Friday, May 13, 2011
Video Post Take 2
This version is better. Not the best. I used it on a demo program so you can see their logo in the background. And you can hear background noise (walking, etc.), AND it cuts off the bottom of the screen. But some progress none the less :)
Friday, May 6, 2011
Video Post
The last post is an attempt at converting my powerpoint into a video. Since I also used Quicktime & iMovie within my presentation, nothing is converting properly. Please forgive this video that cuts off clips, doesn't include some clips entirely, has no music, and distorts some text. Below are the iMovie videos I made to be watched separately since those will not load in the full video at all. If anyone has suggestions to make this a respectable movie I would appreciate any help!!
Bibliography
Callan, Patrick M. (2006). Introduction: International Comparisons Highlight Educational Gaps Between Young and Older Americans. Measuring Up The National Report Card on Higher Education. Retrieved
CNN. (October 22, 2009). Latino in America. Retrieved March 31, 2011 from http://www.cnn.com/video/data/2.0/video/bestoftv/2009/10/22/cb.latino.education.cnn.html
Excelencia in Education. (2010). Ensuring America’s Future. Retrieved April 18, 2011 from http://www.edexcelencia.org/initiatives/EAF/full
Institute for Higher Education Policy. (June 2010). A Portrait of Low-Income Young Adults in Education. Portraits. Pg 3.
Msnbc.com staff and news service reports. (Updated March 24, 2011). New milestone: 1 in 6 US residents is Hispanic. Retrieved March 30, 2011 from http://www.msnbc.msn.com/id/42246452/
Msnbc tv. (March 10, 2009). Obama Unveils Education Plan. Retrieved March 31, 2011 from http://www.msnbc.msn.com/id/21134540/vp/29615027#29615027
Pketko. (July 12, 2010). Shift Happens Educational 2010. Retrieved March 28, 2011 from http://www.youtube.com/watch?v=SBwT_09boxE
Saberhacer. (July 21, 2008). Best Schools for Hispanics. Retrieved April 4, 2011 from http://www.youtube.com/watch?v=wVTsVZ5GMv0
Spanish Translation.us. (February 15, 2010). US Hispanic Population and Projections 1950-2050. Retrieved February 16, 2011 from http://spanish-translation-blog.spanishtranslation.us/2010/02
Startloving3. (October 19. 2010). President Obama Hispanic Education Initiative Signing. Retrieved March 29, 2011 from http://www.youtube.com/watch?v=FNaYDmdioSg
Walsh, Susan. (October 19, 2010). White House Renews Attention to Hispanic Education. Education Week. Retrieved April 18, 2011 from http://www.edweek.org/ew/articles/2010/10/19/09hispanic.h30.html
Whitehouse. (July 29, 2010). The Importance of Educational Reform. Retrieved March 29, 2011 from http://www.youtube.com/watch?v=ZCHMyFU6aEU
Whittier College. (November 19, 2010). Whittier College Latino Students Speak About Education. Retrieved April 4, 2011 from http://www.youtube.com/watch?v=27NuSWjolDM
Sorry for such ugly blogging! If I find a solution I will re-post soon!
Friday, April 22, 2011
IHEP Visit
Yesterday we made the trek to DC to visit the Institute for Higher Education Policy (IHEP). With a group of only 15 individuals, it is amazing how much they can get accomplished. We were able to meet with several of their employees, including IHEP's President, that provide research to both state and federal policy makers as well as work on projects to help underrepresented and underprivileged students attend and succeed in higher education. Especially interesting was their work in the Walmart Minority Student Success Initiative. I had not heard of corporation like Walmart taking part in such an important educational endeavor like this before and their $4.2 million contribution is certainly a well-respecting effort. I am also very interested to see what becomes of the project that IHEP has teamed up with the Bill & Melinda Gates Foundation, Lumina, and Ford for, which will be launching in a few months. There are certainly fantastic efforts being made by this organization and although the frustration of slow change was addressed, it is so important to have organizations like this campaigning for students who may not have the voice to campaign for themselves.
