From Farmworker to Pharmacist – Wings Spring 2024

From Farmworker to Pharmacist

Heritage alumna’s story of sacrifice, grit, perseverance, and a dream realized

Heritage alumna Gardenia Contreras-Vazquez is very good at being first. She is the Contreras family’s first born. She was the first in her family to graduate from high school, as the valedictorian nonetheless, and the first to earn a bachelor’s degree, the first DACA student to enter Washington State University’s Pharmaceutical program, and the first to graduate. And she is the first Heritage DACA student to earn a Doctor of Pharmacy and return to her hometown to serve her community’s healthcare needs.

While being first comes with its own set of bragging rights, breaking new ground also comes with daunting obstacles that require a strong heart, steady mind and dogged commitment to your goal, traits that Gardenia has in spades.

“I was in middle school when I first started thinking I wanted to work in healthcare. I knew that my immigration status meant I would have to be creative in finding ways to make it all work. But, I never saw these obstacles as roadblocks, just challenges that I’d have to work around.”

COMING TO THE USA

Gardenia was born in Michoacán, Mexico. She doesn’t remember much about coming to the United States. She was only two years old when her parents packed up their baby girl and a few meager possessions to make the nearly 2,000-mile journey from their hometown to the US.

The move was risky. They were coming into the country without immigration credentials. However, the potential rewards far outweighed the risks they faced. In the USA, they would find better jobs. Their children could go to school, maybe even college, and they would grow up to have so many more opportunities than either parent ever had.

The young family first landed in California, where they lived for a year or two before heading north and settling in Sunnyside, Washington. Her parents went to work. Her mom went to work in the fruit industry, picking apples and cherries during the harvest and sorting fruit in warehouses. Her dad went to a dairy, milking cows 10 hours a day. While her parents worked, Gardenia and her younger brother and sister, both born after the family arrived in the United States, enjoyed a typical childhood—they went to school, played with friends, got involved in sports and clubs, all the things children do. Even though she looked and acted like every other typical American child, she was far from typical. Gardenia was undocumented.

EXPERIENCES THAT SHAPED HER

“I knew I wasn’t like other kids,” said Gardenia. “My parents always told me how important it was to behave and listen. Growing up undocumented, the fear of being deported was always in the back of your mind. You don’t dwell on it as you live your day-to-day life, but you make small adjustments so you don’t draw attention to yourself. You notice when you pull into a gas station, and there is a police car in the parking lot. You always go the speed limit and follow every small detail of the law. You kind of try to blend into the shadows.”

While she felt different, she was far from an outsider. Agriculture is the leading industry in the Yakima Valley. While technology has changed a lot about how crops are grown, harvested and processed, much of the work still depends upon manual labor. Often, that labor is done by immigrants and first-generation Americans, mostly from Mexico.

In the small town of Sunnyside, agriculture is king, directly employing more than a quarter of the community’s population. In comparison, the next largest industry is transportation and warehouses, the bulk of which is tied to ag support and employs another 14% of working adults. The nature of the industry, plus that of humans who tend to settle in areas where there is a familiarity, has shaped Sunnyside into a community where more than 80% of its population are Hispanic, and over a quarter are foreign-born. Among her peers, Gardenia’s story was very familiar.

“Growing up in Sunnyside, I had a lot of similar experiences with my classmates,” she said. “We didn’t come out directly and say, ‘Oh, I’m undocumented,’ or share our immigration status, but we knew our parents were all working in the fields and may be in similar situations. We were 13 or 14 years old, taking care of our younger siblings, cleaning the house, making dinner, helping parents with translation and filling out documents, and pretty much keeping the household running because our parents worked long, hard hours to provide for the family.”

They weren’t the only ones. From time to time, Gardenia would join her mom in the fields and sometimes work alongside her grandfather, who immigrated to the United States after Gardenia and her parents settled in Sunnyside. Though he had adjusted his status due toanother son who was a citizen, it was here, among the workers, that the teenager began to dream of becoming someone who would help people who often fell through the cracks.

