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  • How pro-Palestinian protesters at one UC campus got a deal

    How pro-Palestinian protesters at one UC campus got a deal


    The bell tower and UCR sign on the campus of UC Riverside.

    Credit: UC Riverside / Stan Lim

    Sitting across from UC Riverside Chancellor Kim Wilcox inside a conference room on the campus, Samia Alkam presented him with her Palestinian identification card.

    A doctoral student at Riverside, Alkam’s identification limits her to the West Bank in Palestine. She explained to Wilcox that even though she also has American citizenship, Israel bars West Bank residents like her from traveling to places such as Tel Aviv and Jerusalem without a special permit or visa. 

    That was relevant to the matter at hand, as Wilcox and Alkam deliberated over what to do about a summer abroad program offered by Riverside’s School of Business. As part of the program, students visit Jerusalem and Tel Aviv. 

    Days earlier, pro-Palestinian student protesters at Riverside erected an encampment and demanded administrators cut ties with Israel. Alkam, the lead negotiator for students, implored Wilcox to discontinue the abroad program, arguing it violated the university’s anti-discrimination policy because not all students could participate regardless of their country of national origin. 

    “They have students who are on campus who can’t participate in that program just because of their birth status,” Alkam told EdSource later. “It was really important for me to illustrate that in a very visual way for them.”

    According to the U.S. State Department, American citizens who are also residents of the West Bank need a visa or permit to enter Israel. Other Americans can use their passport to visit for business or tourism purposes without a visa.  

    Focusing on the study abroad program reflected the students’ strategy to try winning tangible changes at Riverside even if they couldn’t get the campus to divest financially from companies tied to Israel amid its war on Gaza, a key demand of protesters at campuses across the country.

    Aided by their faculty adviser, Christine Victorino, who previously was Wilcox’s chief of staff, the students came to the negotiating table with what they believed were reasonable asks. A spokesperson for Riverside said nobody on Wilcox’s staff was available for an interview, but directed EdSource to Victorino. With an intimate knowledge of how the chancellor’s office operates, she advised the students on making requests that had a chance to be successful.

    On the second night of negotiations, Alkam and other negotiators met with Wilcox for seven hours inside the conference room at Riverside’s Hinderaker Hall. By the next morning, they had their deal, which included terminating the abroad program.

    Rather than single out the program in Israel, Wilcox discontinued all of the business school’s global programs, which also operate in Oxford, Cuba, Vietnam, Brazil, China, Egypt and Jordan. Wilcox’s office declined to comment for this story, but according to his office’s website, officials learned “through our dialogue” during the negotiations that the abroad program was not “consistent with university policies.” 

    As part of the deal, Wilcox also agreed to consider whether campus vendors should be permitted to sell Sabra hummus products. Students at Riverside and other campuses across the country for years have targeted Sabra. One of Sabra’s owners is the Strauss Group, an Israeli food company that has long been scrutinized by pro-Palestinian activists over its support for the Israeli Defense Forces.

    While not committing to divestment, Wilcox said he would start a process to review the Riverside campus endowment’s investments. That was the most Wilcox could do because Riverside doesn’t manage its own endowment; instead, UC’s systemwide investments office does. Under the agreement, Riverside will explore the possibility of managing the endowment itself.  

    Wilcox made the concessions after two days of negotiations. In exchange, student protesters agreed to end their encampment just four days after they initially erected it. The campus also avoided the violence between pro-Palistinian protesters and Israeli supporters that had occurred earlier that week at UCLA, which negotiators believed was a motivating factor for Wilcox to get a deal. 

    As college protesters across California have demanded their campuses cut ties with Israel, few have gotten any formal concessions. Across most campuses, negotiations have either stalled or ended altogether. Several campuses have even resorted to calling in police to forcibly disband encampments and arrest students. 

    But at Riverside, the spring quarter is ending with little fanfare. A stark contrast to several other University of California campuses, Riverside has remained peaceful in the weeks since the agreement, which remains one of the few deals reached by campus protesters and administrators across California. Others to make deals include UC Berkeley and Sacramento State.

    Of UC’s seven campuses on the quarter calendar where classes continued into this month, Riverside was also the only one where academic workers did not strike. Graduate assistants and other student workers did strike at the six other campuses, arguing that UC violated union members’ rights by retaliating against them for participating in pro-Palestinian protests.

