DEBES CREER EN TI

Believe in Yourself!

aka DCET   |   Irving, TX   |  www.dcenti.org

Mission

To provide literacy, workforce development programs, and other educational, cultural, mentoring and community initiatives for under-served low and moderate-income immigrants in its majority Hispanic/Latino youth and their families in their process of assimilation and acculturation, allowing them to become productive members of society.

Notes from the nonprofit

Elvia Wallace-Martinez structured all the Educational/Cultural/Community programs at DCET since 1995. DCET is committed to save lives and are make a difference in many people. This legacy will leave a shelter for Hispanic/Latino immigrants & other immigrant families to succeed in a new country while becoming productive members of society. Under ED Wallace-Martinez leadership students obtain a unique free educational opportunity benefiting the Dallas/Fort Worth area. The need to increase the socio-economic level of at risk Hispanic/Latino immigrant families through education & enter to the workforce will help prevent crime and welfare dependency. DCET strives to return values to this country. Leadership, Confidence, and Support is instilled in low and moderate-income families under the big umbrella of EDUCATION knowing that this will help increase students their ability to succeed in life and overcome obstacles. The Literacy, Parenting, Mentoring, and Cultural programs help strengthen values & identity in DCET students. DCET is a one-stop-shop with inter-generational initiatives at no cost for the students. In 2000 a partnership with the City of Irving and Grand Prairie and the owners of Savers Cost Plus Supermarkets was formed to secure free housing to DCET's literacy & community programs. While parents learn English as a second language, and/or finish their GED, and/or Citizenship class, their children learn the dances of Mexican Folklorico and Modern dance in different classrooms under the same roof. Children experience fun, fitness, self esteem and social skills while are motivated to stay out of drugs and reach college. DCET's prep-college workshops and scholarships help high school seniors become professionals of this country. As mentor, educator and friend of her students, Wallace-Martinez exhorts those who don't read/write in Spanish, to graduate from basic literacy in Spanish so that they can transition to learn English. Under the PLAZAS COMUNITARIA's initiative she graduates students from Elementary and Jr. High School in Spanish. Once they graduate from Elementary level, and start Jr. High School in Spanish, they are ready for Computer Literacy classes. DCET sees the need to increase the socio-economic level of at risk Hispanic/Latino immigrant families through education and is committed to help the Hispanic community to enter the workforce & help prevent crime and welfare dependency.

Ruling year info

1999

Corporate Development Executive Director & Founder

Mrs. Elvia "Nina" Wallace-Martinez

Board Finance Director

Mrs. Carole Lawrence

Main address

504 North O'Connor Rd. "La Escuelita"

Irving, TX 75061 USA

Show more contact info

Formerly known as

Debes Creer en Ti

EIN

31-1640064

NTEE code info

Adult, Continuing Education (B60)

Citizenship Programs, Youth Development (O54)

Cultural, Ethnic Awareness (A23)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

DCET contributes to illiterate Mexicans to not depend on welfare benefits and enter into the workforce field. First generation immigrant Mexican/Hispanic families live at a survival level. Parents limit their quality time with their children and work many long hours away from home without providing the necessary support children need in their everyday life. At school age, second generation Hispanic children become part of the English language school system causing a language separation between both, parents and children. Parents experience a strong language barrier once their children become teenagers. The problem is hard to solve as the growing number of Hispanics in Irving is accompanied by a steady and high rate of school dropouts. In Irving there are very limited Spanish language programs to help parents in their process of assimilation and acculturation. Most of the programs are conducted in English; therefore, the language and cultural solution make it almost impossible to tre

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

ESL (English as a Second Language)

DCET’s Literacy programs are educational tool benefiting the citizens of Irving. ESL classes at DCET are multilevel and act as a gateway to better jobs and greater income for participants. On going classes last a year following the school district schedule.

