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Since we know from the 2010 Census report that the Hispanic/Latino population is growing in the United States — the Census predicts that this sector will reach 132 million by 2050 — and that this shift is real, I must work toward making my classroom and my institution more welcoming for Hispanic/Latino students. Given the decrease in Hispanic students at my institution, both I myself and my school need to improve our hospitality.

I obviously have more control over my classroom than I do the whole institution, so I start by trying to make my classroom a safe learning environment for all my students. I begin on the first day of class by inviting students to create a learning contract. I ask all students to reflect on positive and negative learning experiences in the past, and then to set ground rules to avoid the forgettable classroom experiences of the past and strive toward a community of respect for differences. I learned this idea from Tina Pippin, who teaches at Agnes Scott College. While I don’t single out Hispanic/Latino students or any other particular group in the classroom, I do make it clear to the whole class that in addition to office hours I have an open-door policy and am available for any questions — as long as my door is open (which it usually is). 

Since my institution is not particularly diverse, I especially encourage students from underrepresented groups to participate. After showing a video about the residential schools for First Nation people in Canada, for example, I was delighted when a student of the Mohawk tribe spoke about her grandmother’s experience growing up. I also sometimes approach Hispanic/Latino students individually before or after class and let them know that if English is their second language, they can speak to me in Spanish. Some welcome this opportunity and do so, while others prefer to continue in English. Importantly, however, I do not consider one person’s experience normative for a whole people and would never call on any student to speak. I merely attempt to create a welcoming environment and affirm the students who do speak up.

Making an institution more welcoming is difficult, but one can find allies and resources to assist in this task. For example, sometimes a school’s mission and vision statement include affirmations of diversity that can assist in shifting resources to meet institutional goals and priorities. If the goal of the institution is to grow its enrollment, then certainly the increase in the Hispanic/Latino population, particularly among young people, must catch the eye of enrollment management. Just as any business reads the United States Census report, many colleges want to get their “market share” of the Hispanic population. The importance of close family ties makes attending a school close to home — and perhaps even commuting — an attractive option. In the case of my school, 62 percent of the student body comes from within the state, and so the prospective Hispanic student already fits the profile. Making a change as small as having a Spanish option on the institution’s website (and there are free translation programs available) can give the impression of being a Hispanic-friendly school. Although the prospective students will have a high school degree and speak English, their parents may not and might appreciate the ability to read about the school in Spanish.  

One might also find sympathetic allies in certain offices across campus, such as student services, admissions, financial aid, and even athletics, who could help create a welcoming environment. On more than one occasion I have invited the Hispanic/Latino students out for coffee or a meal. I have suggested organizing some activities together to foment a support group to help with the loneliness and cultural issues unique to Hispanic/Latino students studying on a primarily Anglo-Saxon campus. 

Lastly, one can look at other schools that are more successful in recruiting and retaining ethnic minority students and what they are doing to value diversity. Contrary to popular belief, it doesn’t always take a lot of money to have the support system in place for ethnic minorities to excel, but the school must be intentional about making people feel at home.    



 

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