Mentors Bring College Dreams to Hispanic Girls
For many young Latinas, college seems an impossible dream. Hispanic girls have the highest high-school dropout rate of any racial or ethnic group and are the least likely to earn a college degree, according to a recent study by the American Association of University Women. But 14 Hispanic students at Marymount College of Fordham University are trying to turn the tide by serving as mentors to nearly 50 Hispanic girls from Sleepy Hollow Middle School, just down the road from the college.
“We’re inspiring them to raise their aspirations and pursue their goals,” said Ellen Silber, Ph.D., director of the Marymount Institute for the Education of Women and Girls, which sponsors the Club Amigas program. “Thirty percent of Hispanic girls drop out of high school. So our mentors have already made a great journey to get here.”
One of the mentors, freshman Jenny Guzman, was born in the Dominican Republic and moved to the United States when she was 4. “I had to learn English. I wasn’t a great reader and was always behind,” she said of her middle-school years. “I didn’t really have a support system, but I can give support to these girls.”
Freshman Jenny Guzman (second from right) and three middle school students celebrated the season during a holiday party at Marymount in December.
Each Marymount mentor meets with her three or four middle-school mentees every week for tutoring and talk. So far, the mentoring has primarily occurred at the middle school. However, in December, the girls came to the Marymount campus for a holiday party, where they sang a rousing rendition of “Feliz Navidad,” learned about photography from Sleepy Hollow photographer Margaret Fox, and practiced their new skills thanks to disposable cameras donated by Fuji Film. The plan is for more of the mentoring to take place at the college.
Club Amigas is just one part of the work the institute began this fall to help the daughters of Hispanic immigrants fulfill their academic and social potential. A Hispanic doctoral student at Fordham’s Graduate School of Social Service leads a monthly workshop for the parents of the middle-school girls, and the institute is planning a workshop about Hispanic culture for local teachers.
“Research has found that Hispanic female adolescents continue to receive far less positive reinforcement from their teachers than do their white counterparts,” said Silber. “Yet similar studies show that when Hispanic girls do receive encouragement, there is a significant improvement in their performance.”
The programming will continue into the next academic year in part due to a $50,000 grant from Congresswoman Nita M. Lowey, who sits on the House Appropriations Committee’s subcommittee for education. She said the Marymount program will “ensure that the students receive the educational opportunities to be successful later in life.” The funds, she added, would also “help teachers and schools provide the specialized services Hispanic girls need to stay in school. I am proud to support this vital initiative and look forward to seeing first-hand the positive results.”
A three-year, $30,000 grant obtained from the state education department by the Tarrytown schools also supports the institute’s work. Additionally, the JPMorgan Chase Foundation has recently granted $25,000, and an anonymous donor $50,000, to support the program.
Officials at the middle schools are already praising the project. Miriam Ocasio, Sleepy Hollow Middle School counselor, said that the mentors provide an opportunity for her students to talk about social and academic issues that may be taboo in their homes.
According to Guzman, this is very important.
“Being part of a Latin family, everything is unspoken,” she said. “Certain things you want to talk about with your parents you can’t. But [the girls] can talk to me.”
Middle-school administrators also highlight the benefit to the girls of spending time on a college campus. “The students view it as an opportunity to experience something they can look forward to in the future,” Ocasio said. “They are thinking more long-term.”
Clara Rodriguez, Ph.D., a Fordham sociology professor whose research focuses on Latinos in the United States, said that the mentors can make a major difference in the lives of the young girls. “Middle school is a particularly critical age,” she said. “Unless they have a clear vision of the possibility of college, which the college students may provide, the path can be confusing.”
Silber said she would like to replicate the project in other Westchester County communities, then bring the program to other areas across the country. “We believe the present pilot project can serve as a microcosm of similar situations throughout the nation,” she said. “We would like to disseminate a model that could truly be of use to others.”
Founded in 1992, the Marymount Institute for the Education of Women and Girls is a national center whose mission is to create knowledge and awareness of women’s and girls’ experiences in classrooms at all levels. The institute seeks to help teachers and administrators, parents and policy makers to identify the educational needs of women and girls and translate them into gender-equitable programs for students.
Back to top
More Top Stories in this issue:
Return to Top Stories index
Return to Inside Fordham home page
Copyright © 2004, Fordham University.