Alright – so today we’ve got the honor of introducing you to Oscar Macias, Ed.D.. We think you’ll enjoy our conversation, we’ve shared it below.

Oscar, appreciate you joining us today. We’d love to hear about the things you feel your parents did right and how those things have impacted your career and life.

Roots of Resilience: Lessons from My Mexican Immigrant Parents

Being raised by Mexican immigrant parents has shaped my perspective on life in profound ways. Their journey and sacrifices have not only provided me with a unique cultural heritage but also imparted invaluable lessons that have guided me throughout my life.

Cultivating Cultural Pride
From a young age, my parents instilled in me a deep sense of pride in our Mexican heritage. They shared stories of our family’s history and traditions, fostering a strong connection to our roots. This foundation of cultural identity has been a source of strength and resilience.

Embracing Hard Work and Determination
The work ethic of my parents is nothing short of awe-inspiring. They arrived in a new country with limited resources and faced numerous challenges, yet they never wavered in their determination to provide a better life for our family. Their relentless pursuit of success has become a beacon of motivation for me.

Valuing Education as a Path to Success*
Education was viewed as the key to unlocking opportunities in my household. My parents emphasized the importance of learning, often recounting their own struggles and sacrifices to ensure I had access to quality education. Their belief in the power of knowledge has been a driving force in my pursuit of academic excellence.

Fostering a Strong Sense of Community*
In our tight-knit immigrant community, my parents were pillars of support. They extended a helping hand to others in need, demonstrating the importance of unity and solidarity. Through their actions, I learned the value of giving back and being an active participant in my community.

Nurturing Resilience in the Face of Adversity*
Life as immigrants presented its fair share of challenges, but my parents faced them with unwavering resilience. They taught me that setbacks are opportunities for growth and that adversity should never be a deterrent. Their ability to overcome obstacles has been a guiding light in my own journey.

Balancing Tradition with Adaptation
While preserving our Mexican heritage was important, my parents also encouraged adaptation and integration into the broader society. They recognized the importance of embracing new experiences and opportunities while holding onto the values that define our cultural identity.

The influence of my Mexican immigrant parents in shaping the person I am today is immeasurable. Their unwavering determination, cultural pride, and commitment to education have laid the foundation for my own pursuit of success and fulfillment. I carry with me the lessons of resilience, community, and the power of embracing both heritage and change. My parents’ legacy is a testament to the strength of the immigrant spirit and serves as a constant source of inspiration in my own journey.

Enrique and Bertha Macias are my parents and my heroes. They have afforded me with so many amazing opportunities. I am so blessed with this good fortune. They both have shown me how to live, to love, and to appreciate what this world has to offer. I work hard so I can make them proud. My hope is that one day, I can pay them back for all that they have done for me. They have lived a life of work and sacrifice for their sons. I have an endless amount of love and admiration for them both. They are also immigrants from Mexico who once they married, decided to come to the United States in 1967.

Great, appreciate you sharing that with us. Before we ask you to share more of your insights, can you take a moment to introduce yourself and how you got to where you are today to our readers.

I am a proud public educator. I am a passionate leader that always advocates for students, parents, teachers and other community members. I am dedicated to providing more opportunities for underrepresented students which requires a commitment to awareness, community outreach and involvement, professional development around culturally relevant instruction and curriculum, and purposeful and authentic family engagement.

My educational philosophy is centered around the work of diversity, equity, and inclusion. I seek to “over serve the underserved” students who have historically been marginalized.

My ultimate leadership legacy is to be remembered for my tireless work and dedication in the service of public education. I would like to people to always know the reason why I wear a bow tie. The bow tie is symbolic to honor the following:
– Dr. Pedro Garcia, friend and mentor from USC who dedicated his life to public education
– My parents, Enrique and Bertha Macias, for their hard work and sacrifice
– as a reminder to my commitment to public education and my goal to “over serve the underserved.”

Do you have any insights you can share related to maintaining high team morale?

In the midst of a deeply divided America, there exists a unifying force that transcends political lines: our public school teachers, support staff and administrators. They are the unsung heroes in our communities, dedicating themselves to shaping the minds and futures of our children. In a climate marked by ideological polarization, it is crucial that we acknowledge, appreciate, and support these dedicated professionals for their unwavering commitment to public education.

“I see you.”
These three words convey a simple yet powerful message to our public school teachers and administrators. It is an acknowledgment of the tireless hours spent preparing lessons, grading papers, providing individualized attention to students, and keeping schools physically and mentally safe. It recognizes the sacrifices made to ensure that every child, regardless of background or circumstance, has the opportunity to receive a quality education. This acknowledgment is not bound by political ideology; it is a testament to the shared belief that education is the cornerstone of a thriving society.

