February 19, 2016 Dear participant, On behalf of the 1vyG Leadership Team and the Harvard College First Generation Student Union, welcome to the 2016 1vyG Conference! We are excited to have you join us for what promises to be a meaningful, inspiring, and insightful weekend. Over 350 of us have gathered at Harvard University, each with our own unique background and perspective, but all joined together in our shared experiences of being the first in our families to go to college. The theme of this year’s conference is “More than a Moment: The First-Generation Student Experience and Defining an Agenda for Change.” This weekend is about coming together to discuss the unique challenges first-generation students face and the valuable contributions and perspectives they bring to their colleges and universities. It is about exploring both the beauty and the burden of carrying this identity, and finding ways to productively channel our pain and frustration into change that will positively impact our community. It is about collectively working towards setting an actionable plan for institutional reform that will push our colleges to live up to their missions of socioeconomic inclusivity and accessibility. This weekend you will be hearing from a variety of prominent scholars and leaders in the field of educational inequality and access, and you will have the opportunity to share your stories and connect with a broad network of first-generation students from across the Ivy League and beyond. Our sincere hope is that you will leave the conference feeling empowered and inspired to create change on your campus. Once again, we thank you for joining us in this historic and momentous occasion. Together we can change the first-generation college experience. In first-gen love and solidarity, Ana Barros ’16, Co-Chair Ted White ’17, Co-Chair 1vyG Leadership Team

Note: We would like to make you aware that members of the media will be present at the Conference. However, 1vyG has made an agreement with these representatives that your comments cannot be used in any reporting unless 1) you are personally contacted by the reporter and 2) you make the decision to grant your permission for use. Please note several sessions are designated as closed to media altogether.

2016 1VYG SCHEDULE FRIDAY, FEBRUARY 19, 2016 • 5:00PM – 9:00PM: REGISTRATION, TICKNOR LOUNGE • 7:00PM – 9:00PM: CASUAL MIXER, SOCH o Co-sponsored by Leadership Enterprise for a Diverse America SATURDAY, FEBRUARY 20, 2016 • 8:00AM – 10:00AM: REGISTRATION, TICKNOR LOUNGE • 8:00 AM – 9:00AM: BREAKFAST, SCIENCE CENTER ARCADE • 9:00AM – 10:00 AM: WELCOME ADDRESS, SCIENCE CENTER B o Opening remarks by Ana Barros ’16 and Ted White ’17, Conference Co-Chairs, Rakesh Khurana, Dean of Harvard College, and William Fitzsimmons, Dean of Admissions and Financial Aid o Video message from Drew Faust, President of Harvard University • 10:00 AM – 11:00 AM o STUDENT GUIDED DISCUSSIONS § This session is closed to members of the media. § Please refer to the email you received prior to the conference for the location of your studentguided discussion. o SEPARATE ADMINISTRATOR PROGRAMMING, see administrator insert •

11:00 AM – 12:00PM o PRUDENCE CARTER: KEYNOTE ADDRESS & 1VYG TRAILBLAZER AWARD CEREMONY, MEM ORIAL CHURCH § Sponsored by Goldman Sachs, remarks from Johann Shudlick, Global Head of Diversity Recruiting § Dr. Carter is the new Dean of the Graduate School of Education at UC Berkeley. She is currently the Jacks Family Professor of Education at Stanford University, where she teaches a range of courses on racial and ethnic relations, social and cultural inequality, the sociology of education, and urban schooling. She is also the faculty director of the John W. Gardner Center for Youth and Their Communities. She received her ScB from Brown University and her Ph.D. from Columbia University. Dr. Carter is the author of award-winning books including, Keepin’ It Real: School Success Beyond Black and White (Oxford University Press, 2005) and Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools (Oxford University Press, 2012), and is co-editor of Closing the Opportunity Gap: What America Must Do to Give All Children an Even Chance (Oxford University Press, 2013).



