Planting the Seed: Latino Youth Claim their Seats in the College Classroom

Esme Farias discussing opportunities for higher education with middle schoolers at the Clark County Latino Youth Conference.

They file into the classroom, warily assessing the large circle of plastic, blue chairs positioned in the center of the room. The twelve middle school students carefully select their seats, clustering in groups at different ends of the circle. A large whiteboard on the wall behind the students has the words “Welcome to La Semilla” scrawled in large, red letters.

Translated into English, “semilla” literally means “seed.” In this case, four Washington State University Vancouver students stand in front of the Clark College classroom preparing to plant the seed of college ambitions into the young minds of the students. This particular workshop is one of several at the second annual Clark County Latino Youth Conference.

Inevitably, some of the students present come from an undocumented background. Many students often remain unaware of their status as a 1079 student until close to high school graduation. Although this lack of knowledge seems of little consequence now, it will grow to face some of the students head on as they prepare for a college experience without access to typical routes of aid.

CREATING CONNECTIONS
Slowly, the energy of the room transitions from hushed chatter to noisy conversation as the workshop leaders insert themselves into the circle and begin to interact with the students.

WSU Vancouver students and workshop leaders (from left to right) Alisa Mason, Leslie Melchor, Pauline Ramos and Esme Farias.

The WSU Vancouver students volunteering their time to lead the workshop include Esme Farias, a junior majoring in human development; Pauline Ramos, a junior in the Creative Media and Digital Culture program; Leslie Melchor, a junior majoring in accounting; and Alisa Mason, a senior majoring in criminal justice and women studies.

“Ok guys, let’s bring everyone in closer together and see if we can’t make this circle smaller,” observes Farias, gesturing to the 10 unused chairs in the circle.

In a clatter of noise and movement, the middle school students excitedly move their chairs in closer, switching spots in a method resembling musical chairs. The 10 empty seats get pushed aside. A subtly grim reminder of those not present, those who may never even have the chance to dream of attending college.

For the students present, the workshop brings an air of excitement. Farias begins introducing herself to the students, only to have one particularly anxious-looking boy in a blue, button-up shirt jettison his hand straight up in the air with a question.

“No offense, but you look short,” he quips to Farias.

This remark elicits giggles from the rest of the students, and prompts Farias to jokingly comment on her own height. The boy, Juan, a 6^thgrader at Thomas Jefferson Middle School, grins widely at the positive reception of his comment. This is, after all, an open environment. The workshop leaders hope to make the students feel comfortable enough to speak freely about their dreams and educational ambitions.

Ramos kicks off the workshop leading the middle school students in an icebreaker called “I Like People Who…” The students laugh and run wildly from chair to chair as they change seats for every comment that applies to them. Statements such as “I like people who… plan on going to college after they graduate” and “I like people who… like playing sports” prompt nearly all the students to jump up and scramble to find a new seat in the circle.

Students scramble to find seats in a game of “I Like People Who…”

The game energizes the middle schoolers, breaking down barriers for some of the shyer students, and prepares them to interact with Mason as she shares her college story.

“It’s not easy. There are a lot of obstacles we all have to work through,” starts Mason as she talks about getting to college.  “You can do it though, you really can.”

BARRIERS TO THE DREAM
As Mason and the other WSU Vancouver students talk about routes to college and types of classes, the students eagerly interject questions.

“How long would it take to become a lawyer?” asks one girl in a soft voice as she glances down at her pink, sequined shoes.

“I want to be a doctor!” announces another boy wearing a striped zip-up sweatshirt and red baseball cap.

For these youth, the dreams are real. However, the overwhelming financial realities still linger just outside the confines of the workshop classroom. Most lawyers require an average seven years of schooling, and the median cost of attendance for a year of medical school comes in at $49,298 for public universities and $66,984 for private universities.

Not deterred, the workshop leaders field the inquiries one by one as the students continue to pepper them with questions.

“Say you want to be professional soccer player or something,” says Juan. “Do they have soccer teams in college?”

Farias uses the opportunity to discuss scholarships for sports and academic achievement, and Juan quickly chimes in, comparing scholarships to “free money.” Farias likens it to a sponsorship and emphasizes the importance scholarships place on maintaining good grades and involvement.

“Do they have classes that teach other languages?” asks Yadira, an 8^th grader at Cascade Middle School. “I want to learn Japanese!”

Ramos gives examples of the languages offered at some colleges and segues into the requirements colleges have for admission, including two years of a foreign language.

The students listen attentively as the discussion progresses, their faces lighting up or growing slightly red with bashfulness as they share their dream jobs. These range from a fashion designer to a sports coach but never deviate from the theme of seeking out higher education.

