ICA Cristo Rey Academy’s Post

IF you are a new College or University Deans AND you have inherited legacy challenges -- like negative culture and power dynamics; siloization and lack of collaboration across function and discipline; and you're experiencing resistance to strategic and transformational change -- THEN you should come to my 60 minute session on Inclusive and Equitable Strategy. WHERE in my session, I'll explain WHY these challenges are getting in the way especially in an academic environment where you are required to lead by -- building influence and consensus building -- responding to the needs of varied and diverse stakeholders (e.g. staff, faculty, students from a diversity of identities) -- balancing the sometimes conflicting imperatives of research, teaching, student success -- all in a resource constrained, hotly politicized environment. WE will have a little much-needed catharsis about that joyful challenge for leaders in higher education THEN I'll show you a new way to think about developing your right-fit strategy that will help you cut through this complexity and noise WHILE building trust, equity, and the strategic differentiation you need to succeed. Join me for this session on Inclusive and Equitable Strategy I've designed as a gift just for you on June 13th. Register here, only 5 spots left. https://lnkd.in/g2wrFGa4

Dearest Gentle Reader, In the spirit of Lady Whistledown, I would like to uncover a small secret, gossip perhaps, that I have been hiding for months. Mind you, this is a personal reflection but I would also encourage you to join me in revealing your main interests and wishes too. When I first applied to Minerva University, my main accomplishment was listing everything I wanted to do beyond school in what I called a"F*ck It List," which included playing the piano, reading, learning languages, and more. From 2020 until now, I have pursued my interests, lived in seven different countries, published a book, and met a lot of different people! (What would your “F*ck It List” look like?) It has been four years, and I am now a senior at Minerva. Needless to say, I have struggled to pay for my education, applied to many scholarship programs, and gotten as many rejections as humanly possible, but, looking back, it's bittersweet to see I’m exactly where I once dreamed of being. In parallel to my academic life, I have also become increasingly more serious about my activism as a feminist, giving me confidence, helping me heal, and teaching me what I couldn’t learn in a classroom. There is a symbiotic relationship between my academic life and my activism life. As I am near the end of my university chapter, I’m ready to help other girls start their academic journeys too. For this reason, I am launching Girls Give Forward (GGF) with support from the Youth Fund, seeded by the UN Foundation. GGF is a scholarship and accountability group for girls and young women in which we will work together for three months to achieve our individual goals, getting financially supported and investing a percentage in another girl, creating a positive chain of support. If you’re applying to university, preparing for a job, or want to develop a new skill, join us in this project! Let’s invest in young women and see what happens. I’ll include the application link and more details below. If GGF isn’t for you, tell me your goals, and I'll help hold you accountable. XOXO,   Giovanna Basso Apply by July 15th: https://lnkd.in/ddyG4xtt

We can't believe it is already Week 4 of HSI Month, ESCALA's celebration of HSI Week extended into Hispanic Heritage Month. Interact with this week's HSI Trivia post by liking and commenting your thoughts for a chance to win a prize from our HSI Tiendita. Answer: False! Latinx/é students should be centered at HSIs. At the same time, HSIs enroll a large proportion of other underserved student groups. In 2013-2014, HSIs enrolled a greater share of Black students in the U.S. than Historically Black Colleges and Universities (16% in HSIs compared to 10% at HBCUs) and a higher number of Native American students than Tribal Colleges and Universities. (14% in HSIs compared to 11% at TCUs). In addition, students in HSIs have many important intersectional identities, including racial diversity within the panethnic term "Latinx/é". HSIs also enroll a much higher proportion of first-gen, low-income part-time, and full-time employed students than non-HSIs. In this way, HSIs are a center of equitable work for many groups of underserved students. Visit our HSI Month page to register for upcoming programs and webinars, find references for HSI Trivia posts, and more! https://lnkd.in/ga7K94P7

Join the U.S. Department of Education to learn from student voices and experts in the field, offering educators, parents, and policymakers concrete strategies to address the challenges and opportunities to support women and girls of color to excel in STEM pathways and careers. The webinar will feature the STEM experiences of three young women of color as examples to learn how to best ensure that their concerns, interests, and pathways to STEM learning and careers are addressed and made possible. https://lnkd.in/g6VWh7AF

