Last year I surveyed most of the 220 graduating students about their plans for the following year (as the school has no
records concerning what students do after graduating). Many indicated interest
in higher education, however only 7 were actually enrolling in a public university...
WHAT?!
SO many of my students are capable and would excel at a
university. Lack of intelligence, motivation or hard-work is not the problem. So what's up?...
Most cannot rely on economic support from their families and
therefore will have to work in addition to study. It can be expensive and difficult
to pass the university entrance exam. Their low scores on this exam do not
accurately reflect intellect; students lack test-taking strategies and do not
have funds to hire a tutor. Excluding finances, other factors
inhibit university enrollment. Students know few university graduates and
therefore about professions that require a university degree. They have never
stepped foot on a university campus. And let’s not forget about the power of
stereotypes: universities are full of rich, well-dressed, private-school kids
and not ones from a “poor, dirty, ghetto, trashy” school.
The “When I Grow Up Project” (see earlier blog posts) is one
of our projects aiming to get more students applying to and enrolling in
university. In addition, over the past month we have focused on goal setting/planning for the future/higher education with “Chicas
Lideres Inedsoristas”, our girl’s empowerment and leadership program. I have
become very close with this group of 25 young girls, many of who are at the top
of their class and highly ambitious.
We started the unit identifying values and personal strengths. The girls presented a professional, familial and personal goal and how they picture themselves five years in the future.
Finally, they selected a goal for the remaining school year
and detailed how, when and with what resources they would complete it.
Yeinis and Dayra, the social worker who has been the biggest help with both
Chicas Lideres Inedsoristas and the When I Grow Up Project
Next it was off to the University of Cartagena!—again, the
first time any had been on a university campus. We spoke with university
professors, took a tour, met with an admissions coordinator, and went into
classes (including one with human brains and bones laid-out on tables—undeniably the number of girls wanting to study medicine was significantly increased).
Four hours later and no one wanted to leave; the prospect of studying there was contagious, not to mention excess
giddiness due to a plethora of university boys.
We brought in current university students who were also graduates of Soledad Roman
de Nunez, our high school, as guest speakers. Poised and composed, they spoke of how rewarding and challenging their experience has been.
Based on which jobs girls in the group had interest in, we
give them information about various professions in addition to bringing in
professional adults from some of those fields. They explained to the girls what
they do in their job and what they had to do/study to become a professional.
Learning about being a masseuse
