Author: May S Ruiz

February College Search Guide

/ May S Ruiz / Leave a comment

Originally published on 4 February 2022 on Hey SoCal

Yale University | Courtesy Photo

The road to college

It has been almost two years since the pandemic started, and the past holiday season brought on another surge in the infection rate. The U.S. currently has 8.17 million cases – 2.59 million in Los Angeles County – 95 percent of which is due to the omicron variant, according to the CDC and as reported on Bloomberg. Hospitals and health care workers are once more stretched to their limits.

Covid has touched everyone’s life and has caused adverse effects, the extent of which we have yet to find out. But the one certainty is that students suffered the most – they experienced major achievement gaps and significant setbacks during the 2020-2021 school year with mostly remote learning, based on a study released on Jan. 7 by the California Department of Education.

Schools and teachers are overwhelmed just as much as students and their parents. Fortunately, there are several tutoring services available if you and your children require help with school work. Find one which offers options that fit your children’s specific need and your family’s budget. A company called Mundo Academy provides excellent tutoring services in the Pasadena and San Gabriel Valley area. Likewise, some high school and college students have created free tutoring services and learning platforms to help children during the coronavirus pandemic. Two of these organizations include Sailors Learning and Wave Learning Festival.                     

If you’re exhausted, as most of us are at this time, please reach out for assistance. The CDC has put together a resource kit for parents, divided by age group, to help them ensure their children’s well-being. The site also has links to other resources that cover various concerns. Another CDC website is dedicated to helping parents manage stress during the coronavirus pandemic.           

Meanwhile, COVID-19 has resulted in changes to the college application process. The biggest upheaval was doing away with standardized testing by a majority of schools. The Cal State system recently announced that they are joining the UCs in eliminating the SAT and ACT. And then the College Board announced on Jan. 25 that the SAT will be given online exclusively beginning in 2024 in the United States and in 2023 in other countries.         

| Courtesy Photo

FRESHMAN

Your children are well into the second semester of 9th grade and are now fully engaged in the academic life at their school. With grades as the only benchmark for an applicant’s merit for acceptance, the student’s GPA is the single most important component of their college application. If their first semester marks need improvement, now is the time to turn things around.

Admissions officers will be interested to know what extra-curricular activities your children managed to accomplish during the pandemic – whether they were on campus or remote learning. Encourage your children to find virtual volunteer work or earn online certificates to put on their resumé. Hopefully, this time next year we’ll have some normalcy in our lives and students can take up some of the activities they have put on hold.              

SOPHOMORE

Your children need to really understand and learn the courses they’re taking so that the final grades on their transcript are the best they could earn. The schools they will be applying to will only see the grades in their three years in high school. If their first semester grades weren’t stellar, they need to improve this semester. They need to meet with their grade class dean to make sure their grades and courses are on the right track for graduation. While the SAT and ACT will not be required by many universities, AP scores are still being used as a gauge of college readiness and your children should register for the tests (www.collegeboard.com; www.act.org).

JUNIOR

I cannot emphasize this enough – junior year is the last complete year that college admissions officers will be looking at when your children send their application. They need to maintain their good grades and the pursuits that replaced their extra-curricular activities. If they had good study habits back in 9th grade and have established a routine, they shouldn’t be feeling overwhelmed right now.    

For most students, meeting frequently with their school counselors isn’t always a possibility. In some high schools where there are as many as 400 seniors to four full-time counselors, a junior may not even get any face-to-face time with a counselor. This puts the onus on your children to be very resourceful, take the initiative in gathering their research material, and plan their course of action as they embark on the college application process. This was a pre-pandemic fact that has become all the more glaring with Covid. Seek the services of an independent counselor if you need help.      

Meanwhile, as the parent of a junior, you should also make sure your child is on track – has taken all the courses the high school requires for graduation and is taking all the courses to complete the UC and Cal State requirements.                

You and your children should do a virtual college tour and consider doing an actual campus visit either during the spring break or in the summer. They might also want to make a phone call or have a Zoom chat with a current student to learn more about the school. More often than not, current college students and alums are happy to talk about their alma mater.    

| Photo courtesy of Eliott Reyna for Unsplash

SENIOR

Your children should not take for granted that they are all done with schoolwork because they have sent in their college application. Don’t let them succumb to ‘senioritis’ – they still have to submit their final transcript. Unlike last school year when teachers cut students a lot of slack because of the pandemic, they are more strict now that everyone has settled to the ‘new normal.’ Universities can rescind their acceptance if admissions officers see a drastic drop in the student’s grades. In fact, a single lower mark can trigger some questions. Moreover, third-quarter grades are critical in case they are waitlisted. And, in the unfortunate event they realize the school they were accepted to isn’t the right fit for them, senior-year grades will be crucial if they decide to apply for a transfer.

Additionally, seniors need to be mindful of their social activities. Schools are tech-savvy – they check social media profiles of students they have accepted and can rescind that offer if they find unacceptable behavior. Your children should be mindful of what may end up online.         

If your children have received new awards or commendations, or have accomplished something significant since they sent in their college application, they should email this important update to the admissions officer or the area representative of the school they applied to.

Your children should confirm with the colleges to make sure they have all the documents they require. They should continue applying for scholarships (www.scholarships.com; www.collegexpress.com; www.scholarships360.org, www.fastweb.com, www.studentaid.ed.gov) and getting their FAFSA (www.fafsa.ed.gov) ready for submission. I was recently alerted about scholarship scams by an organization called Comparitech.com, which I’m including in this college guide. 

The months following the end of the college application process are usually as anxiety-ridden for seniors as well as parents. While everyone has breathed a sigh of relief that the mad rush is over, the waiting period is just as nerve-wracking. In the next few weeks, some college decisions will be trickling in.

Remind your children to be careful how they share their good news as their friends might be getting some bad news at the same time. If they have been accepted to their ‘safety school’ but aren’t planning on attending it, they should resist the urge to boast about it as it might be someone else’s ‘dream school.’

Most of all, your children need to be patient – the answer will eventually arrive and nothing can hurry it up. Colleges notify at different times and in different ways. They shouldn’t read into the timing of the decision letters; their friends getting good news early doesn’t necessarily mean a bad outcome for them.       

Mundo Academy Strives to Level the Playing Field for Underrepresented Minorities

/ May S Ruiz / Leave a comment

Originally published on 31 January 2022 on Hey SoCal

Grijalva helping students navigate the admissions process | Photo courtesy of Mundo Academy

Marina Grijalva was the first in her family to go to a four-year university. She believes that the privilege opened doors for her, so she is striving to afford underrepresented minorities the same opportunity through her tutoring company — Pasadena’s own Mundo Academy.

The Road to Education

The youngest of five siblings, Grijalva was born and raised in Calexico, CA, a small town on the US-Mexico border. Her father was originally from Sonora and her mother hailed from Sinaloa but they met in Mexicali where their respective families relocated. Her grandparents moved to Mexicali for agricultural work; at the time, there was a program for Mexican immigrants to come and work as field laborers.

Education was an important aspect in her upbringing, but going to college was not instilled in her. Although her mother only reached third grade and her father seventh grade, Grijalva recalls  her mother telling her she needed to get an education so that she wouldn’t need to depend on anybody. “That advice was really them saying I could live a different life from what they had – that I could have more opportunities. But a four-year college degree wasn’t something they were pushing me towards. My knowledge about a college education was based on what I had seen on TV, or read about, or learned of in school. I was part of different outreach programs for youths, especially for children of field laborers. That’s how I first started hearing about college and how I essentially grasped that’s how I could get ahead and find a different way of life.”

Though Grijalva was the first in her family to have attended and graduated from a four-year college, all of her siblings paved their own paths to their careers. One of her brothers went to community college, for instance, while another went to a vocational school for architecture and is now an architect. “In speaking to them now,” she muses, “they feel I had more opportunities because I ended up going to college, but they didn’t know anything about it when they were my age.” Her four brothers and sisters are much older; she was still in middle school when her eldest brother graduated high school.

Grijalva attributes her acquaintance with college opportunities to the various programs at her high school: “For three years, I did six-week summer programs at university. The most impactful were the ones at Harvey Mudd and UCLA because all the counselors were students from Claremont Colleges and students of color. They tried to learn more about me – asked me what I wanted to do and where I wanted to go; they also told me what scholarships I could get. I applied to college on my own and got several acceptances; I chose to attend Pomona College.

Grijalva at a SAT-prep class at PUENTE Learning Center | Photo courtesy of Mundo Academy

“When I told my parents, they asked why I wanted to move away when my family was in Mexicali; that I could stay and go to community college, get married, and have kids. But I told them it was how I could find better jobs and opportunities. Besides, I had a full ride scholarship so, in a way, they didn’t have a choice but to let me go. They eventually had a change of heart after they saw the school and understood what my getting a college degree meant for them.”

In college, Grijava ended up double majoring in math and romance languages, but that wasn’t intentional. Like most 18-year-olds, she didn’t really know what she wanted to pursue. While math had always been a class in which she excelled, she didn’t plan to major in it. She tried international relations, microeconomics, pre-med, and chemistry before she realized that her love truly lay with math – and Spanish.

Grijalva already spoke Spanish so when several students at the school encouraged her to take a class with a Spanish professor, Susanna Chavez Silverman, she thought it was a good idea. She says, “She introduced me to the world of Latin American literature and different ways of thinking about culture. I keep in touch with her to this day.”