Population(s) Served
Adults
Ethnic and racial groups

DCET offers HBI, a distance learning course, which are basic computer and internet classes provided via online by Tecnológico de Monterrey, a prestigious university in Monterrey, Mexico that provides on line courses. The classes at DCET are supervised by trained facilitators that provide on site assistance and tutors from the university who grade the 6 modules. Student attend a twelve-hour orientation class prior to enrolling in the class.  The orientation is composed of an introduction and review about the course, the curriculum, and instructions on logging into the computer to assist them for class preparation.  The one hundred eighty hour HBI curricula includes learning about the operating system, Word, Excel, Power Point, and learning to navigate through the Internet. Once the course is completed, the students receive a certified diploma from the University TEC of Monterreoy. The HBI course currently has seven facilitators, two tutors, one program coordinator, and is offered twice a year.  The duration of the course is approximately four to six months at our DCET”s Community Learning Centers: "La Escuelita.”

Population(s) Served
Adults
Ethnic and racial groups

The "FAMA” program, brings confidence and pride to its participants by performing Mexican folklorico dancing.   These young students learn how to socialize and earn a sense of believing in themselves. Our "FAMA” students practice our true slogan "Believe in Yourself”. The program provides them with cultural enrichment and promotion of better human relations.   Lecture demonstrations and performances show the beauty and diversity of the Hispanic culture of today and yesterday.  
 

 

While parents learn English as a second language, and/or finish their GED, and/or Citizenship class, their children dance Mexican Folklorico and Modern dance in different classrooms under the same roof.  Children experience fun, fitness, self esteem and social skills while motivated to stay out of drugs and reach college. DCET’s prep-college workshops and scholarships help high school seniors become professionals of this country.  As mentor, educator and friend of her students, Wallace-Martinez exhorts those who don’t read/write in Spanish, to graduate from basic literacy in Spanish so that they can transition to learn English.  Once they graduate from Elementary level, and start Jr. High School in Spanish, they are ready for Computer Literacy classes.
 

 

 

 

FAMA increases in students positive interest and inspirational goals toward not dropping out of high school and enter college. This mentoring program develops in students: self esteem, social skills, fortress and leadership.

Population(s) Served
Children and youth
Adolescents

Students at DCET are prepared for the official GED examination through an on-line virtual and individualized training provided by TEC of Monterrey (One of the most prestigious universities in Mexico, specialized in IT). Students obtain an alternative approach to a high school diploma from a certified center, or University who will recognize this preparation. Classes are available in the five subject areas of writing, science, social studies, literature, and mathematics in Spanish. A score of 9.0 or higher on the TABE (Test of Basic Adult Education) in Reading, Science, and Mathematics is a pre-requisite.​ DCET is considered a CCA (Community Learning Center) by TEC de Monterrey University in Mexico.

Population(s) Served
Adults
Ethnic and racial groups

This Spanish Literacy curriculum for Immigrant youth and adults helps students learn English easier. Plazas Comunitarias is the first Spanish literacy program of its kind developing the right skills and a path to learn English. This facilitates illiterate people learn how to read/write in their native language and then transition to learn English as a second other language. DCET sets up educational goals which include for students to finish Primaria (elementary) completion, in Spanish Grades 1 to 6, Secundaria completion, (Jr. High) in Spanish Grades 7 to 9, Preparatoria, or Bachillerato completion, (US High School equivalent ) in Spanish then Spanish language study for GED, or GED in English to complete the test. College Classes with modest charges to Mexican colleges can then begin for a Spanish language-degree from a Mexican university.

Population(s) Served
Ethnic and racial groups
Adults

This course meets the state citizenship requirement for graduation. It focuses on basic concepts and principles of the American political system. It covers the structure and function of the American system of government, the roles and responsibilities of citizen participation in the political process, and the relationship of the individual to the law and legal system. It stresses critical analyses of public issues and integrates various social studies skills.
DCET prepares students for the The U.S. Citizenship Exam and provides all the necessary guidance to be prepared for the interview and test. Students gain an understanding of the U.S. government and also are well prepared to respond to the interview questions

Population(s) Served
Ethnic and racial groups
Adults

A Community Volunteer Service Program of DCET involving an Internship program with the components of Leadership, Mentoring, and College-Prep

