Running Head: PERSONAL EDUCATIONAL NARRATIVE

Personal Educational Narrative Gregory Vega Pepperdine University, Graduate School of Education and Psychology

Running Head: PERSONAL EDUCATIONAL NARRATIVE Reflecting on my experience as a student has been an enjoyable activity, largely due to the fact that my experience beginning in elementary school and all throughout my college career was positive and I was fortunate in that I was brought up in a supportive environment that fostered my development as both a student and as an individual. I can accredit my success first and foremost to the supportive environment that my parents provided, I was always encouraged toward academic success and they were always there for me along the way. As a very young student, I can recall reciting multiplication tables with my father while driving in the car and him constantly correcting of my improper use of grammar. At the time this drove me crazy, but now I see that everything that was done for me as a child was to promote my development into a student with the capacity for success in schools. In terms of the schools I attended I was also very fortunate. My K-12 education was completed in the local public school system. Located in a middle class neighborhood in San Diego, I was able to walk to school throughout the majority of my K-12 education, with my two years of middle school being the only exception. For elementary school I attended Loma Portal Elementary in Point Loma, a neighborhood in metropolitan San Diego. My overall experience at Loma Portal was positive and I am grateful for having received such a quality education. During my time there it was regarded as one of the best public schools in the city. The quality of instruction from the time I entered the school in first grade until I graduated sixth grade was outstanding. The memories I have of the teachers I encountered are all positive; they were all effective educators who seemed to genuinely care about the success of their students. Of my classmates whom I have kept in touch with, many

Running Head: PERSONAL EDUCATIONAL NARRATIVE of us have gone on to attend college and pursue graduate degrees, which is another testament to the efficacy of the instruction we received as young students. The racial/ethnic composition of our school was what you might expect in a Southern Californian middle class neighborhood: primarily white. I can recall, however, the presence of a small population of cultural minorities who were transported to the school by bus from other neighborhoods. The ethnic composition of these students was primarily Hispanic, with a minor African American and Asian population as well. In terms of language, English was the only language used in the classroom and I can recall Spanish-speaking students being discouraged from speaking Spanish in both the classroom and on the playground. Racial tensions, however, were seemingly non-existent at this stage of my experience as a student. It was not until middle school that I became aware of the tensions that existed in terms of race and ethnicity. However, I do recall being conscientious of the fact that there were those of us who lived in the neighborhood where our school was located and that there were those who did not. These students were often referred to as bus kids by those of us who lived in the neighborhood, myself included. In reflection, this label was not intended to be an insult or a putdown, instead it was simply an observation by innocent children. But looking back I can see how this may have been perceived as a negative connotation by those who it was applied to, despite the fact that I can truly say that there was no mal intent behind it. High School was another largely positive personal experience. After two years of middle school I was able to return to a school that was located in close proximity to my home. I suppose attending a school in my own neighborhood made

Running Head: PERSONAL EDUCATIONAL NARRATIVE me feel comfortable, which now makes me wonder how the students who came from other neighborhoods may have felt as students and how their experience might have differed from my own. I attended Point Loma High School in San Diego, a block and a half away from my house. I would frequently walk home for lunch and often invited friends to join me, although I was encouraged by my parents to stay on campus and socialize. But this persists as one of my fondest memories of High School. Point Loma was a highly regarded public school recognized for its high level of academics and overall success in terms of student performance on standardized testing. I was placed in advanced classes throughout my high school career and although I do believe I belonged in those classes, I was often intimidated by students whom I perceived to be smarter than I was. The result of this experience was that I would often become withdrawn and did not tend to actively participate in my classes. Overall I was a good student, despite serious struggles in technical subjects such as algebra and chemistry. High school was the time in my life where I became more social, making new friends from all different cultures. The racial/ethnic composition of my high school was completely different than my elementary school. There was still a predominant population of white students, but the presence of minority students had increased drastically. Being in Southern California, so close to the U.S./Mexico border, the Hispanic population was huge and, although English was spoken in the classroom (except for foreign language classes, of course), it was not uncommon to hear Spanish being spoken by students on campus. There was also a large number of African American and Asian students, far more than I had attended elementary and middle school with. Another interesting factor in terms of