Serendipitously, these two subjects helped Grijalva launch her career as a teacher. Shortly after she graduated, a friend who taught at a Catholic school mentioned to Grijalva that the school’s geometry teacher had resigned and they also had a part-time Spanish teacher position open. She  said, “I could teach both of those!” Aside from one school in Texas where she only taught math, she taught both subjects at almost every single school where she worked.

From Teaching to Tutoring

Many tutoring services I’ve heard of were founded by Asians and target students who are hoping to get into the most prestigious colleges. They hire teachers from the Ivies and name their service ‘Premier’ or ‘Ivy Max,’ giving the impression that students who study with them will earn admission to an Ivy League school.

Grijalva’s tutoring business went through a few iterations. Her first company, which she established back in 2008, was called ‘My New Tutor.’ She rationalizes, “I figured that would be an interesting way for a student to respond when someone asked ‘Why are you doing so well?’ ‘Oh, because I have a new tutor!’”

Then in 2013, she partnered with a college counselor and they changed their name to MYNT, an abbreviation of ‘My New Tutor.’ Grijava confirms, “Our student base was what you described: the college-bound, competitive, and Ivy League-pursuing student. However, the tutoring service had always been my area of expertise, and for that, we had students with learning challenges or having difficulties in school. The students we had in the tutoring side of our business were not always the same as those we got for the college counseling side.”

Grijalva eventually ended up selling her interest in MYNT and starting the Pasadena-based Mundo Academy in 2018. She explains, “I have access to information, and in the same way that information changed my life, we can use information to change other students’ lives. What I learned being in the college counseling business made me want to do something that can expand everybody’s world. Thus, the name Mundo came to mind. I also wanted it to be a Spanish word…I wanted people who see and hear about our service to feel it’s inclusive.”

Mundo Academy is built on inclusivity and respect for all. Grijalva, who identifies as a gay person, discloses, “My sexual orientation was something I kept private for many years because I wasn’t sure how parents would react to a gay person teaching their children. However, I came to the realization that representation matters; and if it meant losing some business, I was okay with that as long as my experience helped a young person see that they, too, can succeed.”

Mundo Academy teachers do small group classes | Photo courtesy of Mundo Academy

To advance that goal, Mundo Academy’s services fill diverse requirements. It offers private tutoring for high achieving students wanting to improve their grades from B’s to A’s; to students with learning challenges; to students in the process of applying to selective high schools and colleges who desire test preparation for the AP, ISEE/HSPT, or ACT/SAT; and everything in between. The other aspect of the business involves partnering with nonprofits and school districts to provide teaching to those with academic difficulties, and those with limited or no resources.

In a podcast from early 2021, Grijalva alluded to a mission to help underprivileged and underrepresented minorities as the impetus for establishing Mundo Academy. I inquire how Grijalva balances the seemingly extreme ends of the learning scale and the challenges distinct to each.

“I think that all students, at the core, want to achieve; so students in both components have similar needs,” Grijalva sagely responds. “I use my education and experience to create an educational environment in which they feel comfortable, and where they learn how to think and how to approach information and problems, read through material and find an academic voice.”

Mundo’s main nonprofit partner is PUENTE Learning Center in Boyle Heights, where they held multiple SAT prep classes online and in-person before the pandemic. They have also affiliated with Barrio Action, a center in El Sereno. Pre-pandemic, Mundo Academy collaborated with the Football United League, where they held college workshops and camps.

Grijalva recounts the genesis of her nonprofit partnerships: “When I established Mundo Academy, I tried to organize classes in different communities by myself. But even when the classes were free, either no one would come or there would be only two or three students. I knew it was a long shot, especially because trust is such a big component of everything we do, and I was going to communities that didn’t know me or my company.

“That led me to reach out to non-profits since they have the student population. I researched which organizations already used college admissions preparation as part of their offering. I found out they don’t necessarily have experienced SAT tutors – they tend to just buy an SAT book and have someone work with that. But I have college counseling and SAT prep experience, so I approached them and started holding free SAT boot camps. At first, we had about ten students, but for the last few boot camps we had about 40 students. We would fill the classrooms.”

Mundo Academy has different services to fill diverse needs | Photo courtesy of Mundo Academy

The academic enrichment program they currently offer several LAUSD schools has been one that has taken off since the pandemic, and Grijalva mentions that she also expects two other alliances, starting soon. Their project with LAUSD has brought a new element to their relationship with students and their families.

Grijalva observes, “While Mundo develops the programming, it’s the school who’s bringing us in – it’s much less parent-centric. Whereas I feel with our private tutoring students, the parents are much more involved – they’re the ones hiring us, and the parent propels most of what happens.

“In our work with LAUSD, although we try to engage parents as much as possible – we call them to introduce ourselves and tell them about the service we’re providing – they leave a lot up to us. They are receiving the service as opposed to pushing for them.

“I think, for the most part, that’s because they don’t understand the educational system. One of the big groups we work with is long-term English learners (LTEL). When a parent enrolls their child into the school district, they’re asked if they speak another language at home. If the parent says ‘yes,’ then the student gets flagged as an LTEL and there’s a language exam that they have to pass to get out of this classification. Many students aren’t able to do that so they stay within this classification, sometimes all the way into high school. This LTEL tag affects them adversely because they have to take extra ESL classes in middle and high school, which could prevent them from fulfilling the A to G requirements, or qualifying for AP classes, or enrolling in electives to explore other academic subjects.”

“A lot of parents and students alike don’t understand the importance of these exams or these requirements in order to reclassify,” Grijalva says further. “That’s one of the challenges we face – trying to inform both parents and students about what’s at stake. The goal is not just to have phone calls with parents but to also do workshops and more extensive outreach, to educate them even more on how they can be supporting their child. But because of Covid, that hasn’t been possible. We’re communicating and working with parents mostly over Zoom and there’s a technological divide: they either don’t have access to Zoom or the computer to log into to help their child.”

Future Trajectory

The pandemic brought to light how essential classroom teaching is to student learning. For the last two years, we’ve been reading and hearing about learning loss. Some students who were earning A’s in their courses were suddenly getting behind or even flunking. Then, on Jan. 7, the California Department of Education released the results of a study that confirmed what we already knew: students experienced major achievement gaps and significant setbacks during the 2020-2021 school year with mostly remote learning.       

For some LAUSD schools, Mundo Academy is the solution to help close those achievement gaps. Grijalva says, “The schools realize that they need small group tutoring in order to help students overcome some of those barriers. And as hard as teachers work in order to help them learn, they’re just not able to cover as much material online as they would have in a traditional school setting.”

As many schools’ focus is mostly on language learning loss, Grijalva explains, “We look at the data from the test teachers administered at the beginning of the school year to figure out students’ reading level. We’re then able to target those by using phonics lessons and different interactive activities to help students not only learn how to read but develop a love for reading on their own as well.”

Grijalva (center) with Mundo Academy’s private tutors | Photo courtesy of Mundo Academy

Asked where she envisions herself and Mundo Academy ten years from now, Grijalva answers, “I see ourselves doing two different things: providing at-large programming for LTEL throughout LAUSD and creating vertical programs. Starting with elementary school children, helping them reclassify; in middle school, teaching study skills and about college, and helping set themselves up for success in high school; and in high school, helping them through college admissions, covering the A-G requirements and volunteering.

“We’re also seeking to produce an English language development curriculum for students who are called ‘newcomers’ – children who have only been in the country for one or two years – they could be at any grade level, from elementary to high school. Right now, we’re working mostly with Latino students, but there are many immigrants from Central America and other Asian countries like the Philippines, Vietnam, Cambodia, and Laos residing in L.A. As we expand throughout the district, we’d like to offer our services to those populations as well. We hope to eventually take that curriculum nationwide.”

“What sets us apart as a tutoring company is that even as our student base grows, we have a focus on each individual, in creating a nurturing environment for that one student,” emphasizes Grijalva. “When I hire tutors, I look for qualities that show they will not only be proficient in what they’re teaching their student, but will also take a personal approach, learn more about each child, and help the student advocate for themselves so they’re able to grow.

“Our goal is never for students to need us for the rest of their academic career. If they do, we’re happy to help and provide support, but the intent is for the student to become confident – learn how to ask questions and think about the material they’re facing, how to manage their time, how to develop their individual study skills, and then set themselves up for success. It’s almost like a therapist saying, ‘You’re okay now, you don’t need me anymore.’”   

Especially during this pandemic, Grijalva and Mundo Academy are guiding students towards a place of confidence in their learning abilities so they can come out the other side stronger individuals who faced academic challenges and prevailed.

‘Real to Reel’ Analyzes Courtroom Drama in Movies

/ May S Ruiz / Leave a comment

Originally published on 20 January 2022 on Hey SoCal

Real to Reel: Truth and Trickery in Courtroom Movies’ was published in May 2021 | Photo courtesy of May S. Ruiz/Beacon Media News

Law professor Paul Bergman knew very well that teaching a roomful of college students about an evidence course could get boring. He was also aware that some of them probably stayed up late studying – or partying, as young people at university are wont to do – so he could only go on lecturing for so long before he lost their attention, or they fell asleep.

