Welcome to Cultural Connections Lab. I'm your host Dr. Kelly Forbes. We are here to talk with educational professionals around the world to impact and influence the education system as we focus on cultural connections and the education of multilingual, diverse students.
We're excited to have you join us today. We sincerely hope that you enjoy the show.
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Welcome to another podcast of Cultural Connections Lab. I am your host, Dr. Kelly Ford, and I am excited to be with a new friend that I am meeting today.
Her name is Tracy Morales, and she is proudly from Tulsa, Oklahoma, which I am as well. So way to go and shout out to Tulsa, Oklahoma.
Tracy Morales from Tulsa, she has proven a track record in community organizing, family engagement, and student advocacy.
As one of the founding members of DREAM Act Oklahoma, she played a pivotal role in establishing the statewide organization, which continues to provide pro bono legal assistance to undocumented students and their families.
Presently in her role as the family and homeless coordinator for Cricket Oak Public Schools, she serves deeply committed to fostering connections among diverse cultures and experiences with a special focus on supporting our Black and Latinx students.
Her dedication is fueled by her firsthand understanding of the challenges faced by students with parents who primarily speak Spanish and possess limited education.
She aspires to be the advocate she wished she had during her own K-12 journey. Tracy is a first generation college graduate who earned her bachelor's degree in public relations from the University of Oklahoma, along with a master's degree in human relations.
A big bienvenido a Tracy. Thank you so much for being with us today. I'm so excited that you're here, another Tulsa.
Yes, definitely 918 representing.
Yeah, exactly, exactly. Oh my goodness. So I just I'm so surprised that I haven't been able to meet you yet, both of us being from Tulsa, both of us having this passion obviously for multilingual multicultural education and having myself also worked in Cricket Oak Public Schools as their first Title III director.
It's crazy how this is like full circle right now. Yes, it is. It's a small world.
It is such a small world. With that I also want to make sure that we introduce our co-host today you all know him from the very first episode that we had on Cultural Connections Lab. A big shout out to the president and CEO of Edgeskills, the sponsor of Cultural Connections Lab, Dr. Jeffrey Taylor Tribble.
Bienvenido, señor.
Gracias. It's good to be with you guys today. Looking forward to it.
Well, I'm really glad. I would like to start off by actually just learning more about how the two of you actually met and kind of where all of that started.
How did how did you meet Tracy? Tracy probably doesn't even know, you know.
I knew I knew of Tracy before we met. I have seen just social media.
I guess some things on social media that Tracy had been doing in the community.
And then I connected actually with her, one of her former supervisor boss. I don't know how you would term him Tracy Akash Patel.
Yeah, Akash co-worker. Founder of Australian-American.
Yeah, with Aspiring Americans, I met with him and talked to him about what the organization was doing and asked if he'd be interested in coming to one of our conferences.
And he was booked, but he he said that you would most likely be available Tracy.
And so that's when I got in touch with you. And I don't even know if you remember coming out to we did a conference in Edmond.
This would have been probably a 2018 or so, maybe even before that, related to just kind of immigration policies and schools, things like that.
So, yeah, so that's when we met for the first time.
And I've really kept track of what you've been up to and been inspired by all the work that you've been doing.
So honored to have you on the show and get to discuss more detail related to your background.
Well, thank you so much always for the opportunities. And yeah, we met through professional development whenever I was doing that.
Mostly educating teachers on how to assist undocumented students, whether it be recognizing, identifying what undocumented even meant.
Scholarships, additional financial aid, and a lot of that also, I guess, in 2018 was what we call now that diversity and inclusion.
We hear a lot of those conversations of how do you do diversity and inclusion?
And back in 2018, we were having those conversations of I haven't documented students.
What is DACA? What resources are available? So it was thanks to people like Taylor, who were encouraging teachers and school districts to invite aspiring Americans to give this,
provide these conversations and resources for teachers across Oklahoma. So thank you, Taylor, for always connecting us with those organizations.
Absolutely. Thank you for all you do. It's important work.
It's really, really important work. And Tracy, I just want to say thank you so much for your service for that, because I really feel like there is a special need for this topic to be elevated to the forefront of our conversations.
Whenever we consider the students that we're serving in our schools and having a deeper understanding that connection is vital for for for not just their academic success, but for life beyond.
Definitely. Yeah. And just from experience, you know, when I came to Cricket up public schools and I've been there for two years now, then documented populations was not very high, at least from the student component.
So I was surprised for the first time because I came in like, OK, I'm ready to, you know, talk about the what an I-10 number is, how to get scholarships. But what I realized this year, at least, is we've been having conversations at school about voter registration and like know your rights conversations.
And some of the students have been saying, hey, Miss Morales, do you who is able to register to vote? And now through that conversation, that's where we're discovering our undocumented students that we had not recognized previously.
So I had never done it in that manner. It was usually you don't have a driver's license or so it was like the age range of 15, 16 or after that, once they were seniors trying to fill out FAVSA.
But the conversation of are you eligible to register to vote? That was never an outlet that I ever took. But now, you know, I'm taking notes and that may be a new way to discover within our school districts if a student needs assistance or if they are undocumented or if they even know that they're undocumented.
That is a really good point to bring up because you're right, depending on the age of the child would give different signals to whether or not if they needed extra support in different areas based on documentation.
Yeah.
Yeah, so that's good about because you obviously getting to know your students more getting to know your families more and those that you serve help you, you know, unveil some of this to be able to be support for them.
You discussed, I mean, just briefly in your bio and having gone through and looked at your LinkedIn, you yourself have a very personal experience with this. Do you mind sharing a little bit about your personal experiences, the role that that cultural proficiency or cultural awareness
played in this and what brought you to your advocacy today?
Yeah, definitely. So whenever I was at Tulsa Community College, I was given the opportunity to do a lot of activism.
And that stemmed from creating the organization, Dream Act Oklahoma, which is now called Dream Action Oklahoma, at least in Oklahoma City. So it's in Tulsa, Oklahoma City.
And we did a lot of lobbying in Washington, D.C. We did training in Texas, and we partnered with the nonprofit United We Dream.
So the people who were in the forefront, who created DACA, who were coming up with proposals on a pathway to citizenship for undocumented students. And I never really knew why it interested me, honestly.
