Chicano/Hispano Student Affairs: Vasquez Offers Cultural Perspective Toward Student Success

Feb. 25, 2000


by D.A. Barber
LQP Reporter

The new director of the Chicano/Hispano Student Affairs (CHSA) office considers the post she took in September to be "a very exciting opportunity."

"I_m from this community and I feel I really know the students, especially the Hispanic students," says Socorro Carrizosa Vasquez. "I see myself in a lot of these students and I believe I really understand the community and have a lot to offer."

Arriving in Tucson at the age of 1 from Mexico, she has been part of the community ever since, completing her bachelor's degree in speech and hearing sciences in 1982 and a master's in higher education - both at the UA.

Vasquez is new to the post but not to the UA.

She has been part of the staff for the past 18 years, holding the postition of assistant director at the University Learning Center where she was involved with academic advising, student advocacy, and 14 years coordinating and directing the New Start Summer Program. Her new position brings her full circle back to her one love: working with students.

"I loved working as an advisor, and I missed that part of my job being able to work with students as far as their academics are concerned."

At CHSA and the Adalberto M. Guerrero Chicano/Hispano Student Resource Center, Vasquez is focusing on helping students in "affirming their commitment to graduation." According to fall 1999 statistics, UA has 3,779 Hispanic undergraduate students (14 percent of the total population) with a 35 percent graduation rate.

"The number is low, that_s something we are focusing on. We want to make sure that students know the University is here for them."

The resource center offers a number of services, including a computer lab, study lounge, academic and financial aid counseling, and student advocacy. Part of that advocacy includes giving the Hispanic student population a voice concerning the whole University experience.

"We work with Hispanic clubs on campus, and we really pay attention to all of the issues, policies, and procedures that take place around campus and make sure the administration hears from us if its affecting Hispanic students in a negative way."

An equally important part of her job is community outreach in and around Tucson.
"We have a large Hispanic community and they are very interested in what goes on here on campus and in making sure the students and community are being served."
Whether working with students on campus, or the Hispanic community off campus, Vasquez has found that culture plays a huge role in getting past the initial transitional problems Hispanic students may experience when arriving at the UA. One issue is the shear size of UA, its classes and work load. It's an issue that can be intimidating if you_re a student coming from a very small high school.

"We_ve got a community here of 30,000 students and another 12,000 employees. There is a significant transition in the academic level that is expected, the amount of work and the size of the classes," says Vasquez. "When you_re coming from a high school like Pueblo High where some 80 percent were Hispanic and all of a sudden you find yourself in a situation where you don_t see anybody that looks like you in class, then you start feeling different, and that makes the transition even greater."

Another part of the adjustment that Vasquez has targeted not only with students, but also faculty and in her community outreach efforts, are strong family ties.

"It's a cultural thing. Families are very important to all communities, but especially the Hispanic community. Our students don_t leave their family life behind. If there is something going on with the family then they need to be there."

Vasquez says that some families of first generation students don't understand the amount of time students are spending here.

"It takes a lot of study time and a lot of commitment to be successful in this type of academic environment," said Vasquez, who also points out that sometimes the students themselves begin to feel guilty. If a family problem does arise, Vasquez encourages both students and faculty to communicate.

"This is where its important that the student really assert themselves as far as informing the faculty and making sure the faculty knows whats going on with them."

And while counseling and peer-to-peer student contact is a critical aspect of what CHSA does, faculty participation and contact with the resource center and its programs is a top priority for Vasquez.

"We know that students are more successful when they have positive interactions with faculty both in and outside of the classroom."

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