when I was a little girl I really really wanted to be a princess
wanted to be a princess
wanted to be a princess I loved princesses grand adventures and
I loved princesses grand adventures and
I loved princesses grand adventures and their ability to garner respect and
their ability to garner respect and
their ability to garner respect and admiration just from being themselves so
admiration just from being themselves so
admiration just from being themselves so one day when I was on a playdate with a
one day when I was on a playdate with a
one day when I was on a playdate with a lighter-skinned friend I’m naturally
lighter-skinned friend I’m naturally
lighter-skinned friend I’m naturally decided to pretend to be a princess but
decided to pretend to be a princess but
decided to pretend to be a princess but my lighter-skinned friend stopped me in
my lighter-skinned friend stopped me in
my lighter-skinned friend stopped me in my tracks you can’t be a princess she
my tracks you can’t be a princess she
my tracks you can’t be a princess she said because black princesses do not
said because black princesses do not
said because black princesses do not exist my eyes started to tear up and my
exist my eyes started to tear up and my
exist my eyes started to tear up and my little hands start to ball up into fists
little hands start to ball up into fists
little hands start to ball up into fists and I desperately wanted to shout yes
and I desperately wanted to shout yes
and I desperately wanted to shout yes they do
they do
they do black princesses do exist but she was
black princesses do exist but she was
black princesses do exist but she was right in my reality at the time black
right in my reality at the time black
right in my reality at the time black princesses did not exist I had never
princesses did not exist I had never
princesses did not exist I had never seen one on TV or in a movie or in any
seen one on TV or in a movie or in any
seen one on TV or in a movie or in any books in that moment my dreams of being
books in that moment my dreams of being
books in that moment my dreams of being a princess were totally shattered
a princess were totally shattered
a princess were totally shattered luckily I got to see brandy Norwood play
luckily I got to see brandy Norwood play
luckily I got to see brandy Norwood play Cinderella in Disney’s 1997
Cinderella in Disney’s 1997
Cinderella in Disney’s 1997 interpretation of Roger & Hammerstein’s
interpretation of Roger & Hammerstein’s
interpretation of Roger & Hammerstein’s classic and my royal dreams were
classic and my royal dreams were
classic and my royal dreams were reignited nevertheless I continued to
reignited nevertheless I continued to
reignited nevertheless I continued to see how lack of diverse representation
see how lack of diverse representation
see how lack of diverse representation affected students aspirations through my
affected students aspirations through my
affected students aspirations through my childhood and adolescence an example of
childhood and adolescence an example of
childhood and adolescence an example of this is when I went to high school I
this is when I went to high school I
this is when I went to high school I went to a high school that was extremely
went to a high school that was extremely
went to a high school that was extremely diverse that had lots of black and
diverse that had lots of black and
diverse that had lots of black and Hispanic students but I was part of an
Hispanic students but I was part of an
Hispanic students but I was part of an accelerated program in that high school
accelerated program in that high school
accelerated program in that high school and inside of that program there were
and inside of that program there were
and inside of that program there were not a lot of black and Hispanic students
not a lot of black and Hispanic students
not a lot of black and Hispanic students as a matter of fact I was usually the
as a matter of fact I was usually the
as a matter of fact I was usually the only black person in my class the
only black person in my class the
only black person in my class the students inside of my program who were
students inside of my program who were
students inside of my program who were mostly white and Asian had access to
mostly white and Asian had access to
mostly white and Asian had access to comprehensive college readiness
comprehensive college readiness
comprehensive college readiness resources while the students outside of
resources while the students outside of
resources while the students outside of my program did not the students inside
my program did not the students inside
my program did not the students inside in my program were friends with related
in my program were friends with related
in my program were friends with related to and mentored by people who looked
to and mentored by people who looked
to and mentored by people who looked like
like
like by college graduates and college
by college graduates and college
by college graduates and college students who looked like them but the
students who looked like them but the
students who looked like them but the people outside of my program were not as
people outside of my program were not as
people outside of my program were not as I graduated from high school and moved
I graduated from high school and moved
I graduated from high school and moved through college I began to notice that a
through college I began to notice that a
through college I began to notice that a lot of the black and Hispanic students
lot of the black and Hispanic students
lot of the black and Hispanic students who had not been part of the accelerated
who had not been part of the accelerated
who had not been part of the accelerated program with me either had a hard time
program with me either had a hard time
program with me either had a hard time going to college or had a hard time
going to college or had a hard time
going to college or had a hard time completing college once they got there
completing college once they got there
