Brief Summary of Minutes of Annual Meeting

NCERA 216 Planning Meeting May 11, 2022, 3:30 p.m. to 4:30 p.m.

Minutes

Call to Order: Debra Bolton, Chair 

Present:  Debra Bolton, Ness Sandoval, Andres Mesa, Corinne Valdivia, Stephen C. Jeanetta, Gerardo R. Martinez, Bertha Mendoza

Agenda

Prepare for Annual Meeting 2022:

1. Recruitment strategies to replace retiring and exiting NCERA 216 state representatives
2. Need guidance on impact statements – Debra will send guidelines
3. Establish more interstate collaboration as suggested by Corinne who also serves on NC1030.
4. Can we brainstorm additional research and programming collaboration?
1. Interstate collaborations should be research based with proof of programming highlighting best practices and outreach
2. Final product, an extension lesson
3. Published paper submitted to a peer reviewed journal
4. Corinne suggested we look at some of the entrepreneurship collaborations.

5. Recruitment of new members – Andres will confirm our ability to send NCERA 216 annual meeting notice and minutes to Cambio de Colores 2022 registrants
6. Update in NIMSS (get people registered) – a quick check on the NIMSS website revealed that some of our members have not registered in NIMSS – Debra will send directions to people re: getting registered in NIMSS
7. Impact statements from NCERA 216 members – Debra will send guidelines

1. Items for discussion at annual meeting of NCERA 216 2022 annual meeting
1. What strategies do we have to recruit new members to NCERA 216?
2. How can we schedule webinars and who will host them? Steve suggested a program in his state called, “Welcoming Communities Assessment.”  Steve will approach its leaders to see if a webinar can be offered covering, “Are communities ready to welcome underserved, immigrant, and Latinx populations?” for this “kickstart” project.

Other items: Regarding recruitment, Maria Marshall from Purdue was mentioned as a possible member.  Corinne will reach out to her.

2022 NCERA 216

Officers and Committee Members

Chair: Debra Bolton                           dbolton@ksu.edu

2022-2024 Chair-elect: Ness Sandoval: ness.sandoval@slu.edu

Vice Chair:   Athena Ramos                           aramos@unmc.edu

Vice-Chair-elect: Debra Bolton       dbolton@ksu.edu

Sec/Comm Coord: Bertha Mendoza   bmendoza@ksu.edu                                                   

Webinar Co-Coordinators: 

Veronica Perez-Picasso                      vrp279@mail.missouri.edu

Maria Rodriguez-Alcala   rodriguezalcalam@missouri.edu

 Executive Board Members

Stephen Jeanetta         jeanetta@umn.edu

Rubén Martinez          mart1097@msu.edu

Bertha Mendoza         bmendoza@ksu.edu       

Ness Sandoval            ness.sandoval@slu.edu

Maria Rodriguez-Alcala   rodriguezalcalam@missouri.edu

Daisy Barron-Collins daisybcollins@missouristate.edu

Topical Group Co-Chairs

Entrepreneurship and Business

Co-Chairs        Maria Rodriguez-Alcala   rodriguezalcalam@missouri.edu

                        Corrinne Valdivia valdiviac@missouri.edu

Families and Education

Co-Chairs:       Bertha Mendoza bmendoza@ksu.edu

Daisy Barron-Collins daisybcollins@missouristate.edu

Building Latinx and Immigrant-Friendly Communities

Co-Chairs:       Stephen Jeanetta jeanetta@umn.edu

Corinne Valdivia valdiviac@missouri.edu

Athena Ramos aramos@unmc.edu

 Building Diversity-Competent Organizations

Co-Chairs:       Rubén Martinez ruben.martinez@ssc.msu.edu

Gerardo Martinez martinezgr@umkc.edu

Member:          Alejandra Gudiño gudinoa@missouri.edu

  Demographics and Change

Co-Chairs:       Onésimo Sandoval ness.sandoval@slu.edu

Sal Valadez salvaladez85@gmail.com

Member:         Debra Bolton dbolton@ksu.edu

Short-term Outcomes: Quantitative, measurable benefits of the research outputs as experienced by those who receive them.