As one students observes that it “must cost a lot” to go to college, the dark financial re   ality, looming below the surface, tears into the open as if to challenge the students’ dreams of continuing their education after graduation.

For all the students present at the workshop, the rising costs of tuition may ultimately limit their access to higher education, even more so for the 1079 students present. As children, they do not realize the implications of 1079 status. Often times, they do not even know that they fall into this group until they apply for college and discover that financial aid is not an option.

No easy solutions can fix these financial roadblocks, but the seed has been planted. Money or not, the seed will sprout. For some, hopefully for all, the sprout will grow and carry them upward, pushing the students steadily towards their dreams of a college education.

One Student at a Time: Changes in Hispanic Retention and Diversity Rates

Cesar Moreno always wanted to attend college. Yet, even after transferring to Washington State University Vancouver from Clark College this past August, getting to college remains only half the challenge for 23-year-old Moreno. He still must find the funds, maintain his dedication and have the social support to finish two more years of schooling.

As more students of Latino heritage like Moreno enter the higher education systems of Washington State, universities have increasingly found themselves searching for the best way to retain students of diverse backgrounds. At Washington State University, retention of minority students functions as a key component of its growing diversity ratio, and 1079 students often constitute the most difficult retention cases.

Retention data compiled by the University’s Office of Institutional Research paint a less than perfect picture for minority students. The graduation rates of WSU minority students have persistently remained 5 to 10 percent lower than that of the combined student average.

A graph charting the six-year graduation rates of WSU freshman in Pullman shows the disparity between minority graduation rates and the combined student average.

According to Nancy Youlden, Vice Chancellor of Student Affairs for WSU Vancouver, retention rates for minority students of both documented and undocumented status may hover at lower levels due to financial concerns, lack of family support and rigorous work schedules.

“As with any legal status, there are often policies—such as the inability to access federal aid or not being authorized to work—that accompany that status which may create some added stress or anxiety,” said Youlden. “This added stress or anxiety potentially can impact a students’ educational experience.”

Although WSU does not track retention data for 1079 students, they fall within the larger minority category and often within the more specific Hispanic subcategory. Of the freshman class admitted to WSU in 2005, 61.4 percent of those identifying as Hispanic graduated within six years, while 67.8 percent of those identifying as Caucasian graduated within that same timeframe.

While it remains impossible to ascertain what percentage of Hispanic students utilized HB 1079 for resident tuition purposes, the gap in graduation percentages may indicate a lower retention rate due to the lack of funding for 1079 students. Additionally, 1079 students who take one or two classes at a time, to lessen the financial burden of paying out-of-pocket for tuition, will not graduate within the same timeframe as their fellow peers taking full course loads.

Yet, even though graduation rates remain notably lower for Hispanic students, first-year freshmen retention rates for minority students have improved in recent years, rising in 2010 to match the 84 percent combined student average. This increased retention means increased levels of diversity for the university.

Bola Majekobaje, Assistant Director for Student Diversity at WSU Vancouver, points out the increase in students of color from 17.8 percent in 2011 to 18.5 percent in 2012 as a good sign but a nonetheless very gradual increase. Instead, she stresses the importance of creating programming to build on the diversity ratio and to increase retention of minority students.

“All students, including undocumented students, who are engaged on their college campus in any way have a greater chance of being retained. Out of all the aspects around retention, I think that’s what we focus on because it’s what we have greater control over,” said Majekobaje.

The Student Diversity office has developed several programs aimed at increasing retention and college awareness for documented and 1079 students alike. One such program, Noche De Familia, takes place entirely in Spanish and educates families on preparing and paying for college. The event serves as both a recruitment event for new students as well as a way for current students to stay involved and engaged.

While Majekobaje proudly touts the programming opportunities offered by Student Diversity, she also highlights the importance of students seeking involvement with other campus groups that place emphasis on community.

“Students will come to campus to interact with high school or middle school students because it feels good to give back to their community,” said Majekobaje. “In the process, they also gain valuable leadership skills and transferable public speaking skills, build their self-confidence and increase their chances of being retained.”

Whether or not such involvement increase minority retention rates may appear purely anecdotal in evidence, but Moreno acts as one success story of a student engaging with campus activities and services.

“Being involved in campus activities has enhanced my education by exposing me to the very best minds that our community has to offer. I get the privilege to interact with extraordinary students and faculty that motivate me to be the very best that I can be,” said Moreno.

Initially, Moreno had few connections on campus, but has since volunteered with Student Diversity and connected to other resources on campus. By doing so, he has increased his own chances of retainment and shown that retention truly comes down to one student at a time.

