 ollowing the completion of the Fulbright seminar “Diversity and Access of Underrepresented Groups to Education,” the following nine participants were awarded grants of up to US$2,000 by the Fulbright Program. Grants were awarded to projects with the potential to enhance access to higher education of indigenous and other underrepresented groups throughout the Western Hemisphere.
Karla Sánchez (Honduras) is organizing an initiative that promotes artistic performances by Garifuna and Miskito students and supports their access to education through performing arts scholarships.
Sonia Suárez Cepada (Argentina) is developing teaching materials that will help young Mapuche students learn local variations of the Mapuzungun language, revitalizing lost dialects and strengthening students’ ethnic identities.
José Fernando Galindo (Bolivia) is collecting the autobiographies and experiences of indigenous and Afro-Latin American university students into a CD-based book for institutions and scholars interested in access issues.
Simoni Benicio Valadares (Brazil) is compiling a book of lectures, articles, and experiences pertaining to indigenous education to create a vehicle for promoting best practices at institutions throughout the Western Hemisphere.
Eduardo Pastrana Bonilla (Colombia) is providing tutorial services to minority students who need assistance in mathematics, physics, and chemistry in order to strengthen their competitiveness in college level engineering programs.
Margarita Bolaños Arquín (Costa Rica) is developing a workshop for Fulbright alumni and higher education administrators that will explore the challenges faced by public universities in trying to provide access for underrepresented groups in Latin America over the last decade.
Sandra Sánchez Gordon (Ecuador) is designing a seminar on graduate program management for administrators from the Universidad Intercultural de las Nacionalidades y Pueblos Indígenas “Amawtay Wasi.”
Alma Rivera Aguilera (Mexico) is developing instructional materials for students and teachers from the Universidad Intercultural Indígena Ayuuk in order to enhance key academic competencies using both educational technology and traditional Ayuuk methods of learning.
Galo Zapata Ríos (Ecuador) is writing a six-step analysis on reentry shock among indigenous college students in Ecuador entitled “Nobody is a Prophet in His Own Land.”
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