And let me tell you why. So both of my parents are citizens. All of my siblings are as well. And I was born in Tulsa. So I never, you know, had to deal with the fear of my parents or my siblings being deported.
Which I'm grateful for that. So whenever I would tell people that this was kind of like what I was passionate for, sometimes they would ask me, what's going to happen to you if you become too bold, right?
If you do decide to do a sit-in, if you do decide to get arrested. And I never understood that question. I was like, what do you mean, what's going to happen to me?
Yeah, you know, in terms of my record, it's probably going to be messed up. But then I realized that they were saying, well, what's going to happen to you if you get deported?
And then I, you know, I had to clear up that conversation and say, well, I'm not going to get deported because I'm a citizen. And that caused even more confusion, more confusion, right?
Because they're like, well, then why are you so passionate about this? So I think I really.
Right, right. Yeah. Like, why do you have to, just because it's not your fight, why do you have to, you know, be so like the correlation there?
So I really had to think about it and think about why, why this this was a passion of mine. And I can remember whenever my dad was studying for his citizenship test that we would study together.
So I really remember sitting in our living room, which was also our kitchen and also our dining room, all in one area. And because my dad had less than a third grade education, we were on the same level of writing and reading at this point, whenever he was studying for his citizenship exam.
So I remember him tracing the letters and not necessarily comprehending what he was learning, but just memorizing. Right.
So then I remember him taking his citizenship exam and passing. And as I bring that up to my mom, those those memories, she tells me that her story when she took her citizenship exam as well and how she remembers not knowing the answer, but taking a chance.
And just doing her best. Right. And that opportunity was given to her because she went to a church who told her that she may be eligible for the Amnesty Act.
So had my mom not been attending this church that had a person who could provide resources who knew what was happening within that community and provided her with this information that my mom didn't even know she was eligible for, would I even be in the position that I'm in now.
So, I think that once my mom told me how she began the process of becoming a citizen.
I think that's where I recognize that I was able to provide those resources and that assistance to other people as well because someone did that for my parents.
I think, for me, the biggest takeaway from that story is the power that we have individually to help somebody else by just being willing to help and to listen to take that time.
Yeah.
I mean it changes the whole trajectory of your parents life and then therefore yours. That's really inspirational.
Yes, definitely. Do you mind Tracy to kind of emphasizing or discussing I remember a couple of years ago you came to a conference and we're just talking about the influence of your mother and your parents and kind of how they impacted you in your younger years.
Do you mind discussing a little bit about that like what it was like going to school and some of the challenges that you faced and how your family and your mother helped you through some of those times.
Yeah, so, and these are the stories that I recognize those kind of hidden lines as an adult now.
But whenever I decided to go to the community college, it was just by chance it wasn't that I, you know, have this great ACT score or knew what I was going to study.
And I, someone again with a resource happened to go to my school and said, Hey, you are eligible for this scholarship, because of your GPA alone. And I'm thinking okay perfect let's sign up let's do this.
And I didn't know what college was I didn't know what a community college versus a university was my parents absolutely did not either. So, they told me that I could get my college courses for free at TCC, as long as I maintain my GPA.
So, in that conversation.
So I think it's the power of words right and also the power of education because in this same meeting they told me that I was eligible for this scholarship.
Because of all of the things that I was not right.
So, because you don't have anyone who's been to college, because of your school district, because of your neighborhood, and basically telling me like I was incapable.
That show that you're not going to make it that show that you're going to drop out that show that x y z. So everything that I that the world was already telling me that I was enabled to do.
Right, but because I had rarely heard that I could, or what I was capable of. I just agreed with this person, and I said you know what, you are probably right, because no one has ever told me that I could go to college.
This is the first time you're telling me that I may not make it which is why you're here to help me.
So I go home I tell my parents that I'm going to college, and my parents say, Absolutely not you are not going to college.
And I'm wondering why. And my dad, like me in the face and said, Why would someone give you something for free for doing what you're supposed to be doing.
So, he was basically saying that I'm supposed to get good grades, why would someone reward me for the reason why I'm going to school.
And because he was not from the United States, he wasn't used to having those opportunities right in Mexico no sedan is opportunity that is. So he found it very strange and I think it's also that he was not.
He didn't trust the system, he did not trust, like the government right because of the corruption that he had experienced so he was kind of like it's a trap. You're just going to get into these loans, and it wasn't that he thought I don't think he ever even
thought he was capable of finishing or obtaining a degree. His concern was, I'm going to be trapped, and I'm going to have all these loans, and how are we going to pay for it.
So I told my parents, I don't know, but I'm just going to try it and if I if it works out cool and if it doesn't. Well, at least we said we tried.
I go to college, I don't know how this happened I don't remember enrolling I don't remember getting an ID or like my number or them asking you what I wanted to study I have no idea how that happened at all.
But I showed up.
And then I realized that I don't know anything. I don't know basic math. I don't know how to write. I know how to read, I definitely don't know science or geography. So I'm taking not my basics, but my, oh man I can't even remember what they're called the
the things you take before the remedial courses.
Okay.
Yeah, yeah, so I'm taking, I'm going to college to take remedial courses.
And even those were so challenging for me. And that's when I knew there's no way that I'm going to be able to do this.
My friends dropping out the, the, all three of us that decided to go to TTC, two of them dropped out. And I remember going to a carna sada, and all my family was there.
And they were so excited to see me because they thought that I was going to college and they're watching the music videos and they're like, oh, that's what Tracy's probably doing like partying and going to, you know, like the frat houses and the sororities and, you know, having the best time of her
life and that's not what I was doing. I was a commuter student and I would go to campus, take a class and drive back home, not know how to do my homework.
So then my niece tells me at that party.
Hey, so, how's college, and that was the moment that I really told myself like man I heard he told everyone I can't stop now.
Although I had already told my mom that I was going to drop out.
And my mom's response was, that's perfectly fine.
I'm excited.
There's no one that I can ask to help you. So if this is as far as you've come, that's okay with me.
So she wasn't belittling me. She was telling me that she did not know how to help me.
And, but because I had told my family members that I was in college. I felt like I could not give up.
So, the same niece who asked me how I was doing in college, you know, fast forward years later, she graduated from, oh you as well with her teaching.
So now she's a teacher at Union Public Schools. Amazing.
