Course Details
LatinX Ally
Dr. Ray Ramirez
Many colleges have opportunities for students and educators to participate in ally programs. These programs are essential to create an understanding of challenges facing specific populations and strategies that can be employed to foster a more welcoming and supportive environment. Campuses that seek to foster enhanced outcomes for LatinX students and educators must similarly ensure that their communities are engaged in professional learning that enhances their ability to support their LatinX community. While many organizations have released statements affirming their support of LatinX people and communities, these statements must translate to real change and action. Expanding on our cornerstone Black Ally program, we will explore frameworks and strategies toward addressing this phenomenon that are sustainable, transformative and rooted in justice at both the individual and institutional levels.
15 Hours
4 Hours Videos
1.5 CEUs Credits
Certificate of Completion
Course Description
OVERVIEW
This course consists of four module lecture videos, several reading activities, module discussion forums, module quizzes, pre and post assessments, scheduled live virtual discussion sessions, and an evaluation survey. The hour-long lecture videos guide the learner through the course topics, incorporating the course readings and supplemental materials to help the learner connect and apply ideas. Discussion forums facilitate deeper thinking on core topics: allowing learners to respond to discussion prompts by sharing their questions and insights with fellow learners. Module quizzes check for understanding of key concepts discussed in lectures and affirm the learner’s progress.Pre and post assessments attest to learners’ growth by setting a knowledge baseline before the course is taken and assessing the same knowledge points after the course is taken. Learners also gain deeper understanding through live virtual discussion sessions with faculty. These sessions allow learners to interact with a real person, ask further questions related to course material, and discuss the wider impacts of the course topics. Lastly, learners complete evaluation surveys to provide our organization with feedback to continue improving the course for future learners.
REQUIREMENTS
Access to a computer with an internet connection.
Fluent/advanced level of English required.
COURSE DURATION?
You will have 30 days to complete each of the 4 modules of this training. Each module requires a 3-4 hour commitment (including lectures, discussion boards, readings).
WHO CAN JOIN?
CORA (Center for Organizational Responsibility and Advancement) offers all educators the LatinX Ally Program. This online course is also suitable for educational support staff, such as advisors, student service officers, and instructional faculty.
Curriculum
Welcome to the professional development program on LatinX Ally Programs.
You will have 30 days to complete this training, with learners engaging in activities throughout four modules. Each module requires a 3-4 hour commitment (including lectures, discussion boards, and readings).
After completing each activity, you must mark the activity as "Complete."
To complete the program, learners must complete the following activities:
1. Review all video modules - There are four modules in all. Our learning management system allows participants and faculty to review learner progress in completing video modules.
2. Read the assigned readings - There are assigned readings aligned with each module. It is an expectation that readings will be completed before reviewing the module. The readings are comprehensive in nature, as such, we recommend planning ahead to ensure readings are completed on schedule. Comprehension of material will be gauged through the live interactive sessions.
3. Attend the live video sessions - Learners can access course faculty during a live interactive session. This is an opportunity to ask questions and engage in solution-oriented dialogue. It is expected that all learners will attend at least one live session. Live sessions will be recorded and posted for those unable to attend.
4. Complete short quizzes - Following each recorded presentation, you will complete a brief quiz assessing your understanding of the material. Quizzes can be completed an unlimited number of times. It is recommended that you re-take quizzes until you correctly answer all questions.
5. Participate in asynchronous discussion forums. As you complete each module, we encourage you to identify questions, comments, and reactions to the material and relevant resources and post them in the discussion forums. This is an opportunity for faculty and peers to engage in dialogue and knowledge sharing.
CORA Policies
DISCLOSURE The Center for Organizational Responsibility and Advancement (CORA), its employees, affiliates, and contractors shall disclose to learners, before the start of the learning event, any instructor's proprietary interest in products, instruments, devices, services, or materials discussed, as well as the source of any compensation related to the presentation. This should occur at the commencement of any learning event.
NON-DISCRIMINATION The Center for Organizational Responsibility and Advancement (CORA), its employees, affiliates, and contractors shall not discriminate against any individual or make explicit references of a discriminator nature based on gender, gender identity, race/ethnicity, religion, age, disability, socioeconomic status, and/or sexual orientation.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 1 - Latinx History and Identity
In this module, learners are introduced to foundational historical context to the Latin Identity in the US and its intersections with LatinX student experiences in higher education. Learners will explore the diversity of LatinX identities and language of expression, the history and impact of the Chicano Movement in the fight for equitable education, and lastly dive into key demographic characteristics, data themes, and outcomes for LatinX college students.
