By Simone Pringle, Program Associate Reading Time: Six minutes
After slogging through FAFSA delays, getting creative with asset driven essay writing, interpreting later than usual award letters, many students
still question if they even belong in college and wonder if they’ll see themselves represented in higher education as attacks on diversity, equity and inclusion efforts continue. As we support students’ transition from high school to college, our
2024 Lightning Talk speakers will face these issues head on as we ask, “how we can ensure students see themselves represented in higher education?”
From the southern hospitality of Alabama Possible’s Executive Director
Chandra Scott to conference host state Cali vibes of Operation Jump Start’s CEO Irene Quevedo and last but certainly not least, Washington state’s own Degrees of Change CEO Marquise Dixon, we are proud to present a diverse trio of avid professionals
who tirelessly champion a variety of postsecondary pathways for every student for this year's Talks.
Ahead of their Lightning Talks at NCAN National Conference in September, we asked each of our speakers to share what drives their work and how their own postsecondary journey shapes their perspective on college attainment today.
Q: What narratives do you see with students that you’re actively fighting against? How have the narratives changed from the beginning of your career to now?
Chandra Scott: The narrative
that "college is not for everyone" is still a barrier to leveling the playing field of postsecondary access. The uphill work is to change mindsets about the definition of “college.” For me, college is defined as any postsecondary pathway to include
military, credentialing, two- and four-year college. Anyone that receives any form of training is on a postsecondary journey. The narrative is beginning to shift due to business/industry leading the charge, setting the expectation that some form of
training beyond high school is now required for workforce entry towards careers with upward mobility.
Irene Quevedo: I’ve worked actively against the narrative that “a little is enough.” Our students are beautifully
humble, from hard working families, and as such they often feel uncomfortable in environments lacking representation. Today, I encourage scholars to GET BIG and stay that way! No shrinking allowed in places that feel intimidating simply because they
are new. Over the course of my career, I’ve intentionally focused on developing experiential opportunities for scholars to change this narrative, introducing students to higher education institutions across the country, as well as providing sponsored
trips and excursions to expose scholars to diverse cities, challenges, cuisines, and cultures. This “exposure to a broader world,” as we describe it in our agency’s mission, instills confidence & well-roundedness in first-generation youth and
transforms narratives of belonging for the better!
Marquise Dixon: Our perspective on certain narratives has definitely shifted. Initially, efforts were more segmented, addressing race, gender, or socioeconomic
status separately. Today, there's a broader understanding of intersectionality—how overlapping identities impact students' experiences and outcomes. There has been a shift from viewing students through a deficit lens (focusing on what they lack) to
an asset-based perspective (recognizing and building on their strengths). This change is reflected in our approaches and interventions.
Q: Do you have an origin story moment with a memorable student where they felt intimidated by the college application/matriculation process, and you vowed from then on to champion students? Scott: My most memorable student is me. I was raised by grandparents who both have degrees (nursing, [and] electrical engineering); however, there was little guidance on ‘what to do’ only the expectation to ‘do it.’ Being born and
raised in Selma, AL, the expectation of going to college was always there. When I began the application process, it was truly a mystery and a lot of finger crossing that I did it ‘right.’ I am fueled everyday by my own experiences, on what I don’t
want any other student to experience, whether graduating from high school or an adult learner. A person’s zip code and family dynamics should not be a barrier to postsecondary access.
Dixon: As a former youth
worker, I had the privilege of guiding a remarkable student through his K-12 journey. Despite facing family challenges, including his parents' divorce and financial struggles, he remained determined. When he wasn't selected for a competitive leadership
scholarship, he was devastated but resolved to try again. We developed a 12-month plan to strengthen his application. He enrolled in a local community college with full tuition coverage due to his good GPA and local resources, volunteered in the youth
program he grew up in, and stayed committed to his goal. The following year, he earned the scholarship and graduated. Now, he is a graduate assistant working on his master's degree. This experience solidified my commitment to supporting students through
their educational journeys.
Q: Tell us about the individuals in your college journey that helped you matriculate and made you feel seen in the higher education landscape. Scott: There is one professor who was not palatable by many but for some reason he saw me in a sea of students in his chemistry class. Dr. Carmichael is a short white male chemistry professor who didn’t accept excuses from anyone. It
was something about having someone like him, who most avoided, call me by name and for whatever reason simply ask, “how are you adjusting?” He sees me! Like most first semester college students away from home, I was just trying to manage life without
an adult and make sure I passed every exam. That one moment gave me a boost of confidence I didn’t even know I needed.
Quevedo: I had a small set of teachers growing up that played a pivotal role in my life! One teacher
facilitated a low-cost travel excursion to DC my junior year [of high school] while another encouraged me to enroll in a UCLA college course as a sophomore. Alone, I took three city buses from Inglewood to Westwood that summer. Those bus rides would
take me much further in the long run and for that I am grateful.
Such thoughtful teachers provided me with opportunities to see myself as an independent college student and a traveler. These were not identities I knew growing up,
so being able to live outside of my usual norm led me to eventually pursue a college education in spite of being the first in my family to do so! None of my future career strides would have been possible without my college journey, so I am immensely
grateful to the teachers that guided me to seek transformation through higher education.
Dixon: Dr. Jay Steele, a business professor: I took extra business classes just to be in his presence. We bonded over our shared
passion for baseball, and he even attended my football games. As a friend and mentor, Dr. Steele made me feel seen and heard, valuing my experiences as a young Black man.
John Auer, my football coach: he was transparent about the
challenges I would face at a predominantly white institution. John saw me as more than an athlete and provided a safe space for honest conversations, which was crucial for my persistence in college. We remain connected to this day.
As 2024 NCAN National Conference nears, what do these questions bring up for your own journey? We hope you feel inspired and fired up as you continue to champion students and our joint cause of college attainment for all.
Thank
you to our 2024 Lightning Talk speakers for their great insights! We invite you to join us in Anaheim to hear more from these fantastic plenary speakers and many other great leaders from the postsecondary attainment field.
Ready to register for 2024 NCAN National Conference? CLICK HERE
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