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KU receives grant of $2 million for scholarships for migrant students
CASSIDY RITTER
@CassidyRitter
Financing an education at the University was a difficult task that left Alejandra Hernandez, an alumna and the child of two migrant farmers from Hugoton, feeling out of place. As a migrant student, she did not have much direction when it came to paying for college.
"Nobody ever told me what the FAFSA (Free Application for Federal Student Aid) was," Hernandez said. "So, for the first year of college, I'm paying with credit cards because nobody told me about the FAFSA. Nobody told me I was eligible for scholarships or grants or any of that stuff or loans."
During her time at the University, Hernandez became a student assistant for the College Assistance Migrant Program (CAMP), which works with the Center for Educational Opportunity Program (CEOP) on campus. The program helped connect Hernandez with resources and opportunities the University had to offer.
The U.S. Department of Education gave the University and three other colleges a $1.9 million grant over five years, from 2015 to 2020, to help mi-
"It was really tough for me coming to a campus that is predominantly white, and I was first generation, a person of color and also low income, so I felt kind of out of place," Hernandez said. "I loved my experience at KU, but I felt like I didn't really have a lot of direction. I just did what I could with what I knew."
Stacy Mendez, director of Heartland CAMP, said the grant would help 35 students at four schools every year, a total of 175 students over five years. The scholarship pays for up to six credit hours each semester and gives the student a monthly stipend for living expenses, Mendez said. Once the students are in the CAMP program, they have access to free tutoring and advising until they graduate.
The University received the grant from 2001 to 2005, but it was not funded again until 2015, Mendez said. Between 2005 and 2015, CAMP worked with the CEOP to provide the support that Hernandez benefited from.
"Anyone can be migrant, regardless of race, ethnicity, country of origin, or immigration status. To qualify as migrant, a person must move to work in seasonal or temporary agricultural work."
Source: Heartland CAMP
Who qualifies as a migrant?
Mendez and Hernandez said they had recruited three scholars at the University so far, but are looking to recruit five scholars this year.
"Although you don't have to be from diverse backgrounds, in reality a lot of the students that we serve are from diverse backgrounds, so I think it does have the ability to help increase diverse populations here on campus," Mendez said. The grant will be disbursed through scholarships to the University, Donnellly College in Kansas City, Kan., Metropolitan Community College in Omaha, Neb., and Western Iowa Technical College in Sioux City, Iowa.
Analyzing categories of drunken behaviors, specified in University of Missouri study, at the University
RYAN MILLER
@Ryanmiller_UDK
Drunken behaviors vary widely among students, according to a 2015 study from the University of Missouri's Department of Psychological Sciences.
The study grouped college-age drinkers into four categories based on their intellect, conscientiousness and extraversion while sober and intoxicated.
Students categorized as "Hemingway" were found to be slightly less conscientiousness and to have lowered intellect while intoxicated. However, these changes in their temperaments were smaller than the average drinker.
The second group, called "Mary Poppins," included people who were especially friendly while sober, and they increased more than average in extraversion while drunk. They also decreased in conscientiousness and intellect while intoxicated.
In the last group, "The Nutty Professor," individuals were introverted when sober, but became significantly more extraverted while drunk. "The Nutty Professor" subjects were less conscientious when drunk.
"Mr. Hyde" was the third group, and included the largest decreases in conscientiousness and intellect and increases in extraversion while intoxicated.
"I feel they did a pretty good job categorizing a limited number of behaviors for intoxicated individuals," McKee said.
Mckee often meets with students for an alcohol education courses, for students who violated policy for alcohol or made poor choices involving
Behaviors of intoxicated people may be nuanced, but Jenny McKee, a health educator for Watkins Health Center, said the categories were true.
alcohol, including how they used alcohol and what they did after drinking.
She said she meets students very frequently who talk about how their behaviors change when they drink. But she said she rarely saw students in her program who fit the "Mary Poppins" or "Nutty Professor" categories.
"I get to work with students who may have done something out of character compared to if they were sober," McKee said. "I definitely meet with the 'Mr. Hyde' individual."
"It's something else in their life," she said. "Because they're already anxious, or overwhelmed, those feelings they are having leads them up to experience being intoxicated differently."
Mckee said alcohol was not the main problem for lot of the students she meets with.
According to the 2013 National College Health Assessment, 80 percent of KU students felt overwhelmed over the previous 12 months, 74 percent often felt exhausted, and 49 percent felt overwhelming anxiety.
"I feel like a lot of media today gives, the impression that college is a really great four-to-six-year party, and that's not really the case." JENNY MCKEE Health Educator, Watkins
"How you feel, what you're experiencing makes a huge impact on a situation where you're using alcohol," McKee said. "There are nights where it won't be the best decision for you."
She said one of the main issues on campus regarding alcohol was misinformation students receive about alcohol use during college.
"I feel like a lot of media today gives our students the impression that college is a really great four-to-six-year party, and that's not really the case," she said.