Bergman started teaching at UCLA in 1970 where he spent the first decade supervising students on actual cases with real clients. He usually had only 12 to 15 students because there was a limit on the number of clients he could work with. A lot of class time was devoted to discussing case strategies so he could help students learn from each other’s experiences. But by the 1990s, he started teaching evidence and other podium courses taught in a large classroom.

“Traditionally, you either read and analyze appellate court cases or you look at real evidentiary issues and discuss those in class,” explains Bergman who is now an emeritus professor at UCLA. “So I thought it would be interesting to present a little courtroom scene from a movie and analyze it as if it were a real courtroom event. They may not be totally accurate but things go on in actual courtrooms that shouldn’t go on either.”

When he looked for a source for these courtroom movies, however, Bergman discovered that while there were several books about practically every other movie genre, there was none on courtroom movies. And proving the adage that necessity is the mother of invention, he resolved to rectify this omission. 

“I thought, ‘Well, I’m an academic, I should write one,’” Bergman continues. “I only wanted to write about movies that I had actually seen. But in 1994 there were no DVDs; some of the films were available only through the UCLA film archive so I had to go into the basement of a Hollywood building and someone had to change the reel every ten minutes. I asked Michael Asimow, whom I’ve collaborated with on other law publications if he would be interested. Together we watched and analyzed 150 movies, including such classics as ‘To Kill a Mockingbird,’ ‘Inherit the Wind,’ ‘Anatomy of a Murder,’ and ‘A Few Good Men,’ which was out by then. In 1996 our first book called ‘Reel Justice: The Courtroom Goes to the Movies’ was published.”

Response to “Reel Justice” was very positive and led to the publication of a second edition in 2016. It has also been published in China in a Chinese language edition. Then in 2020, during the pandemic, Bergman and Asimow embarked on writing a follow-up to “Reel Justice.” Fortunately, this time around, the movies they chose were available on DVDs, Blu-ray discs, and streaming on cable. “Real to Reel: Truth and Trickery in Courtroom Movies” was published in May 2021.

Bergman on Kauai in 2019 for a film clip program for a conference of lawyers and judges | Photo courtesy of Paul Bergman

“All the movies from ‘Reel Justice’ were integrated into this new book, which we divided into chapters based on themes,” describes Bergman. “The difference is the first book mainly discussed the story of the movie. For our sequel, we introduced a new format which focuses on the courtroom proceedings – it’s more of an analysis of the courtroom action and its messages about law, lawyers, and the legal system.”

“Courtroom movies often have a twist ending or a climax that you don’t see coming,” adds Bergman. “In ‘Reel Justice,’ we revealed the ending with a ‘spoiler alert’ warning. For ‘Real to Reel’ we stopped short of telling people how it ended; instead we directed readers to the appendix. We want to encourage our readers to actually see the movie for themselves first so we don’t want to give it all away and spoil it for them. Of course, some people don’t really mind knowing the movie’s conclusion and would still watch it anyway. But this time, we gave readers an option.”

Bergman, who received his J.D. from UC Berkeley (Boalt Hall), clerked on the 9th Circuit Court of Appeals and was an associate at Mitchell Silberberg & Knupp in Los Angeles before entering his teaching career, has penned more than 50 law review articles and book chapters on a wide range of subjects, including the images of law, lawyers, and justice in popular culture. One of his award-winning essays discussed the contribution of the 1970s TV show Emergency! to the development and legalization of the paramedics profession. Another article examined the ethics and lawyering techniques of Horace Rumpole, the crusty barrister featured in the classic British TV series Rumpole of the Bailey. He has also written a book chapter that describes different uses for film clips in a law school Evidence course.

Paul Bergman receiving the UCLA award for Distinguished Professor | Photo courtesy of Paul Bergman

A respected academic, Bergman’s teaching awards include: The University Distinguished Teaching award; The Dickson Award for distinguished service and scholarship by a UCLA Emeritus Professor; and the American Board of Trial Advocacy Award for trial scholarship and teaching.

An unexpected, gratifying consequence of the publication of Bergman’s first book was the recognition he received for his contribution to the field of law. He has given film clip-based presentations to groups of lawyers and judges all over the country as well as in the UK and Japan. He has also appeared on numerous radio and TV shows, including The Today Show and the nationally syndicated radio program Champions of Justice.       

Expounds Bergman, “It’s given me an opportunity to share films … I’ve spoken at conferences in Washington D.C. with supreme court justices. My personal life has expanded because of the people I meet when I bring them my love for movies and why they’re important. We haven’t done any of that for this new book yet because of Covid but I’m scheduled to give a presentation at the International Society of Barristers in Hawaii sometime in March.”

Many lawyers might look askance at others in the same profession who watch courtroom dramas which aren’t real. However, people’s perceptions about the courtrooms, law, lawyers, and the justice system, and their expectations from these are the reality lawyers, judges, and those connected to the justice system have to contend with.

Bergman defends the genre’s place in everyday life. He says, “For most people, it’s always a bit real. Like I tell my law students, when you meet a new client or a witness, they think they know a lot about you. But what they think they know is not based on meeting you and it’s probably not based on meeting a lot of lawyers. It’s because they’ve watched a lot of movies and TV shows about lawyers and they think they know what’s going to happen. So the messages these movies send about lawyers, the law, and the legal justice system influence how people behave with you and react to you. Movies have an impact on people’s lives even if they’re not accurate. This is how people think ‘Jeez, I didn’t realize this is how trials are like.’ There’s a theory that people remember content but they don’t remember the source. The messages in these movies are important – whether they’re right or wrong. And sometimes they’re a little of both.”

The first letter Gregory Peck sent to Bergman | Photo courtesy of Paul Bergman

Being cinephiles, Bergman and Asimow enjoy rating the movies in the books they wrote. Much like film critics, they rank movies on a one-to-four gavel system – four gavels for the classics. Moreover, Bergman doesn’t cloak his admiration for the actors who made big impressions on audiences. He has always been a big fan of the movie “To Kill a Mockingbird” and its lead Gregory Peck. In fact, when he finished writing “Reel Justice,” he sent a letter to the actor requesting him to write the foreword to it. Gregory Peck responded but declined. Bergman mailed him a copy of the published book anyway and the actor sent a letter saying “Your book, written with Michael Asimow, is excellent, fascinating. I have read many of the cases including To Kill a Mockingbird and The Paradine Case.” In the letter, Peck further disclosed, “I quite agree with your evaluation of The Paradine Case. On matters concerning the script, there was dissension between Selznick and Hitchcock. Selznick prevailed and pumped up the love triangle in a way that went against Hitchcock’s grain. It was the last picture they made together.”

Movies, like theatre, – and what’s more akin to theatre than courtroom drama – are a mirror we hold up to ourselves. They reflect society and popular culture. And because movies, like plays, are written by people with beliefs and convictions, and directors have perspectives and points of view, these often are embedded within. Inevitably, movies can foreshadow what’s to come, effect change, and even change laws.                       

In the movie “Adam’s Rib,” director George Cukor filmed Katherine Hepburn – who played the role of Amanda Bonner – addressing the jury. But because the camera was facing her, in essence, she was speaking to the viewers. It was released  in 1949, two decades before the advent of the women’s liberation movement. In the play and film version of “A Few Good Men,” playwright and scriptwriter Aaron Sorkin successfully and memorably “dramatizes and personalizes an abstract issue such as the legitimacy of using civilian norms to evaluate military discipline.”

“Real to Reel: Truth and Trickery in Courtroom Movies” marries Bergman’s love for movies with his advocacy for the law and its practice. Its dissection of courtroom events is interspersed with asides that reveal his wry humor. It could easily win over even those with an innate distrust of lawyers.        

January College Search Guide

/ May S Ruiz / Leave a comment

Originally published on 5 January 2022 on Hey SoCal

University of Georgia | Courtesy Photo

The road to college

Happy New Year!

We’re all still reeling from the impact of this pandemic which has touched every aspect of our life  – from the economy to education, to our mental and physical well-being, among others. And now we welcome 2022 with the omicron variant, which seems to be less severe but more infectious. Before they even had a chance to take a breather, hospitals and health care workers are once again caring for those infected.

Anticipating a surge in Covid infections after the winter holiday, some schools are reinstating safety protocols. The L.A. Times published a Christmas story by staff writer Melissa Gomez about USC’s announcement that classes will be held remotely during the first week of this semester. She further reported that students and staff will be required to show proof of booster shots as soon as they are eligible.

There’s a heartening update about college admissions, though. On December 29, L.A. Times staff writer Teresa Watanabe reported that California is bucking the prevailing norm of privileged students with excellent GPAs and outstanding resumés. During this admissions cycle, unentitled kids are California’s new generation of star applicants.

And with that refreshing bit of news, let’s get on with the college guide.

FRESHMAN 

Typically, the beginning of the year marks the halfway point in the school year. First semester grades will soon be released if they had not been sent out yet. If your 9th graders’ marks are not great, they would need to use the second semester to better them as it’s the end-of-year grades that show on the transcript. Some universities – including the UC and Cal State systems – have dropped their SAT requirements, so a student’s GPA is the single most influential component of the college application. Admissions officers only have your children’s GPA to gauge their college readiness and success.          

