PVCC Puma Press October 2002: Top Story

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	Photo by Robert Cain
	Education links the gap between two worlds for many Latino individuals. Victor Barrio, PVCC student, takes a break between classes.
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The Arizona educational system faces challenges while working to meet the needs of an expanding Latino population.

The U.S. Census Bureau estimates that the number of Latinos in Arizona will increase by 32 percent between 1995 and 2005. As the population rises, questions grow about whether or not our educational system can meet Latino needs. Latino enrollment at PVCC alone grew from 4.5 percent in 1993 to 9.6 percent in 2001, according to the PVCC Office of Institutional Planning, Research, and Assessment. And the number is quickly growing.

In the Maricopa County Community College District, efforts are underway to catch up with the shifting demographic.

"[Community Colleges] don't have enough diverse teachers and staff," says Jensen-Bobadilla, Glendale Community College office coordinator in Training and Employee Development, and panelist in a Hispanic Panel Presentation at GCCC in recognition of Hispanic Heritage Month.

If the teacher demographics don't resemble the student demographics, students don't feel comfortable. Students need someone they can relate to, someone to give them a goal for their own future, says Jensen-Bobadilla. "There's no visionary for them to see what they can do."

Another setback for Arizona schools has been the lack of support for bilingual education. Jensen-Bobadilla says the English only policy has already affected diversity education. In November 2000, Proposition 203 was approved, requiring all classes in Arizona to be taught in English. "It causes an intimidation factor, he says. "[People are] afraid to bring up the issue. [We must] allow balance. Not everyone speaks English only."

Current educational deficiencies, if left untreated, will create a serious dilemma in the state's future.

Future State
"Consequences are serious," says Dr. Linda Rosenthal, MCCD's District 3 Governing Board representative. The economics in our state will suffer if the Latino population is not educated. Rosenthal explains that educated people have opportunities for greater paying jobs. Higher paying jobs contribute more resources for our state. The education level of the city's potential employees is an issue businesses consider before moving to the Valley

Something must happen "to attract businesses and keep a well educated workforce," she says.

Solutions to Diversity
Bringing in a diverse faculty and staff is one solution echoing throughout the educational system. "We must tackle [this problem] now through mentoring," says Jensen-Bobadilla "by bringing in Latino faculty, [and incorporating] more programs such as the ACE program."

Beginning at South Mountain Community College in 1987, the ACE program recruits high school students who usually would not consider college. During their junior and senior years, the selected students attend college classes. By graduation time, the students can have earned up to 24 transferable college credits.

Since its inception, the ACE program has expanded to several colleges, including Glendale Community College. ACE's operational costs are provided by the college, while tuition and materials for the students are sponsored through individual donations.

Programs like these require money. Rosenthal says the key is to find different and new solutions, within the District's financial constraints. Jensen-Bobadilla says we need more corporate or individual sponsors to create scholarships. When Jensen-Bobadilla was a Latino student, there were few opportunities for Latinos. "Now there are more," he says, "but it can always get better."

Like Jensen-Bodabilla, Dr. Joel Montemayor, ASU senior diversity program coordinator for Arizona Intergroup Relations Center, reinforces that "education is the foundation."

"The Maricopa Community College District has done an excellent job training individuals with a two-year degree or leading them into a four-year degree," Montemayor says.

Diversity in the District
Dr. Steve Helfgot, vice chancellor for Student Development and Community Affairs, says that MCCD and Chancellor Dr. Fred Gaskin, are committed to the importance of diversity.

"The MCCD has a District-wide diversity advisory counsel representing all colleges, which helps people look more closely at diversity," says Helfgot.

He says MCCD is looking at a new initiative to expand the ACE program to all colleges. Another program MCCD has initiated in the community colleges is the Diversity Infusion Program. The program offers faculty a one-year tenure in which they learn how to incorporate diversity sensitivities into their courses.

Helfgot also spends time meeting with members and leaders in the community, such as the executive board of the Hispanic Employee Association, to discuss diversity issues and bring awareness. MCCD also recently hired a consultant to examine a diversity process for hiring minorities. "If you work in community college," says Helfgot, "you must be committed to embracing the community.

PVCC's Part in Diversity
Like the District, PVCC is working on an initiative to increase enrollment while meeting student population diversity.

One approach to reaching a diverse population is to bring a diverse faculty and staff to the campus, says PVCC President, Dr. Gina Kranitz. Just this year, PVCC hired three Latino faculty. "We are bringing in people to serve as role models," says Kranitz.

PVCC is also stepping out of the campus and into the community. Dr. Kranitz says one way PVCC is reaching into the community is with the SUCCEED program, headed by Rick Conchos, PVCC's director of Student Development.

In the fall of 2000, PVCC introduced the SUCCEED program. Similar to the ACE program, SUCCEED is a two-year, high school bridge program for ESL students. Conchos says SUCCEED's goal is to increase high school completion and to encourage ESL students to pursue higher education. Selected students from North Canyon, Shadow Mountain and PV high school attend PVCC classes twice per week. As in the ACE program, by graduation time, students can have earned up to 24 transferable college credits. Student's affiliated with SUCCEED have a 95 percent high school completion rate.

"Second year students (of the program) have a 3.5 overall grade point average," says Conchos.

PVCC recognizes this is an ongoing issue that must be kept in the forefront.

"Our role is to keep the future in focus and not lose sight of the importance of educating the Latino population," says Kranitz.

This view is resonant throughout the educational system.

"It's a social justice aspect," says Montemayor. "We have a responsibility to make sure they can succeed."