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Pacific Islander Education & Retention (PIER): PIER, established by the Pacific Islander
Association, works with a group of Pacific Islander students at PIER Statement of Need At UCLA, despite its claims to diversity and
outreach efforts, the Asian American community is continually lumped and
classified as a whole body. Pacific Islanders, Hmong, Mien, Vietnamese,
Laotian and other groups are considered Asian Americans, and when calculating
admissions rates for particular racial categories, the information made
public by the University does not include a specific breakdown of the comprising
groups.[1] Therefore, it is difficult to track the admission and retention
rates for Pacific Islanders, and so claims to diversity may seem supported by
the given information when the reality may be quite the opposite. Without the
help of the Asian American Studies Center, Looking at the graduation and dropout trends
over the last ten years, we can best summarize the situation for the
underserved population at Several factors must be given consideration while looking at the data from these two high schools. What is missing at the high schools is a truly relevant and revolutionary curriculum that simultaneously empowers and enhances a student's self-confidence and knowledge.[3] High levels of gang activity and gang-related violence, drug abuse, ethnic tension and conflict are some of the more obvious barriers to higher education. Studies have shown that youth involvement in these activities needs to be addressed in terms of culture clash, indigenous vs. Western ideals being a source of continued stress and conflict for Pacific Islander youth.[4] Both schools are situated in racially and ethnically diverse communities and Pacific Islanders share their lives and space with people from many different backgrounds.[5] Both are examples of areas shaped as much by politics, gerrymandering of districts, gentrification, as they are physical location and proximity to major industrial centers. Some of the particular problems faced by the underserved student community at these two schools, such as the Pacific Islander youth, include: racial stereotyping, an educational curriculum that does not include the history of the islands and American imperialism, ethnic conflict aggravated by the presence of racially specific gangs at the schools; and an educational environment not adequately equipped with the tools or language to deal with any of these situations.[6] The need exists at these high schools for a direct, accessible network of individuals dedicated to each student's particular needs, strengths, weaknesses and goals. We believe that the creation of a mentoring project was, and is, the most necessary step in combating the issue of access to higher education. We also remain firm in our policy of nondiscrimination: that our services are open to all students willing to dedicate their time and energy to our project, and to realizing their own personal potential. Although the situation at both high schools is no longer an immediate emergency as it was only 4 years ago at Carson High School, it remains imperative that we maintain a close connection with these two schools. The numbers presented above demonstrate the continued struggle faced by Pacific Islanders at their high schools, but it is obvious that with the proper support and guidance, any student can succeed in their given educational situation. The students who graduated from Carson High School in 2002 included a group of 15 students who attended PIER's first leadership retreat in the spring 2000, and continued to participate in PIER until they graduated. Members of this group went on the El Camino College, Harbor City College, San Diego State University, Idaho State University, and UC Berkeley, to name a few. For PIER staff and for the organization, it is gratifying to recognize our own involvement in a student's life and watch that student grow, mature, and make positive choices. However, we know that for every student who succeeds and moves on, there are 10 others who are unable to realize their academic dreams because of factors outside of their control or understanding. Again, the need exists in our community to create and maintain an active, positive network of individuals; and we feel that PIER, to the extent that we are able, fulfills that need. [1] See Chapter 6, Contemporary Asian American
Communities, edited by Linda Trinh Vo and Rick Bonus |
Contact:
Phone: (310) 206-9812
Kalani Mailo (
Ty Goodpaster (
Location:
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Office is located at the UCLA Student Activities Center (SAC), Room 106
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