SOPHOMORE 

This is your student’s second year, and by this time they should have fully transitioned into high school. They need to put extra effort into weak subjects and solidify their grades this semester.

| Photo courtesy of Andrew Neel/Unsplash

JUNIOR 

The second semester of junior year is significant as it is the beginning of the college application process. Students should have already started doing their research about the colleges and could start doing virtual tours ahead of a spring or summer campus visit. Some useful websites include campustours.com; CollegeProwler.com; SmartCollegeVisit.com and YOUniversity.com.  

SENIOR 

All college applications should have already been sent out for the January 1st regular decision/admission deadline. Some universities, like Georgetown, have a later deadline. Several schools also have ED (Early Decision) II. Parents should have submitted the FAFSA (www.fafsa.ed.gov) application. Apply for scholarships; there are several websites to help you with your search like www.scholarships.com, www.collegexpress.com, www.scholarships360.org, http://www.affordablecollegesonline.org/graduating-debt-free.

. . .

While I’m tempted to say “Tell your kids to breathe a sigh of relief, the hard part is over,” the truth is, the waiting part induces just as much anxiety as applying to colleges. And, oftentimes, it’s worse because neither you nor your children have control over it. Just be there for your kids to remind them that they have done a great job and they should let the admissions professionals do theirs.

The months from January through March can still be a time for your children to do something to help their cause. Mid-January is when high schools get their first semester grades finalized. If your student’s mid-year report is particularly spectacular, this could be a very good development especially if they are applying to a highly selective college. When your children’s high school sends the grades, have your children follow up with an email to the area representative telling them about their hard work and interest in that college.

If your children have been deferred at a college when they applied through early action or early decision, it is advisable for them to send in an additional teacher recommendation, but only if this supports their application. Likewise, if your student has received notable honors or made any significant achievement, they should let the admissions officers know by email.     

Having done all these, you and your children will now just have to wait patiently for the process to play itself out.           

Belinda Lei’s ‘Not THAT Rich’ Exposes Competition Among Asians

/ May S Ruiz / Leave a comment

Originally published on 14 December 2021 on Hey SoCal

“Not THAT Rich” book cover | Photo courtesy of Belinda Lei

Asians are often stereotyped as the ‘model minority’ – overachieving, law-abiding, non-complaining people who soar above whatever challenges and obstacles are thrown at them to attain financial and personal success. That their accomplishments sometimes come at great cost to their mental well-being isn’t openly discussed.

This is what Belinda Lei explores in her young adult book called “Not THAT Rich,” which follows the lives of senior high schoolers as they navigate the stressful, highly competitive college admissions period.

The daughter of immigrants from Mainland China, Lei was born and raised in Walnut and Hacienda Heights in the eastern San Gabriel Valley. And while she says she’s grateful that her parents brought her up in predominantly Asian American communities where she wasn’t made fun of and bullied for what she ate and how she looked, it also meant being in a pressure cooker environment.    

From her typical Asian upbringing – multi-generation family members in one household – she knows how Asian kids have to strictly adhere to the path their elders set out for them. “I also grew up with my grandparents, from whom I learned traditional Chinese values and an immigrant work ethic from a young age,” relates Lei. “My family promoted what they deemed best for me based upon what they thought would secure me a happy future – financial success, a reputable profession, and a devotion to family. As a teenager, I admittedly resented the expectations that seemed so unachievable and felt like I was simply following a mold – that of the model minority.

Belinda Lei’s publicity photo | Photo courtesy of notthatrich.com

“However, having recently turned 26 and now looking back, I empathize with why my family pushed me so hard when I was younger. Though I do believe there is a balance to everything (something I explore a lot in the book). With generational and cultural gaps, a lot of communication and understanding can be lost. And with mental health issues on the rise amongst adolescents and young adults too, it’s now more important than ever to try to bridge these gaps and develop common ground on this definition of ‘success’ and ‘happiness.’”                     

Asked if the title of her book is a reference to Kevin Kwan’s “Crazy Rich Asians” book series, Lei replies, “Yes and no. Originally, ‘Not THAT Rich’ was going to be called ‘SGV’ as a nod to the San Gabriel Valley, where the fictional Winchester High is located in. But over time, as I tailored the book to a young adult audience, I began to think about the books I loved as a teenager, like ‘Gossip Girl’ and ‘Crazy Rich Asians.’ For ‘Crazy Rich Asians,’ I was incredibly excited for not only the book series but also its fully Asian and Asian American cast in the movie adaptation.

“At the same, I also understood the stereotype that might be reinforced with it – that Asians are crazy and rich. Coming up with ‘Not THAT Rich,’ was a sarcastic response in some ways to ‘Crazy Rich Asians.’ What does being rich really mean? What are the sacrifices and struggles that it entails to achieve what we stereotypically deem as rich? Why do we pursue wealth in the first place? These are all questions I was hoping to address in the book although admittedly, I’m still trying to figure out all the answers myself!”

“I wrote ‘Not THAT Rich’ through the lens of being the book that I wish I had as a high schooler,” Lei describes. “Growing up, there wasn’t much Asian American representation in pop culture, and even when there was an Asian American actor on TV or in a book, I felt like it didn’t reflect my own experience of being a second-generation daughter of Chinese immigrants. I wanted to write a book that encompassed the glitz and glam I sought out in books growing up (like ‘Gossip Girl’ and ‘The Clique’) but also gave readers a glimpse into the diversity of perspectives and experiences that can be found in the world of being Asian American (like ‘Crazy Rich Asians’ to a certain extent, despite it being set in Singapore).

“Most importantly, I wanted the book to be fun. Young adults already have so much on their minds these days from juggling family, friends, education, and just being a teenager. The heaviness cast in 2020 by the pandemic and political turmoil made it even more important for me to write a lighthearted and juicy book that helped readers escape into a satirical world and, at the same time, draw out reflections about identity, motivations, and consequences.”

At the book launch of the Chinese version of ‘Not THAT Rich.’ From left, Monterey Park mayor/councilman Peter Chen; Duarte mayor Sam Kang; South Pasadena Mayor Michael Cacciotti; former assemblyman Mike representing congresswoman Judy Chu; former mayor of Walnut Mary Su; Belinda Lei; San Gabriel mayor Chin Ho Liao; Rowland Heights USD board president Cary Chen; RHUSD board member Agen Gonzalez; and board member Erik Venegas | Photo courtesy of notthatrich.com

But while Lei writes about high schoolers and their experience, her book is centered on her truths and others may not relate to them at all. She clarifies, “’Not THAT Rich’ only represents a tiny sliver of the extremely diverse and dynamic racial, socioeconomic, and cultural diversity of the L.A. region. It’s merely based on the world that I grew up in. I highlight a variety of backgrounds, thoughts, and experiences in the novel, but it doesn’t represent the 20 million Asian Americans who can trace their roots to more than 20 countries.”

“Asian Americans are an extremely heterogeneous group,” continues Lei. “Unfortunately, many people see us as a homogenous one. I was starkly aware of this ‘othering’ while writing it in 2020 and consuming reports about the increase of anti-Asian hate crimes due to COVID-19. How is it that my racial identity can brand me as someone who should ‘go back to my own country’ when the country that I’ve been born and raised in is the U.S.? I hope the stories that I weave can help subvert these misplaced prejudices by highlighting how being culturally American and culturally connected to another country should not be mutually exclusive.

“Lastly, think about who is not represented in the novel. Yes, ‘Not THAT Rich’ is fictional, but it does reflect the demographics of the area that I grew up in and the access and opportunities that I was surrounded by. It is very much a book about privilege. While it does not tackle issues of racism and classism head-on, this ‘fun, juicy, and dramatic’ world, unfortunately, does show how socioeconomic status, race, ethnicity, and educational opportunities are intimately intertwined in America.”

Spoiler alert – to say that “Not THAT Rich” depicts Asian parents in unflattering light would be a kindness. While they realize in the end how they have created a toxic environment for their children and redeem themselves by righting the wrongs, it could have happened sooner. And Lei is preaching the moral of her story by launching the Chinese version of her book so non-English-speaking parents can read it and, through it, develop self-awareness.                 

“I would like for the book to reach a worldwide audience, but my goal from the very beginning has always been that if I can reach only one youth out there and make them feel heard, then it has been worth it,” adds Lei. “In that sense, I’m already proud of how far it has come, and seeing it continue to rise in popularity is the icing on the cake. Target recently began carrying the English edition of my book online and as businesses are opening up more, I’m hoping to get it into more brick and mortar bookshops.”

‘Not THAT Rich’ book in Mandarin | Photo courtesy of notthatrich.com

In January, Lei will be returning to Yale to finish the final year of her MBA degree and will graduate next December. Since her first year there, though, she has been a strategy consultant, software engineer, and is currently a product manager at Citibank. She is also the managing director of an anti-bullying non-profit called Act to Change, which focuses on Asian American and Pacific Islander communities.

“The organization first started out in October 2015 as a national public awareness campaign on bullying prevention among youth under President Obama’s White House Initiative on Asian Americans and Pacific Islanders (WHIAAPI),” Lei explains. “I had been a senior intern at the White House Initiative to help spearhead the launch of the AAPI Bullying Prevention Task Force – a coordinated cross-agency effort to address bullying amongst youth. The report released by the task force resulted in the creation of Act To Change and when it officially became a non-profit in 2018, I joined as a founding board member and now I’m the Managing Director.