Kimberly Greder – Iowa State University Extension

1. After participating in !Salir Adelante! Caminos a Nuestro Futuro (Pathways for our Future) in Iowa, Latinx youth showed improvements in the following:
   1. Positive communication with their parents
   2. Knowledge of what they can do to help themselves succeed in school and pursue post-secondary education
   3. Decision-making, problem-solving and critical thinking skills

2. After participating in !Salir Adelante! Caminos a Nuestro Futuro (Pathways for our Future) in Iowa, Latinx parents showed improvements in the following:

1. Positive communication with their youth
2. Involvement in their youth’s education
3. Knowledge of what they can do to help their youth succeed in school and pursue post-secondary education

Outputs: Defined products (tangible or intangible) delivered by a research project. Examples of outputs are reports, data, information, observations, publications, and patents. 

1. 118 Latinx youth and adults in Iowa participated in a six session workshop series, !Salir Adelante! Caminos a Nuestro Futuro (Pathways for our Future), to help them expand their knowledge, skills, and networks to reach their college and career goals.

2. Below are a list of publications I co-authored with colleagues in other states that relate to immigrant audiences.

Activities: Organized and specific functions or duties carried out by individuals or teams using scientific methods to reveal new knowledge and develop new understanding. 

Pre-and post-surveys conducted fall 2021 and spring 2022 during the !Salir Adelante! Caminos a Nuestro Futuro (Pathways for our Future) program in Iowa revealed the following:

1. Latinx youth improved:
   1. communication with their parents
   2. their knowledge of what they can do to help themselves succeed in school and pursue post-secondary education
   3. their decision-making, problem-solving and critical thinking skills to help them succeed in school and pursue post-secondary education

2. Latinx parents showed improved:

1. communication with their youth
2. their involvement in their youth’s education
3. their knowledge of what they can do to help their youth succeed in school and pursue post-secondary education

Bertha Mendoza – Kansas State University Extension

Short-term Outcomes: Quantitative, measurable benefits of the research outputs as experienced by those who receive them.

With the Latino Breastfeeding Coalition in Southwest Kansas, we have collaborated with the Kansas Breastfeeding Coalition:

• We’ve trained three healthcare providers to become certified to help Hispanic mothers who want to continue breastfeeding upon returning to work.
• Three Community Health Workers provide information in Spanish to Hispanic breastfeeding mothers.
• We placed billboards with messages in Spanish, in strategic locations to inform mothers of their rights when breastfeeding while at work and to make awareness of the importance of breastfeeding.
• We work to provide all infants a healthful start and reduce infant mortality.

Outputs: Defined products (tangible or intangible) delivered by a research project

County agents in towns with large number of Hispanic and uninsured immigrants who have arrived in recent months from countries from Central America now work with families.

• We formed four community health coalitions and food councils is to improve access to healthful foods and to improve local food production.
• For health, we have added partnerships with five local hospitals and clinics to provide as much services as possible to improve access to preventive care.
• We have increased collaboration public libraries and extension offices to provide materials in Spanish and access to translation and interpretation of languages other than English.

Activities: Organized and specific functions or duties carried out by individuals or teams using scientific methods to reveal new knowledge and develop new understanding. 

We continue to address lack of transportation as well as lack of health insurance, which positioned those counties to address elevated health rankings, meaning that many individuals in their population are already suffering from chronic conditions, or are at higher risk, compared to more Urban areas of the State.

Ruben Martinez, Julian Samora Research Institute at Michigan State University

Short-term Outcomes: 

Worked with 30 small, disadvantaged farmers on risk mitigation. They learned about risk mitigation approaches and crop insurance. 

Quantitative, measurable benefits of the research outputs as experienced by those who receive them. Examples include the adoption of a technology, the creation of jobs, reduced cost to the consumer, less pesticide exposure to farmers, or access to more nutritious food.

Outputs: Videos in English and Spanish on farm risk mitigation made available on Youtube.

Published with colleagues two issues of JSRI’s research newsletter NEXO.  One featured articles on social capital motives in the adoption of appropriate technology by Latino farmers and on access to farmworker labor camps by service providers [NEXO, 2021, 21 (1)]. The other featured articles on Latino population growth in the Midwest and in Michigan and on Latinos and the banking system [NEXO, 2022, 21 (2)].

Edited and published with A. Aguirre a special issue of Social Justice titled “Neoliberalism in Higher Education: Policies, Practices, and Issues.” Social Justice, 48 (2). This has relevance for Latinos and higher education.