That, that's a lot to to unpack. That is a definite different process.
I remember.
I remember growing up like there was no question about, like my grandparents, my grandparents were the ones that were constantly pushing me to after high school you're going to go to college and for a long time I didn't even think that I didn't think that people
would go.
Everybody went. And so, I mean, because it was just, you know, that was constantly what we talked about and discussed is that you were going to go to college after high school just period like that's just what everybody does.
But at the same time though I knew that I didn't have any family members that have graduated from a four year university.
Either. So, I don't know why I was necessarily confused but I just still thought regardless like this is what you do this what everybody does. And so, you know, and of course, much younger than and have matured since then, but then you do learn of so many different
stories of people's paths, getting to, to getting their their bachelor's degree, and or master's degree and or doctoral degree as well.
I love that story that it's so inspirational because it really goes back to like, not only like, see that way that but I'll see sip will, you know, it was so incredible.
And so after you were in there and like really overcoming these obstacles.
I mean, you obviously did because you got your master's degree as well and human relations from the University of Oklahoma. What was the rest of that journey like after you had kind of that encouragement still from from your family members.
But then also kind of that realization like, I guess maybe I don't want to let anybody down and I need to continue and move forward doing this.
Yeah, so then after TTC it was time to move over to Oh you, which is in Norman, and culturally, you know, women don't move out and I'm the baby so I'm supposed to take care of my parents.
So when it was time to move. My parents definitely did not understand. They said, Why do you need to keep going, you already finished here, you graduated twice with your high school diploma and with your community college your associates degree.
Why do you need to keep going. And again, the answer was, I don't know, I'm, I've been given this opportunity, I really don't know what this means but I need to go to you. And my parents bribe me I'll buy you a car you know you can stay home you don't have to work,
and I'm thinking, and I would tell them as well. Like what was the point of me getting my associates degree. If I cannot continue my, my journey of what I want to be when I grew up, ultimately, and I still don't know what I want to be when I grow up but that's how I raised
raised it. It's okay. Yeah, yeah. Um, so I finally convinced them, because we did a U tour, and it's the first time that they had seen a university because I, you know, to you, isn't whole set and so is or you, but they're so expensive, and I mean, yes, it was like, very unrealistic
versus I don't know, oh you campus, I guess because we don't have the, the gate, it's not gated like to you is maybe.
It just seemed like a more open happier place to be. And we did a tour with my family, and I think that's where that pride came in. Oh, wow, this is what a university looks like. I understand why she needs to move here, and then obtain her bachelor's degree.
And then it was hilarious because my parents dropped me off at my apartment, and they were getting ready to leave. And the like common area said, oh we have hot dogs and a pizza and chips and come hang out before you leave so we go to the common area and there's a pool
party happening and it's like this fraternity so there's all these shirtless guys, and then my parents are like, oh my god what did we do. I can't believe that we just dropped off our daughter in another city with, you know all of this distraction and things happening but yeah they
were all secure after they left me there. Um, but it was a challenge of then the, it was the abnormal things that my parents could not comprehend so my mom would call me at 9pm. Where are you, are you home are you going to bed, and it was final sometimes I was like
mom I can't go home, I have to study I'm still at the library. There's all these people at the library, and she would not believe me. And then other people saying like, oh well she's probably out partying and she's not doing her homework and she's just telling you that
she's at the library but that's not the case. But then the people who are telling her these things had never experienced a university life themselves. So, I would tell my mom, you just have to trust me I know that this doesn't seem normal because it's not something I would be
doing at home. But here on a college campus campuses open 24 hours. We sleep during the day we study at night, you know it's irrational times I know but we have to do what we have to do to pass our finals.
And that was a challenge because my mom wanted me to be home every weekend. So, that affected my grades, it affected my mental health that affected not being able to really balance my life and it wasn't until that second year that I had to tell my mom like I cannot, I understand
that this is challenging it's challenging for the both of us, but this isn't for a long time, as long as I can focus and get it out of the way.
So, this is definitely a challenge to convince my mom that some weekends, I needed to stay in Norman to study to meet up with my groups if we did have group work. And just how difficult it was, and to not blow off any more time and money and energy because at this point
I was still helping me pay for college. I did have a couple scholarships, but it wasn't enough for me to say oh if I just mess up this class like I can take it again next semester.
Right, it was like no this is really expensive and then you get the university emails. Congratulations, we had the best year ever by the way we are going to raise tuition another $1,000 this year.
Yes, yes, every year it was like oh we did great cool you're charging me more. So, thinking, the longer I stay here the more expensive it's going to be.
So finally, I made it to graduation and I remember it was like March of my graduation year. I was still telling my mom not to tell everybody that I was graduating because I still wasn't sure. And the thing was, I was doing great in my classes.
It was just, I couldn't believe it. And I was still just doubting myself like is it possible am I really graduating from the University of Oklahoma, there's no way. So come April comes around.
Oh, what are we doing for your graduation we're going to tell everybody and I'm just like mom no don't tell anybody please please because I couldn't, I just could not believe it.
There was no reason for me to even be afraid that I was going to graduate because it was going to happen. I just could not convince myself, I think until like graduation day.
It finally hit me and even then I was still afraid, I was like no there's no way I have to need to check my grades, I don't think I did it, I may need to come back.
So yeah, it was just my husband and I look back at when we were at OU and how challenging it was and sometimes we still can't believe that we got our bachelor's degrees.
That's, that's so incredible. You had that inner saboteur though really attacking you and not letting yourself believe that you were really going to accomplish this.
Yes, yes, and you sound much more responsible than most students. Your mother had reason to be concerned. Did you ever do you know about the bar in Norman called the library.
Yes, I did.
That's like you got the irresponsible kids at the library drinking calling their parents saying I'm at the library, I can't go home. I got to study at the library with my friends.
Yes, yes, yes I did go once I was like okay, now I understand.
For the experience.
Yes, for the experience.
That's the fun library.
The fun library. Yeah, I did not experience the fun library very much.
It's not as quiet in the other one.
No, definitely not. Yeah, but then I, I got I went, I attended the ring ceremony with my parents and you know they met the president of the university, and we went to homecoming together so they really got to experience the whole university culture.