“I saw my parents coming home so tired they fell asleep in their chairs. I saw the people in the fields working injured because they were too afraid to go to the doctor. If they did, they wouldn’t fill their prescriptions because the medicine was too expensive or they didn’t understand the gravity of not taking it. I knew something had to be done to help make healthcare more accessible.”

Young Gardenia’s assessment of the need was dead on. Among cultural populations in the United States, Hispanics, particularly those in immigrant households, have one of the highest rates of healthcare inequity. The reasons are as varied as the people themselves: Language and cultural barriers, socioeconomic disparity, a lack of adequate health insurance, predisposed views on healthcare and healthcare providers, immigration status, and fear of deportation are all among the influences that limit access.

While healthcare providers work to counteract these influences, such as hiring translators to assist with language barriers, making real strides involves bringing more Latinx, bilingual providers into the workforce.

“Pharmacists are both the most accessible and the most accessed member of the healthcare team. Traditionally, pharmacists have been local leaders and vital members of their community, and this remains true in rural, underserved, and smaller communities, which are usually served by caring, independent pharmacy teams,” said Joel Thome, PharmD, BCACP, associate professor.

“In areas with a significant Latinx population, Latinx pharmacists play a crucial role in bridging the cultural and language gaps, providing personalized care that respects the community’s unique health beliefs and practices. Their ability to communicate effectively in Spanish and understand the cultural nuances can enhance patient trust, adherence to medication, and ultimately, health outcomes. This is particularly important in addressing health disparities and promoting health equity in these communities.”

UNDOCUMENTED TO DACA

Education is something that Gardenia’s parents reinforced in all their kids from the time they were very young. As children, both parents were forced to quit school and go to work to help support their families. Her mother dropped out of high school, but later earned her GED; her father never made it out of elementary school. Still, the two understood that education was vital to their children’s futures.

“My parents always told me, ‘You have to get an education. It is the one thing nobody can ever take away from you.’ They’d tell me I needed to get good grades so I could get scholarships and go to college.”

That is precisely what she did. Her parents signed her up for the Washington State College Bound program when she was in middle school. College Bound is a guaranteed scholarship for low-income students who graduate from high school and enroll in an approved college or university. Gardenia started looking for scholarships during her freshman year and explored ways to earn college credits for free while in high school. Starting her sophomore year, she enrolled in College in the Classroom, giving her college credits for some courses while meeting her high school graduation requirements. For three years, she participated in her school’s science fair. She won a prestigious scholarship to attend Ohio Wesleyan University in her first year. While that scholarship wouldn’t ultimately help her, it would only have paid half of her tuition, and covering the other half as an out-of-state student without access to federal funding assistance was unfeasible; receiving the award was all the encouragement she needed to keep moving forward. By the time she graduated from Sunnyside High School, Gardenia had received enough scholarship support to cover her undergraduate degree, including Heritage’s Dreamers Scholarship.

Finding funding for school was just the start. Being undocumented brought with it a host of other challenges that could derail her dream, like not being able to be legally employed. In 2012, then-President Barack Obama initiated Deferred Action for Childhood Arrivals (DACA). The action protected young adults who were brought into the country as children and who met specific criteria for deportation and authorized them to work in the country for two years. The action was temporary but renewable. Gardenia’s parents immediately hired an attorney who applied for and got her DACA status. More than anything, this move was perhaps the most critical to Gardenia’s future. Without it, all that happened after earning her bachelor’s degree would not have been possible.

When Gardenia enrolled at Heritage, she knew she knew she wanted to prepare for a healthcare career, but she wasn’t sure about what exactly. It wasn’t until her senior year that she turned her attention towards a career in pharmaceuticals.

“Medical school was super expensive, and finding funding after undergraduate studies is difficult. I saw that WSU had a Doctor of Pharmacy program at PNWU (Pacific Northwest University of Health Sciences, which is in Yakima),” she said. “I really wanted to help people in my community access better healthcare and recognized that access to medication is critical.”