completing college once they got there so this raised a few questions for me
so this raised a few questions for me
so this raised a few questions for me why are some races underrepresented in
why are some races underrepresented in
why are some races underrepresented in these accelerated academic spaces and
these accelerated academic spaces and
these accelerated academic spaces and how do these disparities and
how do these disparities and
how do these disparities and representation affect the communities in
representation affect the communities in
representation affect the communities in the long run so after doing some
the long run so after doing some
the long run so after doing some research I found that social capital
research I found that social capital
research I found that social capital directly influences the amount of
directly influences the amount of
directly influences the amount of diverse representation that we see in
diverse representation that we see in
diverse representation that we see in these accelerated active academic spaces
these accelerated active academic spaces
these accelerated active academic spaces put simply social capital is connections
put simply social capital is connections
put simply social capital is connections to people who can give you access to the
to people who can give you access to the
to people who can give you access to the institutions and the information that
institutions and the information that
institutions and the information that you need for social mobility
you need for social mobility
you need for social mobility unfortunately our society systemically
unfortunately our society systemically
unfortunately our society systemically prevents certain groups of people from
prevents certain groups of people from
prevents certain groups of people from gaining access to this necessary social
gaining access to this necessary social
gaining access to this necessary social capital one of the ways that our society
capital one of the ways that our society
capital one of the ways that our society prevents people from gaining access to
prevents people from gaining access to
prevents people from gaining access to social capital is through poverty the
social capital is through poverty the
social capital is through poverty the link between poverty and education
link between poverty and education
link between poverty and education becomes clear when we look at the
becomes clear when we look at the
becomes clear when we look at the funding mechanisms that are set up for
funding mechanisms that are set up for
funding mechanisms that are set up for public school funding according to the
public school funding according to the
public school funding according to the US Census Bureau approximately 45% of
US Census Bureau approximately 45% of
US Census Bureau approximately 45% of public school funding comes from local
public school funding comes from local
public school funding comes from local resources and the majority of these
resources and the majority of these
resources and the majority of these local resources are property taxes this
local resources are property taxes this
local resources are property taxes this means that schools that are in
means that schools that are in
means that schools that are in low-income neighborhoods with low
low-income neighborhoods with low
low-income neighborhoods with low property values receive relatively less
property values receive relatively less
property values receive relatively less local funding than their richer
local funding than their richer
local funding than their richer counterparts and all of this is true
counterparts and all of this is true
counterparts and all of this is true despite the fact that the residents of
despite the fact that the residents of
despite the fact that the residents of these lower-income neighborhoods have
these lower-income neighborhoods have
these lower-income neighborhoods have less financial resources to begin with
less financial resources to begin with
less financial resources to begin with additionally states could combat these
additionally states could combat these
additionally states could combat these disparities in local public school
disparities in local public school
disparities in local public school funding by strategically increasing
funding by strategically increasing
funding by strategically increasing States funding for public schools
States funding for public schools
States funding for public schools however a court
however a court
however a court – the Center on Budget and Policy
– the Center on Budget and Policy
– the Center on Budget and Policy Priorities 35 states actually decreased
Priorities 35 states actually decreased
Priorities 35 states actually decreased their per pupil investment in public
their per pupil investment in public
their per pupil investment in public school education between 2008 and 2014
school education between 2008 and 2014
school education between 2008 and 2014 when adjusted for inflation Kansas the
when adjusted for inflation Kansas the
when adjusted for inflation Kansas the state that I call home is one of 14
state that I call home is one of 14
state that I call home is one of 14 states that actually decrease their per
states that actually decrease their per
states that actually decrease their per pupil investment in education by 10
pupil investment in education by 10
pupil investment in education by 10 percent or greater between 2008 and 2014
percent or greater between 2008 and 2014
percent or greater between 2008 and 2014 this becomes pretty alarming when we
this becomes pretty alarming when we
this becomes pretty alarming when we think of how a lack of financial
think of how a lack of financial
think of how a lack of financial resources affects students academic
resources affects students academic
resources affects students academic performance low income students are more
performance low income students are more
performance low income students are more likely to drop out of high school less