“I wear a lot of different hats in my role – I’m responsible for various initiatives like our Homeroom with Tan France series where Tan France conducts virtual school visits to talk about bullying and our most recent bullying survey in collaboration with Next Shark and Admerasia. I can also be hopping on calls about fundraising or making TikTok videos. This doesn’t include being our in-house developer where I help manage the website, acttochange.org, or our digital campaigns. It is like my second job.”

With Lei’s multitasking abilities and various pursuits, it’s difficult to foresee where she’ll be a decade from now. In fact, when queried about that, she confesses, “It’s a tough question that I never know how to answer for interviews! Being in my twenties, I feel like my life is constantly changing and with all my different interests I can see myself in multiple different situations in ten years. If I had to choose a dream state for me in my thirties though, it would be being in the entrepreneurship space and continuing to create products or experiences that make a positive impact on communities.”

We can predict, though, that we might see a sequel to “Not THAT Rich” in the not-too-distant future; Lei’s already brainstorming on it. Hopefully, in it the kids will have gone on to university and beyond, and are on the road to living fully realized versions of their younger selves.

But that ideal isn’t limited to Asians – it is something we all aspire to.     

Preparing for Successful Admission to a Private Middle School or High School

/ May S Ruiz / Leave a comment

Originally published on 6 December 2021 on Hey SoCal

| Photo courtesy of Sofa Tutor on Unsplash

We all know that it’s college admissions season — as much a rite of passage as a dreaded time — when 12th-graders are feverishly writing supplemental essays in addition to the personal statement they submit with the common app, before spending the rest of their last year in high school anxiously waiting to hear from the colleges.

However, this is also the middle and high school application period. All over Pasadena and the San Gabriel Valley, fifth and eighth-graders planning to attend private schools are taking the ISEE (Independent School Entrance Examination) or HSPT (High School Placement Test), writing essays, and interviewing to gain admission to a middle school or high school.

Not much is written about it since the focus is mainly on college admissions and also because it affects only a small group, but it’s just as stressful and anxiety-inducing for young students and their parents.

Brianna Chu, a tutor at Mundo Academy and someone who’s currently guiding students through middle and high school applications in addition to college admissions, has put together a guide with tips to help students and parents navigate it.

Organization and time management are key to a successful school search, whether it’s a middle school, high school, or college. Above all, have reasonable expectations. There is a school that is the right fit for your child.

‘Borderlands’ Now on View at The Huntington’s Virginia Steele Scott Galleries of American Art

/ May S Ruiz / Leave a comment

Originally published on 6 December 2021 on Hey SoCal

Installation view with There-Bound by Enrique Martinez Celaya | Photo courtesy of Joshua White / JW Pictures.com / The Huntington Library, Art Museum, and Botanical Gardens

It has been a banner year for American Art acquisitions at The Huntington Library, Art Museum, and Botanical Gardens. Many of these new pieces will join other existing artwork at the Virginia Steele Scott Galleries in an ongoing permanent collection display called “Borderlands,” which opened on November 20.

Christina Nielsen, Hannah and Russell Kully Director at the Huntington, declares during the exhibition’s press preview, “Borderlands celebrates the importance of the beautiful and historic collection we have in a way that opens up the story and allows for new voices, new interpretations, and new ways of looking. What you see across the galleries is sometimes a trans-national conversation and sometimes a trans-historic conversation.”

“The Huntington has a responsibility to convey the relevance of historical collections to contemporary audiences and to consider our shared past from multiple perspectives, as we begin to create a vision for the future,” Nielsen said. “Borderlands addresses these goals by presenting a more expansive history of American art in a beautiful and thought-provoking installation – from the re-imagined entrance area through a freshly conceived group of galleries, where objects interact with one another in new ways, drawing connections across media, time, and cultures.”

The Huntington’s Thea Page and Christina Nielsen at the “Borderlands” press preview | Photo courtesy of M.G. Rawls / TheSortsofPasadenaHollow.com / Beacon Media News

Two contemporary artists, Enrique Martinez Celaya, 2020-2022 Huntington Fellow in Visual Arts, and Sandy Rodriguez, 2020-2021 Caltech-Huntington Art + Research Fellow, along with strategic loans helped re-imagine the historical collection from multiple perspectives. Together they assembled the various pieces into four themed rooms – “Homelands,” “Crossing Borders,” “Americans Abroad,” and “Breaking Barriers.”        

Spread out over about 5,000 square feet of gallery space, the exhibition is a reinstallation of portions of The Huntington’s American Art collection works of renowned artists Mary Cassatt, Frederic Edwin Church, Thomas Eakins, and Winslow Homer dating from the late 19th century to the early 20th century. New acquisitions include photographs by modern-day artists Mercedes Dorame and Cara Romero and a notable painting by Thomas Cole.

Dennis Carr, Virginia Steele Scott Chief Curator of American Art, explains, “We have organized these galleries under the theme of Borderlands, which looks at places where cultures came together historically, especially in the late 19th and early 20th centuries. To envision the arts in America in terms of the ‘borderlands’ metaphor, we looked at how artworks have registered the crossing of geographic, political, social, linguistic, and personal boundaries. The history of the United States has been shaped by innumerable borders, whose endurance or dissolution continues to impact us today.”

Martínez Celaya’s “There-bound” — depicting a variety of migratory birds flying across the building’s front windows — is painted inside the expansive glass façade of the Scott Galleries’ north entrance. It creates a stunning dialogue between the artworks inside the gallery with the famous landscapes and living collections at The Huntington. The glassed-in lobby and loggia radiate a chapel-like effect when the work is illuminated by sunlight. Custom-made seating he designed for the space encourages visitors to linger and take in the view of the garden and the San Gabriel Mountains beyond.

“YOU ARE HERE,” a watercolor by Sandy Rodriguez is the thematic anchor in the exhibition | Photo courtesy of M.G. Rawls / TheSortsofPasadenaHollow.com / Beacon Media News

An 8-by-8-foot watercolor called “YOU ARE HERE” is the thematic anchor in the exhibition. Painted by Los Angeles-based artist Sandy Rodriguez, it is a multi-lingual map of the greater Los Angeles area, representing the topography, language, flora, fauna, and land stewardship in the region over time and illustrating the movement and histories of peoples who have called, and still call, the area home.  

The first room in the installation, called “Homelands,” centers on Rodriguez’s work. Raised on the California-Mexico border, she investigates the methods and materials of painting across cultures, with particular focus on indigenous histories and knowledge. In addition to YOU ARE HERE, the room features her drawings of botanical species that yield pigments and medicinal treatments for respiratory illnesses or susto (trauma), reminders of the devastating effects of the pandemic.   

A single accordion-fold book (a traditional Mexican book form) contains records of Rodriguez’s meticulous study of botanical specimens at The Huntington. Also debuting in this room is a newly acquired 1824 painting of Ioway Chief Moanahonga (Great Walker) by the artist Charles Bird King and photographs by Native American artists Mercedes Dorame and Cara Romero.

Thomas Cole’s majestic “Portage Falls on the Genesee” | Photo courtesy of M.G. Rawls / TheSortsofPasadean.Hollow.com / Beacon Media News

“Crossing Borders,” the second gallery in the exhibition, examines the relationship between landscape and American expansion and exploration in the 19th century with paintings by Albert Bierstadt, Frederic Edwin Church, Martin Johnson Heade, and Thomas Moran. Many of the featured artists crossed borders, depicting the farthest reaches of the American continent.

Additionally, this room looks at how artists often erased Indigenous presence, picturing a landscape devoid of human occupation and ready for economic exploitation.

“This colonialist view embodied a land-centered conception of nationhood, at a time when landscapes were becoming profoundly altered by rising development and industrialization,” Carr describes. Here, the recently acquired, Thomas Cole’s “Portage Falls on the Genesee” (ca. 1839) makes its first appearance at the Huntington. This majestic 7-by-5-foot painting captures the epic scale and Romanticism that define the Hudson River School, an artistic movement that Cole presumably founded.    

As the name suggests, “Americans Abroad,” the next room in the exhibition, features American artists working abroad. In the late 19th and early 20th centuries, unprecedented numbers of American artists traveled abroad to connect with Europe’s history and its flourishing modern art scene. Some found greater freedom from the strictures of race, sexuality, gender, and class than they did at home. Artists were especially inspired by Impressionism, the Aesthetic Movement, and Art Nouveau, represented in this gallery by the works of Cecilia Beaux, Mary Cassatt, Thomas Eakins, Childe Hassam, John Singer Sargent, Lockwood de Forest, and Louis Comfort Tiffany, among others. Many artists also adopted non-Western, Asian and Middle Eastern forms and motifs. The newly acquired painting “Bank of the Nile Opposite Cairo, Egypt” (1879–86) by Lockwood de Forest is on view here.

‘Xenobia in Chains,’ a marble sculpture by Harriet Goodhue Hosmer and ‘Hermosa,’ a pigment print by Cara Romero | Photo by Joshua White / JWPictures.com / The Huntington Library, Art Museum, and Botanical Gardens

In “Breaking Barriers,” “Zenobia in Chains,” Harriet Goodhue Hosmer’s monumental marble sculpture, shares the space with Henry Ossawa Tanner’s painting “Daniel in the Lions’ Den,” which is on loan from the Los Angeles County Museum of Art. “These works each speak to the idea of breaking down barriers,” says Carr.

