Angelic Anderson Sample

The Denver community is working to help alleviate this cycle of poverty from their community. It was great to see that even though this is a huge problem in Denver they are taking steps, however small in light of the current situation, to improve their community. On our trip, we worked with DenUM Urban Ministries which is one such place trying to educate the public and help give aid to those who are homeless. Through this program, our group had the opportunity to learn about homelessness through hands-on activities. Showing the logistics of what poverty looks like on a personal level in a families finances and the tough choices

During the 1970s and early 1980s, racism was enormously prominent and it was difficult for young, black males to succeed in a society that did not support their ambitions to receive a higher education. As a result of the oppression, many African Americans did

In “Keeping Close to Home: Class and Education”, bell hooks writes about her experience with her family as she, a young educated black woman, first of her family, goes off to Stanford University. While her parents’ attitude towards her leaving her home to further her education was not the best, hooks used this struggle to make an educated point that while pursuing a higher education, it is important for young adults to maintain family and community values. While reading this essay, I not only agreed but also connected personally with hooks’ point about never forgetting where you come from due to my family’s immigrant background.

When a person presently looks at university school systems, one never imagines the struggle to obtain such diverse campuses. With Caucasians, Asians, Latinos, and African Americans all willing and able to attend any institution, it is difficult now to envision a world where, because of one’s skin color, a person is denied university acceptance. In actuality, this world existed only fifty years ago. In a time of extreme racial discrimination, African Americans fought and struggled toward one of many goals: to integrate schools. As a pioneer in the South, a man named James Meredith took a courageous step by applying to the University of Mississippi, an all white

These claims have been well documented. However, the connection to the graduation gap may be clearer with an answer of how other factors such as financial and other family problems brought about by poverty affect them. The rest of the book provides possible solutions to questions of invisibility such as respecting and valuing black students. Another solution is removing remedial programs for challenging curricula and supports that are appropriate.

As a first-generation Latina college graduate, I faced some tough obstacles while getting my degrees, but looking at what students are currently facing, I don’t think I had it nearly as hard as they do right now. It’s counterintuitive that it would be more difficult to navigate the higher educational system today than it was 20+ years ago, but that’s what seems to be happening; and with the new administration in Washington, I sense the pendulum is swinging even further away from access for those in already underserved and underprivileged

General Description of the Book. This book contains stories and experiences shared by different college students from different institutions in America. This narrates the situations they have gone throughout their pursuit for their educational attainment and as well as their voyage in achieving their dreams in life. They were surrounded by different voices from different people; their challenge is that whose voice they will listen too in times of difficulties.

There are several Black male initiatives on college campuses around the United States that focus on supporting the high school to college matriculation and retention of African American males. Furthermore, these initiatives are designed to support Black males as they navigate through their perspectives institutions (Palmer & Gasman, 2008). Support can come in many ways. For the purpose of this section, I will highlight some of the programs that focus on the success of African American males; Penn GSE Grad Prep Academy, Sam Houston State University, The Ohio State, and UCLA.

African-American women have not received much consideration in the literature although they are a rising presence on college campuses (Strayhorn & Johnson, 2014). In fact, nationally 4 million women are enrolled in community colleges, 36% are African-American raising children alone, in which adds additional challenges in improving persistence and graduation (Goldrick-Rab & Sorensen, 2011, Institute for Women’s Policy Research, 2013, American Association of Community Colleges, 2016, Shapiro, Dundar, & Huie, 2017). More specifically, female, single heads of households, lack consistent and affordable daycare, have problems balancing their family and work responsibilities, and are more likely to drop out due to financial issues (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006, Goldrick-Rab & Sorensen, 2011, Rose & Hill, 2013). Furthermore, in an examination of six-year completion results from the fall 2010 cohort states, over 58% of black women have attended college, however, only 29% graduated with a degree or certificate

Homelessness is a serious issue that is looked down upon within my community. Many homeless die when it’s too hot, too cold, or too wet. The New Orleans Mission sees this a huge issue and argue that homeless people are real people who need real resources, like shelter, food, and clothes. In addition, they have found that, without supportive services, housing is often not enough to end homelessness. From helping homeless youth, to providing assistance in obtaining disability benefits, to providing transportation, to offering intensive job training assistance to homeless veterans. The New Orleans Mission operate a number of innovative

My opening movement revolved around the theme that college was a lost path, however it was the path I desired to endure to give back to my parents. Growing up in a Hispanic community, I was raised with a preconceived notion that college was not vital for my future. It was merely an alternative path to choose from. No one in my family had received anything higher than a high school diploma. Consequently, I lacked motivation to go to college. All I knew was that I didn’t want to struggle with an

Although I was flourishing in school, I still could not picture myself at UCLA, the number two public school in the nation, without an athletic scholarship. The stereotype of black students earning a spot in a “most selective” because of their athletic abilities instead of their intellectual abilities was holding me back. I do not know of any blacks from my school being accepted into the school, but instead of letting this fact deter me, I used it as inspiration. I want to be the black student that enables younger black students to picture themselves at selective schools like UCLA. Black students need individuals that are breaking down racial barriers and succeeding in occupations that they previously weren’t exploring. In order for the younger generation to succeed, we need the advice of the more experienced, more knowledgeable older generation. By receiving their guidance, we will be able to progress the success that they have already

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

Students of color in the United States struggle to access higher education, as a result of institutional racism and discrimination. This is troubling because college education is considered a way to increase opportunity and chances of success with finding employment and earning a high salary. This disparity can be attributed to the history of racial segregation in the US education system, which has produced differences of opportunity between students of color and white students (Chaisson 2004). It is difficult for students of color in higher education; specifically those who attend predominantly white institutions (PWI’s), because they must confront systemic racism at these institutions as well as in the larger US society. How can we combat these disparities? Is equal opportunity and equality in higher education is the answer? Seemingly this would be the solution, but Brower (2004) argues that it is not enough to have legal equal access to education because, “for those entering college, 56 percent of black Americans, compared to 36 percent of white Americans, never graduate.” (pg. 96). Although this statistic directly focuses on African American college populations, it has implications for all students of color. This begs the question, what makes students of color and white students so different? Based on the sociohistorical context of higher education in the US, the variable that changes the success of a college student and their likelihood to graduate is race.

Please describe how your personal background and experiences inform your decision to pursue a graduate degree. In this section, you may also include any relevant information on how you have overcome barriers to access higher education, evidence of how you have come to understand the barriers faced by others, evidence of your academic service to advance equitable access to higher education for women, racial minorities, and individuals from other groups that have been historically underrepresented in higher education, evidence of your research focusing on underserved populations or related issues of inequality, or evidence of your leadership among such groups.