Some may say I beat the odds. People may think that a Latina teacher and mother would not have a chance at becoming an Arizona State Senator, serving as an Arizona Senate Minority Leader and Latino Caucus Chair, and becoming the first Latina Mayor for the City of Tolleson. Yet, with the support of my family and the guidance of mentors, that’s exactly what I did.
What exactly does it mean to “beat the odds”? For Latinos, it often means getting an education. Latinos, the largest and most rapidly growing ethnic minority in the country, are lagging dangerously far behind non-Latino peers in academics. Upon entering kindergarten, 42 percent of Latino children are in the lowest quartile of reading readiness compared to their peers. And only 15 percent of Latino adults obtain a bachelor’s degree or higher, compared to 33 percent of all adults. With such dire statistics, many Latino youth need a leg-up to help them find success.
For me, that leg-up began with childhood lessons learned at my family’s store, John’s Market. From birth, I began a lifetime of learning about the value of helping one’s community. My dad taught me that we were not in the business of getting rich, but in the business of helping people. Hungry families coming to our store with little to no money were always greeted with open arms and the ability to pay later. My dad was a noble man of his word and entrusted others to be the same.
My upbringing led me to learn the importance of public service and the positive impact one individual can make, just as my dad did for so many families. My dad’s example helped shape me to be the public servant that I am today.
My dad taught me that we were not in the business of getting rich, but in the business of helping people.
Mentorship programs, such as Jobs for Arizona Graduates (JAG), can also be that leg-up. JAG is a state-based non-profit organization dedicated to preventing dropouts among young people who have serious barriers to graduation and employment.
All JAG programs are based on the evidenced-based national model developed by Jobs for America’s Graduates — a national network of state-based organizations devoted to improving outcomes for public education and workforce programs. The Jobs for America’s Graduates model uses ten common elements which are adapted to the audience served in each program — these elements include selection of students with the greatest barriers to graduation and employment, classroom instruction, adult mentoring, leadership development, guidance and counseling, job placement, linkages to school and community-based services, 12-month follow up services, an accountability system and technical assistance, and professional development.
In more than three decades of operation, Jobs for America’s Graduates has delivered consistent, compelling results, helping over one million young people stay in school through graduation, pursuing postsecondary education, and securing quality entry-level jobs leading to career advancement. In Arizona alone, this program serves more than 1,200 young people in 25 programs in Arizona schools and communities in Tolleson, Avondale, and Central Phoenix.
I am a proud JAG graduate, and that program was instrumental in helping me earn success. I participated in JAG while I was earning a college degree, and it was through this program that I found remarkable educators and mentors whose lasting impressions shaped my trajectory. Graciela Candia, my JAG coordinator, was one of those extraordinary mentors. Mrs. Candia’s classroom was a welcoming environment where everything and anything felt possible. She challenged us to think about our life’s course, and what motivated us. On our first day, she asked us all: What lasting impression do you want to leave in others? How do you think you can make a change?
Those thought-provoking questions shaped the beginning of a new me. I knew I had to search for the opportunities to make positive changes that would impact others. Through JAG, Mrs. Candia provided us avenues to look at our community from a different perspective. She guided the class in creating community service projects that addressed problems needing solutions. Whenever she asked for volunteers, I made certain my “crew” and I signed up. We never passed on an opportunity to make a change.
As I look back, I’d like to think that beating the odds was the only option. But it took some help. I had a nurturing family that taught me to serve others before serving myself. Mentors like Mrs. Candia helped inspire me and showed me the practical steps to make an impact. The JAG program provided me the tools to transform myself while making a difference in my community. With this support, I did beat the odds.