Friday, April 15, 2011
Am I the Only One?
Yesterday evening I attended the event "Am I the Only One?"put together by the Center for International Student Access and the Office of Diversity Programs and Services. Besides an unplanned break during the event due to a fire alarm (which actually wasn't so bad since it was a beautiful evening) the event went very well. The room was packed and even required extra chairs to be brought in to accommodate all of those in attendance.
The event was kicked off with an ice breaker in which we were asked to go around the room with a worksheet to meet new individuals with identities different than our own. The identities provided on the sheet included race, religion, sexual orientation, native culture, and style of dress - although we were encouraged to go off the list if we so chose. Through this exercise, I learned about an identity that I had not previously known. I met an undergraduate woman who identified herself as pansexual. Prior to taking Diversity in Higher Education, I might have felt awkward or shy about asking for clarification on an unknown identity. Although, through our discussions I have learned it is better to ask than to be ignorant. And so I did. For inquiring minds who may also not be familiar with this term, pansexuality refers to individuals that are attracted to others regardless of their gender. I then asked how this was different than bisexuality? She explained that being bisexual implied being attracted to both females and males, whereas gender-identities are irrelevant to pansexuals. I then thanked her for enlightening me to this new identity that makes up part of who she is.
During this exercise I also met an undergraduate woman whose native country is Japan and a man who practices in the Islamic faith, but shared my philosophy of being open-minded to any religion one chooses for him or herself. I cannot think of a previous experience in my life where I have been able to meet such a diverse group in one setting. It was energizing.
Especially powerful was the panel of speakers that were brought in to share their experiences of wondering, "Am I the only one?" The two that especially stood out to me was a Latina woman and a woman who was born and raised in Japan (I regret now that I did not write down their names). The Latina woman shared her experience of attending an Ivy League, predominately white, institution for graduate school. She was one of two Latina students and the program would constantly get her mixed up with "the other one." She felt like she was not being recognized as being her own person and felt very alone. These feelings led to a desire to drop out. This story was especially interesting based on my research of the Latino/a population. Her feelings are very typically cited as a reason for dropping out among this population.
The woman from Japan shared her story of coming to the United States at age 20, and for being a part of the US for the past 12 years. During this time she became "Americanized." However, American's still treat her as not fully apart of this world, and when she goes home to Japan they point out changes in her as she has grown to accept some American cultures and mannerisms into her identity. She struggles with not feeling like she is fully a part of either society. Her story touched me as I realized how lonely that must feel. Regardless of our multiple sub-groups, citizens of the US can still connect with each other based on the fact that we're all Americans.
I think this was a very important event that should be replicated on campus. Not only was it educational for those in attendance, but it shows GMU's commitment to diversity by facilitating open discussions on the topic. I found myself wondering if events like this were held during my undergraduate career and wishing I had taken part in more events like it. I was impressed with the undergraduates at this event - they were mature and took an active role in exposing themselves to others different than themselves. "Am I the only one?" was a powerful learning experience - I only wish I had experienced it years earlier.
The event was kicked off with an ice breaker in which we were asked to go around the room with a worksheet to meet new individuals with identities different than our own. The identities provided on the sheet included race, religion, sexual orientation, native culture, and style of dress - although we were encouraged to go off the list if we so chose. Through this exercise, I learned about an identity that I had not previously known. I met an undergraduate woman who identified herself as pansexual. Prior to taking Diversity in Higher Education, I might have felt awkward or shy about asking for clarification on an unknown identity. Although, through our discussions I have learned it is better to ask than to be ignorant. And so I did. For inquiring minds who may also not be familiar with this term, pansexuality refers to individuals that are attracted to others regardless of their gender. I then asked how this was different than bisexuality? She explained that being bisexual implied being attracted to both females and males, whereas gender-identities are irrelevant to pansexuals. I then thanked her for enlightening me to this new identity that makes up part of who she is.