As a Black woman who works in higher education, the past several months have been incredibly painful. We have witnessed numerous instances of suffering, overload, injustice, lack of support, and abuse experienced by Black women in our field. While the dedication and contributions of Black women to their institutions are undeniable, it's important to acknowledge that these efforts often come at a cost that impacts their physical, mental, emotional, and spiritual well-being. In response to these challenges, institutions of higher education must step up and provide the support these remarkable professionals deserve. It's time for collective action that fosters understanding and builds a more inclusive and resilient higher education community. As a psychologist and educator, I see the unique experiences BIPOC women in higher education face. My colleague and I, Rebecca A. Eldredge, PhD, share a passion for addressing the distress, suffering, and burnout that often compromise the well-being of these remarkable professionals. Together, we have designed a unique experiential and applied training, “Resilience Reimagined: Well-Being and Self-Compassion for BIPOC Women in Higher Education”. Our training is tailored to assist BIPOC women in higher education to integrate well-being into their demanding lives and challenge systemic obstacles so that they can thrive both personally and professionally. Whether you're a leader in higher education and want to better support the BIPOC women at your institution, or a BIPOC woman working in higher education and this message resonates with you, I invite you to reach out to learn more about this transformative experience. It's time we recognize, and appreciate the invaluable contributions of BIPOC women in higher education. Institutions must step up, acknowledge the challenges they face, and actively work towards creating environments that prioritize the well-being of their BIPOC employees. #BIPOCwomeninhighered #highereducation #highereducationleadership #wellbeinginhighered

Learn more about how you can support the next generation of girls - register and attend to see how LDub empowers girls in mind, body and voice!

🚨 **Calling All Women of Color Mentors and Sponsors!** 🚨 Why We Need Sponsors: With UW System data revealing that Black students constitute less than 3% of the student body at UW-Madison, we are confronted with an alarming disparity. When compared to census data showing that 6.4% of Wisconsinites and 13.4% of the U.S. population are Black, the underrepresentation at UW-Madison highlights the systemic inequities that persist. Despite these challenges, Black students demonstrate resilience and success, with an impressive six-year graduation rate of 81.1%. But the fact remains that Black students at UW consider leaving at rates three times higher than white students due to the "racial climate." Campus climate surveys echo this, showing that underrepresented groups feel less welcome, safe, and respected. And when we look at Wisconsin’s 25.7 percentage point gap between white and Black high school graduation rates, it's clear that the challenges extend far beyond college. Black women, in particular, face unique challenges—both academically and professionally. That’s why mentorship, sponsorship, and support are crucial. Programs like *Sisters in Success (SIS)* at UW-Madison aim to provide that foundation, fostering mentorship, professional development, and the celebration of womanhood for Black women. But to continue and expand this impact, we need **sponsors** who are ready to champion diversity, equity, and excellence. By sponsoring SIS, you help create transformative programs and resources that nurture professional growth, academic achievement, and sisterhood. Together, we can redefine success and empower the next generation of Black women at UW-Madison and beyond. 💡 Interested in making a difference? Join us as a mentor or sponsor and help change the narrative for Black women in academia and the workforce. #Diversity #MentorshipMatters #WomenOfColor #BlackExcellence #Sisterhood #UWMadison #EquityInEducation #SponsorshipOpportunity

Dual Career Tip of the Week: Looking for a fulfilling long term career? Higher Education is the place to be! Read this article and you will see why.

In the spirit of celebrating Black achievements, amplifying Black voices, and reflecting on the process–we are thrilled to present some of the preliminary results of our pilot cohort of OnRamp Scholars! What is OnRamp? Thrive’s program supports the college admission, attendance, and graduation of Scholars identifying as Generational African-American boys in 10th grade, one year before our 6-Year Program starts. We started this program based on the unique needs of Generational African-American boys in college access and success. What did we find? After attending Summer Academy at Amherst College, Scholars' math skills significantly improved–-with an average 219% increase from pre-test to post-test. In addition, the vast majority of Scholars reported that they felt more empowered to navigate their final years of high school. What does this mean? We are encouraged by these initial results and are excited to share more in the coming months about how our Scholars are navigating their junior year of high school to position themselves to succeed in college admissions. We’ll also continue to follow our Scholars’ college journey over time. What’s next? In the coming months, our OnRamp Scholars will finish out their final sessions together and 1:1 with coaching and we will learn about how they’ve succeeded in navigating their junior year of high school to position themselves to succeed in college admissions. Next year, many will continue in our 6-Year Program and we’ll start working with our second cohort of 40 OnRamp Scholars. Check out our report to learn more about the program rationale, design, and initial results. #thrivescholars