And then after my graduation ceremony. My dad, as we were taking a photo. He asked me when I was going to get my master's degree, and I don't know how he knows he knew what that was but my dad was the one who challenged me to continue.
And he was the one after, you know, the first one at the community college level he was like, No, you're not going. And then, moving to Norman bachelor's degree he was like no there's no need, and then to graduate with my bachelor's degree and for him to ask me when I was
getting my master's degree. That was powerful.
Wow, what, what an awesome gift though because of your, your intrinsic like motivation and your dedication to this, like, you allowed them to also have this unforgettable experience of not just understanding like what that process looks like and how valuable
this is going to be for you, but to have your parents get to see their youngest daughter to shine and be so successful, I just it's really really inspiring.
I'm so excited to hear this story and as I hear you explaining this I can't help but consider other counselors that are in the pre K 12 system, or even in college or community colleges rather universities etc having students come in because as you were telling
this entire story from the beginning, like you just, you know, recapped and explained with how your your your mom and dad felt about this from the beginning and moving all the way through, and about wanting you to be there on the weekends, and you were the youngest daughter
and you've already done this so why go. There are cultural components and connections to that.
What, what are those for our listeners so so if I am a, if I am a counselor or in the pre K 12 system or helping students and community colleges and university.
What should I know about like your specific story in those cultural connections that were happening that you were combating between the life that you were living as a university student but also still wanting to be so integrated into your family because I know
how important that is, especially in the Hispanic Latin X culture familia, the mental important they've done. It's not like, you know, everyone expects us to like young without a notion we're just out.
It's very very different and that's what I really love. It's one of the components that I just really love and appreciate about the Hispanic Latin X culture is like the importance of the family.
It's so important to remember that but what are those cultural components that you were dealing with through that through that process. If I might jump in and just kind of add to additional question that I think ties in also, Tracy, if you could just for
the listeners I think you have a very powerful story and you really focused on discussing, you know from the end of high school on, and I think Kelly has alluded to this some just kind of highlight your experience before that time you know growing up as a child
and really you're, you have motivation, intrinsic motivation but just as Kelly has mentioned your story is so inspirational and I think that to leave out that K through 12 experiences would be a disservice to the listener so in light of what Kelly's talking about
your counselors but also your teachers like who had the impact and what kind of encouragement might you be able to give to others that are in the K 12 system now that have a similar background to yours.
Yeah, yeah, thank you for the questions. So, um, this is my first time working in the K through 12 area, and now that I am in the field, I think back up the type of student, I was in K through 12, and what could have what better methods could have been implemented
for me and my family, and a lot of that is cultural so I know that we talked a lot about this attendance component right like lack of attendance so many truant sees.
I was that student, I was, and let me tell you why, because my mom worked night shifts. So my mom worked from 3pm to one in the morning.
So I would get on the bus, I would, I would get in the bus in the morning, come home, and then if I was lucky if the bus was on time, I could say goodbye to my mom.
So then,
I would tell my mom
I wanted to stay home sometimes from school, so I could spend time with her.
But was the school district, only saying that my mom was a bad person, because I wasn't going to school.
Because for me and for my mom. It was important to have that time together that I needed to make my day better the next day.
But was I being punished for the wrong reasons.
Right. So I think that's why I take my role.
It's so important. Because, and I'm so passionate about it because I want to check in on my family's and ask them, what is going on at home. Is it because you're tired.
Is it because you don't have a home. Is it because you don't have utilities. Can you take a shower.
You know, was there a conflict that what is happening.
Because we want them to be at school, definitely.
We want to make sure that we're doing the right thing.
And we want to make sure that we're doing the right thing.
And I think that's why I take my role.
Because I wanted to spend time with my mom.
I was that student who would tell my parents.
Oh, we're not doing anything today anyway. We're just watching a movie. And that was not a lie.
And not cause disruption in the classroom.
And that did affect me long term.
Because I didn't learn anything.
However, not all of that was my parents' fault.
Which I feel like is what happens.
That we blame these minority communities.
Because they didn't obtain the education, right? Because they don't know. Because they don't prioritize.
But in reality, our families respect the teachers the most.
Because they are educated and they know what's right.
So it's so complicated as I reflect on how we categorize these quote unquote bad kids.
Because I was one of those bad kids.
Goodness.
I'm so sorry for you to share this.
I'm tearing up with you.
Not because I had the experience.
But I've worked with students that have been in those situations.
And it's the advocacy. So it's coming from different places.
But thank you for your advocacy.
And thank you for being that loud supporter.
And for asking those questions. And for working with our families.
Because I think there's a whole lot about understanding culture and the role that it plays.
And how we have such a dominant culture that has created the education system.
And even I feel like it's so rigid.
And we can't find the flexibility or the creativity to be able to serve all of our students.
And understanding these situations that are impacting them so much that it makes it hard for them to want to come and learn about figurative language or fractions.
Whenever they just want to be able to spend time with their mother or their father.
And I always bring that up in conversations whenever I'm talking with other teachers.
We have to be really considerate about what we are doing and what our actions and what our words are.
That we're not culturally destructive.
Because if we're in the teacher lounge and we're saying those parents, now they never come.
I'm like, those parents are sometimes the one working two or three jobs that have multiple kids.
That are doing everything and are much more engaged in what's happening in their child's life.
We just have created a system where if they don't come between five and seven on this one Tuesday evening for the paint conference, they're bad.
And I'm just like, that's not it.
And you're missing the asset.
You're missing the incredible vessel of the human that is right there in front of us.
Someone's baby, someone's child.
Yes.
It really highlights too, culturally, what is viewed as good and bad. And Tracy, I hear you internalizing the European view of good and bad by calling yourself that you were that bad student.
And I think there are a lot of people, a lot of students out there, whether they're listening or not, that feel that same way.
They believe because of what somebody else has told them that they're bad.
They're a bad student.
How did you overcome that? How do you recognize?
Because clearly you're not a bad student.
You were just internalized what people were telling you.
You're obviously a good person and you've been successful and made it all the way through, achieved your master.
I think just really powerful story that what point did you recognize that you have it in you to be, even to be the good student in the eyes of European culture?
Yeah. So being the good student meant not speaking out, meant trying to be like the teacher's pet.
And I guess back in the day, whenever they didn't have all the announcements like they do now, that the teacher writing a note and sending it to the office or writing a note and sending it to the other teacher pretexting time, I guess you can say.