12:00PM – 1:30PM: LUNCH o Students: THE HARVARD INN o Administrators: Separate Administrator Lunch & Programming (see administrator insert), THE VISITOR’S CENTER



SATURDAY BREAKOUT SESSIONS 1:30PM – 2:30PM o JEREMY WRIGHT: LOW INCOME-STATUS: A CAUSE FOR CELEBRATION? HARV ARD HALL 104 § Can we celebrate low-income status on a college campus? Identity-based programming has historically shifted focus from solely providing a safe space for a minority population to celebrating that population's identity. Unlike the efforts supporting many other identities, the relatively recent discussions around first-generation and low-income status have yet to make the shift to a strengthsbased, celebratory perspective. In this workshop, attendees will learn how a new office at the University of Chicago hopes to shift the narrative around students' low-income status. And through the historical lens of identity-based programs and salient student development research, attendees will participate in a discussion centered on what it could mean not only to address the needs of students from low-income backgrounds, but to celebrate the status itself.

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1:30PM – 3:00PM o STEPHANY CUEVAS: BEYOND THE HOME: ENGAGING AND PARTNERING WITH FAMILIES FOR FIRST-GENERATION STUDENT SUCCESS, HARV ARD HALL 202 § This workshop will focus on the role of the family unit in supporting first-generation college students. Based on research discussing the engagement and support mechanisms of families of firstgeneration students, families of color, and immigrant families, this session will present and explore how these forms of engagement can be validated and supported by secondary and post-secondary schools. The session will also focus on the ways families continue to be important and engaged in students’ lives once students are in college; family dynamics often change during these time periods with both families and students experiencing transition into college life. The workshop will engage participants in understanding these changing dynamics and propose concrete supports for navigating some of the tensions that may arise. o



MICHELLE TOLAN & DANIELLE SCUGOZA, FIRST GENERATION COLLEGE STUDENTS IN STUDY ABROAD, HARV ARD HALL 102 § This collaborative presentation will examine the value of international experiences to future professionals and also will explore participation rates, discuss funding opportunities, and identify barriers for first-generation college students in study abroad. Why do first generation college students remain one of the most underrepresented populations in study abroad? With the importance of high impact college opportunities for job marketability, how might administrators better engage first generation college students? This session will collaboratively discuss what barriers audience participants identify as most prohibitive, and why we international educators are actively seeking increased participation by first gens. We will also discuss program and funding models designed for first generation college students specifically. Presenters request audience participation on views regarding study abroad and its relevance to them.

2:30 PM – 3:30 PM O HELPING COLLEGES HELP STUDENTS, MODERATED BY PAUL TOUGH. FEATURED PANELISTS INCLUDE ANTHONY JACK, MICERE KEELS, SARA GOLDRICK-RAB, & CAMILLE LIZARRIBAR, EM ERSON 105 § This panel will examine research from scholars on the hurdles that first-generation college students face upon entering college and provide tangible policy recommendations for colleges and universities to not only become more accessible but also more inclusive communities. o

 

GOOGLE: PERSONAL BRANDING ON PAPER AND IN ACTION, EM ERSON 101 § Come learn about crafting your personal brand and presenting your brand on paper and in person. We will share tips on how to prepare a winning resume and on how to showcase your brand when interviewing.

ASHLEY RONDINI: FROM CAUTIONARY TALES TO ASPIRATIONAL PROXIES: EDUCATIONAL MOBILITY AND INTERGENERATIONAL MEANING-MAKING PROCESSES WITHIN FAMILIES OF LOW-INCOME FIRST GENERATION COLLEGE STUDENTS, EM ERSON 210 § Behind every first-generation college student is biographical narrative traced back through the previous generations of a family. The roles, relationships, and normative expectations formed within any family are shaped by the structural and material conditions within which family life is contextualized, at the intersections of stratification systems based on socioeconomic status, race, and immigration history. Familial understandings and perceptions—and specifically parental messages— surrounding education have a significant impact on the development of children’s aspirations for and attitudes towards educational attainment and social mobility. Drawing on data from in-depth interviews, this talk will focus on the intersubjective processes through which low-income first generation college students and their parents co-construct the meanings of educational mobility within their families.