Running Head: PERSONAL EDUCATIONAL NARRATIVE the racial/ethnic composition of my high school was the presence of Bosnian refugees. Although they were small in numbers, maybe 20-30 in total, the circumstances surrounding their own experiences were fascinating. They all became very well known on campus and by the time we were graduating seniors they had assimilated very well. Overall, racial tensions were low and relations between the individuals of various races were amicable. I do recall witnessing several fights in high school, but I am not aware if race was a factor or not. Of the racial tensions that did exist at the time, the individuals who participated in any sort of racially offensive activity were frowned upon by the majority of us students who simply wanted to enjoy ourselves and our experience at school. College was another experience that was positive overall at a high-quality, public school. It was also the first time I had experienced both being a racial minority and experiences of deep-seeded racial tension. I attended the University of California at San Diego where I studied political science in the International Studies Program and also earned a minor in history. The campus is located in La Jolla, an affluent neighborhood that is primarily composed of upper class residents. The racial/ethnic composition of the university was comprised of an Asian majority, with a slightly lower amount of white students and a sparse Hispanic and African American population. The expectation of academic excellence was at a level that I had not been previously exposed to in high school and I was astounded at the competition that existed among students. One thing I particularly enjoyed in college was the diverse teaching styles of my various professors and the opportunity to select classes that I found interesting. Racial tensions in college were more

Running Head: PERSONAL EDUCATIONAL NARRATIVE apparent that I had experienced ever before in my life. Individuals were more vocal about their beliefs and often times there were clashing points of view and, as a result, a tense atmosphere. I can recall major tensions between Middle Eastern and Jewish students, in particular. Tensions on campus were also not limited to race or ethnicity, as religious tensions also became prevalent on campus. Library walk was the scene for heated debates between members of various religious groups and also between those who endorsed one religion or another and those who were atheists or agnostic. One incident, however, gained national attention and I will never forget. In winter quarter, 2010, one of the fraternities on campus threw a theme party they entitled a Compton cookout. Attendees were encouraged to dress as their favorite black stereotype and stereotypical favorite foods of the African American community, such as chicken and watermelon, were served. News of the party was circulated on campus and soon after the backlash became tremendous. The implications turned political and prominent figures in the African American community such as Al Sharpton and Maya Angelou visited our campus speaking out against the overt racism that had been celebrated at this party. In turn, UC president Mark Yudof and UCSD chancellor Marye Ann Fox were forced to address the issue and the uproar surrounding it. Unknown students retaliated against members of the fraternity with violence and symbols of racism, such as a noose being hung in the window of the Geisel library, overwhelmed the campus for a period of months. Making things worse, the president of the fraternity in question made an appearance on UCSD television to defend the actions of his fraternity in a profanity-laced rant that included racist connotations. The issue spread across

Running Head: PERSONAL EDUCATIONAL NARRATIVE campuses all over the UC system and made national headlines. The tone on campus was very uncomfortable, it seemed as if everyone was forced to choose a side and this incident came close to overshadowing the final months of my senior year. This was the most intense experience in terms of racial/ethnic tensions that I have ever personally experienced and, despite its gravity, I can now look back and reflect upon it as a learning experience that can be used to show the importance of tolerance and equality in our schools and society. Overall my experiences as a student have been positive. I am grateful for all of the opportunities I have been given and I seek to make the most of my education. When my grandfather came to the United States from Mexico as an illegal immigrant nobody in our family had ever attended college or even graduated from high school. Education was promoted within our family as a way to attain a better life. The hard work and sacrifices of the family members that came before me encourage me to continue my education. I am now the second generation in my family to attend college. I hope to enhance my knowledge and abilities to make a difference as a leader in education while pursuing my Masters degree, and then go on to earn a doctorate. This would not have been possible without the support and sacrifices made by those who love me, which is something that I always keep in mind as I continue my journey as a student.