People

Latinx & Undocumented Student Support Group

Mondays, 2:00pm –3:00pm, starting Week 4

Location: Counseling Center

This support group is offered to create a safe, affirming, and confidential space for Latinx-identified students who would like to explore their multiple identities, discuss ways of balancing multiple roles on and off campus, address subtle and overt forms of discrimination, and connect with one another for mutual support and sense of community. Drop-ins are welcome, no sign-up required. 

For more details, contact Dr. Eric Garcia: egarcia3@uoregon.edu

Grupo de Apoyo para Estudiantes Latinx e Indocumentados

Día y hora: Los lunes 2:00 – 3:00pm, empezando la semana 4

Ubicación: Counseling Center

Este grupo de apoyo esta ofrecido para crear un espacio seguro, de afirmación, y confidencial para estudiantes que se identifican como Latinx o indocumentado quienes quieren explorar sus multiples identidades, discutir maneras de equilibrar sus roles multiples dentro y fuera del campus, abordar diferentes formas de discriminación, y conectar uno con el otro para apoyo mutual y un sentido de comunidad. No hay que registrar. 

Por más detalles, contactar al Dr. Eric Garcia: egarcia3@uoregon.edu

See also: https://cllas.uoregon.edu/lets-talk-from-the-uo-counseling-center/

Tags: ,

Monday, November 4th, 2019 Academics, Human Rights, Immigration, Students No Comments

Gender and Sexuality in Latin America Graduate Colloquium

January 21, 2020
12:00 pm

Browsing Room, Knight Library, 1501 Kincaid St.

Photo by Emily Masucci

Winter Graduate Research Colloquium
a CLLAS Research Series event 

  •  “The Role of Inner Exile in Racial, Sexual, and Gendered Minority Community Formation and Sustenance in Chile And Argentina,” Jon Jaramillo, Romance Languages
  •  “LGBTQ+ Migrants: Strategizing Survival and Love at the U.S.-Mexico Border,” Polet Campos-Melchor, Anthropology
  • “’A Luta Continua:’ Gender-based Violence and the Politics of Justice and Care in Rio de Janeiro, Brazil,” Emily Masucci, Anthropology

Moderated by Gabriela Martinez, School of Journalism and Communication.

The research presented at this  CLLAS Research Series event was funded by the Center for Latino/a and Latin American Studies and the Tinker Foundation. All events are free and open to the public. Light refreshments to be served. Please call (541) 346-5286 or visit cllas.uoregon.edu for more information. EO/AA/ADA Institution; Committed to Cultural Diversity.

Tags: , ,

Let’s Talk: from the UO Counseling Center

Let’s Talk is a program that is offered by many university counseling centers across the US with the purpose of decreasing mental health stigma along with reducing barriers and increasing access to support services, particularly for underrepresented and marginalized students. Let’s Talk offers brief informal consultations for students on a drop-in basis in satellite locations in order to help students address specific needs and to support those that might be hesitant to come to the UCC.

There is no need to schedule an appointment, and students are seen on a first come, first-served basis. The UO Counseling Center will have Let’s Talk Monday through Friday from 2pm-4pm. Updated information about Let’s Talk and available counselors are posted on our website (locations/times might change in future terms). https://counseling.uoregon.edu/letstalk

Tags:

Thursday, October 10th, 2019 Students No Comments

CLLAS Research Grant Writing Workshop for Graduate Students

January 16, 2020
12:00 pmto1:30 pm

Jane Grant Room
330 Hendricks Hall

CLLAS Professional Development Series

Grant-Writing Workshop for Graduate Students

The Center for Latino/a and Latin American Studies will hold its annual Grant Writing Workshop targeted toward graduate students on January 16, 2020.

CLLAS staff members Eli Meyer, director of operations, and Feather Crawford, event planner & project manager, will share tips and strategies for writing successful research grant proposals. This will be an opportunity to learn more about CLLAS’s summer 2020 grants for graduate students. For more information, please contact cllas@uoregon.edu.