The results of the 2013 assessment showed that students thought 94 percent of their peers drank alcohol. However, the research data showed that only 74 percent of students said they had a drink in the previous 30 days. The survey involved staff visiting large lecture classes to obtain random samples from student participants.
Mckee said she tried to give students realistic protective behaviors so students stay safe drinking.
"This is real life with training wheels," she said. "There are a lot of folks on campus who can help individuals through less than optimal situations. Here at KU, I feel like we have some great safety nets to help you learn from that experience."
Mckee's advice for students is to engage in more protective behaviors to stay safe, like those on the University's Buddy System website.
Some behaviors include being a good bystander by diverting intoxicated students' attention or offering them water.
"Sometimes, instead of offering drinks, ask how they are, gauge the mood of that friend," McKee said. "We know that when an individual drinks when they feel upset, or lonely, or frustrated, they are more likely to experience those negative consequences."
McKee said going out with friends and having fun goes hand in hand with practicing safe behaviors.
"Its totally possible to have a good time and to be responsible and safe at the same time;" she said.
- Edited by Chandler Boese
Upcoming events
Emily Taylor
Center Open
House
Aug. 24, 25
1:30 a.m.
1:30 p.m.
4024 Wescoe
Sexual Assault Awareness Week Sept. 14-18
**ROUTTS**
Self-Defense Workshop
Sept. 17
6:30 p.m.
8:30 p.m.
Hashinger
Hall Theatre
Speaker:
Leslie Morgan
Steiner
Nov.11
4-00 p.m.
5-30 p.m.
Woodruff
Auditorium
In addition to its normal services, the Emily Taylor Center for Women and Gender Equity will be focusing on sexual harassment and masculinity in its new location in Wescoe Hall.
The Emily Taylor Center relocated to Wescoe because of a reorganization last January. The center was previously in the Union in the Student Involvement and Leadership Center. It is now within the Office of Diversity and Equity.
LARA KORTE
@Lara_Korte
The center began as an informal place for career guidance and has grown into a multidimensional gender equity center. In addition to workshops, symposiums and lectures, the center offers guidance and advice when it comes to gender-related issues.
Emily Taylor Center moves to Wescoe and adds services for gender equity
"I think sometimes people just don't know where to start, and we can clarify from a gender-perspective some of the issues and identify places people can go to get the range of support they need," said Kathy Rose-Mockry, the executive director of the center. Students who come to the center are encouraged to get "informed, involved and empowered."
EDUCATION
This year, the Emily Taylor Center will be focusing on domestic violence and sexual harassment.
To educate students on these topics, the center will host events including Sexual Awareness Week, a free self-defense workshop and a guest speaker, Leslie Morgan Steiner, who is a domestic violence survivor.
"We expect to continue to provide important education and services for our students and our staff and faculty on sexual violence related topics and healthy relationships," Rose-Mockry said.
RESOURCES
"It helps students navigate through the campus system," Rose-Mockry said. "In instances of sexual harassment, a CARE Coordinator would sit down with someone, [find] out what they need and what felt uncomfortable and [assist] in helping that individual take further action."
A new position, the CARE coordinator, was introduced last year to help combat sexual harassment on campus. When students experience something that is uncomfortable or harmful, the CARE Coordinator can help that person identify the situation and get help.
STUDENT INVOLVEMENT
Rose-Mockry said student involvement is key in increasing awareness about gender equity issues. Students can get
involved in the Emily Taylor Center and Students United for Reproductive and Gender Equity, or SURGE, which is a student group that works toward social and political equality throughout the gender and sexuality spectrum.
Liz Stuewe, who graduated in 2009, worked with both the Center and SURGE when it was called Commission on the Status of Women.
Rose-Mockry said the Center is hoping to increase participation rates among male students. In the past, men have served as co-presidents of SURGE — previously called Commission on the Status of Women — and sat as board members for the Emily Taylor Center.
"Ive seen the Center in action, teaching professional skills," Stuewe said. "I can think of so many women who, because of the Center, have been propelled into really interesting and fulfilling careers for them."
"That's a very important aspect of our service as gender affects anyone, men and women, and all in between," Rose-Mockry said.
LANGUAGE
Rose-Mockry said the center's programming uses specific language in order to include those who might not identify as male or female. Many times when discussing issues of gender equity, trans people are excluded.
"It's important to have a discussion about people who identify specifically in a particular subgroup, we have some generalized workshops that are important for all genders, no matter how you identify yourself," Rose-Mockry said.
"It's about internalizing these issues and not just taking an action, but taking an action to increase your awareness," Rose-Mockry said. "It's about making a difference in the world."
KATHY ROSE-MOCKRY
Executive Director, ETCWGE
As the new school year begins, Rose-Mockry said she wanted all students to take a step to get informed, get involved and get empowered when dealing with gendered issues on campus.
Edited by Leah Sitz
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