Celebrating Latinx Heritage Month: Our Stories Part One

As Latinx Heritage Month comes to a close, we’d like to share some reflections from Nellie Mae staff and board members on what their heritage means to them. Read these personal and important stories below.

Delia Arellano-Weddleton, Director of Engagement and Partnerships: Mi Historia

I identify as Mejicana, Chicana and Latina and I often deal with the tension that comes from being a first-generation American. There is an expression — ‘Ni de aqui, ni de alla’ which describes how I often feel. I don’t always feel that I belong in this country, but I know that I don’t belong in Mexico either.

My family comes from Guanjuato Mexico and belongs to the Guamare Indigenous community. That history gives me great pride and strength. I come from a line of warriors that have had to overcome many challenges.

I value showing up as who I am 100%, be it my accent, my brown skin or the straight hair that connects me to my indigenous roots.

I find pride in the stories that have been passed down to me, whether it is about curranderas or stories that show the strength of my people. These stories give me strength.

I find great joy, knowing that I’ve fulfilled my parents’ American dream and that they can look down and say’ ‘mija you have done us well’. I find joy in passing the torch to my children, nieces, and nephews so that we don’t lose our stories.

The youth give me eseperanza. Historically, social movements have been led by youth and there are many great examples of how Chicanos, Latinos have been leading change. For example, the 1968 high school walk outs in LA, the Young Lords, and the farm worker huelgas.

Youth are having the difficult conversations that other generations haven’t had, whether it is about LGBTQ rights, anti-Blackness in the Latinx community or climate change. They are our hope and I’ll always support them.

Marcos Lucio Popovich, Program Director of Grantmaking: My Reflections

My family comes from San Luis Potosi and Jalisco, Mexico. For several generations (probably beginning in the late 1800s), my family began traveling from Mexico to harvest crops throughout the United States. They were migrant farmworkers working in Texas, Ohio, Oregon and everywhere in between, picking cotton, tomatoes, plums. My grandmother would say that they were not rich in material things, but that they were rich in faith, rich in family, and rich in culture. She taught me to be proud of being Mexican, of being Mexicano, even when the world told us otherwise. She taught me to be proud of our culture, language, and history, and to be proud of the many contributions we’ve made to the U.S. even though it is not written in our history books.

I’m proud of our resilience and work ethic, our courage to risk it all to create a better life for our families. I pray that when the history is written about our current times that we don’t forget to recognize the contributions of migrant farmworkers during this pandemic. They fed our country while working under dangerous conditions.

When I went to college, I met other Latinos that shared similar experiences: Puerto Ricans, Peruvians, Dominicans, Salvadorans. While we each had our own unique histories and cultures, we realized that we faced similar challenges, had similar interests, and that by creating a bond across our various cultures, we could create power, political power, power that can effectuate change. “In unity, there is strength” was our motto. “In unity, there is strength.”

I carry that with me today. No matter what we call ourselves, Hispano, Latino, Latinx, Chicano, Borinquen, we are stronger when we are united. And, we need to continue to find ways to bridge divides, build community, be inclusive and grow the movement for our collective liberation.

Latinos will soon make up 30% (2050) of the U.S. population. My hope is that we foster a people that knows and remembers its history, maintains its pride in its culture and language, rejects assimilation and welcomes acculturation, has opportunities to thrive and succeed, and charts a new and better path forward. The next generation of activists brings me hope that this is possible. “Si, se puede.” Yes we can!

While Latinx heritage month ends after today,

we think it’s important to celebrate Latinx heritage year round. Therefore, look out for the next part in our series coming soon.

Additionally, we understand that language is ever-evolving — and how individuals with Latinx heritage describe themselves varies. We understand this complexity and invite you to learn more here.

Examining Student-Centered Learning Through a Racial Equity Lens

Nick Donohue
Apr 15 · 3 min read
Photo by Yogesh Rahamatkar on Unsplash

Over the past decade and in partnership with many educators, organizers, and communities across the region, the Foundation has played a part in advancing personalized, student-centered approaches to learning across the New England region. This approach has been rooted in assumptions that traditional approaches are not sufficient to address the great disparities in learning outcomes. And while we are still very committed to advancing these approaches we are learning more about what is needed to bring the full benefit of student-centered learning to bear in the name of racially equitable outcomes.

Over the last couple of years at the Nellie Mae Education Foundation, we’ve spent time using a racial equity lens to inspect our past grantmaking strategy that had been focused exclusively on student-centered learning. Additionally, we’ve spent time reflecting on our internal culture and grantmaking practices to inspect and disrupt how white supremacy culture shows up within our organization.

I’ve come to believe that without explicitly focusing on race and increasing public urgency around equity, we will never be able to dismantle a system built to separate and sort students by background, race, and opportunity and replace it with a more effective and equitable approach.

As I enter my final year of working at the Foundation, I’ve spent a good deal of time reflecting on the impact of the organization and our grantee partners’ work throughout the region. I’m extremely proud of what we have accomplished together, from advancing innovative, student-centered approaches to supporting young people to thrive. At the same time, I’ve reflected on the limits of our initial grantmaking strategy. I’ve come to believe that without explicitly focusing on race and increasing public urgency around equity, we will never be able to dismantle a system built to separate and sort students by background, race, and opportunity and replace it with a more effective and equitable approach.

Download a copy of the report

Today, our partners at Coalition of Schools Educating Boy’s of Color are releasing the first phase of research examining student-centered learning through a racial equity lens — informed by community organizations, parents, students, and educators throughout the region. This report tells us what many have long known to be true — that the current student-centered framework as it exists has lacked an explicit focus on racial equity and needs to integrate such a focus to be an effective tool in this effort. The research gives us hope that stakeholders view student-centered learning as a strategy to potentially address racial inequities — but we know that there are many conditions that must be present for these practices to take root (equitable access to transportation, mental health supports, and antiracist curriculum, to name a few).

I am proud to support this work that will continue to inspect our current student-centered learning frame, to better lay the groundwork for these approaches to flourish in ways that most center those impacted in conversations, decision-making, and practices. Phase 2 of the Equity and Student-Centered Learning Project will investigate the development and use of equitable student-centered learning practices by community stakeholders in order to advance racial equity in schools. We look forward to continuing this learning journey with you.

Download a copy of the report!