    “I knew that I would look more revolutionary if we stood firm and we kept our encampment up for longer, and we started getting arrests and getting the same press coverage as other universities,” Alkam said. “But to me, it was more important to get the material changes that we did get.”

    Avoiding violence

    Two nights prior to the main negotiating session at Riverside, counterdemonstrators at UCLA violently attacked the pro-Palestinian encampment there, injuring student protesters and sending some to the hospital. 

    Wilcox, students believed, did not want to risk a similar situation unfolding at his campus, which prides itself on being one of the most ethnically diverse and welcoming universities, including for Middle Eastern students. Riverside was the first in the nation to have a Middle Eastern Student Center, according to its website.

    “Their whole image is centered around them being progressive and them being diverse,” Alkam said. “They felt so much pressure to not look like UCLA.”

    Victorino, the faculty adviser for the students, agreed. She said in an interview that “as a former administrator, the main concern” was the possibility of violence. 

    It was that kind of insight into the chancellor’s office and how it operates that Victorino was able to provide to the students. Before last year, she had spent seven years as Wilcox’s chief of staff. In that role, she helped Wilcox navigate several major controversies and challenges, including the Covid-19 pandemic and a restructuring of the campus police department. 

    Victorino, now a professor of practice in Riverside’s school of education, only got involved in the encampment negotiations after being approached by Alkam. Alkam was previously Victorino’s teaching assistant and asked her to be the students’ adviser. Unsure if she wanted to involve herself in the negotiations, Victorino sought advice from Wilcox. He encouraged her to accept the role, so she did.

    She helped the students understand what would and wouldn’t be possible. Victorino, for example, explained to the students that Riverside’s endowment is managed by the systemwide office, giving Wilcox little control over the campus investments. With that information, the students compromised on their original demand calling for Riverside to immediately divest its endowment funds from any companies related to Israel. 

    Victorino even told them how Wilcox might react to certain requests. “We kind of just role-played what the meeting would be like,” Victorino said.

    Elsewhere, negotiations stall

    More than a month since their deal, Riverside remains one of the few campuses where protesters and officials found common ground. 

    At other campuses, like UC Santa Cruz, negotiations have gone south. About two weeks ago at that campus, after weeks of stalled negotiations, Chancellor Cynthia Larive called in police who disbanded an encampment there and arrested students. Police also have dismantled encampments and arrested protesters at campuses such as UC Irvine, UC San Diego and UCLA, where a second encampment was erected.

    Complicating the negotiations is the governance structure of the 10-campus University of California and 23-campus California State University systems. Both systems are governed by centralized boards and systemwide president’s and chancellor’s offices, limiting the autonomy of campus-level administrators.

    CSU system officials publicly scolded one campus president, Sonoma State President Mike Lee, for agreeing to seek “divestment strategies” and to not engage in study abroad programs in Israel. Lee was placed on administrative leave and, two days later, said he would retire. 

    “The chancellor and presidents have been in constant contact during protest activities on campuses with the intent that decisions at the university level are made in consultation with the Chancellor’s Office,” CSU spokesperson Amy Bentley-Smith said in a statement to EdSource. 

    A UC spokesperson declined to comment. But UC said in a statement in April that it “opposes calls for boycott against and divestment from Israel.”

    At Santa Cruz, protesters initially set up their encampment about six weeks ago, but it has been more than a month since administrators have negotiated with them. Student protesters last submitted a set of demands to Larive’s staff on May 10, but “there’s been no official communication between us and the administration since then,” said Jamie Hindery, an undergraduate student at the campus and a spokesperson for the protesters. 

    A Santa Cruz spokesperson did not return a request for comment on this story. 

    Larive in a statement said the encampment was unlawful and a “dangerous blockade from the campus entrance.” She added that the encampment “disrupted campus operations and threatened safety, including delaying access of emergency vehicles.”

    Protesters, however, dispute that. “Copious eyewitness testimony, backed by photos and video evidence, contradict this account,” the campus chapter of Students for Justice in Palestine said in a statement responding to Larive. 

    Hindery said the police activity eliminated any chance of negotiations resuming. It’s a reality he believes is true across most UC campuses, where finals are happening this week and commencement ceremonies are scheduled for this weekend. “People don’t want to attend their own graduations. Students feel betrayed and unsafe,” he said. “I would be very surprised if campus-level negotiations were to restart any time soon.” 