But it was just basically.
Because honestly, it wasn't the rigor. It was not, oh, it's that she's so good at this at writing essays or she's so good at reading or any of those things.
I guess it was just staying out of the teacher's way and being the helper.
But it was never learning. It was never, oh, she's going to she's going to make it or she's going to go beyond high school. It was never the conversation. I never heard that ever anyway.
Yeah, I feel so backwards from what you would expect. Like, because I never want to hear be like, I was I was considered good because I stood out of the way and was quiet.
I mean, it's so stifling. Is that really what we want for our students to feel?
Yes, exactly. Kelly, you can't live in that environment.
You know me too well. Absolutely not.
Yes, yes. And I think that's why I'm not that way anymore. But I can't tell you that I had a teacher that said, oh, you're going to do great things or what do you plan to do after you graduate?
I never had those conversations. And I remember actually texting on Facebook or sending a message on Facebook to one of my favorite teachers in middle school. She was a great teacher. And once I went to college, I checked in with her and I told her, hey, I just want to thank you for being my teacher.
Like, I'm at the community college now. And she was like, oh, sweetheart, I appreciate it. And that was my first year was probably the worst year I ever had.
And I was like, OK. And I've never been a teacher, but I have heard that that first year is really difficult.
But just reaching out to my teachers now as an adult and all of them admitting to me that they didn't teach me anything.
So I'm not, you know, I'm not making it up whenever I would tell my mom, can I stay home? We're not doing anything today. Because it was true. We weren't doing anything.
But then I get penalized because I didn't show up to school.
I think it's interesting. More at home. Yeah, that's what I guess I was going to make that ironic. I keep hearing you say, you know, you're a bad student that you weren't learning anything, but you are bilingual.
Yeah. Unlike many people. And so you were learning things. It just wasn't what the school was expecting you to learn.
Correct. And when I was with my mom, I would go to doctor's appointments with her so that I was translating. We would go pay the bills together.
You know, she would we were always doing that because she was always busy. We'd go to the bank.
We would go directly to, you know, the Cox place to go pay for Internet or not the Internet. I'm sorry. We did not have Internet TV.
So doing all those things with my mom, cooking with her and going grocery shopping, getting ready for her day, having a conversation with her.
So I was doing more with my mom. You are correct, Taylor. I was doing more with my mom than I was at school because at school I was just being the helper, organizing the papers or taking a note somewhere.
But at some point I was an office aide for I don't know how many years. And as an office aide, I just sat there next to the phone waiting for the phone to ring. And it rarely ring.
So that was like a complete hour of my life at school where I wasn't doing anything.
I think your emotional intelligence is sky high, regardless of how well you did in school. And I think that for one has carried you a long way. But I mean, it's so incredible to hear your story.
I'm just curious, like what motivated you to keep going without teachers or sometimes even your family? Like it seems like kind of did it all on your own, like pulled as you say, pulled yourself up by your bootstraps and you kind of made it happen for yourself.
What motivated you to keep going?
So first motivation was my niece asking me what how college was, because I think I was a little bit embarrassed to drop out at that point.
I didn't want to disappoint her. And if I did drop out, I would have to tell everyone that I didn't finish. So that was the first one.
Then I found organizations that with people who look like me. So again, the cultural component of I need to find people who know what it's like to have your mom calling you telling you that you need to go pick up some tortillas before you come home or come home because you need to eat dinner.
So then I joined an organization, Hispanic Student Association, where there were people who look like me that had similar experiences, but they were ahead of me so they were almost graduating. So that definitely helped me see where I could be.
So it was that comparison of wow, they made it and we are similar similar backgrounds. We both had to take these courses it's challenging for the both of us so I think it's maybe possible because it was the first time that I had seen someone who actually had some answers.
So then joining HSA and being involved, then that led to this activism of what's happening in the United States with our undocumented populations and just the community of Tulsa because I remember it was that bill where people were essentially self deporting because of fear of deportation and these anti immigrant bills that was happening.
So, that led me to doing training in Texas and Washington DC connecting with United we dream and meeting other people across the US, who were also getting multiple degrees their bachelor's or master's or PhDs, and they were undocumented.
So that's where I had my privilege check up. I can do this and I should do this because I have resources to do this because I am a citizen.
So, there's no excuse, basically.
Again, not fearful that my parents were going to be deported because that was not going to happen. It was not going to happen to my siblings it was not going to happen to me. So then I really had to figure out what were my barriers and if the challenge was that it was going to be difficult
for everyone. College is hard. And that wasn't enough for me to drop out, especially when I saw people I mean I had a friend Julieta from Texas, who she went to her senator in Washington DC.
And she ripped her degree in half in front of her senator, because she did not have a social and she could not use her degree.
So I'm thinking, there's, you know, this is, this is first world problems for me.
I have the opportunity, I need to keep going forward to be able to provide these resources for other people, and to provide a good life for myself for my family, and to make my family proud.
I'd be so proud now.
Yeah, they still don't know what I do but they are proud.
I'm sure that they are glowing with pride for for you.
Well, thank you.
I, please hear me when I say I'm just so thankful for this podcast to be able to meet people like you, and it's interesting how I've met so many people from all over the, the nation right now and then you are right down the street.
This is my first time. I hear I hear your story, and I know that it's a very unique and special one, but I know that it's also very similar, and there's a lot of comparisons and just similarities that other people experience and hearing
about your, your parents being involved and engaged and what's going on in school, and considering everything that you've shared so far, and also in your current role. What, what do you do that you feel like are some really amazing great practices for engaging
your your families or for communicating with them that someone else hearing this in your role, or even not just an educator in general could take and adopt themselves and implement to help support their families documented or not.
Yeah, yeah, so I think whenever I share with you how passionate I am about my role and how I aspire to be the advocate that I wish I had in my own K through 12 journey, and a lot of that is just making sure that someone spoke the language, the heritage
language, and was available at any moment. Um, and sometimes my parents did not go to this school because they didn't know if someone was going to understand the question.
And when there's that barrier that immediate barrier and they're not comfortable with the idea of, if I get off right now will this person who will be in the front office, will it be the person who is bilingual or not, will it be the person that's rude to me will be
the person who is frustrated because I don't understand the question or I can't answer the question.
