instructional strategies,

BIOGRAPHIES | 12

including conferences for the New York State Council on the Arts and the Empire State Partnerships Common Ground Conferences. Limarys Caraballo is an Assistant Professor of English at Queens College – CUNY. Her research interests include students’ multiple identities and literacies, academic achievement, and teaching English in diverse sociocultural contexts. The key purposes of her work are to include students of color in the curriculum, reframing deficit conceptions of lower-income students of color, and advancing the theory and development of curricula that support the academic success and multiple identity construction of minoritized students. Cynthia Nayeli Carvajal is a M.A. student in the program of Sociology and Education at Teachers College, Columbia University. She was born in Mexico and immigrated to East Los Angeles, California at the age of five where she resided as an undocumented immigrant. Upon receiving her citizenship, she attended UCLA. It was in this space that she sought to understand how undocumented students could be better supported through education policy. In this effort, she was awarded the Astin Civic Engagement Scholarship and conducted a yearlong study with a cohort of undocumented students in El Serreno. She is now continuing her research as a research assistant under Dr. Lesley Bartlett, a graduate assistant in the Institute for Urban and Minority Education, and volunteer work with Coalición Mexicana in the Bronx. Cynthia will be applying to PhD programs in the fall to continue her studies. Regina Cortina is an Associate Professor of Education in the Department of International and Transcultural Studies at Teachers College, Columbia University. Her research and teaching emphasize the social dimensions of education, class, gender and race, and focus on critical educational issues facing students in Latin America and Latinos in the United States. She led the

BIOGRAPHIES | 13

creation at Teachers College of a Faculty Working Group on Latin American and Latina/o Education and is the author of several books, including Immigrants and Schooling: Mexicans in New York (2003) and The Education of Indigenous Citizens in Latin America (2014). Since 2009, Professor Cortina has served as Program Coordinator for International and Comparative Education at Teachers College, Columbia University. Cati de los Rios is doctoral student in the Department of Arts & Humanities at Teachers College, Columbia University, and Research Fellow at the Institute for Urban and Minority Education (IUME) in Harlem. Her research interests include the Educational Trajectories of Chicana/os and Latina/os, Curriculum Theory, Curriculum Design & Instruction, Critical Theory, Critical Pedagogy, Latina/o Critical Literacy, Chicana Feminism, High School Ethnic Studies, Mexican Corridos and Latina/o Hip-hop, Youth Cultural Production, and Qualitative Research Methodologies. Luis Ramon Diaz is an alumnus of ELLIS Preparatory Academy. He arrived in Washington Heights from the Dominican Republic in 2008 at age 16. During his time at ELLIS, he was named Youth of the Year by the Boys and Girls Club of Harlem for his extraordinary service and formed his own Boys' group to help his peers graduate from high school and pursue higher education. He is now a Mathematics Education major at the State University of New York College at Oneonta. Sarah Digby is an M.A. student in the program of International and Comparative Education at Teachers College, Columbia University. She is also the Spanish literacy teacher at ELLIS Preparatory Academy, where she teaches students with no formal education how to read and write in Spanish, as well as supports other high-needs and SIFE students with improving Spanish-

BIOGRAPHIES | 14

language literacy. She has developed both a Spanish literacy and numeracy assessment as well as a Spanish literacy curriculum to help determine and support the native-language academic needs of this population. Before ELLIS, Sarah taught 4th grade in Honduras. Sarah is originally from San Antonio, Texas, and graduated from NYU in 2011 with a degree in English. Christopher Emdin is an Associate Professor of Science Education at Teachers College, Columbia University, where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education. He is also a fellow at the W.E.B. DuBois Research Institute at Harvard University. In these roles, he prepares teachers for STEM classrooms, conducts research in urban science education, and coordinates both the Science Genius B.A.T.T.L.E.S. and the #HipHopEd social media movement. The Science Genius B.A.T.T.L.E.S. are focused on bringing attention to transforming teaching, learning, and engagement in science by using hip-hop culture to create science competitions among youth in New York City Public schools. The #HipHopEd movement focuses on engaging the public in conversations about the intersections of hip-hop and education. Dr. Emdin writes the provocative “Emdin 5” series for the Huffington Post. He is also author of the award winning book, Urban Science Education for the Hip-hop Generation. Most recently, he was named a “Champion of Change” by the White House for using unconventional approaches to enhance student exposure to STEM subjects. Gabriela Flamenco is an alumna of ELLIS Preparatory Academy. She arrived in upper Manhattan from El Salvador in 2009 at age 16. While at ELLIS, she participated in scientific research through the American Chemical Society Project SEED program, served as translator for fellow Latino/a students, and

