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Clarisse Mendoza (JFRC Spring ‘05, BA ‘06) works with one of her “young scholars.” PHOTO COURTESY OF TINDLEY RENAISSANCE ACADEMY


That mission struck a chord with Mendoza, who left a job with


the UNO Charter School Network in her hometown of Chicago to become Tindley’s principal in 2014. The work, she says, can be incredibly challenging. The school is located in The Meadows, a low- income, high-crime neighborhood on Indianapolis’s northeast side. Most students come to Tindley with little or no concept of college. Mendoza puts in long hours and helps with tutoring students on the weekends. “It is not even work,” she says. “It is a lifestyle.” But Mendoza understands how vital her role is in the community.


A 2011 study published in the American Sociological Review found that children who grow up in low-income neighborhoods have a significantly reduced likelihood of graduating high school. And according to 2013 data, only 9 percent of individuals from families in the bottom quarter of the income bracket graduate college by age 24—compared to 77 percent among top income earners. Mendoza isn’t deterred by these statistics. If anything, such reali-


ties motivate her to find new ways to make college a realistic goal for her students. And what better way to make college seem more real, she thought, than having students visit an actual university campus? Like everything about Tindley, the idea was unconventional. Most


colleges Mendoza contacted weren’t prepared to host such young visitors. But she turned to her alma mater and found a welcom- ing group of hosts in students from Loyola’s Black Cultural Center. Mendoza saw this as a perfect opportunity for her students, most of whom are African American, to meet college students who could serve as positive role models. Though some of her colleagues scoffed at the idea of taking 78


fourth-graders on an overnight, out-of-state trip, Mendoza was deter- mined to make it happen. The students organized bake sales, dances,


and other fundraisers to help cover the cost. They prepared questions on a variety of subjects—from choosing a major to being a minority student on campus—that they hoped to ask the Loyola students. But the actual day of the visit far exceeded anything the young


students imagined. They were in awe as Mendoza took them around the Lake Shore Campus, showing them buildings where she had taken classes and where she lived. When they came together at the end of the day to reflect on the trip, one student raised her hand to share what the day had meant for her. “Ms. Mendoza, I didn’t know what college was like,” the student


said. “I couldn’t imagine it. But now that we’re here, I can definitely see myself being here. I can do this.” Those words gave Mendoza goosebumps. It was a confirmation


that her outside-the-box idea had exactly the effect she intended: It was a transformational moment that showed the students college was not outside their grasp. “When she said that,” Mendoza says of the student’s reaction, “I knew we did the right thing.” Mendoza’s voice races with excitement as she recounts the experi-


ence of taking her students to visit Loyola, which she plans to make an annual tradition. It is days like these, when students visibly gain confidence in themselves, that keep her going. Though challenges remain, Mendoza is always amazed at the


resilience and dedication of her students. She truly believes that they have the ability to succeed in college and beyond. “It is really hard, but it is worth it to be a part of that growth and to contribute to our future,” she says. “People say at the end of the day it is just a job,” Mendoza says.


“But in keeping with my Jesuit upbringing, this is my calling. This is my vocation. And I couldn’t imagine myself doing anything else.” L


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