    Meanwhile, at Riverside, Alkam credited administrators for choosing “peace and safety” and compromising with the students.

    “That’s something that the other campuses should have learned from, and they definitely didn’t,” she said.





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  • Native American students miss school at higher rates. It only got worse during the pandemic

    Native American students miss school at higher rates. It only got worse during the pandemic


    Social worker Mary Schmauss, right, greets students as they arrive for school in October Algodones Elementary School in Algodones, New Mexico.

    Credit: Roberto E. Rosales / AP Photo

    After missing 40 days of school last year, Tommy Betom, 10, is on track this year for much better attendance. The importance of showing up has been stressed repeatedly at school — and at home.

    When he went to school last year, he often came home saying the teacher was picking on him and other kids were making fun of his clothes. But Tommy’s grandmother Ethel Marie Betom, who became one of his caregivers after his parents split, said she told him to choose his friends carefully and to behave in class.

    He needs to go to school for the sake of his future, she told him.

    “I didn’t have everything,” said Betom, an enrolled member of the San Carlos Apache tribe. Tommy attends school on the tribe’s reservation in southeastern Arizona. “You have everything. You have running water in the house, bathrooms and a running car.”

    A teacher and a truancy officer also reached out to Tommy’s family to address his attendance. He was one of many. Across the San Carlos Unified School District, 76% of students were chronically absent during the 2022-23 school year, meaning they missed 10% or more of the school year.

    Years after Covid-19 disrupted American schools, nearly every state is still struggling with attendance. But attendance has been worse for Native American and Alaska Native students — a disparity that existed before the pandemic and has since grown, according to data collected by The Associated Press.

    Out of 34 states with data available for the 2022-2023 school year, half had absenteeism rates for Native students that were at least 9 percentage points higher than the state average.

    Many schools serving Native American students have been working to strengthen connections with families who often struggle with higher rates of illness and poverty. Schools also must navigate distrust dating back to the U.S. government’s campaign to break up Native American culture, language and identity by forcing children into abusive boarding schools.

    History “may cause them to not see the investment in a public school education as a good use of their time,” said Dallas Pettigrew, director of Oklahoma University’s Center for Tribal Social Work and a member of the Cherokee Nation.

    With the vast majority of students at Algodones Elementary School in New Mexico residing at San Felipe Pueblo, the school and the Bernalillo school district are making efforts to turn that around the high rates of school absenteeism in Native American communities. Pictured are Kanette Yatsattie , 8 , left, and his classmate Jeremy Candelaria, 10, hanging out by a board depicting the race for best attendance at the school on Tuesday Oct. 1, 2024.
    Credit: Roberto E. Rosales / AP Photo

    On-site health, trauma care helped bring students back

    The San Carlos school system recently introduced care centers that partner with hospitals, dentists and food banks to provide services to students at multiple schools. The work is guided by cultural success coaches — school employees who help families address the kind of challenges that keep students from coming to school.

    Nearly 100% of students in the district are Native, and more than half of families have incomes below the federal poverty level. Many students come from homes that deal with alcoholism and drug abuse, Superintendent Deborah Dennison said.

    Students miss school for reasons ranging from anxiety to unstable living conditions, said Jason Jones, a cultural success coach at San Carlos High School and an enrolled member of the San Carlos Apache tribe. Acknowledging their fears, grief and trauma helps him connect with students, he said.

    “You feel better, you do better,” Jones said. “That’s our job here in the care center is to help the students feel better.”

    Jason Jones, cultural success coach and care center manager, talks about the care center at San Carlos High School on Aug. 27 in San Carlos, Arizona. (AP Photo/Ross D. Franklin)
    Credit: Credit: Ross D. Franklin / AP Photo
    The Rice Primary School Care Center in San Carlos, Arizona. (AP Photo/Ross D. Franklin)
    Credit: Ross D. Franklin / AP Photo

    In the 2023-2024 school year, the chronic absenteeism rate in the district fell from 76% to 59% — an improvement Dennison attributes partly to efforts to address their communities’ needs.

    “All these connections with the community and the tribe are what’s making a difference for us and making the school a system that fits them rather than something that has been forced upon them, like it has been for over a century of education in Indian Country,” said Dennison, a member of the Navajo Nation.

    In three states — Alaska, Nebraska, and South Dakota — the majority of Native American and Alaska Native students were chronically absent. In some states, it has continued to worsen, even while improving slightly for other students, as in Arizona, where chronic absenteeism for Native students rose from 22% in 2018-19 to 45% in 2022-23.