BIOGRAPHIES | 15

coordinated senior-class activities for the school's first senior class as de-facto class president. After graduating as class valedictorian, she enrolled at Barnard College, where she is now a sophomore studying Politics and Human Rights. Michelle G. Knight is an Associate Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University, and is a former teacher and high school college advisor. Her research interests include youth studies, urban teacher education, and culturally responsive methodologies. Most recently, she co-authored (with Joanne Marciano) of College Ready: Preparing Black and Latina/o youth for higher education- A Culturally Relevant Approach (Teachers College Press, 2013). Maciel Lantigua is an alumna of ELLIS and of the Northwest Bronx Community and Clergy Coalition (NWBCCC) programs. Maciel arrived in the South Bronx from her native Dominican Republic at the age of 16 in 2008, speaking no English. She developed her activism through her participation in leadership programs offered by NWBCCC. She is currently studying sociology at Russell Sage College in Troy, NY. Mark Levine is the New York City Council Member for the 7th District, which includes portions of Morningside Heights, Manhattan Valley, Hamilton Heights/West Harlem, Washington Heights, and the Upper West Side. He began his career as a bilingual science teacher in the South Bronx, eventually serving as Executive Director of the New York chapter of Teach for America. In addition to his background in education, Mr. Levine has a record in community outreach. Since 2007, he has served as Northern Manhattan's Democratic district leader. Additionally, he founded Neighborhood Trust, a community development credit union, to help low-income residents secure financing for home ownership, education and business endeavors. A graduate

BIOGRAPHIES | 16

of Haverford College and Harvard, he currently resides in Washington Heights with his wife and two sons. Adriana Lovera is an M.A. student in the program of International and Comparative Education at Teachers College, Columbia University. She was raised in the San Joaquin Valley in Central California. Prior to attending Teachers College, Adriana taught English to children of immigrant descent in the suburbs of Paris, France. Adriana has worked extensively with the UCLA Migrant Scholars Leadership Institute, a month-long college readiness program for the children of migrant farmworkers in California. She has interned with the UNESCO International Bureau of Education, and Saber es Poder, and has worked with the Global Partnership for Education, as well as with several community organizations in Brooklyn on education initiatives for Mexican families. Rebeca Madrigal is currently a dual language kindergarten teacher at Dos Puentes Elementary School in Washington Heights. She worked for the last 17 years at PS 165 as a dual language teacher. She is pursuing a Doctoral degree in Bilingual Education at Columbia University and has presented nationwide on multicultural education issues. Her experience as a Mexican immigrant and educator has been the focus of several academic and news articles. Her research interests include Mixteco speakers and how language shift is impacting their family structures and identity. Carmina Makar earned her doctoral degree in International and Comparative Education at Teachers College, Columbia University. Her research and teaching interests focus on teacher education for diverse populations; critical education; sociocultural approaches to language and literacy and transnational approaches to education in the frame of Latin American and Latino/a

BIOGRAPHIES | 17

education. She has worked extensively with New York City schools, as well as serving as a consultant for UNESCO and UNDP in issues regarding education and development of children in urban environments. She is currently an Assistant Professor in the Department of Teaching, Learning and Culture at City College in New York and invited lecturer for the Department of International and Transcultural Studies at Teachers College Columbia University. Carmen Martínez-Roldán is an Associate Professor in Bilingual Bicultural Education at Teachers College, Columbia University. Approaching literacy and learning as socially and culturally mediated, her research focuses on bilingual children’s literate thinking-- how children construct meanings from texts (literature and digital texts) in English and Spanish and the contexts that mediate their interpretive processes. She is also studying bilingual teacher candidates’ expansive learning as they mediate bilingual children’s learning. Ernest Morrell is professor of English Education and Director of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. Ernest is also the president of the National Council of Teachers of English (NCTE) and a Class of 2014 Fellow of the American Educational Research Association (AERA). Ernest was an award winning high school English teacher and coach in Northern California and he now works with teachers and schools across the country to infuse multicultural literature, youth popular culture, participatory research, and media production into standards-based literacy curricula and after school programs. Professor Morrell is the author of 75 articles and book chapters, and six books including Critical Media Pedagogy: Teaching for Achievement in City Schools and Linking Literacy and Popular Culture. In his spare time he coaches youth sports and writes

BIOGRAPHIES | 18

poems and plays. Morrell earned his Ph.D. in Language, Literacy and Culture from the University of California at Berkeley where he received the Outstanding Dissertation Award. Reyna Pacheco is a sophomore at Columbia University majoring in Urban Studies. She was born in Tijuana, Mexico and resides in San Diego, California. While in high school, Reyna was introduced to the sport of Squash; she progressed to compete nationally and now plays for Columbia's Women Squash team. She believes Squash allowed her to develop work ethic, courage and perseverance. She is a Gates Millennium Scholar and was part of a non-profit organization. In college, she has lead GEQUA, an international service program in Ecuador that focuses on sustainable agriculture, gender equality and human rights. Reyna considers herself lucky and hopes to continue to pursue her passions and never lose sight of the past, focus in the present and work relentlessly for the future. Ariana Rosas is the Immigrant Outreach Associate at the New York Immigration Coalition. She currently works on federal immigration reform, the NY State DREAM Act, and is working to provide driver’s licenses for all of NY as part of the Immigration Advocacy team. She holds a B.A from UCLA in International Development Studies with a concentration on Migration and Transnationalism, and a minor in Latin American Studies. She has worked on migrant and labor issues, and the intersectionality of race, class and gender. Ariana moved to New York in 2011 to study Urban Policy at the New School for Public Engagement in hopes of better serving immigrant communities and working-poor families. Vania Salgado is an education consultant for the World Bank on monitoring and evaluation issues. She is finishing her Ed.M. in International Educational