During this exercise I also met an undergraduate woman whose native country is Japan and a man who practices in the Islamic faith, but shared my philosophy of being open-minded to any religion one chooses for him or herself. I cannot think of a previous experience in my life where I have been able to meet such a diverse group in one setting. It was energizing.
Especially powerful was the panel of speakers that were brought in to share their experiences of wondering, "Am I the only one?" The two that especially stood out to me was a Latina woman and a woman who was born and raised in Japan (I regret now that I did not write down their names). The Latina woman shared her experience of attending an Ivy League, predominately white, institution for graduate school. She was one of two Latina students and the program would constantly get her mixed up with "the other one." She felt like she was not being recognized as being her own person and felt very alone. These feelings led to a desire to drop out. This story was especially interesting based on my research of the Latino/a population. Her feelings are very typically cited as a reason for dropping out among this population.
The woman from Japan shared her story of coming to the United States at age 20, and for being a part of the US for the past 12 years. During this time she became "Americanized." However, American's still treat her as not fully apart of this world, and when she goes home to Japan they point out changes in her as she has grown to accept some American cultures and mannerisms into her identity. She struggles with not feeling like she is fully a part of either society. Her story touched me as I realized how lonely that must feel. Regardless of our multiple sub-groups, citizens of the US can still connect with each other based on the fact that we're all Americans.
I think this was a very important event that should be replicated on campus. Not only was it educational for those in attendance, but it shows GMU's commitment to diversity by facilitating open discussions on the topic. I found myself wondering if events like this were held during my undergraduate career and wishing I had taken part in more events like it. I was impressed with the undergraduates at this event - they were mature and took an active role in exposing themselves to others different than themselves. "Am I the only one?" was a powerful learning experience - I only wish I had experienced it years earlier.
Friday, April 8, 2011
Milk & Cookies
Last night, I attended the Pride Week event, "Milk & Cookies." We watched the movie Milk, about Harvey Milk's story of becoming California's first openly gay elected official, and were given milk and cookies as a snack. The event had a good turnout, with probably around 40 in attendance. The group was very respectful and watched the movie intently (with only a few giggles when Sean Penn and James Franco shared their first onscreen kiss). I had wanted to see this movie since its release and was so happy I had the opportunity this week. It was a powerful movie.
I especially like movies that I can learn from. I'm aware that Hollywood plays a big role in creating movies based on true stories, but according to some online searching, this movie stays pretty true to real life. It amazes me that something like Prop 6 (which intended to fire all homosexual teachers, along with anyone who supported them) could have been proposed so recently. Combating that proposition was an amazing feat that I believe has lead us in a much more accepting direction. Because of contributions like Milk's, it is truly impressive how far we have come in just a few short decades.
One line that stuck out to me from the film involved a news clip against Prop 6. The woman being interviewed said something along the lines of, "If you remove the diversity from the schools, how will our students ever learn to work with diverse individuals?" This has been a repeated theme throughout our semester, as today we are still working to make our schools and campuses more diverse. This seemed to be a pivotal learning point as the population began to realize that diversity is positive, not threatening as people like Anita Bryant and John Briggs made it seem.
While this was not a feel-good movie and I walked away feeling quite saddened, so many positives came out of the sacrifice Harvey Milk made. Hope, the uniting of a community, acceptance, the beginning of homosexuals in a position of power, and combating a law that would infringe on human rights in general, and the gay population in particular. The most beautiful image of the entire movie occurred after the assassination of Harvey Milk, when tens of thousands lined the streets of San Fransisco with white candles and mourned the loss of an incredible activist and man.
I especially like movies that I can learn from. I'm aware that Hollywood plays a big role in creating movies based on true stories, but according to some online searching, this movie stays pretty true to real life. It amazes me that something like Prop 6 (which intended to fire all homosexual teachers, along with anyone who supported them) could have been proposed so recently. Combating that proposition was an amazing feat that I believe has lead us in a much more accepting direction. Because of contributions like Milk's, it is truly impressive how far we have come in just a few short decades.