So, first and foremost, we make sure that we have someone on staff who is able to understand and make that conversation, inclusive, but also that we want them to be asking these questions that it's not a burden.
Sometimes I get text messages from parents and they'll say I'm so sorry to bother you and I have to remind them, this is my job I want you to talk to me. I want you to question something that you were not pleased with, whether it be disciplinary, or it just
wasn't enough information, please ask your questions. So, sometimes that's what parents, they want to know that they're not a burden because they are fearful that they're going to get kicked out, or that you're going to treat their child differently, or that their child is going to get in trouble.
So, I think if my parents had, if they knew that there was someone on campus, whenever I was in K through 12, that was going to understand them.
I think that they would have been a little more involved.
I think that because my two older siblings, they were constantly in trouble all the time. And my mom was always in the office and that's where she had to really, you know, strengthen her English because she wanted to know where my brother was, and why he was being suspended.
But there was never anyone who ever spoke Spanish to be able to assist. Sometimes it was a matter of pulling out other students but then can you really do that for privacy purposes.
That's the answer. No.
Correct.
Everyone listening.
Right, and you shouldn't you shouldn't be pulling out kids who should be learning in the classroom to go do a job that you should be hiring for a position that should be filled. So, had that been the case, I think my parents would have been more involved.
And a part of that too when you speak about parent teacher conferences, because on the report card I had straight A's my mom assumed that she didn't have to go to the parent teacher conferences. For what, you're already telling me that she has a good grades.
So, and you're the teacher and I respect you and trust you so. Exactly, exactly. But then, you know, they say oh Tracy's mom didn't come to parent teacher conferences she must not care.
You feel like you can't win for losing sometimes. Yes, I know.
You know, Tracy.
I, it's sad to say but I think that there are probably other students out there right now.
K through 12 that are experiencing similar things to what you did I know some school districts some schools have come a long way and and, for instance, your school district that has hired you to help make things different for students of similar backgrounds as yours but
what would you say if if there were a student listening, or parents of a child like, well, if you could go back. And I know there's a limited amount you can can do as a student but if you can go back and change anything about the way you.
You approached life and your education in the K 12 system, what would you do different or how would you encourage students to respond to that environment if they're currently kind of living in a similar situation to what you were.
When you were growing up.
Yeah, I think that I would tell the students to find whatever, whatever teacher, they feel the most comfortable with, or if it's their principal if it's their coach, if they do have access to the superintendent like our students because we're a small school district
and they don't have access to the superintendent to bring up those conversations and say, my parents have a question but I need someone who speaks Spanish because the answer then is not will you speak Spanish can you translate for your mom, but so that we can have
this meeting. No, I need someone else who is going to be able to moderate this conversation and to be able to answer the questions for my parents.
I think had I told the principal. I need my mom wants to speak with you and I need someone who speaks Spanish. However, I think in that time, what they what that principal would have probably told me is well, like I said, well you speak Spanish so can you do it for your
mom you tell her what I'm saying.
And you tell me what she's saying.
And I think that if there are some students in school districts that bring it up to teachers or principals or superintendents that may be the answer they get, but we just need to be adamant, as well as adults to say, we need someone who is it is their job to handle these
conversations because they have, they can be prepared with better answers.
If the student is not stuck in the middle. And if you're talking negatively about the student directly and they have to tell their parent like how's that going to work out.
And we will be right back.
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And now back to the show.
So thinking about, you know, in your school district, students might have the opportunity or in other districts and metro area might have the opportunity to go ask for somebody that speaks Spanish to help with translation interpretation instead of making the student do that.
But thinking about districts in rural areas or areas that may not have a full time employed personnel that is bilingual, or maybe they're speaking, they speak a language other than Spanish.
Obviously, many school districts have languages other than Spanish as well and it's not always practical to have an employed translator.
In that regard, are you aware of services that or companies that provide services that can help out in that regard to help ensure that school districts are able to offer translators or interpreters for those situations?
Yeah, so I know that there are some people who do contract work.
Let's say there's a school district that said it's not within our budget. However, we do have a stipend or some other dollars allotted for that.
I think it's worth trying it out because if you allot, you know, a day or one day of the week or let's say one entire week or a month or whatever you can basically afford, then you are telling the families and your demographics that you value their input, you value their language, and that you want them to show up to campus for events if possible.
And I think that alone speaks volumes to where a parent would say, I'm going to go on another day because I'm not able to go on this Wednesday when they have a translator or I'm going to make sure that I ask off from work that day to show up because they see that you are trying to be inclusive and that you value their language.
And sometimes it is intimidating because I hear that component of, well, we're just not going to understand what they're saying. So that's why we don't offer these services.
But in this day and age, whenever we have so many bilingual students, multilingual students, it's something that we need to be investing in for the better of our kids. How many resources or dollars do we get per child that is bilingual and are we using those funds to then help their families as well?
So I think we may need to restructure, reorganize what we're investing in and where we can be investing in if we really want the buy-in from our families.
And I think when we do ask our students to be the translators in those difficult conversations that pushes the child further to say, I don't want to speak Spanish because I don't want to be stuck being the translator.
I don't want to be uncomfortable. I don't want to be the one who tells my parents bad news or even good news.
There are some kids that cringe whenever you tell them positive things and they can just they just can't handle it because maybe it's something that they've never heard within.
It's something that maybe they're not used to hearing. Right. So I'll give you the example of when my dad told me, why are you being rewarded for having good grades instead of saying, that's awesome.
You got a scholarship. Congratulations. He was like, no, that doesn't happen. You're supposed to be doing that.
So imagine if there was a teacher saying good things about me to my mom. I have to translate that. First of all, I'm taking in the compliment. I'm trying to figure out these feelings.
But then I have to translate that to my parent. And then the reaction of my parent, I'm not really sure what that's going to be. It may also be, well, yeah, I've raised you to be this respectful person.
And that's not fair for the child to be stuck in the middle of those conversations.
That's so true. And a whole lot of districts sometimes don't have the resources that are required for, you know, like we were talking about communication and availability are so important.
And that would have helped, you know, your parents and parents that we are able to join in this education system today that they're not able to be as involved if we don't have that communication.