A ‘How-to Guide’ for 1079 Students Seeking Higher Ed. Funding

No loans, no grants, no aid. If every student at Washington State University faced such a daunting trifecta of financial aid challenges, midterms and finals would certainly slip down a notch on the list of college student woes.

For 1079 students attending Washington universities though, this financial challenge remains an everyday reality. With no access to traditional forms of state and federal aid, 1079 students must seek help from financial aid experts who offer “creative” routes for students to continue their education.

ROUTES TO AID
At Washington State University Vancouver, resident expert April Lappin jumps into this role to assist students. Lappin, the financial aid and scholarships manager, has spent the last eight years helping students of all backgrounds and residency statuses find financial funding to attend classes.

The funding options decrease significantly for 1079 students, but Lappin and the WSU financial aid team work with students to find scholarships and funding opportunities.

“We give them the same resources we would give other students as far as scholarships—general information about scholarships, where to find them, how to do a scholarship search, how to apply,” said Lappin. “People who don’t fully understand 1079 students are thinking, ‘There’s all these resources dedicated specifically to these students,’ but that’s not true. They actually have fewer resources than the average student.”

Lappin always underscores the importance of students getting “creative.” Although HB 1079 allows for in-state tuition rates for undocumented students, a year at WSU costs $11,386 before any fees, books and housing. This amount typically comes out-of-pocket for 1079 students. As a result, even with scholarships, most 1079 students must find inventive ways to pay for school.

“We try and get creative with students to help them know that, even if it’s a long process, there is a way to do it. Many of these students take one or two classes at a time while working multiple jobs to save money for school,” said Lappin.

One such student transferred to WSU Vancouver from Clark College after working four jobs this past summer to save for classes. He mowed lawns, worked as a mechanic and bussed tables at a local restaurant while also serving as a Spanish tutor to pay for bus fare to and from campus. Fortunately, subsequent WSU Vancouver scholarship support helped to lessen a small amount of the financial strain.

In addition to scholarships, other opportunities for aid include the Vancouver Academic Achievement Award and internship waivers. The Vancouver Academic Achievement Award grants a $4,000 annual award to high school students who apply for admission by the priority deadline, have a 3.6 GPA average and an SAT score of at least 1150. Students may also receive full or partial tuition waivers by working in campus internships. Lappin stresses the importance of students being “competitive” through community service and university involvement in order to bolster their chances of receiving such waivers and scholarships.

Such financial assistance can provide a great advantage to 1079 students who often help support their families in between working and attending classes. This initiative and hard work can go overlooked by society, but those within the university system recognize the dedication.

“You cannot talk to a student who falls into this status without being amazed by them. They’re really survivors in how they will fight for their education,” said Lappin. “They don’t have a sense of entitlement; they are hard workers. They don’t want to be given everything, not even anything extra. They just want the same as their peers.”

A HOW-TO APPROACH
For 1079 students seeking to capitalize on Lappin’s advice, they can follow this approach:

The first step for any student is to apply for admission by the priority deadline. For WSU, Jan. 31 serves as the cutoff date. Applying by this date ensures that students will meet the majority of scholarship application deadlines as well as some waiver requirements.

1079 students must also “self-disclose” by filling out an affidavit asserting their eligibility for state tuition rates under HB 1079. Only university personnel see the document, and the university destroys the affidavit after completion.

After finishing the admission process, students should begin by submitting themselves as a candidate for university scholarships. At WSU, students can complete this application process simultaneously with their admission application. This places students in the applicant pool for the system-wide scholarships.

Once students have completed the system-wide application, they should look for scholarships specific to schools. Unlike the university-wide scholarships, WSU Vancouver offers scholarships available only to WSU Vancouver students. The application is typically more involved, but the pool of applicants remains much smaller than the system-wide pool. Applications for most WSU Vancouver scholarships close in March.

Also in March, interested students should apply for internships with tuition waivers. While 1079 students remain ineligible for paid positions, tuition waivers do not require a particular residency status. Positions at WSU Vancouver with full or partial tuition waivers include Office of Student Involvement internships, a Student Diversity intern, a Student Affairs intern and the Student Ambassador program.

Throughout this process, 1079 students should utilize the Internet to search for any private scholarships not directly related to the university. Sites such as the WashBoard and the Seattle Foundation all provide a diverse array of scholarship opportunities.

Finally, students should speak to their university financial aid staff about any questions or concerns. The WSU Vancouver financial aid team hosts multiple workshops throughout the year and encourages students to talk freely about financial concerns.