Population(s) Served
Adolescents
Ethnic and racial groups

In-home casework – offers support services by volunteers to families in their own homes. This atmosphere is less threatening and more comforting to the families. Trained volunteers observe family dynamics and are nonjudgmental. They work with parents on such issues as self esteem, parenting skills and accessing community resources.
• Community education – it is our goal is to provide ongoing programs to promote awareness of child abuse and neglect within the Irving community.
• Information and referrals – volunteers provide referrals to appropriate community resources to Irving residences. Trained volunteers also screen families to identify a potential child abuse or neglect situation.
• Teen rap – this teenager support group provides a structured setting whereby kids’ ages 11-16 are able to express themselves and establish conflict resolutions.
• Parenting workshops– This is a six-week program geared to enhance parenting skills. DCET offers parents English and Spanish classes.

Population(s) Served
Children and youth
Ethnic and racial groups

This is a FREE event with all day blood pressure screening, glucose, mammogram exams, and cholesterol testing with onsite results & referrals - This event promotes education, healthy lifestyles and alternative resources for the family; featuring community non-profits, county/state agencies, and retail vendors along with our traditional cultural arts/craft/food vendors — all in an alcohol-Free environment.

Population(s) Served
Adults
Seniors

“Family with Values in Times of Distortion” is proudly presented by DCET, Inc. a 501©3 nonprofit organization. This annual conference “YOUTH IN COLLEGE” is aimed to educate youth and their families about prevention/overcoming Drugs and Alcohol Addiction, Family Violence and Racism while exhorting students to never leave school and go to college. Carlos Cuauhtemoc’s delivery will inspire attendees to change their lives for the best potential outcome.

Population(s) Served
Adults
Adolescents

Where we work

Awards

“Excellence in Education” award by Dallas Mayor Laura Miller - 2004 2004

City of Dallas

“Community Volunteer of the Year” 2005

DFW International Community Alliance

“Community Achievement” 2005

Irving Hispanic Chamber of Commerce

Women of Spirit Award 2006

American Jewish National Congress

Elvia Wallace-Martinez’ day proclamed May 16th, 2006 2006

City of Grand Prairie proclamation

Community Choice Award 2012

Center for Non Profit Management in Dallas

Outstanding Contribution to the Arts and Education 2014

Oak Cliff Coalition for the Arts

Friendship Award 2013

DFW Asian American Citizens Council

Miguel Hidalgo Award - Excellence in Education 2014

Oak Cliff Coalition for the Arts

Excelencia en la Educacion 2015

Excelencia Empresarial Hispana

Irving Awards Program 2015

Best of 2015 Irving

Transforming Lives with Literacy Programs 2020

Best of 2020 Irving

Non Profit Business Hall of Fame 3 consecutive years 2022

The Best of 2022 Irving

Affiliations & memberships

The Best of Irving 2022

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of ESL/Citizenship students participating at our community learning Center

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Ethnic and racial groups, Economically disadvantaged people

Related Program

ESL (English as a Second Language)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Service Unit Type: (ESL/CITZ classes) UNITS PER MONTH: 360 class hours - UNITS PER YEAR: 4320 - 12 Monthly workshops on character building, leadership development, conflict resolution.

Number of GED students participating at our community learning Center

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Ethnic and racial groups, People of Latin American descent

Related Program

GED General Education Diploma

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

GED (General Education Development) Students at DCET are prepared to take the GED Test once they are ready to pass the 5-part test (Writing, Reading, Science, Social Studies, and Mathematics).

Number of participants who pass citizenship exam

This metric is no longer tracked.
Totals By Year
Population(s) Served

Seniors, Ethnic and racial groups, People of Latin American descent

Related Program

Citizenship preparation Classes

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

DCET prepares students for the The U.S. Citizenship Exam and provides all the necessary guidance for them to respond to the interview questions by Homeland Security.

Number of free participants in conferences

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adolescents, Adults, Families

Related Program

FAMA Fine Arts Mentoring Amigos program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This conference is to help prevent Drugs, Alcohol, Family Violence & Racism -The message will raise awareness about these dangerous facts: Participation of Gangs & school dropout in Irving .