FROM BACHELOR’S TO DOCTOR

Gardenia’s application to WSU was about as stellar as they come. As an undergraduate, she was a university ambassador, Lambda Theta Alpha Latin Sorority, Inc. member, and president of the Medical Sciences Club. She completed research at Heritage University on “Urinalysis: A Comparative Analysis Between Automated and Manual Method.” She graduated from Heritage magna cum laude with two degrees: a Bachelor of Arts in Psychology and a Bachelor of Science in Biomedical Science, with a minor in Visual Arts. It was during the interview when Gardenia really nailed it! She spoke about her experiences growing up and how they shaped her perception of the need for people with her background in healthcare. She talked about earning her degree and staying in her hometown to work directly with the people who needed her help the most.

“After the interview, I was sitting in the waiting room when one of the interviewers came out to talk to me. She told me they loved what I had to say and wanted to offer me a position in the upcoming class but didn’t know if they were legally allowed to do so because of my status. She said they had to consult with the state attorney to ensure I could participate in the program.”

Gardenia left with what seemed like another barrier in front of her. A few weeks later, she was at Heritage in the Admissions office working when she got the call: SHE WAS IN!

“I remember stepping outside because I wasn’t sure what the state attorney had told the school. Then the person on the other line simply said, ‘How would you like to be a Coug?’ I was in shock! I couldn’t believe that this was actually happening!”

A few months later, in fall 2019, Gardenia started what would be a grueling four years of study. Just before she started, she took a part-time pharmacy assistant job at Rite Aid. Not only did this give her some insight into her future career, but it was also part of the initial requirements of the degree program. The program curriculum was extremely challenging; anything below 80% was considered a fail. Students had three tries to pass if they didn’t meet that requirement, but that would mean they had to study for a past lesson on top of studying the current lesson.

In May 2023, the former undocumented immigrant who worked alongside her family picking fruit and dreamed of a life helping people just like her live healthier lives was officially a pharmacist. She graduated with a Doctor of Pharmacy from WSU. In many ways, Gardenia’s life has come full circle. The child whose family risked everything to give her a chance at a life better than their own, the teenager who dreamed of helping farmworkers have better access to healthcare, the young woman who hit roadblocks and said, “What else,” instead of giving up is living the life she dreamed of having. Today, she is a pharmacist at Sunnyside Hospital and an essential part of the patient care team.

“Pharmacists are one of the most accessible medical providers in the community. Being bilingual, I can talk to patients in a language they understand so that I can fully explain their medications and treatment. I also understand the financial concerns that so many of our patients face. I help them look at available resources to pay for their medications. And, I feel like there is a level of trust that I have with patients because I come from where so many of these people are today,” she said.

“Sometimes I think, ‘Wow! I can’t believe this,’” she said. “I have my degrees. I have my career. I’m helping people in my community. It’s surreal to see how far you come. It wasn’t just me who did this. I got here because of the support of my family, my friends, the faculty/staff who believed in me, everyone around me who helped me along the way, and the scholarship donors and committees for taking a chance and believing in me. I also had four very special individuals who co-signed my loans, without whom I may not have been able to take out my graduate school loans. I definitely was blessed with a strong support system; I wouldn’t be here without them.”

DACA/DREAMERS STATE OF AFFAIRS

Gardenia’s story is very familiar on college campuses across America. Last August, the President’s Alliance on Higher Education and American Immigration Council released a report estimating that more than 408,000 undocumented students are enrolled in postsecondary education across the country. Unlike Gardenia, most do not have DACA status.

DACA stands for Deferred Action for Childhood Arrivals. It is an executive order issued by President Obama that provided temporary yet renewable protections from deportation for young people brought into the country as children. It also gave recipients the ability to work in the country legally. What it was not was a pathway to citizenship. At its height, more than 800,000 young people had DACA status.

In 2017, it was announced that DACA would be phased out. New applications for deferred status would no longer be accepted, and renewals would only be accepted through October 5 of that year. The resulting legal maneuverings from those on both sides of the issue brought forth ping-ponging injunctions that renewed, then halted, and partially reinstated the program several times over three years.

Behind the political and legal maneuvering, hundreds of thousands of young people were left in limbo. The most recent decision happened in September 2023. A federal judge in Texas ruled that DACA was unconstitutional and upheld the block to reinstate the program. Currently, no new applications are being accepted, and current recipients must reapply for protection every two years. Missing the deadline has dire consequences; the person would no longer be protected from deportation, would be unable to legally work in the US, and could not reapply. Appeals to the ruling are in the works.