likely to drop out of high school less
likely to drop out of high school less likely to have strong teachers and less
likely to have strong teachers and less
likely to have strong teachers and less likely to have challenging curricula
likely to have challenging curricula
likely to have challenging curricula according to the National Center for
according to the National Center for
according to the National Center for Education Statistics and the Department
Education Statistics and the Department
Education Statistics and the Department of Education unfortunately all of these
of Education unfortunately all of these
of Education unfortunately all of these facts about poverty and funding and
facts about poverty and funding and
facts about poverty and funding and academic performance directly relate to
academic performance directly relate to
academic performance directly relate to diverse representation due to a wide
diverse representation due to a wide
diverse representation due to a wide variety of discriminatory practices
variety of discriminatory practices
variety of discriminatory practices throughout America’s history the US
throughout America’s history the US
throughout America’s history the US Census Bureau reports that black
Census Bureau reports that black
Census Bureau reports that black Hispanic and Native or or indigenous
Hispanic and Native or or indigenous
Hispanic and Native or or indigenous communities are more likely to be low
communities are more likely to be low
communities are more likely to be low income than students of other racial
income than students of other racial
income than students of other racial groups in essence certain people of
groups in essence certain people of
groups in essence certain people of color in America are more likely to be
color in America are more likely to be
color in America are more likely to be poor and people who are poor in America
poor and people who are poor in America
poor and people who are poor in America are less likely to have access to the
are less likely to have access to the
are less likely to have access to the educational resources that they need
educational resources that they need
educational resources that they need additionally according to the US
additionally according to the US
additionally according to the US Government Accountability Office
Government Accountability Office
Government Accountability Office low-income black and Hispanic students
low-income black and Hispanic students
low-income black and Hispanic students are becoming increasingly segregated
are becoming increasingly segregated
are becoming increasingly segregated from higher income students of other
from higher income students of other
from higher income students of other racial groups the prop and yes you did
racial groups the prop and yes you did
racial groups the prop and yes you did hear me correctly segregation is still
hear me correctly segregation is still
hear me correctly segregation is still with us the problem with this
with us the problem with this
with us the problem with this segregation is that these low-income
segregation is that these low-income
segregation is that these low-income black and Hispanic students are becoming
black and Hispanic students are becoming
black and Hispanic students are becoming increasingly isolated from other people
increasingly isolated from other people
increasingly isolated from other people which means their chances of connecting
which means their chances of connecting
which means their chances of connecting with people outside of their identity
with people outside of their identity
with people outside of their identity groups who could give them access to the
groups who could give them access to the
groups who could give them access to the institutions and the information that
institutions and the information that
institutions and the information that they need to successfully pursue a
they need to successfully pursue a
they need to successfully pursue a post-secondary education are becoming
post-secondary education are becoming
post-secondary education are becoming slimmer and slimmer
another way that our society limits
another way that our society limits people from gaining access to social
people from gaining access to social
people from gaining access to social capital is through first-generation
capital is through first-generation
capital is through first-generation status first-generation students are
status first-generation students are
status first-generation students are students who are the first in their
students who are the first in their
students who are the first in their families to go to college but because
families to go to college but because
families to go to college but because these students are the first in their
these students are the first in their
these students are the first in their family to go to college they have very
family to go to college they have very
family to go to college they have very few connections to people in their
few connections to people in their
few connections to people in their immediate intimate networks who can give
immediate intimate networks who can give
immediate intimate networks who can give them access to the institutions in the
them access to the institutions in the
them access to the institutions in the information that they need to
information that they need to
information that they need to successfully pursue a post-secondary
successfully pursue a post-secondary
successfully pursue a post-secondary education
education
education additionally the College Board reports
additionally the College Board reports
additionally the College Board reports that black Hispanic and indigenous or
that black Hispanic and indigenous or
that black Hispanic and indigenous or Native children are more likely to be
Native children are more likely to be
Native children are more likely to be first-generation students than other
first-generation students than other
first-generation students than other groups
groups