Number of youth and families for whom a cultural inventory (e.g., cultural/ethnic identity, language, values, spiritual life, family traditions, gender and sexual identity issues, other relevant preferences, etc.) is completed and used to develop the treatment and support plan

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth

Related Program

YIC (Youth in College)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Families Participating in Family Values Conference to prevent Drugs and Alcohol and Family Violence.

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adolescents

Related Program

YOUTH IN COLLEGE

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Our 2106 YIC (Youth in College) Conference to prevent Drugs/Alcohol/Family Violence & Racism took place @ Irving Bible Church. Rating from our Evaluation form brought 90% EXCELLENT 8% GOOD 2% FAIR.

Number of participants attending course/session/workshop

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth

Related Program

FAMA Fine Arts Mentoring Amigos program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Mentoring Sessions take place at our Grand Prairie and Dallas and Irving Locations. Leadership is an important issue while instilling Self Esteem, Social Skills and Values in participants.

Number of participants attending our Spanish Literacy classes

This metric is no longer tracked.
Totals By Year
Population(s) Served

Women and girls, Men and boys, Adults

Related Program

Spanish Literacy (Plazas Comunitarias)

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

Our Plazas Comunitarias Spanish Literacy Program includes: Basic Literacy in Spanish, Elementary, Jr. High School (Alfabetizacion, Primaria, Secundaria).

Number of students who demonstrate writing ability

This metric is no longer tracked.
Totals By Year
Population(s) Served

People of Latin American descent

Related Program

ESL (English as a Second Language)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students registered for online courses

This metric is no longer tracked.
Totals By Year
Population(s) Served

People of Latin American descent, Social and economic status

Related Program

ESL (English as a Second Language)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Students were helped online due to COVID-19 coronavirus pandemic. We implemented a new plan of Action responding to the needs of our students. Online courses were combined with in-person teaching.

Number of teachers recruited

This metric is no longer tracked.
Totals By Year
Population(s) Served

People of Latin American descent

Related Program

Spanish Literacy (Plazas Comunitarias)

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

Volunteer, pro bono new teachers working out of home were recruited in order to serve the needs of our students.

Number of program participants who receive a secondary school diploma or GED

This metric is no longer tracked.
Totals By Year
Population(s) Served

People of Latin American descent, Multiracial people, People of African descent, People of Middle Eastern descent, People of Asian descent

Related Program

GED General Education Diploma

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

There is a big demand for GED preparation classes in Spanish. DCET serves this need with the assistance of Pro-Bono volunteer teachers, we not limit this classes to only Hispanic/Latino students.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

To offer literacy programs to Hispanic Youth & their families strengthening family unity, pride & identity among themselves, therefore contribute to bring well educated individuals with true potential toward the needs of this country.​
​To promote multicultural events offering health, education & fun fundraising funds for high school students going to college.
​​To build strong ties with community leaders, schools, educators, city dignitaries & corporations to build bridges among the needs of our communities, therefore resulting in greater economic benefits to our country.
To offer community programs that can assist our students to become new citizens of this Country, resulting in productive members of society.
​To offer mentoring programs using art to build in youth, self esteem, social skills & fitness, & at the same instill in them pride, heritage & culture.
​To bring family values & prevention of drugs & alcohol awareness through annual conferences with role model speakers.

Our literacy projects last 12 months & renew each year. Program includes preparation/orientation/training time. Classes start 1st. week in September every year. We assist facilitators, coordinator & tutors to develop our programs for students to develop with reading & writing skills. For this purpose, Adult Continuing Literacy Education for parents & their children will include ESOL classes, voice recognition techniques & Citizenship classes. Parents will be encouraged to continue to be a literacy role model for their children.
Classes:
Number of students attending: 18–25 per class
Frequency of classes: Tue, Wed, Thu, Fri, Sat & Sun
Time classes will be offered: 12-2pm, 2-4pm, & 4-6pm
1st phase of program: Intake Management, Orientation, Familiarization, Pre-testing
2nd phase of program: 14 Modules of study
3rd phase: 14 modules of phonetics through Voice Recognition curricula
4th phase: Testing
5th phase: Graduation