While the DACA saga has been in motion, another piece of legislation has been trying to make its way through Congress. It has similar guidelines for eligibility but differs in that it provides a pathway to citizenship. That legislation is the Development, Relief, and Education for Alien Minors (DREAM) Act. At least 11 versions of the DREAM Act have been introduced to Congress in the last 20 years. The most recent iteration is the bipartisan DREAM Act 2023. This legislation would tie the pathway to citizenship for young people brought into the United States as minors to education, work, and military service and would apply to those with DACA status and those without. However, despite its bipartisan construction, it has not received enough support to become law.

As politicians continue their debates, immigrant workers, their families and the businesses and communities who depend upon them wait in uncertainty. The impact of these, or any other similar legislation, has implications that branch out much further than the undocumented person seeking legal status.

Immigrant workers play an integral role in the American economy. Some industries, like construction and agriculture, rely heavily on foreign-born workers, particularly in lower-skilled labor positions. In agriculture, estimates of how many undocumented workers are employed on farms and in the fields go as high as 50% of the labor force.

On an even larger scale, undocumented workers infuse the economy to the tune of more than a trillion dollars of spending power and nearly $10 billion in federal, state, and local taxes annually.

So, where does the current state of affairs leave undocumented students today? Coming behind the wave of DACA students who had some relief are hundreds of thousands of Dreamers whose futures are murky.

“So many of our young people are trapped in this web of uncertainty,” said Dr. Andrew Sund, president of Heritage University. “They’ve been raised here, educated here, are part of the fabric of our communities. They have great potential and a work ethic as strong as anyone’s but face daunting obstacles that block access to the resources to reach that potential.”

Sund points out that one of the most significant roadblocks is finding the money to pay for post-secondary education.Undocumented students, even those with DACA protections, do not qualify for any form of federal funding. Washington State has programs to help undocumented students pay for their education, including the Washington State College Grant and the College Bound Scholarship. Still, this funding alone isn’t nearly enough to cover college costs. Scholarships are critical to bridge the gap that is left after state funding is applied. Heritage has several scholarships that DACA and Dreamer students can qualify to receive, including the full-tuition Dreamer Scholarship. Most of these funds are made possible by contributions made to the university by generous supporters.

For those lucky enough to have DACA status, the back and forth of contrary legal decisions and worry about what will happen next adds anxiety on top of the typical day-to-day stressors of college life. Plus, the expense of legal and application fees for already cash-strapped students adds to the anxiety.

Heritage established the DACA Emergency Fund in 2017 when students were scrambling to manage expiring DACA statuses in the face of a shortened renewal application deadline. It provides financial assistance to help students cover the cost of application fees, eliminating this potential barrier.

“We want students to know there are people out there that believe in them and are here to support them,” said Sund. “It is essential that they don’t put their futures on hold and wait until elected officials in Washington DC devise a permanent solution. There are resources available and people who will help them get the education they need to secure their future.

“We need all our young people to be educated. We need them in our schools, businesses, social services, hospitals, and clinics to fill critical roles that benefit all of us. Our local, state and federal agencies benefit from the income their tax dollars bring through their employment and their increased purchasing power when they work in positions with higher wages,” he said. “Moreover, we need the stability that comes when our young people can plan for their futures with confidence and certainty.”

To help support the Dreamers Scholarship or the DACA Emergency Fund, contact the Advancement Office at 509-865-8587 or advancement@hertiage.edu. Or make your gift online at heritage.edu/giving.

The path to college doesn’t always follow a straight line. Sometimes, promising students, those who are doing the work and bringing home good grades, hit road bumps that send them off track. That’s what happened to 24-year-old Brian Solano. He was a good kid who studied hard and dreamed of going to college. But during his senior year, crippling anxiety got the better of him. Racing thoughts kept him from paying attention in class. He started missing school, fell behind, and ended up dropping out of high school.