groups once again this is due to a wide variety
once again this is due to a wide variety
once again this is due to a wide variety of historical and contemporary
of historical and contemporary
of historical and contemporary discriminatory practices in America
discriminatory practices in America
discriminatory practices in America including most public universities
including most public universities
including most public universities ability to legally discriminate against
ability to legally discriminate against
ability to legally discriminate against the aforementioned groups of people up
the aforementioned groups of people up
the aforementioned groups of people up until about fifty years ago and even
until about fifty years ago and even
until about fifty years ago and even though our country has discriminated
though our country has discriminated
though our country has discriminated against these groups of people for so
against these groups of people for so
against these groups of people for so long and for so many generations the
long and for so many generations the
long and for so many generations the College Board reports that these
College Board reports that these
College Board reports that these students are not more likely to receive
students are not more likely to receive
students are not more likely to receive extra resources or extra help when
extra resources or extra help when
extra resources or extra help when they’re applying for college so the
they’re applying for college so the
they’re applying for college so the extra resources are extra help that
extra resources are extra help that
extra resources are extra help that could level the playing field are not
could level the playing field are not
could level the playing field are not being put into place this prevents these
being put into place this prevents these
being put into place this prevents these black Hispanic and indigenous or Native
black Hispanic and indigenous or Native
black Hispanic and indigenous or Native students from successfully pursuing a
students from successfully pursuing a
students from successfully pursuing a post-secondary education a lot of the
post-secondary education a lot of the
post-secondary education a lot of the time and because it’s so difficult for
time and because it’s so difficult for
time and because it’s so difficult for them to successfully pursue a
them to successfully pursue a
them to successfully pursue a post-secondary education many of them
post-secondary education many of them
post-secondary education many of them don’t this leads to a lack of diverse
don’t this leads to a lack of diverse
don’t this leads to a lack of diverse representation on college campuses yet
representation on college campuses yet
representation on college campuses yet another barrier that prevents people
another barrier that prevents people
another barrier that prevents people from getting social capital in this
from getting social capital in this
from getting social capital in this society is being undocumented
society is being undocumented
society is being undocumented undocumented students according to the
undocumented students according to the
undocumented students according to the Pew Research Center and the Department
Pew Research Center and the Department
Pew Research Center and the Department of Education are disproportionately
of Education are disproportionately
of Education are disproportionately low-income have higher dropout rates and
low-income have higher dropout rates and
low-income have higher dropout rates and often do not qualify for federal
often do not qualify for federal
often do not qualify for federal financial assistance when applying for
financial assistance when applying for
financial assistance when applying for college most states in America also do
college most states in America also do
college most states in America also do not allow undocumented students to
not allow undocumented students to
not allow undocumented students to qualify to pay in-state tuition so
qualify to pay in-state tuition so
qualify to pay in-state tuition so because undocumented students are
because undocumented students are
because undocumented students are disproportionately low
disproportionately low
disproportionately low come and they also do not qualify for
come and they also do not qualify for
come and they also do not qualify for federal assistance this last blow of not
federal assistance this last blow of not
federal assistance this last blow of not being able to pay in-state tuition
being able to pay in-state tuition
being able to pay in-state tuition usually makes the financial burden too
usually makes the financial burden too
usually makes the financial burden too heavy for them and it becomes difficult
heavy for them and it becomes difficult
heavy for them and it becomes difficult for them to pursue a post-secondary
for them to pursue a post-secondary
for them to pursue a post-secondary education in fact the Department of
education in fact the Department of
education in fact the Department of Education reports that only about five
Education reports that only about five
Education reports that only about five to ten percent of undocumented students
to ten percent of undocumented students
to ten percent of undocumented students enroll in college and even fewer
enroll in college and even fewer
enroll in college and even fewer graduate with a degree since
graduate with a degree since
graduate with a degree since undocumented students are
undocumented students are
undocumented students are disproportionately represented in some
disproportionately represented in some
disproportionately represented in some of the most disadvantaged racial groups
of the most disadvantaged racial groups
of the most disadvantaged racial groups this directly impacts the amount of
this directly impacts the amount of
this directly impacts the amount of diverse representation that we have on
diverse representation that we have on
diverse representation that we have on college campuses and lastly being a girl