Module Objectives
After participating in this module, learners will be able to:
- Explain the differences between hispanic vs. Latina/o/x/e/* identities
- Understand and describe the impact of the Chicano movement on the contemporary
- Chicana/o/x/e and Latina/o/x/e community
- Explore student outcomes data and themes
- Explore demographic data trends and possible impacts
Mark each activity as "Complete" before moving to the next module.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 2 - Theoretical Frameworks
This module provides an introductory overview of theoretical frameworks that are essential to understanding the Latina/o/x/* experience in higher education. Specifically, this module will offer a synopsis of
- LatCrit was seminally established by Solórzano and Yosso (2001).
- Yosso’s (2005) community cultural wealth model,
- Harris and Wood’s (2016) SEO model,
- Garcia’s (2019) HSI servingness,
- Rendón’s (1994) validation theory,
- Hurtado’s (1997) sense of belonging,
- and LatCrit,
Having a general understanding of what these theories are is important as they are transferable to higher education practice across various types of positions.
Module Objectives
After participating in this module, learners will be able to:
- Define six theoretical frameworks and describe the key tenets.
- Differentiate Hispanic servingness from Hispanic enrolling
- Discuss and explain why these theories are important to better understand the Latina/o/x/ experience and facilitate their success
- Apply these frameworks to an ally case study
Mark each activity as "Complete" before moving to the next module.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 3 - More Theoretical Frameworks, Bias & Microaggressions
After participating in this module, learners will be able to:
- Explain and distinguish the various types of microaggressions, biases, and other social barriers experienced by Latina/o/x/ and how to repair harm.
- Compare and contrast what colorism is within the broader context of the Latina/o/x/ experience
- Discuss and explain why these theories are important to recognize to be an ally to Latin* people
Live Video Session A is past of Module 3
Mark each activity as "Complete" before moving to the next module.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 4 - Policy & Practices
Building on the curriculum provided and covered in the previous three modules, this final module provides resources and recommendations for implementing policies and teaching practices at the institutional and individual levels.
Module Objectives
After participating in this module, learners will be able to:
- Describe and explain structural practices, programs, and factors that contribute to the betterment of Latin* students
- Describe and explain culturally responsive and affirming teaching practices for Latin* students
- Discuss and illustrate why these resources and practices are important to recognize and employ to be an ally to Latin* students and colleagues
- Mark each activity as "Complete" before moving to the next module.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Live Video Session
These sessions will provide an opportunity for learners to interact with Faculty, ask questions about course content, and share ideas and activities from your campus.
- Please be prepared with 2 questions for the Faculty
- Please review the “AnyMeeting Users Guide” found in this module
- Please test your system early to be sure you are prepared for the session
Live Video Session dates are listed in the course calendar and occur on selected Wednesday and Friday Afternoons form 4-5pm PST. You must complete at least 1 live video session to receive your certificate. All video session are recorded and recordings will be sent out following the session.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Certificate of Completion
To obtain your certificate of completion. Please make sure you have viewed, completed, and marked all activities as complete.
The content of this lesson is locked. To unlock it, you need to Buy the Course.
About Instructor
Name: Dr. Ray Ramirez, Ph. D.
Dr. Ray Ramírez has dedicated his life's work, research, and advocacy efforts to racial equity, anti-racism, and social justice in higher education. His scholar-practitioner research and advocacy interest include the role of community college practitioners (student affairs professionals, faculty, administrators, and staff) in fostering equitable student outcomes and institutional policy and practice impacting racially minoritized students, particularly Latino men. Dr. Ramírez has taught Chicanx-Latinx Studies courses at Fresno City College since 2012, served as the college Student Equity Coordinator from 2015 to 2019, Director of Student Equity and Success from 2019 to November 2023, and currently is Interim Vice President of Equity and Institutional Effectiveness at Madera Community College. Prior to 2015, Dr. Ramírez worked for the California Teaching Fellows Foundation in several capacities and ultimately as the Director of Operations from 2013 to 2015. He has also taught graduate courses in the Student Affairs and College Counseling program and Higher Education, Administration, and Leadership (HEAL) program as a lecturer in the Kremen School of Education and Human Development at Fresno State. He holds a dual B.A. in Cultural Anthropology and Chicano and Latin American Studies, and an M.A. in HEAL from Fresno State. Dr. Ramírez earned his doctorate in Community College/Postsecondary Education Leadership at San Diego State University in the Community College Leadership program and studied under the leadership of Drs. Frank Harris III, J. Luke Wood, and Marissa Vasquez. Growing up in a culturally and artistically rich family full of musicians and dancers, Dr. Ramírez is also passionate about Mexican folk dance (folklórico). His late father was well-known throughout the Central San Joaquín Valley and California as a pioneering mariachero (mariachi musician), and folklórico instructor and choreographer. Dr. Ramírez hopes to foster a similar passion for nuestra cultra, comunidad and folklórico in his toddler, Mateo.