Other times, good people end up in unfortunate circumstances. This is 28-year-old Zachary Minthorn’s experience. He was born into a family where drug and alcohol addiction were pervasive. He was placed into foster care at seven and moved from place to place until he was 14 and returned to his family. His home situation hadn’t improved, and he began spending more and more time staying with friends. He was kicked out of his house at the beginning of his senior year. At 17 years old, he was homeless, couch surfing from place to place, and in full-on survival mode. He dropped out of high school and turned his attention toward finding work to support himself.

For every person who enrolls in Heritage University’s high school equivalency program, HEP Alliance (HEP), there are stories like Brian’s and Zach’s. Educations that were halted by decisions made to leave school, some for good reasons, others made with the mercuriality of youth. Regardless of the circumstances that led someone to drop out of high school, HEP is here to provide a second chance.

HEP Alliance is a federally funded program that helps students earn their High School Equivalency Diploma (HSED), commonly called a GED. The free program is open to students 16 years old or older who are assessed at or above the 9th-grade education level and from households where they or their family members have worked in migrant or seasonal farm work. This includes any activity related to fisheries, hunting, and the production of crops, dairy products, poultry, livestock or forestry.

When students enter the program, they are first given an assessment to determine their current academic level and how much instructional support they need. Classes are offered in either English or Spanish. Up to 80 hours of instruction is provided within four subject areas: language arts, social studies, sciences, and mathematics. The courses, materials, and one-on-one tutoring are all part of the program, which is funded by the U.S. Office of Education’s Office of Migrant Education (OME). Students who test high enough can opt to forgo any classes and go directly to taking the HSED exams.

Heritage’s HEP Alliance has a remarkable success rate. Since its inception in 2004, roughly 3,000 students have earned their high school equivalent diploma. The number of students served each year fluctuates depending upon the grant parameters. Currently, it serves 100 students annually. Of these, 90% continued their education, enrolling in some form of postsecondary, technical or vocational schooling. What brings students to HEP Alliance is as varied as the people the program serves.

“We have students who are single mothers who want better employment and want to serve as role models for their kids. We’ve had unhoused students facing family and personal struggles who are seeking better opportunities. We serve regardless of an individual’s economics, culture, or language. We are here for all of them,” said Jennifer Renteria-Lopez, HEP Alliance program director.

RESTARTING THE EDUCATIONAL DREAM – BRIAN’S STORY

Solano came to HEP three years after he dropped out of high school. He had been working in a video store and in the fields with his parents during the summer.

“I’d get up and go to work in the fields from 5:00 in the morning until 1:00 in the afternoon. Then I’d go home, shower and go to my other job at the video store,” he said.

Things were going well for Solano. He was getting help to manage his anxiety, and he liked his work at the video store. He knew he needed to get his GED and tried a couple of times, but it just never worked out. Then, he had a relapse with his anxiety, and he quit his job.

“In an odd way, I think that this relapse was a blessing,” he said.

Solano took some time off to concentrate on getting healthy. When he felt strong enough, he decided to try one more time to get his GED.

That is when he found his way to HEP Alliance. The program was only a few miles away from his home, and when he went in to get more information, he saw a familiar face. The older sister of his sister’s childhood friend was there. He immediately felt comfortable, and, with her help, he started the enrollment process. Solano aced the assessment test and could have immediately taken the HSED exam. But he elected to sit in on a few math courses first to refresh his memory. A few weeks later, he took and passed the exams. Solano was the proud recipient of a high school equivalency diploma.

FROM JUST SURVIVING TO THRIVING – ZACH’S STORY

There is no sugar-coating Minthorn’s origin story. He was born into the hopelessness of poverty and addiction and grew up in instability. School is far from being a priority when you are just trying to survive. He dropped out of high school at the start of his senior year.

Minthorn spent the next several years taking on odd jobs here and there and floating from couch to couch. One day, he ran into a childhood friend.

“His family had always been good to me,” he said. “His mom told me, ‘Come and fish for us.’ I took them up on their offer. I think that was when things started to change for me.”

