Hispanic Heritage Month: Voices from the Field

In honor of Hispanic Heritage Month, International Educator spoke with five international education professionals who identify as Hispanic or Latinx on how their identity informs their work, strategies for increasing representation in the field, and initiatives that empower and support Hispanic and Latinx students.

Contributors:

• Ricardo Castro-Salazar, former vice president for international development and dean at Pima Community College
• Vilma Elisa Fuentes, assistant vice president for academic affairs at Santa Fe College
• Maria Melendrez, assistant director for global-local affairs at Loyola Marymount University and a NAFSA Representation, Inclusion, Support, and Empowerment (RISE) program fellow
• Myrna Najera Perez, international student and scholar adviser at the University of Oregon and NAFSA RISE fellow
• Ana M. Sippin, assistant director of international student and scholar services at the University of Miami

Editor’s note: Responses have been edited for length and clarity. Throughout this article, you'll encounter the terms "Hispanic" and "Latinx." We've preserved the original language of our contributors, respecting their personal choice of identification.

In what ways does your Hispanic or Latinx identity inform your approach to international education?

Ricardo Castro-Salazar: Given the great diversity within the Hispanic/Latinx community, my identity provides me with a sense of inclusivity and cultural sensitivity. It has allowed me to understand global diversity, equity, and inclusion (DEI) efforts as vital components of the internationalization process. I firmly believe that our DEI efforts should promote global solidarity, intercultural understanding, global justice, and preparation for a globally interconnected workforce.

Myrna Najera Perez: My commitment and approach to the field of international education is largely informed by my background as an immigrant woman from Durango, Mexico. At the age of 6, I left behind family, friends, and the comfort of my home country’s language, gastronomy, customs, and traditions. I understand and can relate to the challenges that the populations I work with face as they adjust to life in the United States. This allows me to bring compassion, expertise, and firsthand knowledge to the work I do in international education.

Ana M. Sippin: My presence as a Cuban American professional in the field of international education can serve as inspiration for Hispanic/Latinx students who aspire to pursue careers in this field. By sharing my experiences and achievements, I can also be a role model to new professionals, helping them to see themselves succeeding in international education.

My Hispanic/Latinx identity motivates me to advocate for greater inclusion and representation of Hispanic/Latinx students in international education initiatives and career opportunities.

“I understand and can relate to the challenges that the populations I work with face as they adjust to life in the United States. This allows me to bring compassion, expertise, and firsthand knowledge to the work I do in international education.” —Myrna Najera Perez

Vilma Elisa Fuentes: My understanding of the world was formed by my experiences as a U.S.-born Latina whose parents were born in another country. Neither of my parents ever expected that this would become their permanent home, and both spent years following news reports from their homeland. At a very early age I understood that events in other countries can have a powerful impact on the individual lives of Americans, development of American cities, and success of American businesses.

Maria Melendrez: My identity as a Latinx immigrant woman has instilled in me a deep appreciation for cultural diversity, exchange, and intercultural communication—all cornerstones of international education. Early exposures to contrasting social settings heightened my awareness of the disparities and challenges faced by underrepresented communities in educational realms. My experiences motivated me to work in creating more equitable and inclusive environments, meaningful cross-cultural exchange, and deeper understanding among diverse groups of students and educators.

There is more effort now than ever to diversify the profession of international education. How can we ensure that there are Hispanic and Latinx voices and representation in the field?

Fuentes: There are many Hispanic professionals in the field of international education, but they may not occupy the more senior administrative positions at most colleges and universities. Our first task should be to acknowledge that Hispanic people and those from other minority groups already form part of our profession—and to elevate their voices. We also should invest in professional development opportunities so these minority groups can continue to grow and thrive in the profession.

“We know that nationally, there is significant underrepresentation of Hispanic educators and leaders in education. This affects the academic achievement and outcomes of Hispanic students.” —Ricardo Castro-Salazar

Castro-Salazar: We need to address organizational and structural challenges that affect all dimensions of higher education. We need to recruit and retain more Hispanic educators, administrators, and leaders in the field of international education. We know that nationally, there is significant underrepresentation of Hispanic educators and leaders in education. This affects the academic achievement and outcomes of Hispanic students.

To ensure that Hispanic/Latinx voices are incorporated and heard (two different things), we need to advocate for more funding, resources, and policies that support the global learning needs of Hispanic communities—including scholarships, grants, loans, and other financial aid options for Hispanic students who want to pursue higher education and careers in international education. We also need more bridges and partnerships with organizations such as the Hispanic Association of Colleges and Universities, NAFSA, LASPAU: Academic and Professional Programs for the Americas, the League of United Latin American Citizens, and others.

Melendrez: I began my professional journey in international education in the Office of Global-Local Affairs, working for Loyola Marymount University’s (LMU) vice provost, Roberta Espinoza. What I believed to be a temporary position while I applied for PhD programs was really an opening to unimaginable professional opportunities as an international educator. Espinoza and I share a passion for promoting higher education access and success for first-generation and low-income students. Working for her and learning more about the impact of global learning motivated me to learn more about the field. Having a Latinx SIO [senior international officer] who understands the importance of increasing access in international education has been instrumental in helping me feel like I am part of the field.

“Shining light on our stories and lived experiences WILL inspire more Latinx students, colleagues, and friends to follow in our footsteps.” —Maria Melendrez

My recent participation in NAFSA’s Representation, Inclusion, Support, and Empowerment (RISE) Fellowship program has motivated me to share my story and inspire other Latinx educators to do the same. Shining light on our stories and lived experiences WILL inspire more Latinx students, colleagues, and friends to follow in our footsteps.

What initiatives or programs would you recommend to empower Hispanic and Latinx students and encourage their participation in global learning opportunities? Have you seen any recent developments in this space that have encouraged you?

Melendrez: It's essential to acknowledge issues such as socioeconomic inequality, information barriers, and challenges related to immigration status—and to design and implement global learning opportunities on campuses in both the curriculum and cocurriculum.

In May, LMU provided a 10-day summer abroad program in Bonn, Germany, for 20 first-generation students. The program inspired a collaboration I am currently developing to provide scholarships for first-generation students to attend Alternative Breaks, part of a partnership to open greater access for Latinx students.

Fuentes: We should create study abroad scholarships, conference travel grants, free virtual exchange training programs, and other funding opportunities that allow Hispanic professionals and people from other minority groups to continue to develop professionally.

Castro-Salazar: Encouraging developments abound. Study abroad scholarships and grants that prioritize diversity and inclusion and first-generation and community college students are good examples of programs that can empower Latinx students. I recommend increasing awareness of opportunities such as the Benjamin A. Gilman International Scholarship Program, the 100,000 Strong in the Americas Innovation Fund, the LASA [Latin American Studies Association] Study Abroad Scholarship Program, and the Fund for Education Abroad (FEA).

Since not all Latinx students can go abroad, global learning opportunities can also be created in the classroom, on campus, and in the community. That’s what internationalization is about! With the advance of technology, institutions are creating COIL [Collaborative Online International Learning] courses that connect students and faculty across different countries and cultures through online platforms.  •