Javier Rincon is a third-year medical student at the University of Vermont, Larner College of Medicine.
This five part series was written and published on UVM Larner Med Global Health Diaries Blog in Fall 2023.
“Nurturing trust, inspiring student participation, and collaborating with stakeholders will help create a transformative program that empowers Latinx high school students, bridges gaps within the community, and paves the way for a brighter future for all.” —Javier Rincon
Part I: Creation Phase
As a Latino who has experienced the full immigrant journey, I initially believed I could easily relate to most immigrant communities. However, my perspective shifted when the opportunity arose to help establish an academic program in Danbury, CT during my third year of medical school. Working with Dr. Majid Sadigh, director of the Nuvance Global Health Academy (NGHA); Elvis Novas, President of the Dominican Community Center (DCC); and Jason Nova, Program Leader of the DCC, we aimed to create a summer academy for Latinx high school students.
Excited and confident, I thought I possessed the necessary tools and shared experiences to effectively communicate the program’s goals and benefits to the Latinx population. Yet, I soon encountered unexpected challenges that made me realize how easily one can become an outsider in their own community.
The academy’s goals were straightforward yet ambitious, determined before my involvement (thank you, Dr. Jett Choquette). The NGHA and DCC envisioned a unique summer program that would follow high school students for all four years. The program aimed to impart essential life skills, such as financial literacy, leadership, knowledge of general health, and community service, which are often lacking in traditional school education.
These critical skills for personal growth and development might be missed in homes where parents have to work around the clock or might not have learned them themselves due to a lack of opportunity and resources. Classes would be taught by Latinx leaders from various fields in the Danbury community, providing direct examples of accomplishment and dedicated mentorship. The project was dubbed the Youth Academy for Latinx Leaders (Y.A.L.L.) or Academia Juvenil De Lideres Latinos.
Part II: Creation Phase Continued
Recruiting students for Y.A.L.L proved to be a formidable challenge, demanding perseverance and cultural sensitivity. Situated within the diverse community of Danbury, the academy sought to empower Latinx high school students through a transformative academic program. However, we were met with skepticism from parents and families towards a system that had hindered their attempts at progress more often than not.
Despite my appearance and shared background, the community was hesitant because as a medical student, I was now part of the system that had so effectively made them feel like second-class citizens. So, when a new face showed up offering to enroll their sons and daughters in a program they had never heard of, I was met with wary looks and short responses. Instead of being offended, I realized that this is a community that isn’t always acknowledged or appreciated beyond the services they are allowed to provide to the city and its other citizens.
Driven by the program’s potential benefits and life-altering opportunities, overcoming these hesitations and encouraging student involvement became our mission. Building trust required consistent attendance at community events, transparent communication, addressing concerns, and showcasing the program’s potential positive impact. Involving schools in the recruiting process presented other obstacles, as reservations and reluctance hindered outreach efforts. Identifying reasons for resistance and demonstrating how the program aligned with educational goals were crucial in gaining school administrators’ and educators’ support. The members of the DCC were very effective in emphasizing the added value of the academy’s curriculum and further nurtured relationships with schools.
Part III: Implementation Phase
Despite initial challenges, months of dedicated work yielded successful student recruitment and program commencement. The first week focused on instilling leadership skills and financial literacy, empowering students through engaging workshops, engaging in team-building activities, and completing practical exercises. This approach aimed to mold students into influential leaders within their communities while providing them with essential skills they might not have been exposed to otherwise.
During the first day, the students heard from Wilson Hernandez, a local business owner, community leader, and native of Ecuador, about the importance of fostering leadership skills. The second half of the day, Elsabel Rincon M.Ed., originally from the Dominican Republic, taught the students about financial literacy. Elsabel works as a business development lending officer with a community financial institution and is the founder/director of the non-profit the Welcome Immigrant Network.
The day concluded with a trip to the Savings Bank of Danbury, where the students continued to learn about financial literacy from Farley Santos, the bank Vice President and Connecticut State Representative, whose family hails from Brazil. As the day passed, the shy teenagers that had just met started opening up, actively engaging with the material and using words that many of them had just heard for the first time. And as administrators, we immediately began to see that the time and effort spent on creating Y.A.L.L. was more than worth it.
Part IV: Implementation Phase – Part II
In the second week, the program’s curriculum delved into broader aspects of personal well-being and community engagement. With the help of Denisse Rodas RN BSN, a nurse at Danbury Hospital with roots in Ecuador, students explored general health and lifestyle choices, inspiring them to adopt healthier habits. We believe community service and engagement play a crucial role in fostering empathy and social responsibility, encouraging students to actively address community needs.
Beyond academics, the program delved into Danbury’s history, forging a stronger sense of belonging and identity among participants. We hope that understanding their community’s past will foster deeper connections and a sense of purpose among the students. The students were introduced to these complex topics by Councilwoman Diana Merchan and Brigid Guertin, Executive Director of the Danbury Museum and Historical Society. Councilwoman Merchan is a Colombian native, a teacher, and the first Latina elected to the Danbury City Council. Brigid Guertin shared insights into the city’s rich history and its significance in shaping the community they call home.
With the second week behind us, what started out as moments of awkwardness with lots of room for growth for both educators and students, has transitioned into enjoyable moments that we all look forward to. Witnessing the students’ engagement and enthusiasm as they embrace new knowledge and skills has been incredibly rewarding. As we progress, we hope to continue developing the curriculum, fostering an inclusive environment, and providing opportunities for personal growth.
One of the upcoming highlights is a student-led research project that will be presented at the Nuvance Global Health Conference. We aim to showcase the incredible potential and capabilities of these Latinx students, inspiring others within and beyond the community.
Part V: Implementation Phase – Part III
Throughout the implementation of Y.A.L.L., the organizers from the NGHA and DCC remain steadfast in empowering Latinx high school students as future community leaders. Imparting essential life skills, fostering leadership qualities, and cultivating community involvement are at the core of our mission, seeking to leave a lasting impact on students and the wider community.
As Y.A.L.L takes strides towards bridging trust and empowerment, the curriculum will continue to evolve, catering to the community’s specific needs. Nurturing trust, inspiring student participation, and collaborating with stakeholders will help create a transformative program that empowers Latinx high school students, bridges gaps within the community, and paves the way for a brighter future for all.
We firmly believe that education is a powerful tool for uplifting individuals and entire communities. By empowering these young leaders with the skills and knowledge they need to succeed, we hope to build a stronger, more united, and equitable society for generations to come. As we forge ahead, we are humbled and grateful for the opportunity to be part of this journey with the students, families, and the entire Danbury community.
Together, we will continue to break barriers, shatter stereotypes, and build a future where every voice is heard, valued, and celebrated. Y.A.L.L is more than just a summer academy; it is a symbol of hope, resilience, and collective progress, embodying the spirit of unity that binds us together as a community.