Minthorn started to look beyond odd jobs and tried for more steady employment that could lead to a career. He began to train to be a mechanic, but his heart wasn’t in it. He spent some time working in security and eventually became a logger working for the Yakama Nation. While he liked logging initially, he began to get restless.

“It wasn’t fun doing the same thing every day. It was extremely physical work, and I didn’t feel like I was achieving anything,” he said. “I heard about people getting their GED, and based on that, they were able to get better jobs. They were no longer stuck.”

Minthorn found his way to HEP Alliance and had his high school equivalency diploma in less than a month.

FROM DROPOUT TO COLLEGE STUDENT

“The beauty of having a high school equivalency program tied to a university is how easily students can transition from earning their diploma to being enrolled in college,” said Renteria-Lopez. More than simply preparing students to pass the HSED exams, HEP counsels students and encourages them to think about what is next. Where they can, they help them with their transition to the next phase in their education.

“Students don’t always come to us with a plan,” said Renteria-Lopez. “Our program is a launching pad for our graduates. They come here and have some success, which encourages them to think bigger and do more.”

Solano and Minthorn both credit HEP for being the catalyst that got them enrolled in Heritage.

“When I started, my only goal was to get my GED,” said Minthorn. “Being here at Heritage is a direct result of coming to the HEP program and being told, ‘You’re ready to go to college.’ That wasn’t anything I ever thought of doing before.”

Solano, on the other hand, had always dreamed of going to college. Before things went south in high school, he planned to attend a major university and study agriculture. When he got his equivalent diploma, he knew that college was next.

“The lady I knew at HEP said, ‘You’re going to college, right?’ And I was like, ‘Yep!’” he said. “She suggested Heritage. She showed me the application and went over the majors that were offered. I saw the medical laboratory science (MLS) major and remembered how much I liked the medical biology class I took in high school. She walked me over to Admissions and I started the application process.”

Today, Solano is a junior double majoring in MLS and biology. He is an Eagles Scholar getting ready to enter his first summer research experience.

Minthorn is halfway through his sophomore year and is majoring in environmental science. In January, he was part of a team of students who traveled to South America for a research project at the Costa Rica International Research Experience. He was recently accepted into Heritage’s Crescent program, which provides mentorship and access to high-value research opportunities, and he is preparing for his first summer research project.

“I am still surprising myself,” said Minthorn. “I never saw myself as an academic. I never would have thought I’d be in college and have a GPA above 3.0.

“This whole experience, going to HEP, getting my GED, and coming to Heritage, has been life-changing. I went from being hopeless and having no faith or trust in anyone to being someone who isn’t afraid to lean on people and have trust in others. My entire perspective on life has changed.”

For both men, it is important that they stay in the Yakima Valley after they graduate and share their stories so that others can be inspired to make changes in their own lives.

“At the end of the day, I know that I’m not just doing this for myself; I’m doing it for my people, for all of us,” said Minthorn. “I know there are others out there with stories worse than mine. I hope those people can hear my story and say, ‘If he can do it, maybe I can too. Maybe it isn’t hopeless.’”

“I want people to know that no matter how old they are and no matter what they are doing, there is time to make a change, to get your GED, and earn a degree. I will be 26 years old when I graduate. I’m in classes with people well into their 30s and 40s,” said Solano. “It’s about buckling down and doing the work you need to do to get to where you want to go.”

Minthorn and Solano are prime examples of how important second chances can be for a person and a community.

“There is such a stigma associated with dropping out of high school. But, decisions made when someone is in their teens should not dictate the trajectory of the rest of their lives,” said Retineria-Lopez.

“HEP is about second chances. It’s about helping people reclaim their lives and build the opportunities they deserve. These students are among the most dedicated to their education. They understand what is at stake because they’ve lived so long with the struggle that not having a diploma brings them, and they are determined to do something different.They are all truly an inspiration.”

Left to right: Arlen Washines, Marlene White, Gene Sutterlict Sr., Iola Totus.

E‌very year Heritage University recognizes Native American elders for their lifetimes of significant contributions to their communities as part of its Native American Heritage Month celebration. Please join us in celebrating these four individuals.

