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Special bond

University program enrolls daughters, moms in transition process

What does it mean to be an “educated Latina?”

Several young Latinas – and their mothers – have discovered the answer to this question through unique classes offered by Arizona State University: the Hispanic Mother Daughter program. These adolescents and their parents are teamed up to learn the advantages of getting a university education, a goal that is set for them from junior high through college graduation.

One student, junior high graduate Joanna Sanchez, recently went through the program and is feeling excited about the prospect of high school and her future.

“My plans for right now are just to join band, enjoy school, be in lots of clubs, have good grades and graduate with honors,” she says. She has been part of the program for one year and intends to go to ASU with the eventual goal of becoming a judge.

Joanna’s mother, Maria Sanchez, also attended the program, and took obvious pride in her daughter’s accomplishments.

“Every week she comes to me with recognitions from school, from everything,” she says, “My chest is filled with joy.”

 

Maria Sanchez came from a small town in Chihuahua where schools didn’t go past fifth grade.

“The mothers have not gone through the university process,” program director Maria Moreno says, “they are not aware of what it takes to have their daughters be admitted into the university.

“Involving the mothers directly is very vital and one of the reasons the program does have the success that it has,” she adds.

“The mother can also follow up on the daughter,” she says, “It’s just really important to have both of them aware. With the mother’s support, we’re able to motivate the students.”

LEARNING TOGETHER

“It’s something beautiful,” says Maria. “She’s learning and I am also learning. I’m learning how to help her.”

“It made me and my mom connect more,” says Joanna. “Before we hardly talked; now we’re best friends.”

Recent high school graduate Cynthia Botello had no plans for higher education, but after talking with teachers was persuaded to join the program. She and her mom cited the difficulty in coming to the ASU campus every month and the time commitment involved.

But then, “I started going to those workshops and they started telling me about all the things that the university could offer,” she says, “That’s when I realized I can go to college and I should go to college.”

Moreno says that the program’s large time commitment and strict attendance policy are among the reasons that half the students drop out by their senior year.

“It’s hard, because things come up,” says Botello, “Sometimes I had robotics (club) things and she would excuse it. But after I got going through the program I realized it is helping me. I can’t just ditch that program and go do something else.”

Moreno says retention rates are something the program is working on. “But those students that remain in the program, all the students that graduate their senior year, do go on to a place of higher education.”

Such was the case with Botello, who applied to ASU as a construction management student. She now appreciates what the program did for her.

“I was ahead of the other students. When they told us about scholarships at school, I already knew because of Hispanic Mother Daughter. When they told us to apply for the FAFSA, I had already applied,” she says, “I felt ahead and on top of my grades, because they keep track of everything.” (FAFSA refers to the federal student loan application process.)

“There’s a lot of programs that have helped me, like the Hispanic Mother aughter,” Botello says, “I want to get an education so I can help others and can show my little brothers and sisters that they can do it.”

Maria Botello says she is grateful to the program for helping her daughter get an education.

The Botellos came from Durango, Mexico, 16 years ago, and are now permanent residents. When Maria Botello was growing up in Mexico, she completed school to a sixth-grade level.

“I had the hope that, for herself, (Cynthia) could go further,” she says, “We couldn’t (send her) with the money and everything, and now thanks to the program, she can get scholarships.”

“It’s a commitment not only for the daughter, but for the mother,” says Moreno, “Mothers are willing participants because they see the benefit for their daughters. They’re willing to support their daughters through that process. It’s a 10-year commitment, but they’re willing to make it,” she says.

CHANGE IN ATTITUDE

ASU Chicano studies/art student Nancy Herrera has been part of the program since she attended Orangedale Elementary School in Phoenix and now works in the mother daughter program office.

“In the university it changes,” says Herrera, “(Advisors) are at their offices and you can go if you ever need anything. They’re your support.” Herrera says she often revisits her program advisor.

“I go to her for everything,” she says, “Especially your transition from high school to college; I couldn’t have done it without her.”

Moreno, who is Herrera’s advisor, agrees that advisors are one of the most important factors of the program. “We work with them very closely, so we establish a close relationship with them,” she says.

Herrera also enjoyed the cultural aspect of the program.

“We just celebrate each other as culturally diverse women,” she says, “Especially in our culture, women tend to stick to each other.”

Herrera says the program has offered her many unparalleled opportunities.

“When I had an incident with my financial aid, Hispanic mother daughter helped get a scholarship with them. That kept me in school,” she says. “There’re people that I’ve met because of them that have offered me jobs or opportunities.”

Moreno says the Hispanic Mother/Daughter program is vital to ASU.

“I’ve seen an entire class go from freshman year to now being freshmen at ASU,” says Moreno, “I can see the difference that it makes in these students’ lives.”

“We’re giving them a gift of education, educating them about what it means to be an educated Latina,” she says