Hosmer’s life, like that of the ancient queen she sculpted, was defined by rebellion. In her 20s, Hosmer moved to Rome to become a professional sculptor, finding support from a circle of creative expatriate women who broke 19th century social expectations by living alone, pursuing artistic careers, and, as was the case for Hosmer, being open about their queer identity. Hosmer became one of the most successful American sculptors — male or female — of her era. Nevertheless, when Zenobia was exhibited in the 1862 Great London Exposition, some male critics wrote that a woman could not possess the skill nor strength to execute such a significant work.

Tanner’s painting in this section highlights the work of artists of color in the 19th century. An African American artist born in Pittsburgh, he gained international acclaim for his paintings, including those with religious themes like Daniel in the Lions’ Den. That he chose to depict Daniel — a biblical character unjustly condemned to death — can also symbolize the systemic persecution of Black Americans, both in his time and ours.

Installation view of Decorative Arts | Photo by Joshua White / JWPictures.com / The Huntington Library, Art Museum, and Botanical Gardens

At the end of the exhibition, visitors reach a loggia where Martinez Celaya’s handmade bench beckons. He speaks about his project for The Huntington and describes the painting on the glass façade. He also graciously agrees to a short interview for Beacon Media to talk about his background and his work.  

Martinez Celaya discloses that he was originally from Cuba and was raised in Puerto Rico. He started out as an artist when he was younger, before becoming a physicist, only to go back to his first love — art. He came to the United States for college and graduate school.

“First, they acquired my sculpture outside — which was also the first time they acquired from a contemporary artist — and that’s how I got to know them,” he relates how his partnership with The Huntington came about. “They then asked me to be their first Visual Arts Fellow; this is almost the end of two years’ collaboration.”  

Martinez Celaya’s painting for the “Borderlands” exhibition combines his interests in literature and philosophy. He expounds, “I’m particularly drawn to T.S. Eliot’s ‘Four Quartets’ because of their circularity; the idea that in every end is a new beginning and every beginning has an ending. This seems quite fitting to the concept of migration and movement – the moment you leave the place you come from, you’re beginning elsewhere. That circularity of time is the theme of this work.”

Enrique Martinez Celaya (on left) and The Huntington’s Dennis Carr is (on right) | Photo by M.G. Rawls / TheSortsofPasadenaHollow.com / Beacon Media News

“Birds are the metaphor for people’s migration, exile, shift – different cultures, languages, and histories moving through the landscape and time,” he continues. “I’m fascinated by what that means — the dislocation and reinvention that come with that. This theme is fitting in California, especially Los Angeles, a place that brings in people from all over the world who came here for many different reasons. L.A. is a city of immigrants, much more than maybe London is. I’m interested in how migration is representative of a certain condition of being in California. That’s why I used California freeways as part of the design, it’s not only the movement of people, but this state has always been the point of intersection for all this movement.”

As for his last project as a Visual Arts Fellow, Martinez Celaya reveals, “I’m thinking of doing the art of exile for the lecture because I’m an exile, and exploring that as an act of reinvention — of leaving something behind and creating something new. I came here to flee the political situation in Cuba. And while the border is now open, I can never go back. You really can never go back once you leave. I came here when I was 21 so I’ve been for a long time. I do exhibitions around the world but I’m now an American. I’m more Californian than anything else.”

Carr hinted during the press preview that Martinez Celaya’s “There-Bound” painting may become a permanent part of the gallery’s collection of American Art. The peripatetic birds he painted — much like him — may have found their home.      

December College Search Guide

/ May S Ruiz / Leave a comment

Originally published on 3 December 2021 on Hey SoCal

Dartmouth College | Courtesy Photo

The road to college

Just as we thought we were finally seeing a decrease in COVID-19 infection rates, comes the news that a highly transmissible coronavirus variant – Omicron – is causing great anxiety all over the world. Several countries, including the United States, are restricting travel to and from southern Africa. It has put a new wrinkle on people’s plans to travel during the holidays to be with relatives and friends they haven’t seen in almost two years.

We have yet to find out if this will affect schools as students have finally returned on campus two months ago and are adjusting to a new normal. The coronavirus pandemic changed the way learning is delivered not only for elementary and high schools but for colleges and universities as well.

College admissions also adapted to the circumstances when SAT, ACT, and AP tests got canceled because of the pandemic. It foretold the beginning of the end to standardized testing.

However, it wasn’t due to COVID-19 that the 10-campus UC and 23-campus Cal State systems went test-optional. It was because they were convinced that performance on the SAT and ACT is so strongly influenced by family income, parents’ education, and race that using them for high stakes admissions decisions is wrong.

On November 18th, Teresa Watanabe of the L.A. Times reported that the University of California is dropping standardized tests altogether after faculty could not find an alternative exam. In her follow-up article on the 23rd, she quoted FairTest, the National Center for Fair and Open Testing, in stating that the UC and Cal State systems “would join more than 1,000 other colleges that have gone testing-optional, with 47 more schools joining in the last 12 months, double the number over last year.”        

As I wrote last year in this monthly guide, this means the only components of students’ applications are the personal essay and their GPA. And as I have constantly preached to students, and parents who are helping and guiding them through the process, high schoolers should make sure they are getting good grades in all their subjects. The student’s GPA is now the singular, most important component of their college application. It reflects not merely what they’ve learned in the classroom but is an indicator of how well prepared they are to tackle the rigors of college and a predictor of their success when they get in.

Their personal essay is the other piece that has taken on a greater significance. Admissions officers have to get to know your child through their personal statements and determine if they will be the right fit for the incoming class they are trying to build and if they will make a meaningful contribution to the school’s student body. It’s a rather daunting task to accomplish with 500 words. While a college counselor can guide and help your child craft a better essay, make sure it’s in their own voice – admissions officers can easily tell if it sounds contrived and unnatural.              

Photo by Green Chameleon for UnSplash

Another development affecting college admissions is Amherst ending its legacy admissions preference, as reported by Matt Feeney on the New Yorker also on November 23rd. And, as he pointed out, other colleges and universities may soon follow suit.

While both those announcements seem to even out the playing field and make college admissions more equitable, they also translate to ever more students applying for spots that didn’t increase in number. That proved to be the case last admissions cycle when Ivy schools, led by Harvard at 42%, saw a rise in college applications. 

Meanwhile, SmartAsset, a company that offers financial advice, released its seventh annual study on the colleges that give students the best return on their investments. It listed California at number 5 with the following colleges and universities:    

 

RankSchoolCityAvg. Scholarships and GrantsAvg. Starting SalaryCollege Tuition*Student Living CostsStudent Retention RateCollege Education Value Index
1California Institute of TechnologyPasadena, CA$41,062$87,600$52,362$19,72298%89.80
2Stanford UniversityStanford, CA$49,255$81,800$51,354$20,23399%87.00
3Harvey Mudd CollegeClaremont, CA$36,443$91,400$56,620$20,32797%86.85
4University of California-BerkeleyBerkeley, CA$19,369$72,600$14,184$23,88297%65.13
5University of California-San DiegoLa Jolla, CA$17,958$65,000$14,167$18,67193%65.01
6California Polytechnic State University-San Luis ObispoSan Luis Obispo, CA$6,768$66,400$9,816$18,48694%62.51
7University of California-Los AngelesLos Angeles, CA$19,300$62,600$13,226$21,39497%57.22
8University of California-DavisDavis, CA$17,958$62,700$14,402$20,77592%54.97
9University of Southern CaliforniaLos Angeles, CA$39,516$66,100$56,225$18,60096%54.74
10University of California-IrvineIrvine, CA$18,216$61,100$13,700$20,56194%54.69

FRESHMAN

What a relief it must be for your 9th grader – he or she has survived the first semester of high school. While your children’s thoughts may be all about the Christmas holiday, this would be a good time to evaluate their progress. Remind them that while first semester grades don’t show on the final transcript, these are barometers of their academic strengths and weaknesses. Encourage them to use the winter break to plan how to improve where needed and how to build on their successes going into the second semester.

SOPHOMORE

Now is the time to look at their interests to determine what college course they might be suited for. Based on their aptitude and grades, they will have to start planning on their course options for 11th grade. They can also start researching which colleges offer the course they might want to pursue.

Photo by Annie Spratt for Unsplash

JUNIOR

This is an all-important year for your 11th grader and it is one of the busiest of their high school career. Your children should be able to successfully balance their academic, extra-curricular, and athletic activities. Hopefully, college counselors have met with you and your children and have given you an overview of the college application process. Your children (and you) should already have been to at least one College Fair and have met with a few admissions officers either in person or via Zoom.

SENIOR

While kids all around are excited about the Christmas holidays, your high school senior is sweating over his or her personal essay or feverishly writing all the supplemental essays colleges require with their application for the regular decision or the second early decision (ED II) round.  

This is a crucial time for seniors. They need as much encouragement as elbow room to get their applications ready for sending. Your children should be in constant communication with the school counselor to ensure that all transcripts, teacher recommendations, and supplemental material are sent to all the colleges to which they are applying. They should be on top of application deadlines for all the schools – they’re not all the same – to which they plan to apply.    

If your 12th grader applied through Early Action (EA) or Early Decision (ED), he or she must also be nervously waiting to hear from the college. And I’m sure your child would be ecstatic to receive an acceptance letter from his or her first choice. An ED means your child is legally bound to matriculate to that university, and his or her college search is over. Whew! If your child is accepted to a school through EA, he or she can either accept that offer or still go on to apply to other schools.

