In Lak'ech: You Are My Other Me — Magnolia Landa-Posas | Ed Talks Fall 2018

Summary

The speaker recounts their challenging start at CU-Boulder, feeling unwelcome and considering leaving. However, they found a supportive community with MASA (Mexican American Student Association) and learned about past activism for equity in education. Inspired, they co-founded a summer outreach program to encourage Chicano and Latino students to pursue higher education, aiming for representation parity. The program, 'Aztlán,' focuses on empowerment through five core beliefs, fostering change and hope. The speaker, now a graduate and program co-director, urges educational institutions to reflect on perpetuating systems of power and to embrace diverse knowledge and experiences.

Takeaways

• 🎓 The speaker arrived at CU-Boulder in 2012 with aspirations to graduate, become a doctor, and achieve the American dream.
• 😔 The first semester was challenging, with numerous unpleasant experiences leading to feelings of not belonging and contemplation of leaving the university.
• 👨‍👩‍👧‍👦 The speaker's parents are Mexican immigrants who sacrificed to provide a better future for their children, adding pressure to succeed.
• 🏠 The thought of returning home to parental disappointment was unbearable, leading the speaker to seek a new support system on campus.
• 🤝 They found a community in student groups focused on Mexican American students, which helped reshape their worldview and sense of belonging.
• 📚 Learning about past activism and the struggles of Chicano students in the 1970s inspired the speaker to stay and fight for equity and education.
• 🌟 The realization that representation and diversity at CU were lacking led to the creation of a summer outreach program to attract Chicano and Latino students.
• 🔢 Despite being only 9% of CU's graduates, Latinos make up 21% of Colorado's population and 31% of its K-12 student body, highlighting a significant disparity.
• 🌈 The summer program, 'Aztlán and Now', was designed to empower students through academic experiences, leadership development, and community engagement.
• 🌟 The program's success is evident in its growth from a 3-day event with 20 students to a 10-day program with 42 participants from across Colorado.
• 💪 The speaker, now a CU-Boulder graduate and co-director of the program, calls for a continued commitment to diversity, representation, and support for students of color.

Q & A

What was the speaker's initial goal upon arriving at CU-Boulder?

The speaker's initial goal was to graduate, become a doctor, and live out the American dream.

What challenges did the speaker face during their first semester at CU-Boulder?

The speaker faced a significant number of unpleasant experiences, feelings of not belonging, and contemplation of leaving the university.

How did the speaker's perspective change after finding a new community at CU-Boulder?

After finding a new community, the speaker's worldview was turned upside down, realizing that their experiences with isolation and microaggressions were shared, and learning about activism and the history of Chicano and CU student activists.

What historical event did the speaker learn about that influenced their decision to stay at CU-Boulder?

The speaker learned about the Bolder Six Chicano and CU student activists who died in 1974 in pursuit of equity, justice, and the right to education.

What was the demographic discrepancy the speaker observed at CU-Boulder in 2017?

In 2017, only 517 Latino students graduated from CU, which was roughly 9% of all graduates, while Latinos made up 21% of the state's population and 31% of the K-12 student population in Colorado.

What was the main objective of the summer outreach program proposed by the speaker and their community?

The main objective was to encourage Chicano and Latino students throughout Colorado to become interested in and pursue higher education, addressing the issue of diversity at CU-Boulder.

What was the historical inspiration for the summer outreach program proposed by the speaker?

The historical inspiration was the work of the United Mexican American Students (UMAS) and their Summer Bridge programs from 1967 to 1971, which significantly increased the enrollment of Chicano and Latino students.

What are the five core beliefs integrated into the summer program's activities?

The five core beliefs are: 1) Fiscal polka - critical self-reflection, 2) Gets that Goya - precious and beautiful knowledge, 3) Chief ethic - transformation, 4) We chilla portly - well to act, and 5) Revolutionary hope and love.

How did the speaker describe the process of change within the summer program?

The speaker described the process of change as circular, messy, painful, rigorous, and invigorating, emphasizing the importance of hope and love at the center of the work.

What is the speaker's hope for the future of students and the university?

The speaker hopes that students continue to grow, challenge themselves, and transform their lives and society, with the university supporting and reflecting the diversity it seeks.