One line that stuck out to me from the film involved a news clip against Prop 6. The woman being interviewed said something along the lines of, "If you remove the diversity from the schools, how will our students ever learn to work with diverse individuals?" This has been a repeated theme throughout our semester, as today we are still working to make our schools and campuses more diverse. This seemed to be a pivotal learning point as the population began to realize that diversity is positive, not threatening as people like Anita Bryant and John Briggs made it seem.
While this was not a feel-good movie and I walked away feeling quite saddened, so many positives came out of the sacrifice Harvey Milk made. Hope, the uniting of a community, acceptance, the beginning of homosexuals in a position of power, and combating a law that would infringe on human rights in general, and the gay population in particular. The most beautiful image of the entire movie occurred after the assassination of Harvey Milk, when tens of thousands lined the streets of San Fransisco with white candles and mourned the loss of an incredible activist and man.
Monday, April 4, 2011
Response to "White Privilege: Unpacking the Invisible Knapsack"
It was interesting reading about this topic from a white perspective. My experience with the topic of white privilege has been limited and the small amount I have been exposed to has been from the viewpoint of individuals of color. I was pleased to see the overall message was generally the same; there were no excuses or defensiveness embedded in the article.
Peggy McIntosh notes that the first step to eliminate ‘unearned advantage’ and ‘conferred dominance’ is acknowledgement of their ‘unseen dimensions.’ I do honestly believe that the vast majority of these structural problems are unnoticed and unintentional from the white population. Therefore, it is ever so important that this message becomes widespread. Like McIntosh notes, without acknowledgement of the problem, it cannot be corrected.
One way for mass distribution of this message is by integrating this article in the classroom curriculum - and not just on the college campus either. McIntosh points out that this is a behavior imbedded in our society that is present since birth. Early knowledge of how our society benefits white individuals and what we can do to change these unearned privileges should be shared as early on as possible in the education system to prevent the sustained learning and repetition of this unjust system. The introduction of this article also discusses how it is used in workshops across the country (and Canada), which I believe is a helpful way to spread the message to professionals. Better this message is learned later in life than not at all.
I wonder if the information discussed in this article is conveyed to George Mason employees at diversity training workshops? My knowledge about life on George Mason’s campus is very limited. Unlike my fellow peers, I do not work on campus. I have participated in 3 graduate courses total (one each semester) and beyond those classrooms, have not spent any substantial time on campus. In these classes, I have been fortunate to have a diverse group of students and faculty, an African American male professor, a white woman professor, and now an African American woman professor. Maybe it is because I have not experienced a course with a white male professor on GMU’s campus, that I have not obviously felt the white or male privilege presence on campus. In fact, George Mason is much more diverse than my undergraduate experience, so I have felt much less undeserved privilege than I (unknowingly) experienced back then. It is my hope that although it has been difficult for me to see white privilege in the past (as it is for most white individuals who have been brought up thinking of our system as "normal"), now that the "blinders" have been taken off, it will be much easier to recognize moving forward.
However, there are several items that McIntosh mentions that I can connect with. I was accepted to George Mason without fear that affirmative action programs were the cause of my acceptance. I can easily find and associate with people of my race on campus. And, with maybe the exception of our current class, I can speak out without “representing” my entire race.
Although it was McIntosh’s last point that really stuck out to me. Make-up color: such an every-day, non-important item that I’ve never thought twice about. I think this point really spoke to me about how engrained white supremacy is in our culture. I’m getting married this year and have asked my bridesmaids to get “nude” shoes. Just like the “flesh” colored make-up, this concept of “nude” solely applies to the white population – it says, “this is the color that skin should be.” Although I realize this is by no means the worst injustice on McIntosh’s list, this is the point I will walk away thinking about. From now on I’ll make it a point to look out for the “small” injustices – that add up to equal all the larger ones.
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