DCET works with Leadership. We are a team of skilled communicators who are always striving to meet our goals and objectives. We convey information to the public sector, private sector, the media, our staff, and other responders. We are a strong team of communicators. We are proud of our accomplishments which have helped us to raise awareness through our success stories.
We secure volunteers and funding to continue our mission while helping empower our Hispanic/Latino community. Governments, donors, and the public at large are informed about the impact and influence of our work. This is necessary to ensure government authorization, active community engagement, and positive feedback form the media and society. Our team of collaborators is responsible for developing proposals and requests for funding for donors. This process occurs with a management in order to present a clear and concise plan to be able to achieve our plans. We rely on donor funding and special events to be able to sustain the expenses of our programs and initiatives. Donors require concise plans and objectives for funding projects and we are good at delivering these issues as we operate with standards of excellence and accountability for performance.
1. Brand Management - Our communications team builds brand awareness through tailored advertising, social media engagement, and local groups on the ground. Brand awareness of our goals and work in the Dallas Fort worth area is the formula to raise awareness. Brand Management enhances community engagement and improves our donor-funding requests.
2. Conflict Resolution Cultures and beliefs are important to respect. - DCET understands local community’s wishes and preferences and aligns the goals with our mission. We are aware of the cultural difference and language variance so we develop a precise communication strategy to be able to communicate properly with all segments of the market. We align the needs of our community in order to build relationships and secure more funding in the long run while also accomplishing our mission.
3. Recruitment and Talent Management - We practice our specific talents to undertake challenging work in the areas of Literacy, Mentoring and Community Service.
We retain existing talent through encouraging openness; training at conferences and many others venues. We accomplish building a strong online presence with a website to engage donors and volunteers.
4. Effective Internal Communication - In order to obtain volunteer engagement, talents and improved productivity, effective internal communication is a must at DCET. Our communications team builds internal communication channels that are engaging, effective and open. One of the biggest obstacles we face is retaining volunteers and preventing burnout. However, our strong communication teams helps build a strong volunteer base.

The progress towards our long-term goals are monitored by Progress Reports and Accountability for Performance. These outcomes are achieved by measures set up following the strategies set up by the beginning of the program. We are working on our Strategic Planning process in order to step up and be qualified for larger funding. Our Business Plan has been drafted and plans to expand our Board of Directors is in place.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    We are inter-generational and serve mainly adults 18+ However, our Mentoring program welcomes youth and their siblings. This interaction helps parents be involved in Literacy programs while their children are at another activity room dancing Folklorico Hispanic dances or/and attending mentoring sessions. 55% are female 45% are male 85% are Latinos from Mexico, Ecuador, Colombia, Chile & other countries 15% are African American, Caucasian, Asian, bi-racial or multi-racial 8% are 56+ 22% are 41-55years old 12% are 3-18 years old 58% are 19 – 40 years old

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, A printed evaluation form,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    We learned we need to update the operating system of our computers. We learned that some students complain there is too much noise in one of our learning center. We learned that some students would like to attend classes even if it a holiday.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board,

  • How has asking for feedback from the people you serve changed your relationship?

    It has helped us to improve the service of our programs.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

DEBES CREER EN TI
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
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  • Compare nonprofit financials to similar organizations

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DEBES CREER EN TI

Board of directors
as of 03/12/2022
SOURCE: Self-reported by organization
Board co-chair

Felipe Lezama

DCET/Believe in Yourself, Inc.

Term: 2021 - 2024


Board co-chair

Carole Lawrence

Independent Consultant

Term: 2021 - 2024

Liz Diana Gallego

Dallas Independent School District

Mirna Algarin

Remakable Graphics, Inc

Otto Gonzalez

Natla, Inc.

Anne Marie- Weiss

DFW International Cultural Alliance

Celia Bustamante

Helping Different Causes

Carole Lawrence

Independent Consultant

Felipe Lezama

15 Studio and video

Burton Everett

QuickBooks Made To Order

Elvia Wallace-Martinez

Founder

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 3/12/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
Hispanic/Latino/Latina/Latinx
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

The organization's co-leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

Equity strategies

Last updated: 03/11/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.