Skip to content
Search

Latest Stories

Follow Us:
Top Stories

Maria Nava: Leading from lived experience

screenshot of Maria Nava
YouTube

We are proud to present “3 Questions With,” a public affairs series elevating the voices and visibility of matters most important to the Hispanic-Latino community by speaking with community and industry thought leaders on the social determinants of health and democracy. “3 Questions With” is co-produced by the Latino News Network and CAN- TV, Chicago’s hub for community-centric news, hyperlocal stories and educational resources.

In this episode, Maria Nava, the community engagement manager for the Warren-New Port Public Library, spoke with host Hugo Balta, publisher of Illinois Latino News.


Public libraries are an invaluable resource in any community. They provide access to knowledge, information, and entertainment for people of all ages and backgrounds. From books to digital resources, they offer a wide range of materials that educate, inspire and empower individuals. Public libraries play a critical role in fostering literacy, promoting lifelong learning, and enhancing community engagement.

In the interview Nava emphasized that partnerships are critical to the library’s success in serving the community. The Hispanic American Community Education and Services is one of those partners.

“One of the things that they do is focus on immigration, providing services like [Deferred Action for Childhood Arrivals] and how to apply to become a citizen,” she said. Nava explained how HACES brings its staff into WNPL with to lead bilingual workshops focused on legal, health and educational programs.

Nava is the co-founder of Future Leaders Alliance, a mentor group for students who need support and guidance as they pursue higher education. While working with the Round Lake School District, she encountered many Spanish-language-dominant parents struggling to get information.

“Parents want their kids on a better path; they want them to achieve a higher education. So, how do we help them with that?” Nava said, explaining how she and her sister started hosting workshops to demystify the process of getting resources to help families reach their educational goals. FLA aims to equip young individuals with the skills and confidence to become transformative leaders.

The Mexican native, who grew up in Lake County, Ill., also shared how her lived experiences have helped shape the work she leads. “It was a difficult upbringing. We were in a new country. We didn’t know the language. We didn’t know the culture. We didn’t know a lot,” she recalled.

Nava said that one of the hardest hurdles was not knowing people and where to go for help. “Like many immigrants, we lived in fear.”

Many of the initiatives Nava builds are drawn from her experiences of navigating a new country riddled with barriers for newcomers. “That’s one of the things that really drives me. When I go out into the community and meet a parent or a child … I see my parents, I see myself, I see my sister,” she said.

Enjoy this insightful interview.

3 Questions With...Maria Navawww.youtube.com

This story was first published on IL Latino News as “Maria Nava: Leading From Lived Experience.” The Fulcrum and Latino News Network are partners in providing stories that are fair and accurate, representative and inclusive of diverse communities.

Read More

White Books and Curriculum Damage Black Children

The rise of book bans and erasure of Black history from classrooms emotionally and systematically harms Black children. It's critical that we urge educators to represent Black experiences and stories in class.

Getty Images, Klaus Vedfelt

White Books and Curriculum Damage Black Children

When my son, Jonathan, was born, one of the first children’s books I bought was "So Much" by Trish Cooke. I was captivated by its joyful depiction of a Black family loving their baby boy. I read it to him often, wanting him to know that he was deeply loved, seen, and valued. In an era when politicians are banning books, sanitizing curricula, and policing the teaching of Black history, the idea of affirming Black children’s identities is miscast as divisive and wrong. Forty-two states have proposed or passed legislation restricting how race and history can be taught, including Black history. PEN America reported that nearly 16,000 books (many featuring Black stories) were banned from schools within the last three years across 43 states. These prohibitive policies and bans are presented as protecting the ‘feelings’ of White children, while at the same time ignoring and invalidating the feelings of Black children who live daily with the pain of erasure, distortion, and disregard in schools.

When I hear and see the ongoing devaluation of Black children in schools and public life, I, and other Black parents, recognize this pain firsthand. For instance, recently, my teenage granddaughter, Jaliyah, texted me, asking to visit the National Museum of African American History and Culture in Washington, D.C., because she had heard that the President planned to close it. For what felt like the millionth time, my heart broke with the understanding that too many people fail to rally on behalf of Black children. Jaliyah’s question revealed what so many Black children intuitively understand—that their histories, their feelings, and their futures are often treated as expendable.

Keep ReadingShow less
Pluralism or DEI - or Both - or None?

equity, inclusion, diversity

AI generated

Pluralism or DEI - or Both - or None?

Even before Trump’s actions against DEI, many in the academic community and elsewhere felt for some time that DEI had taken an unintended turn.

What was meant to provide support—in jobs, education, grants, and other ways—to those groups who historically and currently have suffered from discrimination became for others a sign of exclusion because all attention was placed on how these groups were faring, with little attention to others. Those left out were assumed not to need any help, but that was mistaken. They did need help and are angry.

Keep ReadingShow less
Two people in business attire walking into an office.

Dr. Valentina Greco reflects on how accent bias, internalized gatekeeping, and hidden prejudices shape academia—and how true change begins by confronting our own discomfort.

Getty Images, Marco VDM

How Do We Become the Gatekeepers?

“Do you have a moment?”

I turned and saw my senior colleague, Paul (not his real name), a mentor and sponsor, at my office door.

Keep ReadingShow less
So DEI doesn’t work. OK, what would be better?

Conceptual image of multiple human face shapes in a variety of colors illustrating different races

Getty Images

So DEI doesn’t work. OK, what would be better?

It is no secret that diversity, equity, and inclusion (DEI) programs are under attack in our country. They have been blamed for undermining free speech, meritocracy, and America itself. The University of Virginia is the latest to settle with the government and walk away from its DEI initiatives rather than defend its programs or find a new solution.

Those who decry DEI say they do so in the name of meritocracy. They argue that those who benefit from DEI programs do so at the expense of other, more qualified individuals, and that these programs are weakening professions such as our military, science, education, and healthcare. But these arguments have it exactly backwards. DEI programs were never designed to give privilege to underrepresented people. They were put in place to chip away at discrimination and nepotism, both concepts that are antithetical to meritocracy.

Keep ReadingShow less