college campuses and lastly being a girl
college campuses and lastly being a girl of color can provide some barriers to
of color can provide some barriers to
of color can provide some barriers to gaining social capital that you need to
gaining social capital that you need to
gaining social capital that you need to pursue a post-secondary education
pursue a post-secondary education
pursue a post-secondary education according to President Obama’s former
according to President Obama’s former
according to President Obama’s former White House Council on women and girls
White House Council on women and girls
White House Council on women and girls girls of color are pushed out of the
girls of color are pushed out of the
girls of color are pushed out of the education system through harsh school
education system through harsh school
education system through harsh school discipline the sexual abuse of Prison
discipline the sexual abuse of Prison
discipline the sexual abuse of Prison Pipeline and teen pregnancy additionally
Pipeline and teen pregnancy additionally
Pipeline and teen pregnancy additionally girls of color are more likely to be low
girls of color are more likely to be low
girls of color are more likely to be low income than their white counterparts
income than their white counterparts
income than their white counterparts girls of color also often grow up to
girls of color also often grow up to
girls of color also often grow up to become mothers of color and according to
become mothers of color and according to
become mothers of color and according to President Obama’s former Council on
President Obama’s former Council on
President Obama’s former Council on women and girls women of color are more
women and girls women of color are more
women and girls women of color are more likely to be head of household than
likely to be head of household than
likely to be head of household than their white female counterparts and the
their white female counterparts and the
their white female counterparts and the wage gap makes them less likely to earn
wage gap makes them less likely to earn
wage gap makes them less likely to earn as much money as their white male and
as much money as their white male and
as much money as their white male and female counterparts as well this means
female counterparts as well this means
female counterparts as well this means that these mothers of color end up
that these mothers of color end up
that these mothers of color end up raising their children in low-income
raising their children in low-income
raising their children in low-income situations in which the children go to
situations in which the children go to
situations in which the children go to schools that are funded by the low
schools that are funded by the low
schools that are funded by the low property taxes from their neighborhoods
property taxes from their neighborhoods
property taxes from their neighborhoods and then the cycle of missed opportunity
and then the cycle of missed opportunity
and then the cycle of missed opportunity and missed social capital starts all
and missed social capital starts all
and missed social capital starts all over again after hearing all this
over again after hearing all this
over again after hearing all this information I became enraged I wanted to
information I became enraged I wanted to
information I became enraged I wanted to do something that would elevate the
do something that would elevate the
do something that would elevate the existence of black and brown college
existence of black and brown college
existence of black and brown college students and that would also create
students and that would also create
students and that would also create social capital for the students who are
social capital for the students who are
social capital for the students who are not receiving it because of this I
not receiving it because of this I
not receiving it because of this I decided to found the princess project
decided to found the princess project
decided to found the princess project the princess project is a college
the princess project is a college
the princess project is a college readiness program that seeks to empower
readiness program that seeks to empower
readiness program that seeks to empower underrepresented high school girls
underrepresented high school girls
underrepresented high school girls through mentorship now all
through mentorship now all
through mentorship now all this sounded like a great idea until I
this sounded like a great idea until I
this sounded like a great idea until I realized three things one I was only
realized three things one I was only
realized three things one I was only twenty years old
twenty years old
twenty years old – I had absolutely no experience
– I had absolutely no experience
– I had absolutely no experience starting a social entrepreneurship
starting a social entrepreneurship
starting a social entrepreneurship venture and three how do I expect to
venture and three how do I expect to
venture and three how do I expect to start an entire organization that was
start an entire organization that was
start an entire organization that was based off of building networks and
based off of building networks and
based off of building networks and sharing knowledge when I had very
sharing knowledge when I had very
sharing knowledge when I had very limited networks and very little
limited networks and very little
limited networks and very little knowledge I took these concerns to my
knowledge I took these concerns to my
knowledge I took these concerns to my parents and to my mentors and they told
parents and to my mentors and they told
parents and to my mentors and they told me to confidently pursue my dream by
me to confidently pursue my dream by
me to confidently pursue my dream by holding tight to what I do know so let
holding tight to what I do know so let
holding tight to what I do know so let me tell you what I do know
me tell you what I do know
me tell you what I do know underrepresented students are not