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3:30PM – 4:30 PM O RICHARD KAHLENBERG: NEW PATHS TO HIGHER EDUCATION DIVERSITY, HARV ARD HALL 201 § Racial affirmative action programs are under legal and political attack. In order to promote racial, ethnic, and socioeconomic inclusion, new forms of affirmative action will need to be created that consider factors such as first generation status, parental income, wealth, and neighborhood factors. o

JEN MANION, BUILDING SUCCESSFUL RELATIONSHIPS WITH PROFESSORS, EM ERSON 101 § Students who establish and maintain ongoing relationships with professors are much more likely to succeed, to feel supported, and to know where to turn for resources. This workshop will encourage students to identify barriers they face in communicating or networking with professors as well as provide practical strategies for addressing these issues. Participants will receive a list of successful communication strategies.

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GOLDMAN SACHS: DIVERSE JOURNEYS, HARV ARD HALL 104 § You are cordially invited to join us for Diverse Journeys, an undergraduate campus outreach program that leverages the power of storytelling to foster an open dialogue on diversity and difference. At this special session, Goldman Sachs professionals will share their personal journeys and background, and will highlight their unique path which led them to Goldman Sachs. Though their stories, you will learn more about the people of Goldman Sachs, and will have the option to ask questions and network with panelists.



5:00PM – 6:00PM: CAREER RECEPTION, CAMBRIDGE QUEENSHEAD PUB o Featuring employers from Teach for America, Goldman Sachs, Bridgewater Associates, D.E. Shaw & Co., Google, and members of the Harvard First Generation Alumni network



6:00PM – 7:00PM: NAVIGATING CAREER PATHS FROM A FIRST-GENERATION PERSPECTIVE, LOW ELL LECTURE HALL o Co-hosted by the Harvard Office of Career Services & moderated by Kevin Jennings, Executive Director of the Arcus Foundation § A diverse group of current employees from Teach for America, Goldman Sachs, Bridgewater Associates, and Google will be discussing how they have navigated their career paths as firstgeneration students, students of color, and low-income students. Come learn about career opportunities for first generation students, and hear advice on how to negotiate the first generation identity in the workplace.



8:30PM – 10:00PM: DINNER, ANNENBERG HALL o Restricted to registered conference attendees o Sponsored by Bridgewater Associates, remarks from Trina Soske, Senior Manager, Core Management o Featuring special guest speaker, David Coleman, President & CEO of The College Board o Special video message from U.S. Secretary of Education, John King, Jr.



10:00PM – 2:00AM: (F)IRSTY: PART II: THE AFTER-PARTY, SOCH 104 o Featuring DJ Salvi

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SUNDAY, FEBRUARY 21, 2016 •



8:00 AM – 9:00AM o BREAKFAST, SCIENCE CENTER ARCADE o LUGGAGE DROP-OFF, TICKNOR LOUNGE SUNDAY BREAKOUT SESSIONS 9:00AM – 10:30AM o ROBERTO GONZALES: NEGOTIATING LIVES IN LIMBO: UNDOCUMENTED AND NAVIGATING CRITICAL TRANSITIONS, HARV ARD HALL 202 § Owing to a Supreme Court decision in Plyler V. Doe, undocumented children can attend K-12 schools. This inclusion provides important opportunities to be integrated into communities and into peer groups. However, only a small fraction of undocumented students make successful transitions from high school to post-secondary education. Drawing on a twelve-year study, Harvard professor Roberto G. Gonzales shows how financial aid exclusions, low family socioeconomic status, and undocumented students' own legal circumstances severely limit their ability to navigate critical transitions. Nevertheless, connections to teachers, other adult mentors, and high achieving peers help to ease some pathways. o



10:30AM – 11:30AM o ANTHONY JACK: ‘I, TOO, AM HUNGRY’: AN EXAMINATION OF STRUCTURAL EXCLUSION AT AN ELITE UNIVERSITY, SEV ER 113 § Through major diversity initiatives such as no-loan financial aid policies, colleges have increased access for undergraduates from disadvantaged backgrounds. Economic barriers to inclusion persist, however. While previous studies emphasize how differences in cultural capital shape students’ integration into college, I examine structural exclusion—how specific operational features marginalize lower-income undergraduates. Drawing on extensive interviews and ethnographic observations as well as data from administrative and online sources, I show how official university policies exacerbate material and social difficulties for undergraduates from disadvantaged backgrounds. I demonstrate how lower-income undergraduates identify college policies as intentional and abrupt tears in the fabric of campus life marking them as different. I interrogate social and personal costs of exclusion and discuss its implications for undergraduates’ opportunities and social well-being. o

