Born in the heart of Texas but raised in Pomona, near Los Angeles, Dr. Luis Dorado was always proud of his roots from deep in Zacatecas and the love and support from his hardworking family. But that support wasn’t enough to help him be as dedicated to his education as he could have been.

By the time Dorado graduated from high school, he was a young dad, and didn’t have many options. Working at a grocery store, he took courses at a community college, but didn’t seek help from academic counselors. His friends recommended classes he should take. “They were good-hearted about it,” he said. “They had my back but not my best interests. We just didn’t know. We didn’t have social capital.”

They didn’t know about educational opportunities or who to ask for help.

Researchers like sociologist James Coleman describe social capital as “intangible resources that come embedded within interpersonal relationships or social institutions.” It’s also about the support that comes from caring relationships with family, friends, colleagues, teachers, and fellow students. These connections “can mean the difference between a job and unemployment, between a college acceptance and rejection—even between sticking with high school and dropping out.”

When Dorado lost his job and had a baby to feed, he walked into a military recruitment office. He signed with the Marines that Monday. By Friday, he was at boot camp.

He credits the Marines for the discipline, time management, and focus he learned. He took college courses whenever he could and built that social capital. Though stationed in different places, including Japan, he decided not to re-enlist so he could come home, and be with his son. The decision made him up his game and goals, and he tried the college route again, attending Cal Poly Pomona, this time with guidance from counselors.

Active in student government and various multi-cultural student organizations, his advocacy for his fellow students earned him an internship with the Vice President of Student Affairs. It started his trajectory to education opportunities and student-centered philosophy. Working as an admissions counselor, he had to provide info to students so they could come to Cal Poly as transfer students.

After 10 years of building relationships with community colleges, he knew where to target his energies. “It made me realize I wanted to do more for my community, mi gente. I needed to pick up the torch for the younger generation.”

Lost in Transition

Over the years, Dorado earned a master’s degree at the University of Laverne, and a doctorate from USC. He worked in various capacities, but thrived around student services, student well-being, and community building.

He also worked in continuing education with classes in citizenship, ESL and GED. His time at L.A. Trade Tech as assistant dean shifted his attention to students learning their craft and needing a second or third chance to try college.

What he learned was that one size didn’t fit all when it came to education, but there was a constant: having the right guidance and resources could set students on a path to success.

Dorado moved to Los Angeles Harbor College in 2016 as VP of Student Services. Harbor College is one of nine in the Los Angeles Community College District, the largest community college district in the United States and one of the largest in the world. There are approximately 8,700 students, 95 faculty, and 160 adjunct professors, Dorado said. Of those enrolled students, 75% are on the transfer trajectory.

Remembering his own educational experience and lack of social capital, his vision was to help those who got lost in transition or were misled by misinformation. “They could not fall through the cracks. We had to get the counselors to the students.”

The plan was a good one. But then the coronavirus pandemic hit in 2020. All their progress seemed to come to a halt.

Post-Pandemic Repercussions

When Dorado became president of Harbor College in 2022, post-pandemic reality hit. As for many other colleges, the pandemic meant a shift to online classes. “We looked at the data after the pandemic and it made us pivot 180%,” Dorado explained. “Online courses did not work for the majority of our students.”

Some students who tried failed, and this was especially difficult for first time college students who were put on academic probation. “Being academically disqualified, it’s disheartening. They don’t come back.”

The highest dropout rates were Latinas, said Dorado. “They became home base, dropped out to be tech, take care of kids, do everything but continue their studies. One mission is to bring back our Latinas.”

They determined they needed to build social capital for them and all students. “They need to know they are part of a community that cares about them.”

Building Social Capital

To urge students to return, they started with the basics. “We wanted all students to start with in-person classes, to be on campus for community, onboarding, and orientation, and meet with counselors. They need to see this campus. It’s about the journey, the college experience, being part of different communities.”

Dorado said the faculty and staff have been exemplary in this transition. “The whole team is on a mission to re-engage students, ensuring they feel welcome. We are going old school, meeting them with a smile and an “I’m glad you showed up today”.”

Classes are not canceled until after the semester starts to give students a chance to make up their minds, even at the last minute. They are still offering a variety of courses online and in person for 10-week, 8-week, and 16-week sessions to accommodate schedules and working students—after they have met with counselors. They supply computers for students who need them and assist with book grants through the EOPS program.

Aura Rivera, the Outreach Counselor and Coordinator for the Outreach & Recruitment office at LAHC, says their partnership with feeder high schools is very strong and the dual enrollment makes young students more competitive in applying for scholarships and to colleges. “Our main focus is to help and assist students from all backgrounds to fulfill their dreams of finishing a college education.”

To accomplish this, there are resources for nearly every need, such as SPS (Special Program and Services) for students that have an IEP, 504 Plan or any other disability; CAFYES for foster youths; Care & Calworks for single parents; the Transfer Center for students interested in transferring to any UC/CSU; the Dreamers’ program; Umoja Community; Veterans Center; and financial aid, to name a few.

Rivera, who is also the lead for Los Angeles College Promise, says, “Nothing is impossible with all the resources we have at Harbor College.”

Bringing “Community” back to Community College

Dorado takes to heart Harbor College’s motto, “Education Changes Everything," and the vision extends beyond the campus.

At the height of the pandemic, they set up vaccine stations and addressed food insecurity. They provided emergency grants for students and their families who had lost their jobs and offered transportation options to help students throughout the LACCD district. They set up competency, literacy, and ESL courses in community centers or elementary school buildings, since parents and older adult populations might be more comfortable there. Working student-parents who need proper guidance for completing degrees faster can access net tutoring or the learning resource center.

Perhaps the commitment to re-engage the community is working. Enrollment has increased more than sister campuses in the last two years, Dorado says. Perhaps seeing a Latino president helps students believe there are always possibilities, options, and social capital. “We pride ourselves in being barrier breakers to serve our students, but we educate the heart of the community. We put “community” back into community college.”