underrepresented students are not
underrepresented students are not underrepresented because they are less
underrepresented because they are less
underrepresented because they are less smart or less capable black Hispanic
smart or less capable black Hispanic
smart or less capable black Hispanic native or indigenous first-generation
native or indigenous first-generation
native or indigenous first-generation undocumented and low-income students are
undocumented and low-income students are
undocumented and low-income students are just as smart and just as capable as the
just as smart and just as capable as the
just as smart and just as capable as the students who are currently getting the
students who are currently getting the
students who are currently getting the opportunities that I want these
opportunities that I want these
opportunities that I want these underrepresented students to have as
underrepresented students to have as
underrepresented students to have as well secondly I know that seeing a
well secondly I know that seeing a
well secondly I know that seeing a physical validation of your dreams can
physical validation of your dreams can
physical validation of your dreams can give you the courage that you need to
give you the courage that you need to
give you the courage that you need to make those dreams a reality for example
make those dreams a reality for example
make those dreams a reality for example when I was a little girl and I saw a
when I was a little girl and I saw a
when I was a little girl and I saw a black princess it gave me the belief
black princess it gave me the belief
black princess it gave me the belief that I could be a black princess as well
that I could be a black princess as well
that I could be a black princess as well and thirdly powerful networks can be
and thirdly powerful networks can be
and thirdly powerful networks can be created when people share the knowledge
created when people share the knowledge
created when people share the knowledge the time and the resources that they
the time and the resources that they
the time and the resources that they have and reach outside of themselves I
have and reach outside of themselves I
have and reach outside of themselves I knew I was only 20 and I knew that I
knew I was only 20 and I knew that I
knew I was only 20 and I knew that I didn’t know a lot but I knew that I knew
didn’t know a lot but I knew that I knew
didn’t know a lot but I knew that I knew something and the little that I knew
something and the little that I knew
something and the little that I knew could be shared to people who could
could be shared to people who could
could be shared to people who could benefit from it so in order to make this
benefit from it so in order to make this
benefit from it so in order to make this princess project happen I went back to
princess project happen I went back to
princess project happen I went back to my old high school and figured out how
my old high school and figured out how
my old high school and figured out how to create college folders College
to create college folders College
to create college folders College folders are literally folders that
folders are literally folders that
folders are literally folders that contain a lot of college readiness
contain a lot of college readiness
contain a lot of college readiness materials including scholarship
materials including scholarship
materials including scholarship spreadsheets recommendation letter
spreadsheets recommendation letter
spreadsheets recommendation letter request forums a CT and SAT tips and a
request forums a CT and SAT tips and a
request forums a CT and SAT tips and a lot of other things that help students
lot of other things that help students
lot of other things that help students to successfully apply for college
to successfully apply for college
to successfully apply for college they’re basically social capital in a
they’re basically social capital in a
they’re basically social capital in a folder my idea was to have diverse
folder my idea was to have diverse
folder my idea was to have diverse female college mentors go into the high
female college mentors go into the high
female college mentors go into the high schools and walk underrepresented high
schools and walk underrepresented high
schools and walk underrepresented high school girl
school girl
school girl through these college folders so that
through these college folders so that
through these college folders so that they could gain the social capital that
they could gain the social capital that
they could gain the social capital that they would need to go to college also
they would need to go to college also
they would need to go to college also having the diverse female college
having the diverse female college
having the diverse female college mentors would create a physical
mentors would create a physical
mentors would create a physical validation of the girls college dreams
validation of the girls college dreams
validation of the girls college dreams and show them in real life that their
and show them in real life that their
and show them in real life that their dreams of going to college were valid
dreams of going to college were valid
dreams of going to college were valid and that they were not that far out of
and that they were not that far out of
and that they were not that far out of their reach so I have been doing the
their reach so I have been doing the
their reach so I have been doing the princess project for about a year now
princess project for about a year now
princess project for about a year now and it’s been a total blast I work with
and it’s been a total blast I work with
and it’s been a total blast I work with six to eight girls and we have so much
six to eight girls and we have so much
six to eight girls and we have so much fun together we go on college visits
fun together we go on college visits
fun together we go on college visits together we talk about boy bands
together we talk about boy bands