 

SARA GOLDRICK-RAB: PAYING THE PRICE: COLLEGE COSTS AND THE BETRAYAL OF THE AMERICAN DREAM, HARV ARD HALL 201 § In the past, students and families who worked hard stood a real chance of attaining a college degree, a ticket to the good life. But then the world shifted. Today, the promise of a college degree in exchange for hard work and dedication no longer holds true. Instead, students encounter a price so high it has changed what it means to attend college. As discussed in her forthcoming book Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream, by following 3,000 low-income and first-generation students through college over 6 years, Dr. Goldrick-Rab learned-- (1) Students focus has shifted from learning to making ends meet through working multiple jobs and taking on loans. (2) Some students face scarcity, going without sufficient food or secure housing to stay in school. (3) Relationships with family are strained by the burden of paying for college. (4) Many leave college without a degree and in debt.  

PAUL TOUGH: WHO NEEDS COLLEGE? HARV ARD HALL 104 § American attitudes and perceptions about the value of a college education have changed a great deal over the past several decades. At the same time, class divisions have grown more pronounced on individual campuses and in American higher education as a whole. Paul Tough, a journalist who writes about education, will discuss in this session how those changes happened and what they mean for college students and for the country. In addition, this session will encourage participants, especially students, to reflect on and discuss together what it might take to create a broad-based national political movement to improve higher-education opportunities for low-income and firstgeneration students.

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12:00PM – 1:30PM LUNCH, THE HARVARD INN & SCHOOL ACTION PLANNING, SEVER HALL o This session is closed to members of the media. § 12:00PM – 1:00PM: LUNCH • BROWN • COLUMBIA • CORNELL • DARTMOUTH • HARVARD § 12:00PM – 1:00 PM: SCHOOL ACTION PLANNING • PRINCETON: SEVER 101 • UNIVERSITY OF PENNSYLVANIA: SEVER 104 • YALE: SEVER 105 • ALL NON-IVY LEAGUE SCHOOLS: SEVER 109 § 1:00PM – 2:00PM: LUNCH • PRINCETON • UNIVERSITY OF PENNSYLVANIA • YALE • ALL NON-IVY LEAGUE SCHOOLS § 1:00PM – 2:00PM: SCHOOL ACTION PLANNING • BROWN: SEVER 111 • COLUMBIA: SEVER 112 • CORNELL: SEVER 201 • DARTMOUTH: SEVER 203 • HARVARD: SEVER 204 12:00PM – 1:30PM: SEPARATE ADMINISTRATOR LUNCH/PROGRAMMING, see administrator insert 2:00 PM – 3:30PM: CLOSING ADDRESS, SCIENCE CENTER B o Remarks from Juan Sepulveda, Senior Vice President, Station Services, PBS & Ana Barros ’16 & Ted White ’17, Conference Co-Chairs 3:00 PM – 5:00PM: LUGGAGE PICK-UP, TICKNOR LOUNGE

                                     

