Rosa Perez's Schools

• Nova University , Class of 1979 Received a Ed.D. in Higher Education Administration

Rosa Perez's Publications

• Chancellor Rosa Perez on the San José/Evergreen Community College District December, 2010 by Rosa Perez From 2005 until 2010, I served as the Chancellor of the San José/Evergreen Community College District (SJECCD). In this role, I oversaw the operations of two community colleges with a total student population of over 25,000. The SJECCD encompasses the city of Milpitas and parts of San José. The two colleges within the district are San José City College (SJCC), formed in 1921, and Evergreen Valley College (EVC), formed in 1975. SJCC holds the distinction of being the oldest community college in the county. During its first three decades of operation, SJCC was overseen by San José State College, gaining its independence in 1953. It adopted its current name five years later. EVC was founded following a study commissioned by a citizens’ advisory committee. In its first year, the college attracted 3,000 students, and it has continued to grow since that time. The SJECCD has overseen the EVC since its inception. The SJECCD focuses its activities around three core values: social justice, opportunity, and equity. Within this framework, the organization seeks to create community college environments that are inclusive, diverse, and accessible. Nationally renowned for its efforts, the SJECCD has a long track record of facilitating student success, both for traditional and nontraditional students. Members of the SJECCD have traveled to countries in Latin America, Europe, and Asia in order to see how other countries deal with minority and immigrant educational experiences. Through this process, the SJECCD has redefined its concepts of student success and developed frameworks for helping the teaching faculty meet the needs of diverse student populations. To learn more, visit www.sjeccd.edu. !rosa.JPG

• The Delhi Center in Santa Ana, California May, 2011 by Rosa Perez As a member of the Board of Directors for the Delhi Center in Santa Ana, California, I contribute to the organization’s mission of increasing the leadership capability and participation of Latinos for the advancement of their health and social welfare. Incepted in 1969, the Delhi Center is a nonprofit organization that works to aid local Latinos in four sections: health, education, economic development, and cultural arts. With several programs, services and events that occur regularly at the center, more than 20,000 individuals regularly visit and benefit from the Delhi Center’s endeavors. Historically, California has always been home to many Latin Americans. It was once a part of Mexico, and this fact plays a part in the number of Latinos who still live in and around the Santa Ana area. The Delhi Center was established as a referral source for the local Mexican farm worker community and the organization has quickly branched out over the next few decades. Originally housed in two marine barracks, the Delhi Center later constructed the largest community center of its kind in Santa Ana. This new facility opened its doors in 2001. Furthermore, the Delhi Center’s initiatives include a project known as Plaza de Arte. This project provides a gathering place for people to learn about and celebrate Mexican folk art, music, and cultural traditions. An integral part of the cultural arts and recreation sector of the Delhi Center, Plaza de Arte is home to a mariachi school for young adults, arts and crafts classes, several cultural events and festivals, and a museum of traditional Mexican art. Created as a place for Latinos to thrive and appreciate their culture, the Delhi Center is one of my favorite organizations.

• Change in United States Demographics Requires Shift in Teaching Methods and Expectations August, 2011 by Rosa Perez Chancellor, San Jose/Evergreen Community College District, 2005-2010 For many years, education in the United States followed prevailing methodologies that worked in the context of the Anglo-American and Euro-American culture. These methods reflected customary norms in teaching religion, expression, and etiquette for families of European descent. Today, however, many school districts cater primarily to ethnic-minority students. According to the United States Census from 2011, the children of immigrants make up a quarter of the American population under the age of 18. The median age for Hispanics and Latinos is 25, while those of white European descent have a median age of 37. This means that white females are reaching the end of their reproductive years while Hispanic females are considered to be in their primes for child-bearing. With this mind, it stands to reason that the percentage of Hispanics in the United States population will continue to grow over the next decades. Such a rapid change in the American demographic necessitates the investigation of paradigm shifts in the values and ideas that have characterized education in this country for the last few hundred years. The current diversity in culture and language poses a number of challenges for teachers and administrators. Children of immigrants often come from homes that place a high value on education; poverty, unfortunately, sometimes supersedes the drive to complete primary and secondary school and enroll in college after graduation. Moreover, if the parents of these children lack documentation, they often strive to stay in the background rather than risk detection by authorities. This hinders the interaction between parents and teachers that benefits children from other backgrounds. Hispanic and African-American students also tend to be more likely to attend schools with predominantly minority enrollment where the majority of students live in poverty. These schools historically find it more difficult to attract and retain qualified teachers. In many cases, the teachers who are hired have little in common with their students. In 2004, approximately 90 percent of public school teachers claimed European-American descent. Their exposure to the culture of the minority students they teach verges on the non-existent. Using the social mores of their own backgrounds, these teachers sometimes misinterpret the behavior and initiative of their charges. These mistakes color the child’s perception about the value of his or her own culture and even his or her own abilities. Educators today need to refocus their efforts to be more inclusive of multiple cultures by modifying teaching methods, communications, and expectations. About the Author: Rosa Perez is an educator with more than three decades of experience. A steadfast champion for students from underserved and underperforming schools, Ms. Perez continues to work on their behalf through involvement in a number of educational organizations. A long-time administrator in higher education, Ms. Perez most recently served as the Chancellor for San Jose/Evergreen Community College District in California.

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