Accepting an EA offer relieves your children of pressure so they can enjoy the Christmas holidays, but it doesn’t give them leverage if they are qualified for scholarships. The best scenario is to apply and get accepted to several colleges so your children can get to pick the best financial offer or scholarship.

If your children are fortunate enough to have heard from their school and have been offered admission, it would be mindful of them not to brag about their acceptance. Some of his or her classmates may have applied to the same school and are hoping for admission. The university to which your child was accepted might be his or her classmate’s first choice. It would be very hurtful to then boast that he or she has been accepted but is not planning on attending that college.

On the other hand, if your children have been deferred on the EA or ED round, there are some things they can do to enhance their chances during the regular round. They can send any updates on any significant changes since they sent their application – a letter from a counselor about their first semester work or a letter from a senior teacher. They can also send in their first semester grades, especially if they have received some As in the meantime.  

Your children can also write a strong letter of interest and intent – all colleges and universities are concerned about their yield. If they are assured that your child will matriculate if accepted, they will look at him or her in a more favorable light (that is, if your child fits the profile they are looking for). This is one reason most colleges have instituted the ED II – they are assured that the applicant will matriculate if accepted. At the same time, it’s disheartening for applicants who aren’t applying for ED II as they would be far fewer slots available making the regular round more competitive than it already is.     

Provide encouragement to your children if they have been deferred – the school isn’t rejecting them, they have just been put in the pool for the regular round. Remember that these admissions officers have thousands of applications to read. They wouldn’t want to go through your children’s application again if they weren’t interested in the first place, they would have just outright rejected them. 

Your children should research all available scholarships, and start completing the FAFSA.

Some useful websites are: CollegeXpress (www.collegexpress.com); Fastweb (www.fastweb.com); Free Application for Federal Student Aid (www.fafsa.ed.gov); National Merit Scholarship Corporation (www.nationalmerit.org);  Scholarships.com (www.scholarships.com); Scholarships360 (www.scholarships360.org); Student Aid on the Web (www.studentaid.ed.gov).

‘A Christmas Carol’ Returns at Pasadena’s A Noise Within with All New Music

/ May S Ruiz / Leave a comment

Originally published on 22 November 2021 on Hey SoCal

The cast of “A Christmas Carol” | Photo by Eric Pargac / A Noise Within

After missing out last year on A Noise Within’s (ANW) “A Christmas Carol,” we can once again take in this much-loved show when it returns on stage from Dec. 2 to 23, 2021. Adapted from Charles Dickens’ novella by co-artistic director Geoff Elliott, it has been an annual holiday tradition and is celebrating its ninth year at ANW.

We’re also in for a treat with all-new, original musical compositions created by resident artist Robert Oriol, an accomplished composer and sound designer who was the recipient of the 2019 LADCC (Los Angeles Drama Critics Circle) Special Award for Distinguished Achievement in Theatrical Design. Speaking by phone, Oriol talks about being a lifelong musician, and his work at A Noise Within and on “A Christmas Carol.”

“I’ve been writing songs for rock bands to play on stage since 1975, but it was with the advent of computers in 1984 that I sat down and started writing music for others to perform,” Oriol states.

He goes on to explain, “You could write orchestral music from your studio without having to hire an orchestra at the outset. You could get it to a point where your music comes across, have it approved, and then take it to an orchestra, if necessary. Once computers got up to a certain speed, you could do the bulk of the writing and arranging yourself much quicker than you could have done prior. So that was when I was able to write more complex arrangements strictly for orchestra; it allowed me to write different styles of music to fit the play’s music requirements.

“The very first show I did for ANW was ‘Grapes of Wrath,’ where there was a Dust Bowl Era band on stage and I was the musical director. I didn’t write much music for it because a lot of the music came with the show — they were all acoustic instruments for the period — bass, banjo, and guitar. The next show after that was ‘Pericles’ which was a big orchestral show, and it still stands as one of the biggest shows we’ve ever done as far as sound.”

Robert Oriol, at far left, during “A Christmas Carol” rehearsals | Photo by Eric Pargac / A Noise Within

Oriol became a regular on so many ANW performances that it was only a matter of time before he would become a resident artist. He recalls, “There was one year when I was involved in three plays in one season. I was the composer for ‘Figaro’ and ‘Julius Caesar’ and I was in the band for ‘Three Penny Opera.’ I was setting up the music stands for ‘Three Penny Opera’ when they asked me if I wanted to be a resident artist. Probably because I was working so hard on all three shows and I was always there.”

And for someone who claims he doesn’t really enjoy putting the words to the music, Oriol did exactly that for ANW’s productions of ‘Tartuffe,’ ‘Figaro,’ ‘Julius Caesar,’ ‘Imaginary Invalid,’ ‘King Lear,’ ‘Tale of Two Cities,’ ‘Henry V,’ and ‘Argonautika.’

It was only natural, then, that Oriol would also be writing the music and lyrics for ANW’s longest-running show. He says, “I’ve been wanting to do the music for ‘A Christmas Carol’ and we started talking about it in 2016. But the rehearsal phase would usually be when they had just finished a brutal tech for a major Shakespeare play. It just kept getting pushed back for various reasons, like scheduling, and it was simply easier to go with what they already had because the cast literally knew every word of the songs and the choreography — putting new music in would make it a much longer tech process. So, I’ve been chipping away at it since 2016. It’s very rare that I have that kind of time to work with on a play — usually it’s a rush job with only a couple of weeks to do the whole show. This time, I could look at past productions on archival video; I could score it like a film, which is a real luxury.”

Asked about his process, Oriol responds, “After reading the script, I would get ideas from the producer about what era the play is set and what type of music is right for it. But it’s different at ANW with Geoff and Julia because we’ve known each other so long now. I’ll just send them some ideas and they’ll say ‘Yes,’ or maybe ‘A little less of this here,’ and they’ll tell me how long it needs to be. The key at that point is to just stay flexible because you know things are going to change. I just try to do as much of that as I can and then start attending rehearsals as early as possible. The first rehearsal is usually very telling because then I can hear the play, even though I’ve read it a few times — hearing the actors say the words changes everything and gives a real idea of direction. I usually record that and work with it. Then I start writing music where it should be under, try to come up with transitional ideas.” 

Alan Blumfeld as Christmas Present | Photo by Craig Schwartz / A Noise Within

For “A Christmas Carol,” the music was going to stay in the same vein as the previous production. Oriol relates, “At first I was only going to do a sound design plan. And then we talked about redoing the Fezziwig dance. The instruction was to make the dance the same length so they could use the same choreography, and I did that. The dance has a completely different music but it has the same tempo and length, with the same section structure as the original. But we kind of gave up on the idea of having the same length. Then the songs became completely different, although they’re in the same place in the script, they have the same subject matter, and the same characters are singing them.”

Adds Oriol, “Previously, the song ‘Glorious’ was used three times in the play. Instead of doing that, we have three different songs where ‘Glorious’ was used in the original production. The final song is actually the same melody from the Fezziwig dance. People with an ear for music, to some extent, will recognize that they’ve heard that music before.”

The actors will be working with the musical director on the songs. Oriol says, “That’s just not something I’m good at because I don’t sing well. I do hear the songs in my head and how I want them sung but it’s a matter of how we get there. I know keys will change — two of them already have because Geoff is singing and he wants them to be an A major rather than what they were. And I’ll be expecting more of that and we’ll just take it as they come. I’m really looking forward to hearing the actors actually sing these songs.”

“Tech on the show will take place on the 27th, the Saturday after Thanksgiving. Previews start Friday, December 3rd. We get feedback from preview audience in a sense because the presence of 300 people inside the theatre alters the acoustics of the space dramatically. Having them there really helps me determine if something is too loud, or too quiet, or if I need more of this here and more of this there.”

Having spent several years working on “A Christmas Carol,” Oriol is really excited about the audience’s reaction. Many of us who have heard his compositions for past ANW productions already know what to expect. We can only be wowed.        

USC Pacific Asia Museum Marks 50 Years with Exhibition

/ May S Ruiz / Leave a comment

Originally published on 16 November 2021 on Hey SoCal

USC Pacific Asia Museum’s ‘Intervention: Fresh Perspectives After 50 Years’ exhibition entrance | Photo courtesy of USC Pacific Asia Museum

USC Pacific Asia Museum (USC PAM), the only museum in Southern California with the mission and vision to further intercultural understanding through the arts of Asia and the Pacific Islands, is marking its 50th anniversary with an exhibition called “Intervention: Fresh Perspectives after 50 Years.” It runs from Nov. 12, 2021 through Feb. 6, 2022.

In its press release announcing the event, USC PAM’s director, Bethany Montagano, states, “As we celebrate USC PAM’s 50th anniversary, we look to the future by asking questions and reflecting on our past as it is embodied in the museum’s collection. ‘Intervention’ offers an opportunity for institutional critique while acknowledging all that the museum has achieved over its 50-year history. The exhibition expands on USC PAM’s groundbreaking legacy, which includes being the first museum in North America to mount an exhibition on contemporary Chinese art with its 1987 show ‘Beyond the Open Door: Contemporary Paintings from the People’s Republic of China.’ As well as the first museum to assemble an exhibition of Aboriginal art in the United States with ‘The Past and Present Art of the Australian Aborigine in 1980.’ We look forward to continuing to present boundary-breaking exhibitions for the next 50 years.”