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KEYNOTE SPEAKER & 2016 1VYG TRAILBLAZER AWARD RECIPIENT Prudence L. Carter is the Jacks Family Professor of Education and Professor Sociology (by courtesy) at Stanford University. She is also the Faculty Director of John W. Gardner Center for Youth and Their Communities and the Director of the Research Institute for Comparative Studies in Race and Ethnicity. Prior to joining the Stanford faculty in 2007, Dr. Carter was Associate Professor of Sociology at Harvard University. Currently while on research sabbatical, Professor Carter is a visiting scholar at the Russell Sage Foundation in New York City. In June 2016, she will assume the role of Dean of the Graduate School of Education at the University of California, Berkeley. A native Mississippian, Dr. Carter was born in the small Delta town of Clarksdale, and she is a proud product of public schools. She moved to Jackson as a teenager with her family, where she graduated from Callaway High School as the class valedictorian. Dr. Carter received a Bachelor of Science degree in applied mathematics and economics from Brown University in Providence, RI in 1991; earned a Masters of Art in Sociology and Education from Teachers College, Columbia University in New York in 1995; and an Master of Philosophy and Ph.D. in Sociology from Columbia University in 1998 and 1999, respectively. Before joining the faculty at Harvard University in 2001, Carter was a Ford Foundation Postdoctoral Fellow with the Program on Poverty, the Underclass and Public Policy and the Program for Research on Black Americans at the University of Michigan, Ann Arbor from 19992001. Dr. Carter’s primary research and teaching agenda focuses on causes of and solutions to enduring social and cultural inequalities among social groups, especially in education and schooling. Her expertise ranges from issues of youth identity and race, class, and gender, urban poverty, social and cultural inequality, the sociology of education and mixed research methods. Specifically, she examines academic and mobility differences shaped by the effects of race, ethnicity, class, and gender in U.S. and global society. She consults with school districts and educators around the nation on various policy and practices pertaining to achievement and opportunity disparities. Dr. Carter’s award-winning book, Keepin’ It Real: School Success beyond Black and White (2005), debates various cultural explanations used to explain school achievement and racial identity for low-income Black and Latino youth in the United States. Keepin’ It Real was recognized as the 2006 co-winner of the Oliver Cromwell Cox Book Award given by the American Sociological Association (ASA) for its contribution to the eradication of racism; a 2005 finalist for the C. Wright Mills Book Award, given by the Society for the Study of Social Problems, and an Honorable Mention for best book given by the section on Race, Class, and Gender of the ASA. Her most recent books include Stubborn Roots: Race, Culture, and Inequality in U.S. & South African Schools (2012) and Closing the Opportunity Gap: What American Must Do to Give Every Child an Even Chance (2013), co-edited with Dr. Kevin Welner—both published by Oxford University Press. The latter brings together top American experts who offer concise, research-based essays that paint a powerful and shocking picture of denied economic and educational opportunities. Her other publications have appeared in several journals and book volumes, including Harvard Educational Review, Teachers College Record, Sociology of Education, Social Problems, Ethnic and Racial Studies, Review of Research in Education, African American Research Perspectives, and Sociological Studies of Children and Youth. Dr. Carter’s research has been featured in the Pulitzer-Prize winning documentary “Mind the Gap: Why Are Good Schools Failing Black Students” by journalist Nancy Solomon. She has also been a guest on MSNBC’s Melissa Harris-Perry Show, for which she has guestblogged. She has also been a featured commentator on over three dozen National Public Radio (NPR) shows around the United States. Dr. Carter is an elected a member of the National Academy of Education (the highest honor society for scholars and researchers who conduct educational research in the U.S.), the Sociological Research Association (an honorary society for sociologists) and a Fellow of the American Educational Research Association (AERA). She also serves on the Board of Trustees for the William T. Grant Foundation in New York and previously on the board of Coleman Advocates for Children and Youth in San Francisco. As for her personal interests, Dr. Carter is an avid world traveler, a big consumer of fiction novels, an amateur gardener, and a serious music, film and food buff. Dr. Carter believes that her greatest accomplishment in life is being the mother of two-year old Langston, her pride and joy.

 