“I hear you.”
Public school teachers, support staff and administrators are on the frontlines, witnessing firsthand the evolving needs of our children. They understand the challenges, frustrations, and aspirations of the students they serve. Their voices are invaluable in shaping policies and practices that truly benefit our educational system. By listening to their insights and experiences, we gain a deeper understanding of the reforms needed to cultivate a nurturing learning environment for all.

“I appreciate you.”
It is imperative that we express our gratitude for the dedication exhibited by public school educators. Their work extends far beyond the confines of a classroom; it impacts the trajectory of a child’s life. From instilling a love for learning to imparting vital life skills, teachers, support staff and administrators play a vital role in the development of responsible, engaged citizens. Recognizing their contributions fosters a culture of appreciation that reverberates through our communities.

“I support you.”
This declaration signifies a commitment to providing the resources, tools, and opportunities necessary for public school teachers, support staff, and administrators to succeed. Adequate funding, professional development, and mental health support are essential components of this support system. Additionally, it entails creating a collaborative environment that empowers educators to innovate, adapt, and excel in their roles. By standing behind our teachers and administrators, we fortify the foundation of our educational system.

Amidst the current political divide, public education has become a focal point of ideological clashes. However, we must remember that the ultimate goal is to equip our children with the knowledge and skills they need to thrive in an ever-changing world. Supporting public school teachers, support staff, and administrators is not a matter of partisanship; it is a shared endeavor rooted in the belief that education is the bedrock of our society.

Investing in public education is an investment in our collective future. A well-educated populace is the linchpin of a prosperous economy and a vibrant democracy. Quality education empowers individuals to pursue their passions, contribute meaningfully to society, and drive innovation. By equipping our youth with the tools they need to succeed, we are securing a brighter tomorrow for our nation.

In order to effectively support public school teachers, support staff, and administrators, we must prioritize both financial and emotional resources. Adequate funding is imperative to provide classrooms with the necessary materials, maintain safe and conducive learning environments, and attract and retain qualified educators. Moreover, offering professional development opportunities and mental health resources is essential to address the unique challenges faced by those in the education sector.

Furthermore, fostering a culture of appreciation is equally crucial. This can be achieved through community engagement, recognizing outstanding educators, and providing platforms for their voices to be heard. Encouraging dialogue between teachers, administrators, parents, and policymakers can lead to innovative solutions and a more effective education system.

In these divided times, let us stand united in our commitment to public education. Let us recognize the invaluable role of our teachers and administrators and provide them with the resources and appreciation they deserve. In doing so, we honor their work and invest in a brighter future for our nation. By supporting those who shape the minds of our children, we ensure that the promise of a quality education remains within reach for every student, regardless of their circumstances.

Tell a teacher, support staff member, school administrator, district official the following:
I see you. I hear you. I appreciate you. I support you.

We’d love to hear a story of resilience from your journey.

My childhood was full of family, lots of family, love and adversity. It was also a childhood entrenched with Mexican culture. Even though I was born here in California, my first language was Spanish. I was an English language learner. As a matter of fact, I didn’t speak English until I was confronted with my first education experience at Montague Elementary School in Pacoima in the Los Angeles Unified School District. In this Kindergarten class, I unfortunately experienced discrimination. Yes, this happened to me at age 5.

Here is what I remember:
I was yelled at for not speaking in English. I recall that there were two adults in the classroom and they were attempting to ask me something. I didn’t understand and said something back to them in Spanish. I was told that “we are in America and in America we speak English. The only reason I know that was said to me was because one of the two adults was a Latina who came to my rescue and translated for me. The other adult, the teacher, was a white woman.
I felt a sense of embarrassment and shame and at that very moment it instilled a sense of drive and determination. I decided at that young impressionable age, that I never wanted to be made to feel that way ever again. This was my origin for my drive to learn and learn quickly. Not only did I want to learn the English language as rapidly as possible, I also had a thirst to learn as much as this world had to offer.

My quest to master a new language monopolized my early years and memories. I would use television and my older brother to learn as much English as quickly as possible. I also would encourage more English to be spoken at our house. This actually served the entire Macias family well because we all had a chance to practice and better assimilate. This assimilation didn’t come without unintended consequences.

The older I got, the more I was exposed to the discrimination/racism my parents faced because they were Mexican. “Do you speak English? Go back to your country! Wetback! Beaner!” This is only a small sampling of what I heard my parents had to endure in my presence. For the most part, my parents insulated my brother and I from this ugly societal reality. We were looked at and treated differently because of our brown skin and ethnic background. My elementary school years were dominated by experiences like this. These experiences would drastically shape my teenage years and early adulthood.

The unintended consequence was, in many ways, my denial of my own cultural identity. In order to avoid shame and embarrassment, I felt the need to be as American as possible and fully assimilate. To me this meant, to speak and not have an accent. To dress in a fashion that seemed more White than Mexican. I also wanted to be consumed with learning. I became a voracious and anxious child that couldn’t get enough of textbooks and newspapers. I wanted to know about everything!