LEADER FOR THE FUTURE

Wahteshaouct/Shxmyah Edward Arlen Washines has lived his life driven by an unwavering commitment to uplifting his community through the development of education, social services, and employment. As an educator and director of Higher Education, he inspired Yakama Nation youth to graduate from high school, pursue college degrees, and return to their homelands to use their skills and talents to benefit their community. His work overseeing Yakama Nation’s Human Services helped ensure holistic well-being and quality of life for individuals and families at all stages of life.

During his service on Tribal Council, he helped build tribal enterprises that bolstered economic prosperity and increased living wage jobs, transforming the prospects of the Yakama Nation and all who live within its homelands.

PROTECTOR OF WATER, HEALER OF SOULS

Marlene Hunt White, YaYamptnikt has spent 50 years supporting the health and well-being of the people in her community. Through her work with Yakama Nation’s Public Works department, she ensured that her community had clean drinking water by helping individuals and tribal entities build and maintain viable wells and septic systems. Outside of her professional career, she channeled her energy into healing herself and her family from the deep scars of historical trauma, and by doing so, was able to help others in her community do the same through extensive volunteer work and the sharing of traditional teachings, bringing about a restored sense of cultural identity and resilience. Her legacy is a testament to the transformative power of dedication and love for one’s people and the land they call home.

PROTECTOR OF THE FORESTS

Wah-Shu-Lums Gene Sutterlict is passionate about protecting and preserving the forest of the Yakama Nation and the sacred sites that are located within those lands. He’s spent his lifetime walking the fine line between harvesting renewable timber resources and preserving the woodlands.

For almost 40 years, he worked in forestry for the Yakama Nation. The trees harvested brought in revenue that funded tribal services that house, educate, and support the health and well-being of the people of the Yakama Nation. His leadership on Tribal Council provided oversight to the management of these natural resources so that they continue to thrive and provide for the people who depend upon them for generations to come.

NURTURER OF CHILDREN AND CULTURE

Iola Smartlowit Totus “Kwasa” dedicated her life to nurturing and raising nine children. Alongside her six biological children, she selflessly welcomed three more into her home, creating a loving and expansive family. Iola instilled within her children a deep appreciation for the natural world and an unwavering respect for their rich Yakama culture, passing down invaluable traditions. For years, she and her family journeyed across the powwow circuit, bonding and celebrating their heritage as they danced and shared the beauty of their Yakama culture with the world. In her retirement years, she continues to help Yakama elementary school-aged children connect with their culture by teaching them their traditional language.

Once upon a time, a class of second graders at White Bluffs Elementary School in Richland, Wash. became published authors. It all started when their classroom pet – a hamster named Houdini – unexpectedly died. They loved Houdini very much, and they were sad.

The children’s teacher, Christan Connors, thought that if her students could journal about Houdini, they could process their feelings. She was right. “We realized she was so much more than just a hamster,” Connors said.

Connors developed her students’ writings and drawings they made into a book manuscript. They called it Houdini Was – as in, “Houdini was so much more than a classroom pet. She was a superhero, a spy, an escape artist, an athlete, and a clown.”

“She reminded us to eat our vegetables and get exercise, but also other important things like ‘never give up’ and ‘always be nice to your friends,’” Connors said.

Connors submitted the manuscript to a Scholastic book publishing contest for children. Two months later, they got the news: Out of more than 2,000 manuscripts received, Houdini Was won the contest. Scholastic published 1 million copies of the book, and children around the country learned the story of the little pet hamster and all she taught the children who loved her.

GETTING THE BOOK TO CHILDREN

Fast forward to 2022, 12 years after the book’s publication. Christan Connors’s parents, Ken and Sharon Smith, had always loved the book. As a Heritage University board member, Ken Smith was aware of the efforts of Yakima Valley Partners for Education’s (YVPE) work to help children meet and exceed third-grade reading proficiency; Heritage’s Collective Impact (CI) division has been the convening and organizing entity for YVPE. The message that helping kids learn to read is everyone’s job resonated with Smith.