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SPEAKERS David Coleman is one of the most important voices in education today, earning him a spot in Time magazine’s 100 most influential people. A proud product of New York Public Schools, David attended Yale University where his activism matured. At Yale he started Branch, a community service program for inner-city students in New Haven, CT. He would go on to the University of Oxford as a Rhodes Scholar where he studied English Literature and then classical educational philosophy at the University of Cambridge (U.K). He returned to the U.S. to work at McKinsey & Company, where he led much of the firm’s pro bono work in education. After McKinsey, David focused his attention on education reform. With a team of educators, David founded the Grow Network, an organization committed to making assessment results truly useful for teachers, parents and students. He also cofounded Student Achievement Partners, a nonprofit that assembles educators and researchers to design actions based on evidence to improve student outcomes, which played a leading role in developing the Common Core State Standards in math and literacy. Since 2012, David has served as the President and Chief Executive Officer of College Board. Juan Sepulveda is PBS’ Senior Vice President, Station Services. In his role, Juan leads a team focused on strengthening local PBS stations nationwide by activating the PBS network across the country. Believing that the top asset in the PBS system is the people at each station – staff, board, and volunteers -- Juan’s team is connecting these people across stations so they can meet and build relationships, share ideas and experiences, strategize, take action together on key public media issues, and help drive innovation system-wide. Juan joined PBS from the Democratic National Committee where he was Senior Advisor for Hispanic Affairs helping re-elect President Obama with record-level Hispanic support. Prior to that Juan served as Executive Director of the White House Initiative on Educational Excellence for Hispanics for the Obama Administration. In 2008, Juan was the Texas State Director for Obama for America. Juan has been involved in community organizing/politics since the age of 16, when he was the first high school student hired to work for the Kansas Secretary of State. He worked closely with the late Willie Velasquez and the Southwest Voter Registration Education Project and completed a political biography of Willie and an organizational history of Southwest Voter, The Life and Times of Willie Velasquez—Su Voto Es Su Voz (Your Vote is Your Voice). His national strategy consulting organization, The Common Enterprise, took him to over 35 states where he worked with a wide range of communities and issues. Juan was the third Latino awarded a Rhodes Scholarship. He graduated from Harvard College with a B.A. in Government, holds a B.A. in Politics, Philosophy & Economics from The Queen’s College, Oxford University, a J.D. from Stanford Law School, and has been admitted to the Texas Bar. Jeremy Wright (he/him/his) is the Assistant Director for the Center for College Student Success at the University of Chicago. A lowincome, first-generation student himself, Jeremy’s professional life, ranging from community colleges to elite institutions, has focused on increasing access to higher education and empowering students to discover the richness they bring to college campuses. He is an active member of NASPA and presents on a variety of topics, including identity intersectionality and student development theory. He completed his MA in College Student Personnel at Bowling Green State University and his BA in German at Ohio University. Stephany Cuevas is a fourth-year doctoral student in Culture, Communities, and Education at the Harvard Graduate School of Education. Her research focuses on the relationships mixed status families and undocumented parents have with systems and structures of higher education; she studies how immigration status and notions of legalization influence and shape families’ perceptions, understandings, and relationships with higher education. As a Xicana scholar-activist, Stephany’s work seeks to empower the communities she works with by centering and highlighting their voices and experiences. Most recently, Stephany served as a College Advisor for high school students in the Oakland Unified School District and Seminar Instructor for incoming freshmen at UC Berkeley’s Summer Bridge program. She holds a BA in Ethnic Studies and Sociology from the University of California, Berkeley. She is also a former Editor for the Harvard Educational Review. Michelle Tolan is Field Director for Inclusive Excellence and Research at the Institute for Study Abroad at Butler University. Michelle founded IFSA-Butler's award-winning First Generation Scholars Program, which provides scholarships and support for first generation college students and was the first major scholarship dedicated to this important student demographic in study abroad. A "first gen" herself, she has helped lead the growing discussion on FGCS participation in study abroad through workshops and panels for Diversity Abroad, the Forum for Education Abroad, NAFSA, IIE, and Council for Opportunity in Education (TRiO). A member of the Diversity Abroad FGCS Task Force, Michelle also chairs the Forum on Education Abroad Working Group on Inclusive Excellence and continues to innovate IFSA-Butler’s scholarship initiatives. Danielle Scugoza is Associate Director of Penn Abroad at the University of Pennsylvania, which manages semester and academic year study abroad programs as well as international internships. She holds BAs in Spanish and Communication Studies from the University of Texas Austin, and an MA in International Education from New York University. A first generation college student, Danielle studied abroad twice as an undergraduate and twice in graduate school. She has presented at several conferences on topics like global citizenship, re-entry programming, non-traditional study abroad locations, and the ethical responsibilities and practical challenges of student conduct in study abroad. Recently she co-wrote a successful Diversity Abroad Innovation grant to fund the “Abroad Mentorship Program” for first generation college students at Penn.