Published a review of the book The Plot to Change America,” a rightwing critique of progressive policies that benefit Latinos and other minorities. My assessment that it was a libertarian political diatribe masquerading as a scholarly work (NEXO, 26 (2): 4.).

Generated datasets and preliminary data on the role of social capital motives and the adoption of technology among Latino farmers in Southwest Michigan.

Activities: Supported colleagues in the delivery of a bilingual two-course sequence on Farm Management via Zoom, which brought in farmers from other states as participants. There were 18 participants total.

Delivered a presentation titled “Leading in a Diverse Society” to senior administrators and trustees of credit unions on April 23, 2022 at the Spring Leadership Development Conference of the Michigan Credit League and Affiliates. There were approximately 50 participants.

Delivered a presentation titled “DEI: It’s All About Organizational Transformation” at the Annual Convention and Exposition of the Michigan Credit League and Affiliates on June 9, 2022. There were approximately 45 participants.

Organized and held a statewide conference titled “The Power of Multicultural Education” on June 3^rd, 2022. It featured national experts such as James Banks, Professor Emeritus, University of Washington and Frances Contreras, Dean, School of Education, UC-Irvine, and school superintendents. Approximately 90 people participated in the daylong event.

Milestones: 

Expanded our ties with Latino farmers and promoted their integration within the agricultural industry over an 18-month period ending September 2022. These ties continue our decade-long work on addressing the needs of this segment of farmers in our food systems.

Research and Programming Impacts:  Whose lives were changed because of this work.  How do we know? The measurements told us what? What were the lessons learned? 

Impacted the understanding of participants in our risk mitigation project. Conducted focus groups to garner their feedback and in every case they were positive and wanted the activities expanded to include more features of successful farm management.

Also impacted the understanding of participants at the diversity workshops. Evaluation were very high and qualitative comments indicated a deepened understanding of issues and solutions within an organization transformational framework.

We learned that agriculture is changing rapidly due to the aging of farmers and labor shortages. The integration of Latino farmers, as the second largest group of farmers, is critical for sustaining the nation’s food systems. The same can be said about farmworkers.  Intentional change must occur at a broad level to meet these challenges in a highly polarized political period.

Debra Bolton – Kansas State University

Short-term Outcomes: Quantitative, measurable benefits of the research outputs as experienced by those who receive them.

Kansas Association for Native American Education (KANAE)

K-State’s Indigenous Faculty and Staff Alliance works with Native Nations in Nebraska, Oklahoma, Colorado, Missouri, Alaska, Minnesota, New Mexico, and Arizona to identify, establish, and build curricula for state governments, public schools, and Tribal Education Departments to address Native American students in public schools that do not teach true history of Indigenous Peoples of what is now the United States. So far:

• Built and distributed a “Land Acknowledgement Tool” that helps institutions to create authentic land acknowledgements to acknowledge:
  • Who was on the land first
  • How the land was ceded (or stolen) to benefit colonial settlers and disadvantage Indigenous Nations
  • Acknowledge the “Land Grant” history with its exclusionary laws and policies
• Established a governmental advisory group composed of Nation’s Chiefs and Chairpersons (We have four federally recognized Native Nations in Kansas) to advise Kansas Board of Regents and the Kansas Department of Education
• Working with our partnering states’ Nations to do the same
• K-State changed the name of “columbus day” officially to “Indigenous Peoples Day”
• For the past six years, Indigenous Peoples Day educational conference, with its partnering states, has grown from 56 attendance to 400 this past observance.

Outputs: Defined products (tangible or intangible) delivered by a research project

• Campaigned and completed the bestowal of an Honorary Doctorate on an Osage leader (Oklahoma) who wrote a complete orthography of the Osage language.
  • Herman Mongrain Lookout, Kansas State University
• Establish and Implemented graduate certificate in Indigenous Education to restore land-based memory and land-based education for Indigenous educational leaders to improved school curricula in both public and Tribal schools.
  • The first cohort, of 28 educators is in its second semester
    • All but three of the cohort are of Indigenous identities
    • This cohort represents six states and seven Native Nations
  • The campaign against school mascots reached a milestone by advising regents and state board of education to their recent statement: “Indian mascots have no place in schools, which are a detriment to Indigenous students’ identities.”