“Ken and I talked about how bilingual books help us in our literacy work not just with the children but with parents, too, because many parents and grandparents in the valley don’t speak English,” said Suzy Diaz, Collective Impact director. “If we can support Spanish-speaking parents in reading to their child, there’s the possibility that both will enjoy reading more and that can create at-home literacy habits.”

This summer, Christan Connors and one of her 2010 second graders, Lily Ferguson, read Houdini Was to a class of three- to five-year-olds at Heritage’s Early Learning Center (ELC).

Smith bought the publishing rights to the book, had it redesigned to include Spanish along with English, and had it printed. Since its Spring 2023 publication, YVPE partners Educational Service District (ESD) 105, Yakima Valley Farmworkers Clinic, and the United Family Center Behavior Health and Family Services have been distributing the book throughout the Valley. Sixteen libraries in the Yakima Public Library System, as well as the bookmobile, received copies.

A life-size Houdini “learning ambassador,” or mascot, was produced and now brings the story to life at many readings.

“We felt a mascot would make it that much more fun for kids and adults,” Diaz said. “So now ESD 105 brings her to the Yakima Farmers Market, Yakima Valley Farmworkers Clinic has made her part of its medical outreach, and the United Family Center is taking her to Yakima Valley Libraries this fall. They distribute copies of Houdini Was as well as other books for new readers.

“It’s been very popular,” Diaz said. “We promote it on our social media, which also gets shared a lot. People tell us they look to our page as a resource – that is progress in terms of keeping excitement for reading going among families.”

“The ripple effect from this book keeps going,” Connors said.

LITERACY MATTERS – FOR ALL

Just as early reading matters for kids, digital literacy is important for adults, and that’s part of YVPE’s work as well. Many adults in families that are served by YVPE lack the basic computer skills necessary to navigate much of modern daily living and caring for a family.

Christan Connors (back center) and Lily Ferguson (back right) pose with Houdini and the children from Heritage’s Early Learning Center (ELC).

As a part of its adult-oriented digital literacy effort, YVPE Food Security Community Liaison Lorena Legorreta developed a curriculum that can be used to teach adults how to use computers. She’s taught instructors how to provide that education.

In the last year, YVPE has opened the online world and all its resources to 160 Spanish-speaking adults who previously lacked computer knowledge and skills. Now, things like applying for public benefits, searching for available food, developing a good food plan, and even finding recipes are possible.

The adults have continuing access to computer labs at Nuestra Casa in Sunnyside and United Family Center in Grandview.

Third-grade literacy progress is slow but steady. YVPE statistics show individual growth and improvement in third-grade reading skills with, so far, slight increases in the overall district-level percentage in some schools.

“In the work we’re doing, we don’t always see the outcome until later,” Diaz said. “We don’t know what the reading scores will look like in

three years, but we know we need everyone to help bring this focus to literacy.

“Our work gets books into homes and can start to get families reading,” Diaz said.

“Looking at the big picture, being readers helps us make sense of the world. Equipping our young people with global skills for citizenship in the 21st century really does start now.

Yakima Valley Partners for Education (YVPE) is comprised of more than 20 organizations across K-12, higher education, healthcare, and housing.

Each organization has a particular focus along the cradle-to-career continuum – of which the pivotal points are kindergarten readiness, third-grade reading, middle school math, high school completion, higher education access, and workforce.

“We meet every month to talk about community- based outreach for literacy,” said Suzy Diaz. “Our purpose is to identify, support and promote family-needed initiatives.”

Two elements – food security and literacy – are always a YVPE focus.

YVPE’s literacy efforts focus on the following:

• Connecting with parents and caregivers: Trying to really reach parents and other family members and caregivers to communicate the importance of developing a culture of reading.

• Creating space: Asking parents and caregivers, “Do you have books in your home, space in your home, an ability to create quiet time?”

• Providing bilingual offerings: English and Spanish together on the pages of books is very important.

• Making books relevant: Books must be 1) culturally relevant and 2) reflect a child’s experience – otherwise, we will lose the connection to them and their lives that is needed to move ahead in reading.

• Meeting kids where they are: What do they like and enjoy? What would they like to read about?

• Show respect for various cultures: Books that are based on honoring one’s culture, expression, history, and creativity carry a lot of weight