We don't have that availability. And so with that, I also just for the listeners, I want to bring to your attention that if you need any support in trying to leverage this on a legal side, that with the US Department of Justice, the Civil
Rights Division, as well as the US Department of Education, the Office for Civil Rights Division, that there is a fact sheet for information. I don't love this term, but it's what it's called information for limited English proficient parents and guardians and for
schools and school districts that communicate with them. And it reminds us that yes, schools must communicate information in a language in which they can understand that is reasonable Spanish is very reasonable, for example, along with some other languages.
But those are things like registration and enrollment.
Language assistance programs, report cards, student discipline policies, gifted and talented programs, grievances procedures, etc. There's just so there's so much parent teacher conferences right and that we we have that legal requirement, but it's also a moral imperative, I believe.
Yeah, disability hearings, I mean so many things that are.
But then you also, some people may say well, well we can just put it in Google and then translate it and then post it or put it on our website. And sometimes, you know, especially in K through 12 we use these academic terms that are not easily translated.
I mean, the other day, we were talking to students and sometimes because my office is inside of the high school. I'll invite some of the students to come and I asked them what's the best way to say this to where your parents are going to understand, we were having a conversation
about early release the other day. How do you say early release, what does early release mean, and most of the time you have to explain what early release is why. And whereas for someone who only speaks English maybe like that makes sense early release, what did you get from early release early release from what.
Right, so then that's why they're like we can't just put it in Google Translate. No, because our parents have never heard something like this before, especially our, our new ones pre K kindergarten who have never is if it's their first child they're not sure what this means.
So, having that that view and perception of ticket from from a parent who maybe didn't go to school themselves. And that's not always the case, but even if they did go to school, our system in the United States is completely different than those of other countries.
So, they may be educated they just don't understand our system here. And, but yeah, it's just the, the complexity of some things that were like we're having a Title One meeting, we're having a meeting on professional development, all of those things that parents may not understand.
You're right, I mean even if the translation is absolutely perfect sometimes the conceptualization of it isn't there just because my background and my experience and my education system is just vastly different from the way it's conducted here, perhaps.
Yes.
You know I, I'm, I am a school nerd I love it I watch board meetings, even district where I work, but I was watching a board meeting last night and I made, I made the comment to my partner I said you know what's interesting is that every time I watch a board meeting
or go to a board meeting or anything. There's never a need for an interpreter, because no one you know so sometimes it's like those questions like who's not here. And I just think it's really interesting so but I mean, so just back to your point and of all of these
different types of meetings that we have whether it be a board meeting. And there's off, there's opportunities for public comment that there's not, you know, some of those voices are just not heard and I just think it's so important again to remember that like there is so much
more to do with family engagement, but really that that piece of communication and making sure that there are pathways to have open and two sided conversations where we're really listening and not just speaking to people I think is so important as well.
Yes, yes, definitely and just to know that their language is valued really goes long way.
Exactly. And, you know, and so back to your point about Google Translate you know we would never want to send out information in poor English because it's an academic setting.
So we don't want to do that in Spanish either plus you want to value that language in that culture. And I was in, I was in a school not too long ago.
They had, they had, you know, they did so much to make sure that they had a lot of information in both languages and English and in Spanish. And as I was walking through the school it was, they had meet the teacher and so I saw these signs up and it said, you know, like,
meet Ms. Morales, right. And then in Spanish it said, Satisfacer, señor Morales, because of that because like to satisfy it like to meet the requirement or to satisfy I was like, you know, like, satisfy Ms. Morales is not the same as meet Ms. Morales.
And so you got to be careful about what is like what is that context there and so, yeah, con cuidado con Google Translate y'all.
Sí, sí, no se confíen. Yeah, we had a coach who he got new bats for his team, his softball team and he was going to talk about how they were awarded this grant and they received new equipment which included bats and then in Google Translate it said that agarraron nuevos murciélagos.
So, like the animal, right. So, yeah, again, and then he's like, I didn't realize how complicated this was. Yeah, it literally translated to the animal not to the equipment for softball.
To the to though I would say it's important when people in districts here this, not to think that I think you could go to the opposite extreme of that they be worried that they're not going to get it right so they don't try it all.
So, I think it's good. Definitely important to heighten the awareness and for people to know that Google Translate or chat GPT is not the answer. But, but that also there are limitations and giving it your best effort is better than nothing.
Yeah, I agree.
I wanted to circle back around to a little bit of what we talked about in the beginning just because I feel like you do have a lot of great experience and understanding with this and that maybe this can help somebody else, but I, you know, helping students
who are pre K through 12 and going for their higher education in the Tulsa community specifically and there might be other communities out there in the nation where Tulsa is very unique in the aspect that it does have oral Roberts University, it does have
community college, there is also the University of Tulsa, but there are no public universities within the Tulsa metropolitan area those are more in different areas of the state and most specifically in the Oklahoma City metropolitan area.
And then also has Tulsa higher education consortium that helps students going from their pre K through 12 classrooms to community college and helps follow them and then getting them from their associates to a bachelor's degree in another university.
So I think that's a good background knowledge with that that you might be able to share that would be a good support for people who are in similar situations and maybe most specifically for those in the Tulsa area here in Oklahoma.
Yeah, so I sometimes feel bad for not moving back to Tulsa because Tulsa needs a lot of work and a lot of time we always talk about that yes.
Yeah, yeah. Okay, so it's not just me.
It's our hearts are there you know I get it.
But I want you here.
Well thank you, and you know it's good to be wanted somewhere. But that's not to say that I don't feel guilty not sharing these resources in Tulsa.
Because it's just so necessary for my experience of is to you really going to be a good setting for me, and honestly, absolutely not it was not going to work out for me.
I didn't know some students who went to to you who went to great schools in Texas though so they were.
They were set up you know they're going to be engineers they always knew they're going to be engineers and that just was not me.
I really remember going to. I was at to you and I was hanging out with a friend and we were in the parking lot, and I was dropping them off, and the security came up to our car, and he was like, let me see your IDs do you belong to this campus.
And I just freaked out, and he did go to to you so he was like, yeah we're students here he's like well let me see your IDs, and then I feel like I just froze. And he said well hers is in her in her apartment but here's mine.
So, after that, I just knew that it was not going to be a good place for me I was never going to thrive there is never going to be accepted there. And maybe it was because it was a private private setting.