    AP’s analysis does not include data on schools managed by the U.S. Bureau of Indian Education, which are not run by traditional districts. Less than 10% of Native American students attend BIE schools.

    Schools close on days of Native ceremonial gatherings

    At Algodones Elementary School, which serves a handful of Native American pueblos along New Mexico’s Upper Rio Grande, about two-thirds of students are chronically absent.

    The communities were hit hard by Covid-19, with devastating impacts on elders. Since schools reopened, students have been slow to return. Excused absences for sick days are still piling up — in some cases, Principal Rosangela Montoya suspects, students are stressed about falling behind academically.

    Staff and tribal liaisons have been analyzing every absence and emphasizing connections with parents. By 10 a.m., telephone calls go out to the homes of absent students. Next steps include in-person meetings with those students’ parents.

    “There’s illness, there’s trauma,” Montoya said. “A lot of our grandparents are the ones raising the children so that the parents can be working.”

    About 95% of Algodones’ students are Native American, and the school strives to affirm their identity. It doesn’t open on four days set aside for Native American ceremonial gatherings, and students are excused for absences on other cultural days as designated by the nearby pueblos.

    Second grade teacher Lori Spina taking a photo of her class for her newsletter in October at Algodones Elementary School in Algodones, New Mexico. (AP Photo/Roberto E. Rosales)
    Credit: Roberto E. Rosales / AP Photo
    Principal Rosangela Montoya waves goodbye to parents as students arrive at Algodones Elementary School in Algodones, New .Mexico. (AP Photo/Roberto E. Rosales)
    Credit: Roberto E. Rosales / AP Photo
    With the vast majority of students at Algodones Elementary School in New Mexico residing at San Felipe Pueblo, the school and the Bernalillo school district are making efforts to turn around the high rates of school absenteeism in Native American communities. Pictured is a third grade class in October.
    Credit: Ross D. Franklin / AP Photo

    For Jennifer Tenorio, it makes a difference that the school offers classes in the family’s native language of Keres. She speaks Keres at home, but says that’s not always enough to instill fluency.

    Tenorio said her two oldest children, now in their 20s, were discouraged from speaking Keres when they were in the federal Head Start educational program — a system that now promotes native language preservation — and they struggled academically.

    “It was sad to see with my own eyes,” said Tenorio, a single parent and administrative assistant who has used the school’s food bank. “In Algodones, I saw a big difference to where the teachers were really there for the students, and for all the kids, to help them learn.”

    Over a lunch of strawberry milk and enchiladas on a recent school day, her 8-year-old son, Cameron Tenorio, said he likes math and wants to be a policeman.

    “He’s inspired,” Tenorio said. “He tells me every day what he learns.”

    Home visits change perception of school

    Velma Kitcheyan, a third grade teacher at Rice Intermediate School, instructs her students in San Carlos, Arizona. (AP Photo/Ross D. Franklin)
    Credit: Ross D. Franklin / AP Photo
    Rice Intermediate School Principal Nicholas Ferro walks to a classroom at Rice Intermediate School in San Carlos, Arizona.
    Credit: Ross D. Franklin / AP Photo

    In Arizona, Rice Intermediate School Principal Nicholas Ferro said better communication with families, including Tommy Betom’s, has helped improve attendance. Since many parents are without working phones, he said, that often means home visits.

    Lillian Curtis said she was impressed by Rice Intermediate’s student activities on family night. Her granddaughter, Brylee Lupe, 10, missed 10 days of school by mid-October last year but had missed just two days by the same time this year.

    “The kids always want to go — they are anxious to go to school now. And Brylee is much more excited,” said Curtis, who takes care of her grandchildren.

    Curtis said she tells Brylee that skipping school is not an option.

    “I just told her that you need to be in school, because who is going to be supporting you?” Curtis said. “You’ve got to do it on your own. You got to make something of yourself.”

    The district has made gains because it is changing the perception of school and what it can offer, said Dennison, the superintendent. Its efforts have helped not just with attendance but also morale, especially at the high school, she said.

    “Education was a weapon for the U.S. government back in the past,” she said. “We work to decolonize our school system.”

    Lee reported from Santa Fe, New Mexico, and Lurye reported from New Orleans. Alia Wong of The Associated Press and Felix Clary of ICT contributed to this report.





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