As with any institution’s milestones, we travel back to its origins and recall the past. To say that USC PAM’s history is intertwined with Grace Nicholson’s is not an entirely factual statement because she didn’t found the museum. However, it is her treasure house of oriental arts where the museum’s treasures are housed. And it just so happens that it’s patterned after the Imperial Palace Courtyard style used in the construction of major buildings in Beijing (Peking). It is such a significant and extraordinary example of Chinese architecture, that it is one of the great treasures of the museum. So it is only fitting that we look at her life’s story as well.                                 

Exterior shot of Grace Nicholson’s Treasure House of Oriental Arts now known as USC Pacific Asia Museum. | Photo courtesy of USC Pacific Asia Museum

When Nicholson, a transplant from Philadelphia who moved to California in 1901, decided to open a business using her modest inheritance, she set up shop on Raymond Avenue. She marketed Southwestern Indian handiwork which she learned about through two of her early customers who had been involved in archeological excavations in Arizona. With the rest of her funds, she invested on basket collections. She got increasingly interested in Native American art and culture and frequently traveled the western United States to buy directly from basket makers and weavers. She established herself as an authority in the field of archeology and was elected to the American Anthropological Association in 1904.            

By 1907, her curio shop needed a bigger location so she moved her business to the corner of North Los Robles Avenue and Union Street. Nicholson hired the architectural firm of Marston, Van Pelt and Maybury in 1924 to build a grand residence to her exact specifications. In fact, every detail, material, and construction — roof tiles, stone and marble carvings, and bronze and copper work — were either imported directly from China, or masterfully copied and made by Pasadena-area craftsmen based on the Chinese originals.

The arched entrance is a replica of the Buddhist library in Beijing. The upturned roofline is designed to prevent evil spirits from landing on it; antique ceramic dogs on the roof keep an eye out for enemies. Cloud patterns and lotus finials on the balustrades of the four courtyard stairways symbolize the ascent to enlightenment and mimicked the marble bridges of Nai-chin-shin-chiao. The structure, when it was completed, was so magnificent it received an award from the American Institute of Architects and became a noted landmark.        

While the building was known as Grace Nicholson’s Treasure House of Oriental Arts, she referred to it as ‘Chia,’ a word with distinct meaning in two cultures particularly associated with her. In American Indian legends, the word refers to a nutritious seed that could sustain someone for long periods of time. And for the Chinese, chia means ‘sacred vessel.’

The first floor of the house served as a gallery where she displayed and sold American Indian and Oriental art objects. On the second floor were more galleries, an exhibition auditorium, and her private quarters. It hosted several cultural organizations and became the center for the arts in Pasadena.            

Nicholson bequeathed the building to the City of Pasadena in 1943 for art and cultural purposes, with the stipulation that she would retain her private rooms until her death. She shared the building with the Pasadena Art Institute until she passed away in 1948. In 1954, the Pasadena Art Institute changed its name to the Pasadena Art Museum and occupied the building until 1970, when it moved to its new location at Orange Grove and Colorado Boulevards and became the Norton Simon Museum.

In 1971, the Pacificulture Foundation moved into the Grace Nicholson Treasure House of Oriental Art. The foundation eventually bought it in 1987 and renamed it Pacific Asia Museum. Then in 2013, the University of Southern California partnered with the institution. Renamed USC Pacific Asia Museum (USC PAM), it is a vital resource for education and cultural heritage. For Asians like me, this was a monumental development because having USC’s collaboration and support meant our art and culture would get recognition and gain wider reach.        

The courtyard | Photo courtesy of USC Pacific Asia Museum

The 50th anniversary exhibition features seven Asian American artists and scholars who created new artworks that demonstrate new ways to view and engage with the museum’s history and collection of Asian and Pacific Island art. The participating Asian diasporic artists are Antonius Bui, Audrey Chan, Jennifer Ling Datchuk, Amir Fallah, Akiko Jackson, Alan Nakagawa, and kate-hers RHEE.

Rebecca Hall, USC PAM’s curator declares, “The artworks commissioned for this exhibition create new ways to view the museum’s collection and serve to remind visitors that USC PAM’s history is complex. Our public has many ways to consider this story beyond how it is presented in our galleries. The artists and their fresh perspectives are asking viewers to ponder for who was this collection created and how does its meaning change when seen through the eyes of our diverse communities?”

About her selection of artists for the exhibition, Hall states, “I had a few artists in mind when I began work on ‘Intervention.’ I specifically sought out artists whose work focused on (at least in part) the questioning of history and representation or whose work engaged with objects and the past in some way. I wanted to work with artists who already had a deeper understanding of the questions we were asking as the impetus for the exhibition, mainly: what do collections and displays of Asian art mean to Asian diasporic communities.”

For this article, I chose to feature Jennifer Ling Datchuk, whose talk at the gallery Art Salon Chinatown Hall had attended and whose work she had seen.

Born and raised in Warren, Ohio, Datchuk is a child of a Chinese immigrant and grandchild of Russian and Irish immigrants. She states on her website that the family histories of conflict she has inherited — which she captures by exploring the emotive power of domestic objects and rituals that fix, organize, soothe and beautify our lives — provide constant inspiration for her work.  

Datchuk earned her BFA in crafts from Kent State University and MFA in artisanry from the University of Massachusetts. While she was trained in ceramics, she often works with other materials including porcelain, fabric, and embroidery. She has received grants from the Artist Foundation of San Antonio and Artspace for her research project about the birthplace of porcelain in Jingdezchen, China.

In 2016, Datchuk was granted a residency at the Künstlerhaus Bethanien in Berlin, Germany through the Blue Star Contemporary Art Museum; she was also a Black Cube Nomadic Museum Art Fellow. In 2017, she completed a residency at the European Ceramic Work Center in the Netherlands and received the Emerging Voices Award from the American Craft Council. She was named a United States Artist Fellow in Craft in 2020. She currently lives in San Antonio, Texas and is an assistant professor of studio art at Texas State University in San Marcos, Texas.    

According to the introduction to the various artists in the exhibition, Datchuk’s body of work reflects cultural identity as an Asian American woman. She uses her artwork to question the cultural, political, and economic systems that maintain a status quo of sexism, racism, stereotyping, and oppression. For ‘Intervention,’ she will be examining and expanding upon representations of women in Asian art.

Datchuk’s ‘Gaze at All Sorts of Flowers’ | Photo courtesy of USC Pacific Asia Museum

Interviewed by email, Datchuk describes her display, “I created a pair of porcelain vessels that rest on metal stands draped in red synthetic hair. The title ‘Gaze at All Sorts of Flowers’ comes from a translation of the text found on the woodblock print that describes the purpose of procreation for familial lineage and honor. I was first attracted to the voluminous pregnant female figures draped in red and how they seemed relaxed in their  time of waiting. I was fascinated to see geishas depicted this way instead of constantly being sexualized or fetishized in their talents for the consumption of men.

“The translation depicted a more rigid expectation of pregnancy, the lack of pleasure from procreation for honor in one’s family. It also detailed the 10 months of pregnancy in the Japanese calendar and how gazing at flowers would make for a happier and easier incubation of a baby. I wanted to reinsert the female narrative to this translation and reclaim pleasure, pain, beauty, and all sorts of flowers to gaze upon.” 

Speaking as an Asian, I know how we are either invisible or dismissed in American society. And as a Filipino immigrant, I feel even less significant because I’m not stereotyped as a ‘model minority’ but a member of an underclass. I ask her if she feels that there is racial disparity even among Asians, and Datchuk replies, “Yes! There is a wide range of racial disparity and it doesn’t help that we get lumped into a big collective of Asians. So much of the histories of Asians in America and the diasporas that exist all over the word are because of war and colonization and this is not taught in schools. We are invisible because our histories don’t exist.” 

Chinese cuisine is one of the most popular ‘ethnic’ food for Americans — actors in American movies are usually shown eating Chinese takeout with chopsticks. One of the displays on Datchuk’s website shows chicken feet, a Chinese delicacy, so I ask if she plans to depict food in any future work. “I use the chicken foot in some of my work as a cultural connector that can elicit feelings of comfort or home and the uncomfortable and disgusting,” she answers. “In some ways I’m always making work about being half and both and the third space this creates for these dual experiences. I’m not sure I will make work about food but I do make work about acts of love through food and culture because they are part of how we visualize care.” 

Datchuk expounds, “My work always comes from living with the constant question ‘what are you?’ In these moments I am seen as an object and different from the question ‘where are you from?’ where you are seen as a perpetual foreigner. I make work about my layered identity of being a woman, a Chinese woman, and how I exist within this third space, of having one foot in each world but never feeling fully whole or accepted. I always start my work from a personal story, a family reference, a current event, and research. I start every form from the history of porcelain and how I can take something from the past and make it present, make the private public, and that the personal is political.” 

In her introduction statement, Montagano references USC PAM’s legacy of showcasing cultures and countries which are not usually at the forefront because they don’t have enough representation. Throughout its 50-year history, it has provided Asian and South Pacific artists with the venue and platform to mount their creations. Because of that — as the exhibition demonstrates — artists are flourishing and, through their artwork, are telling their stories that transcend limits and expectations.