And I didn't want my parents to ever have to be questioned if they were actually supposed to be on that campus.
So in terms of like resources and things that are happening in Tulsa, I do not know the last time I know that was when Tulsa was inviting a caution I to do professional development in Tulsa to their, you know, to Tulsa public schools and other surrounding
areas like broken arrow but besides that I really don't know a resource.
I'm just out of curiosity what is the current status of aspiring Americans. I know our passions like lives in DC now so what's what's happening.
So, after I left aspiring Americans I know that they had assigned a new person their scissor tail but then I think, I think scissor tail shut down or something or they didn't have funding anymore.
And so, I think the American Americans essentially does not exist, from my understanding, but even after we both left, there was no more training, it was just whatever was online that we had provided.
It's unfortunate you guys did such good work. Yeah, it was very unfortunate that, you know, it we weren't being supported as much as we needed it to be so we both needed to leave that environment.
as many great programs and associations and organizations
that are out there, there's still so much work to be done
because sometimes, you know, there's obvious situations
where the reality is they don't always stay afloat.
And so there's always continuous work to be done.
And just, again, reflecting upon everything
that you've shared with us so far,
and it's an incredible journey that you are sharing with us.
And I thank you so much for that.
And so I kind of want to ask my,
this is for me, kind of my final question,
any thoughts that you really want to leave us with,
but mostly how does this change the trajectory
of what you want to do personally and professionally,
knowing that we just got to hear a little bit
from your own precious child?
And that's gotta be probably a very special connection
between what you're doing in your current position
in a school district, helping families,
reflecting upon your past and where you are today,
and how does that impact what you do,
taking into consideration your precious child as well,
about, you know, in a few years
to start being participating in this.
Right, and I appreciate the questions.
I appreciate the time,
because this also allows me to reflect even more
whenever he asks those questions.
I'm like, I don't know.
I've never thought about that before.
I'm living day by day,
and I'm thankful for the every challenge
and opportunity that I've been given.
So for example, this position at Crooked Oak,
working with families, which has always been,
as they say, my bread and butter.
I love working with families.
But then the challenge of working with homeless communities.
So our unhoused students and the transition
and wraparound services,
that was something that I had never experienced.
I had worked with our Latino community,
then with our undocumented populations.
Then I worked with solely black males.
Then we added black females and males.
Then we added our,
then, you know, I come over to Crooked Oak,
working with K through 12.
I had previously worked in higher education only.
Then working with our homeless community.
So I think I'm so grateful for every challenge
and every opportunity that I get,
because I'm allowed to grow and learn.
But when it comes to my children,
I think because I've been challenged
and I've had the opportunity to advocate
on so many different avenues and platforms,
and also really value that I am bilingual
and that they are bilingual and hopefully multilingual.
I just, I don't know.
I just hope so much for them.
So as Mateo's talking over here,
he wants to answer the question as well.
But I don't know how to answer that question.
I feel like I don't want them to grow up.
So maybe that's why I don't really think about it.
I want them to stay babies forever.
But my husband, he really wants both of them
to be engineers.
So he tells them all the time, we're engineers.
This is what engineers do to me.
And my daughter, whenever she's fixing something,
she'll say, I can fix it, puppy, because I'm an engineer.
So then I think that he could probably answer
that question a lot better than I could
because I want them to stay little forever.
I do think you're bringing up a good point
in communicating with them that they can achieve
great things, whether they be engineer or not,
really from the beginning, helping them understand
they can achieve greatness is so important.
Yeah, and I think because we're not concerned
if they're gonna go to college
or if they're gonna get a good education,
we definitely always love to explore
what their interests are versus, I guess,
and maybe to Kelly's point where he says
that he was always expected to go to college
and that it was just this mandatory thing
that everybody did it.
And for our kids, I think that we're more open,
especially nowadays, of what their lives
are gonna look like if they decide to do a career check,
if they decide to go to college or not,
if they decide to move to another country
because they are bilingual.
I think we're open to all of those conversations
versus my parents, the highest expectation of me
from them was to work at a bank.
The expectations that we have for ourselves
is so important to also take into consideration
the dreams and the aspirations that we have
and to make sure that all the students
and all the families know that they have the availability
to achieve any of them, but we also have to make sure
that we do our parts to create those avenues
and the opportunities for all of our students
equally and equitably as needed.
Yeah, and to continue to support them
because the more we tell them that they can't,
sometimes they will believe that.
And I do have students that thrive.
They want me to tell them that they can't.
They want me to tell them that,
no, you can't make it A in this class
because they like that challenge,
although it's very negative, that's what they're used to.
Because when I tell them positive things,
they're like, oh no, Ms. Morales, don't say that.
Don't tell me that you're proud of me.
Don't tell me that you expect more of me
because I can't handle it.
I've never heard that.
I've never heard someone say that to me before.
Well, you are definitely changing lives every single day.
And I mean this with all of my heart.
You've changed mine today
and you helped make me even a better person
and hopefully a better professional in what I'm doing
just because you were able to share and be vulnerable.
And so I cannot thank you enough for your time today.
Are there any last words that you would like to leave
with our audience, with Mike, with Taylor, myself, anything?
I feel like I'm shared a lot,
but I really appreciate all of you for the questions,
as I mentioned, I appreciate Taylor always thanking me,
hugging me.
I guess Matteo was thanking us too, right?
Yeah.
It's how we pay for your anxious company.
Oh man.
Thanks for your time, Tracy.
We really appreciate it.
I just appreciate it so much.
Yes, thank you, thank you, thank you.
To all of the listeners out there,
thank you for spending this time with us
on Cultural Connections Lab.
I would like to do a big shout out to Dr. Taylor Tribble,
the co-host today, CEO and president of Edgy Skills,
our sponsor to our producer, Mike Overholt.
Thank you so much for making it sound great
every single time.
And last but not least,
sinceramente, muchas gracias a usted,
Tres Morales, por todo lo que estás haciendo
en el campo de la casilla.
Thank you for everything that you're doing
in the field of education.
We have learned so much from you
and we're better because of it.
So thank you so much to everyone.
I hope that you have a great rest of your day
wherever you are.
And remember, we love you, adios.
Muchas gracias.
Adios, thank you.
Thank you for joining us today.
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Adios.
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