 

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Anthony (Tony) Jack is a Ph.D. Candidate in Sociology and Associate Doctoral Fellow in the Multidisciplinary Program in Inequality and Social Policy at Harvard University. His research uncovers the overlooked diversity among lower-income undergraduates: the Doubly Disadvantaged—those who enter college from local, typically distressed public high schools—and Privileged Poor—those who do so from boarding, day, and preparatory high schools. Tony holds fellowships from the Ford Foundation and the National Science Foundation and is a 2015 National Academy of Education/Spencer Foundation Dissertation Fellow. The New York Times, Boston Globe, The Huffington Post, American RadioWorks, and NPR have featured his research as well as biographical profiles of his experiences of being a first-generation college student. Upon graduation, Tony will serve as a Junior Fellow at the Harvard Society of Fellows and Assistant Professor at the Harvard Graduate School of Education where he will hold the Shutzer Assistant Professorship at the Radcliffe Institute for Advanced Study. Paul Tough is the author, most recently, of "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character." His first book, "Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America," was published in 2008. Paul is a contributing writer to the New York Times Magazine, where he has written extensively about education, parenting, poverty, and politics. His most recent article, "Who Gets to Graduate?," focused on innovative efforts to improve graduation rates for first-generation and low-income college students.He has worked as an editor at the New York Times Magazine and Harper’s Magazine and as a reporter and producer for the public-radio program “This American Life.” His writing has also appeared in the New Yorker, Slate, GQ, and Esquire, and on the op-ed page of the New York Times. Micere Keels is Associate Professor in Comparative Human Development at the University of Chicago. Her research focuses on understanding how sociodemographic characteristics (race/ethnicity and poverty, in particular) structure exposures contextual challenges and supports. Over the past decade and a half her work has examined several issues regarding educational inequality. In 2012 she received the five-year Faculty Scholars Award from the William T. Grant Foundation to follow a sample of 500 Black and Latino freshmen across their first four years of college. This project is examining the unfolding early adult trajectory of students that are above average in their college preparedness, which allows her to focus on barriers to success among a group that possess the academic and motivational perquisites. Her work has been featured in Chicago Tribune, Chronicle of Higher Education, Grist, and U.S. News and World Report. Sara Goldrick-Rab is a Professor of Educational Policy Studies and Sociology at the University of Wisconsin-Madison, and Founding Director at the Wisconsin HOPE Lab. Her research examines the intended and unintended consequences of the college-for-all movement in the United States. She is the recipient of the William T. Grant Foundation’s Faculty Scholars Award and the American Educational Research Association’s Early Career Award. In fall 2016, the University of Chicago will publish her latest book, Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream. Camille Lizarríbar is Dean of Student Affairs and Senior Associate Dean at Yale College. Born and raised in San Juan, Puerto Rico, she holds a Ph.D. in Comparative Literature and a J.D., both from Harvard. In her previous capacity as Dean of the Freshman Scholars at Yale Program, she has worked directly with incoming freshmen from under-resourced backgrounds to provide them with an introduction to the opportunities and resources available to them as Yale College students, and to ease their transition into student life. As Dean of Student Affairs, she is senior adviser in undergraduate affairs and activities, including freshman orientation, extracurricular activities and undergraduate regulations. In collaboration with others, she oversees aspects of undergraduate student life and focuses on fostering an inclusive community on campus for all. Ashley C. Rondini, PhD is a Visiting Assistant Professor of Sociology at Franklin and Marshall College. She is currently co-editingClearing the Path: Qualitative Studies of the Experiences of First Generation College Students (forthcoming in 2017, Lexington Books) with Bedelia RichardsDowden and Nicolas Simon. She served as the 2010-2011 American Sociological Association Applied Social Research and Social Policy Sydney S. Spivack Congressional fellow, and worked with the U.S. House of Representatives Committee on Education and Labor as well as the Congressional Research Service Domestic Social Policy Division on Higher Education during her tenure. Her published and forthcoming work is featured in Sociological Forum, Teaching Sociology, Sociology Compass, and The DuBois Review. Richard Kahlenberg has been called “the intellectual father of the economic integration movement” in K-12 schooling and “arguably the nation's chief proponent of class-based affirmative action in higher education admissions.” He is also an authority on teachers’ unions, private school vouchers, charter schools, turnaround school efforts, labor organizing and inequality in higher education. Kahlenberg's articles have been published in The New York Times, The Washington Post, The Wall Street Journal, The New Republic, and elsewhere. He has appeared on ABC, CBS, CNN, FOX, C-SPAN, MSNBC, and NPR. Previously, Kahlenberg was a Fellow at the Center for National Policy, a visiting associate professor of constitutional law at George Washington University, and a legislative assistant to Senator Charles S. Robb (D-VA). He also serves on the advisory board of the Pell Institute, the Albert Shanker Institute and the Research Advisory Panel of the National Coalition for School Diversity. In addition, he is the winner of the William A. Kaplin Award for Excellence in Higher Education Law and Policy Scholarship. He graduated magna cum laude from Harvard College and cum laude from Harvard Law School. Jen Manion is Associate Professor of History and Director of the LGBTQ Resource Center at Connecticut College. Jen is a first generation college student who graduated magna cum laude with a B.A. from the University of Pennsylvania and a Ph.D. from Rutgers University. Jen's first book, Taking Back the Academy: History of Activism (Routledge, 2004) is a collection of essays about social justice

