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Policy Fellows pose for a photo before a jam-packed day at the Greenlining Economic Summit. (From left to right: Julio Mendez, Celina Avalos, Amado Castillo, Eduardo Solis, and Vianney Gomez)

By Vianney Gomez and Celina Avalos

As policy fellows with the UCLA Latino Policy & Politics Initiative (LPPI), we are afforded unique opportunities to engage in professional development training and experiences that enhance our skill set as student policy advocates.

On Friday, April 26th, five LPPI Policy Fellows attended the Greenlining Economic Summit in Oakland to participate in a convening of scholars, policymakers, and stakeholders across a variety of different policy sectors to discuss pressing issues. Opening remarks by community leaders, students, and policy advocates left us inspired to pursue and find solutions to issues that personally affect us and our communities—gender equity, immigration reform, climate change, and more.

At the summit, we had the opportunity to attend various panels that dealt with a broad scope of policy issues, including equitable community development, environmental justice, and community organizing. We were also at the Summit to support LPPI’s Founding Executive Director, Sonja Diaz, who was a featured panelist in the “Building Health, Wealth, and Power: Advancing Health Equity Through Community Development” panel. The panel was moderated by Anthony Galace, Greenlining Institute’s Health Equity Director and featured remarks from the following experts: Pablo Bravo Vial, Vice-President of Community Health at Dignity Health; Aysha Pamukcu, Health Equity Lead at ChangeLab Solutions; and Tonya Love, District Director for Assemblymember Rob Bonta. The “Building Health, Wealth, and Power” panel focused on how to identify and combat racial inequities through development, health access, and social policy. Through an intersectional lens, the panelists described the myriad of ways that underrepresented and underserved groups across the state are denied access to health care. This included shocking statistics and data on the Black-White infant mortality gap and the estimated five centuries it will take to address California’s Latino physician crisis.

LPPI Executive Director Sonja Diaz shares research findings on the Latino Physician Crisis at the “Building Health, Wealth, & Power” panel. (From left to right: Anthony Galace, Tonya Love, Pablo Bravo, Sonja Diaz, and Aysha Pamukcu)

The “Building Health, Wealth, and Power” panel provided an important lens to address the social determinants of health and well-being. One of the greatest takeaways for us was seeing women of color leaders in action. As first-generation Latinas, it was refreshing to hear our voices reflected in a professional setting where, more often than not, women of color are left out. This is especially true in conversations around public policy and governance. With a majority women of color panel, we witnessed powerhouse leaders transform a seemingly dry conversation on healthcare to real-world exploration of racism, discrimination, and policy innovation. They helped humanize complex issues and structural dimensions of inequality. Moreover, they clearly articulated how high-level decisions impact the daily lives of our parents, grandparents, neighbors, and communities.

As students from underrepresented backgrounds, we felt included and seen in the conversation. We know first-hand how the lack of access to resources can pose a grave, life-threatening danger to the most vulnerable members of our communities. We are aware of how the slightest change in policy framing can positively improve the lives of marginalized communities. Panelists drew from similar personal experiences from our own lives to provide a human narrative, while unapologetically laying blame on implicit and explicit discriminatory policy frameworks that leave people of color worse off.

Our lives as low-income, first-generation Latinas deeply resonated with the work the panelists pursue every day as researchers, advocates, and political staffers. Data and policy analysis, centered on the needs of communities of color, is a tool to address the social and economic disparities facing communities like ours.

The Greenlining Economic Summit demonstrated the power that lies in coalition building and the importance of empowering policy advocates who are women of color. We feel grateful to have attended a conference like the Summit; a space that is receptive and welcoming to the ideas and concerns of students like us. Attending a panel, which featured strong women of color with new perspectives, enabled our motivation to pursue future avenues in public policy. It served as a reminder that policy advocacy is possible for us too!