Grades 1 though 8 were spent in a catholic school in Pacoima, Ca. Pacoima was, and still is, a largely low socioeconomic city that was Hispanic. High school was a different story. I attended a highly reputable and prestigious private institution in a middle to high socioeconomic city. From a demographic standpoint, there weren’t many students of color in the entire high school of 1,100 students. I believe we made up less than 10% of the entire school population. The faculty had less representation of color. Probably only 5%. Needless to say, I was in the minority and it was very obvious and thick.

I had a terribly tough time transitioning to this social and academic environment. There were many tears and strong moments of anxiety and fear. All I wanted to do was fit in and be accepted. I didn’t want to be that Mexican kid or have any reason to stand out as a minority figure in every class I was in. This was exhausting. At home, I started to refuse to speak in Spanish and would practice speaking without an accent. Consequently, this lead me to start a period of my life where I was ashamed of being a Mexican American. I had no cultural pride. Shame on me for that. I also created family conflict because of this. Shame on me for that too.

Baseball was an opportunity for me to get involved more socially and be more accepted. Initially this worked. As a 9th grader, I made the junior varsity baseball team and with that, I gained 20 teammates and friends. I felt so much pride and was full of excitement to be on that team, until one fateful bus trip to a game to Oxnard High School. For those familiar with the drive, getting to Oxnard High School required a trip on the 101 freeway headed north pass the many beautiful scenic farm fields that lined the freeway in the city of Camarillo. The following incident is a sad but true story. It also turned about to be a very powerful moment in time for my personal life and one that I often refer to as an educator.

My teammates and I had our usual spots on the bus for any road game. This game was no different. I always sat near the front. The two coaches for the team also sat near the front. “Hey Oscar, what farm is your dad working on right now?”was shouted as we traveled through Camarillo. The entire bus erupted into laughter. I shrank with anger and sadness. Since I was in the front of the bus, I was a few rows from our coaches. I anxiously looked towards them for help and/or support. I did not get it. What I did get was a reminder about race and discrimination again. The two coaches turned back and joined in on the laughter. Both the head coach and assistant coach were white males.
I again resorted to pushing that aside and resorting to mix in and assimilate as much as possible. This was my way to survive high school. For perspective’s sake, that meant an additional 3 more years. Here is what I can tell you about my high experience. I learned so much. Truth be told, I learned about life and social interactions to a great extent. I learned more outside the classroom than I did inside.

California State University, Northridge was my next academic chapter in my life. Immediately, I faced internal and external confusion regarding my background. I was encouraged to join the Latino Business Association and my courses of study were predestined. All my courses and students rostered in them were all Latino young men and women. One class in particular, troubled me greatly. It was an Introduction to Chicano Studies course. The very first class setting had its usual practice of everyone introducing themselves and indicating high school attended and if you were local to the community. I was near last amongst roughly a class of 30. I had a huge ache in my stomach and knew my response would have solicited ugly responses.

“Hi, my name is Oscar Macias and I went to XXXXX XXXX High School in Sherman Oaks. I grew up in Pacoima but now live in Granada Hills.” As I predicted, my introduction was met with snickers and comments such as “oh oh a coconut, brown on the outside but white in the middle.” Much like my baseball trip bus encounter, it involved laughter from everyone, including, in this case, the professor in the classroom. I felt alone, ashamed, and embarrassed. I shriveled up and decided again to survive. Here I was at a young age of 18 years of age questioning my place and fit in my community. I was a brown boy of Mexican descent who experienced shame and pain because of it in high school. Now, I wasn’t brown enough to be a part of my actual ethnic peer group. It mentally stressed me out.
It didn’t take long after completing the semester for me to make changes. I pulled out of the Latino Business Association and decided on a different course for myself. I changed majors and took more classes that I wanted and felt more control of my academics.

I am not a person who immediately cries out against racist/discriminatory acts upon me. I have been able to process it quickly and decide to be the bigger person and allow myself to reflect and grow from the experience. I also know not to react and engage because of the irrational behavior behind the act. Age and experience have also been a great influence to me. Add this to my role as a public educator, I feel more empowered and better suited to create positive and inclusive change.

I am a proud Mexican-American citizen of the United States. I have used the term Chicano or Latino when pressed to name my ethnicity. I am aware that there are new more politically acceptable terms gaining popularity, such as Latinx. I also know the deep pride that I have of my Mexican ancestry and my American upbringing.

My story continues and has grounded me and shaped my educational philosophy. The work of diversity, equity, and inclusion has to begin with self-awareness. All must recognize how race, ethnicity, gender, sexual orientation, religion, socio-economic status, and abilities/disabilities all intersect. We must acknowledge personal biases and seek to better understand differences.

Contact Info:

• Website: https://content.acsa.org/reset-is-needed-for-public-education-start-with-respect/
• Other: https://content.acsa.org/why-is-equity-a-bad-word-in-public-education/

Image Credits
Oscar Macias, Ed.D.