together we talk about boy bands together we register for the ACP
together we register for the ACP
together we register for the ACP together we eat tacos and Chinese food
together we eat tacos and Chinese food
together we eat tacos and Chinese food together we basically do whatever it
together we basically do whatever it
together we basically do whatever it takes to make the girls feel included
takes to make the girls feel included
takes to make the girls feel included but also to make the girls have all the
but also to make the girls have all the
but also to make the girls have all the social capital that they need in order
social capital that they need in order
social capital that they need in order to successfully pursue a post-secondary
to successfully pursue a post-secondary
to successfully pursue a post-secondary education also because I am a woman of
education also because I am a woman of
education also because I am a woman of color and a lot of the students I work
color and a lot of the students I work
color and a lot of the students I work with our girls of color we don’t have a
with our girls of color we don’t have a
with our girls of color we don’t have a problem talking about the issues that
problem talking about the issues that
problem talking about the issues that face minorities and the ways that we can
face minorities and the ways that we can
face minorities and the ways that we can combat those issues an example of this
combat those issues an example of this
combat those issues an example of this is when me and some of my students were
is when me and some of my students were
is when me and some of my students were recently on a college visit the lack of
recently on a college visit the lack of
recently on a college visit the lack of diversity on the college campus was so
diversity on the college campus was so
diversity on the college campus was so appalling that my students made a game
appalling that my students made a game
appalling that my students made a game out of counting how many black people
out of counting how many black people
out of counting how many black people they saw as they went on the college
they saw as they went on the college
they saw as they went on the college tour although this is a light-hearted
tour although this is a light-hearted
tour although this is a light-hearted and funny example of some of the things
and funny example of some of the things
and funny example of some of the things that I do with my girls it was also a
that I do with my girls it was also a
that I do with my girls it was also a great opportunity for us to talk about
great opportunity for us to talk about
great opportunity for us to talk about the lack of diverse representation on
the lack of diverse representation on
the lack of diverse representation on college campuses and what the girls can
college campuses and what the girls can
college campuses and what the girls can do to increase the amount of diversity
do to increase the amount of diversity
do to increase the amount of diversity at colleges once they graduate from high
at colleges once they graduate from high
at colleges once they graduate from high school so doing this project has taught
school so doing this project has taught
school so doing this project has taught me a few things I’ve learned that I
me a few things I’ve learned that I
me a few things I’ve learned that I cannot dismantle entire systems of
cannot dismantle entire systems of
cannot dismantle entire systems of oppression by myself but we can disrupt
oppression by myself but we can disrupt
oppression by myself but we can disrupt those systems by sharing the knowledge
those systems by sharing the knowledge
those systems by sharing the knowledge in time and resources that we have by
in time and resources that we have by
in time and resources that we have by listening to people and by reaching out
listening to people and by reaching out
listening to people and by reaching out to our communities when we need help
to our communities when we need help
to our communities when we need help I’ve learned that we have to be
I’ve learned that we have to be
I’ve learned that we have to be intentional about creating social
intentional about creating social
intentional about creating social capital when unjust systems won’t and
capital when unjust systems won’t and
capital when unjust systems won’t and that we can help solve the world’s big
that we can help solve the world’s big
that we can help solve the world’s big problems by sharing our own
problems by sharing our own
problems by sharing our own gifts black students Hispanic students
gifts black students Hispanic students
gifts black students Hispanic students native or indigenous students
native or indigenous students
native or indigenous students undocumented students low-income
undocumented students low-income
undocumented students low-income students and first-generation students
students and first-generation students
students and first-generation students deserve the opportunity to pursue a
deserve the opportunity to pursue a
deserve the opportunity to pursue a post-secondary education and when our
post-secondary education and when our
post-secondary education and when our system won’t afford them that
system won’t afford them that
system won’t afford them that opportunity we have to fight to carve
opportunity we have to fight to carve
opportunity we have to fight to carve out spaces and carve out opportunities
out spaces and carve out opportunities
out spaces and carve out opportunities for these students to do that so in
for these students to do that so in
for these students to do that so in conclusion I’ve learned that when we do
conclusion I’ve learned that when we do
conclusion I’ve learned that when we do not see the metaphorical black
not see the metaphorical black
not see the metaphorical black princesses in our lives sometimes we
princesses in our lives sometimes we
princesses in our lives sometimes we just have to become them thank you
”
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