Tags: , , ,

Friday, September 6th, 2019 Funding, Graduate students, Research No Comments

Former CLLAS student employee now working for FEMA

Kelsey Madsen, (Master of Public Administration, UO, 2018) former employee/intern at CLLAS, has recently accepted a position with FEMA (Federal Emergency Management Agency) as a Program Delivery Manager within the Public Assistance Program.

Part of her new position will be helping our local community through the grant process in response to February’s snow storm.

After this local grant process, Kelsey will be moved to the next federally-declared disaster to help other communities through their post-disaster phase. She is very happy to have worked with CLLAS through her graduate degree in the PPPM Department because she feels as though the experience directly prepared her for this new position interacting with the local community while administering grants.

Tags: , ,

Wednesday, September 4th, 2019 staff, Students No Comments

COE research helps bilingual children find classroom success

This article appeared in Around the O July 29, 2019. Researchers involved in this study include several CLLAS-affiliated faculty.

Interviewing a mother in the dual language lab

School by itself can be challenging enough for kids, but when you add in the extra hurdle of also learning English, it adds another layer of complexity to things.

Children who are bright might be misclassified into remedial classes because of poor assessment practices that don’t take into account their dual-language experiences. Other kids who have learning disabilities might not get identified as such and miss out on the instruction they need.

Several College of Education faculty members are trying to address these issues as the Spanish-speaking population continues to grow in Oregon and beyond. They’re working to help schools better help these students, more quickly identify those who need additional attention, and find the best methods to teach them English while simultaneously teaching skills they’ll need to succeed in and outside of the classroom.

RELATED LINKS

Department of Educational Methodology, Policy, and Leadership

Department of Special Education and Clinical Sciences

Communication Disorders and Sciences ProgramPATOS: Ducks Advancing Traditions with Outstanding PrideBilingual preschoolers have better impulse control, study findsBilingual ed restrictions hurt California, says UO’s Umansky

Ultimately, the goal is to more seamlessly phase bilingual students into mainstream classrooms rather than marginalize them on the fringes, while also supporting the primary language spoken at their homes.

“The roots of bilingual education are that linguistic diversity is a benefit not just to an individual but also to communities, our country and society as a whole,” said Ilana Umansky, an assistant professor in the Department of Educational Methodology, Policy, and Leadership.

“We’re helping dispel myths that somehow these kids are naturally at risk,” added Lillian Duran, an associate professor in the Department of Special Education and Clinical Sciences. “They’re not. They just speak a different language, and that in itself does not make you at risk. Our educational system creates risk.”

Ilana Umansky

When children enter a school district, parents often fill out questionnaires that ask what language is spoken at home. Any answer other than English triggers an English proficiency test. How children perform on that test could very well determine the trajectory of their lives.

But what about the kids who fall just short in that test and are classified as English-language learners compared with those who just barely pass? Umansky explores the effect of labeling kids as “English-language learners.”

“A lot of opportunities we offer kids are stratified based on race and English-language proficiency,” Umansky said.

Her research explores ways to support greater equity for students, particularly for those who come from immigrant backgrounds and that have a primary language other than English.

Umansky looked at thousands of kids who fell onto both sides of that tipping point. She found that kids who are classified as English-language learners do worse over time — by a small margin — than kids who just meet English requirements and move forward in regular classrooms.

“That’s pretty troubling,” Umansky said. “English-learner services are supposed to help kids, not hurt them.”

Stephanie De Anda

Stephanie De Anda has personal experience growing up in a Spanish-speaking household. As the oldest of three children, the degree of Spanish fluency decreased with each of her two younger siblings as each was exposed to more English at a younger age.

What languages kids hear from birth is a big part of De Anda’s research. She studies how kids connect words in one language to words in the other and how they form those links.

“This has a clinical application for us because we think if we can understand how these languages interact, then maybe we can leverage that in therapy,” said De Anda, an assistant professor in the Communication Disorders and Sciences Program and co-director of the Early Dual Language Development Lab. “So when these kids come to us with a delay, we can say, ‘Oh, I can support your Spanish in hopes it will also help your English and vice versa.’”

There’s a sense of urgency when it comes to supporting academic outcomes when working with kids learning English. Research shows 65 percent to 75 percent of children with early reading problems continue to read poorly.