 

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movements. Manion's recent book Liberty's Prisoners: Carceral Culture in Early America (University of Pennsylvania, 2015) shows how radicalized and gendered ideologies of freedom, resistance, and dependency shaped the creation of the penitentiary in the U.S. Roberto G. Gonzales is Assistant Professor at Harvard University Graduate School of Education. His research focuses on the factors that promote and impede the educational progress of immigrant and Latino students. His work has been published in the American Sociological Review, Current Anthropology, Journal of Ethnic and Migration Studies, and the Harvard Educational Review. His recent book, Lives in Limbo: Undocumented and Coming of Age in America, based on a twelve year study, examines the adolescent and adult transitions of undocumented immigrant youth. Professor Gonzales was recently awarded the American Sociological Association Award for Public Sociology in International Migration. His research is supported by the John D. and Catherine T. MacArthur Foundation, the Bill and Melinda Gates Foundation, the Heising-Simons Foundation, and the James Irvine Foundation. Kevin Jennings is the Executive Director of the Arcus Foundation, a leading funder of the international human rights and conservation movements. Previously he served as Assistant Deputy Secretary of Education, where he led the Obama Administration’s anti-bullying initiative. Kevin began his career as a high school history teacher, serving as faculty advisor to the nation’s first Gay-Straight Alliance. In 1990 he founded the Gay, Lesbian and Straight Education Network (GLSEN), a national education organization tackling anti-LGBT bias in U.S. schools, which he led for 18 years. Kevin holds degrees from Harvard College, Columbia University’s Teachers College, and NYU’s Stern School of Business. An award-winning author of seven books, Kevin lives in New York with his partner of 21 years, Jeff Davis.

CO-CHAIRS Ana Barros is a Senior at Harvard University concentrating in Sociology. She is originally from Newark, New Jersey and lives in Winthrop House. She has been a student leader and advocate for the first-generation community at Harvard for the past three years. Ana served as the first-elected Vice President and later President of the Harvard College First Generation Union (FGSU). In her role, she has helped FGSU grow from a small student group to a powerful force for change at Harvard. Ana is interested in issues of social inequality, poverty, and higher education access. Ted White is a Junior at Harvard University concentrating in Sociology. He is originally from Boston, Massachusetts and currently resides in Adams House. He has served as Vice President of the Harvard First Generation Student Union as well as a Senior Coordinator for the Harvard First Generation Program in Harvard’s Office of Admissions and Financial Aid. His academic and personal interests lie in understanding the intersection of culture and higher education as well as urban sociology.

ACKNOWLEDGEMENTS We would like to thank our sponsors for helping us make the 2016 1vyG Conference possible.   Harvard College Office of Admissions and Financial Aid Harvard College Office of the Dean Harvard University Office of the President Harvard University Office of Career Services Bridgewater Associates Goldman Sachs D.E. Shaw & Co. Google Teach for America Leadership Enterprise for a Diverse America

 

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2016 1vyG Schedule (1).pdf

field of educational inequality and access, and you will have the opportunity to share your ... 5:00PM – 9:00PM: REGISTRATION, TICKNOR LOUNGE. • 7:00PM ...

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