BIOGRAPHIES | 19

Development at Teachers College, Columbia University. Her main interest is on teacher appraisal in Latin America and educational outcomes of Mexican migrants in New York. She has also worked for the Inter-American Development Bank in Washington, D.C. as a research fellow. She obtained a Masters in Development Economics and a Bachelor Degree in Political Science from Sciences Po Paris. Armando Somoza joined Urban Arts Partnership in 2010. His career includes professional design work across various industries, coordination of scholarship programs, and design and IT supervision for the National Park Service. Armando is an award-winning artist and dedicated proponent of social justice, particularly within the Latino community, and he is an active volunteer for such organizations as the Mexican-American Legal Defense and Education Fund. Maribel Tineo is a teacher leader, mentor, and assistant principal at ELLIS Preparatory Academy in the Bronx. A Dominican-American from Harlem, Maribel has dedicated her life to building character, academic success, and bright futures for the youths of upper Manhattan and the Bronx as an economics teacher and then as a teacher leader and hands-on administrator. Maria Tovo has seven years of diverse teaching experience in bilingual primary schools. She started her career teaching first grade at Northlands (an International IB/PYP school in Buenos Aires). Later on, she taught ESL at Hidden Valley Elementary School in Charlotte, NC. She then became curious about educational practices in Europe, so she moved to London were she taught English and science at the Spanish Bilingual School for three years. In her free time she enjoys attending cultural events, running and traveling.

ACKNOWLEDGEMENTS | 20

We would like to extend our appreciation to the following individuals who contributed their time and effort to “Communities in Action: Access to Quality Education for Latino Students”: • Teresa Aguayo, Assistant Director, Center for the Study of Ethnicity and

Race, Columbia University • Emily Bishop, Doctoral Fellow, International and Comparative

Education Program, Teachers College, Columbia University • Matthew Camp, Director of Government Relations, Teachers College,

Columbia University • Cati de los Rios, Doctoral Student, English Education Program,

Teachers College, Columbia University • Felicia Gomez, Masters Student, International and Comparative

Education Program, Teachers College, Columbia University • Sandra Hamburg-Kessler, Director, Office of Corporate and Foundation

Relations, Teachers College, Columbia University • Veronica Holly, Assistant Director of the Institute for Urban and

Minority Education, Teachers College, Columbia University • Marlene Lleva, International and Comparative Education Program,

Teachers College, Columbia University • Elizabeth Negrete, International and Comparative Education Program,

Teachers College, Columbia University • Sandra Overo, M.Div. Candidate, Social Ethics, Union Theological

Seminary, Columbia University • Amlata Persaud, Doctoral Fellow, International and Comparative

Education Program, Teachers College, Columbia University


• Mariana Souto-Manning, Associate Professor of Early Childhood Education, Teachers College, Columbia University

A very special thanks for the design of the conference poster and programs to Morgan Ashley Miller, Masters Student, International Affairs Program, School of International and Public Affairs, Columbia University. Conference Committee:

Faculty Advisors: • Regina Cortina, Associate Professor of International and Comparative

Education, Teachers College, Columbia University • Carmen Martínez-Roldán, Associate Professor of Bilingual/Bicultural

Education, Teachers College, Columbia University • Ernest Morrell, Professor of Education and Director of Institute for

Urban and Minority Education (IUME) at Teachers College, Columbia University

Conference Committee Chair: • Adriana Lovera, Masters Student, International and Comparative

Education Program, Teachers College, Columbia University Conference Committee: • Kristy Ayala, Masters Student, Bilingual & Bicultural Education

Program, Teachers College, Columbia University • Cynthia Carvajal, Masters Student, Sociology and Education Program,

Teachers College, Columbia University • Jeremy Heyman, Doctoral Student, Science Education Program,

Teachers College, Columbia University


We would like to thank the following sponsors and supporters: • Coalition of Latina/o Scholars at Teachers College, Columbia University • Institute for Urban and Minority Education at Teachers College,

Columbia University • Latina/o and Latin American Faculty Working Group at Teachers

College, Columbia University • Televisa Foundation • The Center for the Study of Race and Ethnicity at Columbia University • The Institute for Latin American Studies at Columbia University

Engaging Student Researchers in Our Practice

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