Of children with reading problems, 10 percent to 15 percent drop out of high school, and 2 percent eventually complete a four-year college program. De Anda’s research focuses on identifying kids with early language delays and impairments and finding interventions that work best to make them successful in school.

“This has always been important, but we’re just starting to put resources toward it,” De Anda said.

Lauren Cycyk

By 2050, one in three children are projected to be Latino, and Oregon has one of the fastest-growing Latino populations in the nation. Schools need to be ready to address their needs. That’s where Lauren Cycyk’sresearch steps in.

Cycyk, an assistant professor in the Communication Disorders and Sciences Program and co-director of the Early Dual Language Development Lab with De Anda, looks at ways to incorporate and involve a student’s community in the process of helping them overcome language or learning disorders prior to entry.

“Language disorders are nondiscriminatory,” Cycyk said. “Learning disorders are nondiscriminatory.”

About 10 percent of children have language-learning difficulties. Her work ensures that early education and special education practitioners work with them in ways that respect children’s culture and language while also incorporating their family early in the process.

“For many families, their home educational systems are very different than ours in the U.S.,” Cycyk said. “It’s simply giving them the key to the black box: ‘Here’s how it works in our educational system, so let’s think about how we can encourage your participation so your child is successful.’”

College of Education

Lillian Duran

Schools regularly test students to gauge their strengths and weaknesses. But when you assess a students’ skills in a language they are still learning, does that really gauge what they know about math, reading or writing?

Lillian Duran is working on ways to more accurately test kids’ skills and then catch them early. She develops assessments for preschoolers that measure their language and early reading skills, such as familiarity with the alphabet.

“Most measures we have right now are only in English,” Duran said. “When you have children who enter a program at 3, 4, 5 years old who have primarily been exposed to Spanish, those measures are a poor reflection of actual ability levels. They can historically score very low on measures of English language and literacy and yet still have very high skills in Spanish.”

Duran’s assessments help identify kids who would benefit from extra support so they’re ready for kindergarten and ensure students aren’t underestimated simply because they don’t speak English.

Duran developed her assessments by working with more than 900 preschoolers across the U.S. She’s now working on another measure to monitor progress, which she expects to be available next year.

“The need is only going to increase,” Duran said. “Just think of the resources we’re pouring into remediation when we should be putting resources into prevention and enrichment activities.”

David Liebowitz

In the 1960s and 1970s nearly 500 school districts were ordered to implement some form of a desegregation policy so schools’ racial makeup would more closely resemble that of their overall district.

In the 20 years between 1990 and 2010, however, 215 school districts were released from their desegregation orders, and the outcomes weren’t all positive, David Liebowitz found in his research.

Liebowitz, an assistant professor in the Department of Educational Methodology, Policy, and Leadership, compared districts that had been released from their desegregation orders with other districts that had not been released or were released at a different time. Districts that were released saw an increase in dropout rates among black and Latino students of 3 percentage points.

“There’s good evidence that desegregation policies improved schools and long-term life outcomes for black and Latino students,” Liebowitz said. “My study looked at what happened at the end of that period when desegregation ended, and it appears to have produced negative outcomes.”

Liebowitz, who joined the College of Education faculty in 2018, is building on his findings by looking for ways Oregon school administrators can better support Latino students in schools, and his work exemplifies that of his fellow College of Education colleagues, especially as it applies to Oregon.

“There’s not lot of quality evidence out there on what actions and behaviors school leaders can take that are most predictive of improved student outcomes,” Liebowitz said. “That’s a really great question to answer in the Oregon context.”

By Jim Murez, University Communications

Tags: , ,

Monday, August 12th, 2019 Affiliated faculty, Research, Schools No Comments



Center for Latino/a and Latin American Studies Gift Fund

Access the above link for giving to the Center for Latino/a and Latin American Studies Gift Fund. Online gifts may be made using the form available at this link; all gifts are processed by the University of Oregon Foundation, a nonprofit 501(c)(3) organization responsible for receiving and administering private donations to the University of Oregon.

Search

 

Upcoming Events

  • No events.

CLLAS Common Reading Brunch with author Helena María Viramontes / Photos by Mike Bragg / Courtesy of the UO Jordan Schnitzer Museum of Art

Categories