LPPI Policy Fellows, Celina Avalos and Julio Mendez, networking with policy advocates, like Melina Duarte, at the Greenlining Economic Summit mixer. (From left to right: Celina Avalos, Julio Mendez, and Melina Duarte)

https://en.wikipedia.org/wiki/History_of_the_Armenian_Americans_in_Los_Angeles

By Lilit Ghazaryan

UCLA Graduate Student, Department of Anthropology

Immigrant families living in the United States are often faced with the challenge of either raising their children monolingual or putting the emphasis on also teaching them their ancestral language. The Armenian community in Los Angeles lives in a bilingual and bicultural reality where they must navigate their way through at least two languages and two cultures on a daily basis. Trying to maintain one’s traditional and cultural norms as well as pass them down to the next generation is as important to the Armenian community as it is to any other minority group in the greater Los Angeles area. Language is one of the biggest aspects of heritage identity and plays a crucial role in maintaining that part of one’s self.

Within the Armenian community, parents are faced with decisions about how to facilitate their children’s language development in their heritage language. Choosing Armenian daycares, which are quite popular in Los Angeles, has been a widespread means for introducing Armenian children to their national identity, language, and traditions at a young age. Many of these Armenian daycares are home based and have been operating for 10 to 20 years caring after many children of Armenian descent.

My research interest towards the topic of raising bilingual children led me to one of these Armenian daycares. I was curious and wanted to understand how Armenian children navigated between the two languages, English and Eastern Armenian, especially during play time when the children were given creative freedom to choose what to play, who to play with, and most importantly which language to communicate with their peers. I spent around two months observing these children. The information documenting their interactions were gathered mainly through video recordings. In addition, I provided questionnaires for parents to share details regarding their family’s unique linguistic background, which included observations of their children’s language use in the home. These parents were all first-generation immigrants from the Republic of Armenia. The primary language spoken by all the families was Eastern Armenian (one of the two varieties of Armenian, the other variety is Western Armenian).

My observations exceeded my expectations as I witnessed children’s ease in manipulating language in both English and Eastern Armenian. Throughout their designated play time, the children learned from one another, efficiently tutoring each other in two languages while also developing a sense of identity as multilingual speakers. For instance, children translated words and/or phrases for each other; switched the language of dialogue based on the proficiency of the listener, and asked each other questions about both languages including specific meanings to given words. All of these speech practices showcased their metalinguistic awareness (speaker’s awareness of the languages they speak) of their own linguistic abilities as well as the proficiency of their peers in either of the languages. By focusing on the metalinguistic aspect of their communications, my goal is to show the advantages of growing up as simultaneous bilinguals, which helps children develop a strong sense towards the linguistic nuances earlier then their monolingual peers. My aim is to illustrate the masterful ways children play with language and incorporate language in play, while simultaneously developing their linguistic skills and understanding of language politics and practices.

This project brings awareness to the underrepresented community of the Armenian American diaspora and fills the gap within the field of similar studies conducted with children. It also highlights the important role children play in their own language socialization and the socialization of their peers. Although this study concentrates on the Armenian community, it opens a window into the world of immigrant children growing up in the linguistically dynamic city of Los Angeles navigating their way through two (in some cases even more) languages while also developing an understanding of their own identity as a multilingual person. As I continue to develop this project further with the goal of co-authoring a publication with Dr. Erica Cartmill, I hope that my work will be useful not only to scholars, but also policy makers, language teachers, parents, and caretakers. My goal is to show the vibrant linguistic environment that children grow up in, highlight the benefits of bilingualism and multilingualism, and encourage the maintenance of the heritage language within the diaspora communities.

 

Lilit Ghazaryan is a graduate student in the UCLA Department of Anthropology. Her fields of study are Linguistic Anthropology, Language Socialization, and Multilingualism. Her research focus includes metalinguistic awareness, peer-group socialization among children, and the Armenian-American community in Los Angeles.

 

John Vande Wege/UCLA

May 16, 2018

Dr. Lorrie Frasure-Yokley, Associate Professor of Political Science, was recently profiled by the PBS NewsHour to discuss her important work with UCLA’s first-generation college students.  This new retention initiative connects first-generation faculty with first-generation college students to guide them along their educational pathways.  In this effort, Professor Frasure-Yokley teaches Fiat Lux courses and mentors first-generation students, in order to increase their persistence, improve their sense of belonging, and ensure that they graduate.  Watch the full interview and news segment HERE.