Gated Community – Access Denied (PART II)
By Quetzal Mama • August 23, 2014
Gated Community – Access Denied
Part II
Roxanne Ocampo 2014
Last month, we read
about a Latina superstar named Meysel.
We learned Meysel’s academic potential could have been thwarted by the “denied”
label through a GATE examination. We
also learned Meysel’s mom did something that effectuated damage control and
ultimately influenced her daughter’s trajectory from elementary school to Harvard
University. What did she do? Meysel’s mom won this battle by employing Quetzal
Mama Principle #1:
You (the parent) realize and appreciate the power and responsibility you possess for the direction of your child's academic future.
Meysel’s mom didn’t buy into the District’s assessment of her
daughter. And, she refused to let her
daughter believe she wasn’t “smart.” She
also wasn’t “hush-hush,” awkwardly diminishing the situation and pretending it
didn’t happen. She spoke to her daughter
about the incident – straightforwardly explaining the politics and history of
access for Latinos into specialized programs.
She knew that kids who understand racism have a keen sense of identity and
are better equipped to avoid internalizing negative, racist labels. She produced facts that supported reasons why
Meysel should have been selected, so that Meysel could understand the decision was
not due to her intelligence or abilities.
Through this ordeal, Meysel’s mom did something very
powerful. The thing she did had a
greater effect on her daughter than any test score, award, assessment, or admittance
to a selective program.
Mama
ManeuveringTM
Meysel’s mom was practicing a form of behavior characterized by
adults who challenge authority and “speak up” as a means to navigate
educational bureaucracy on behalf of their children. I call it “Mama ManeuveringTM.” Mama Maneuvering is a
manifestation of Quetzal Mama Principle #1.
It is a set of intentional and strategic actions and behaviors that
yield positive academic and social outcomes for Latino children. The behavior is characterized as advocacy
through assertive, specific, and diligent communication in various mediums.
In our GATE situation, it was demonstrated verbally – in face-to-face meetings and phone calls; electronically – in an email to
challenge a situation and request clarification; and communal – by rallying support of other parents within the
community. Sometimes, Mama Maneuvering
is simply the physical presence of the parent at a school campus – alerting
district staff, teachers, and administrators that a Quetzal Mama is on the
watch.
Other communities outside the Latino community are familiar with Mama
Maneuvering. These mamas are
knowledgeable about special schools and programs, and are savvy about
negotiating the educational system.
Bonus – they have a critical resource many in our Latino community do
not: financial resources and social
capital. They know their child’s
placement in the GATE Program can lead to better quality instruction and
enrollment in college preparatory courses such as AP, IB, or Honors. And,
they work it.
No, I’m not going to say that “certain” groups have monopolized the Mama
Maneuvering strategy. However, we can
certainly look at recent statistics concerning enrollment in the GATE program
as an indicator:
“White and Asian
students make up nearly three-fourths of
students enrolled in GATE. On the
other hand, Hispanic and African-American students are disproportionately
underrepresented in these educational opportunities.”
So,
while Meysel was home reading Issue #42 of the Powerpuff Girls, her mom was at
a District meeting fighting for her.
This was a psychologically empowering moment for Meysel. Having an advocate
validated Meysel and helped her reconcile an otherwise irrational and unjust
process. It also validated her identity
– knowing that her mom felt she was gifted
and that her academic merit should have secured her spot in their program.
Now you’re probably
wondering what else Meysel’s mom did after the GATE fiasco? Meysel’s mom sought mentors for her
daughter, scoured the internet to identify STEM related activities, and
identified resources to help her daughter become a competitive candidate for
national leadership and internship opportunities. She read books and talked with parents to
learn strategies to benefit Meysel.
She became a regular feature at her daughter’s schools – ensuring
Meysel was properly assessed and given opportunities for selective STEM
programs and curriculum. You can see that it wasn't one thing, but an orchestrated, cumulative effect of many "things" that attributed
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Without this maneuvering, it's unlikely Meysel would be dining in Harvard's Annenberg Hall.
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Meysel’s mom did all of
these things because she knew seven-year old Meysel
could not possibly advocate on her own behalf.
She knew it was her responsibility to ensure Meysel had
every opportunity for academic success – and that Meysel deserved every opportunity.
This is Mama Maneuvering, and this is key to developing Latino superstars. We need to work it, just like other
parents. How can you adopt Quetzal Mama Principle #1, so that your kids can benefit
through your maneuvering?
Learn how to Mama Maneuver by reading, "Flight of the Quetzal Mama: How to Raise Latino Superstars and Get Them into the Best Colleges"