03/04/2013 Four More Years. by Hispanic Outlook on Education Magazine

MARCH 04, 2013

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VOLUME 23 • NUMBER 11

Also available in Digital Format

Navigating Postsecondary Ed

Two Rising Political Stars

Julian Alcazar

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® Publisher – José López-Isa VP & COO – Orlando López-Isa

Editorial Board

Editor-in-Chief – Suzanne López-Isa

Ricardo Fernández, President Lehman College

Editor – Jason Paneque News & Special Project Editor – Mary Ann Cooper

Mildred García, President California State University-Fullerton Juán González,VP Student Affairs University of Texas at Austin

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District

DC Congressional Correspondent – Peggy Sands Orchowski

Gustavo A. Mellander, Dean Emeritus George Mason University

Contributing Editors – Carlos D. Conde, Michelle Adam

Loui Olivas,Assistant VP Academic Affairs Arizona State University

Online Contributing Writers – Gustavo A. Mellander

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Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national

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magazine published 23 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher

Article Contributors

education community. Editorial decisions are based on the editors’ judg-

Jamaal Abdul-Alim, Frank DiMaria, Marilyn Gilroy, Estela López, Michael J. Major, Ernesto Moralez, Miquela Rivera, Gary M. Stern, Antony Wormack

ment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The

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Esquina E ditorial

fter the presidential election, it was widely predicted that immigration reform would be on the front burner in American politics, but who could have guessed that a January pronouncement by a gang of bipartisan senators would put it on the fast track to passage. Both political parties are keenly aware of the Latino vote and are determined to court it with vigor. So it is only natural that more and more Latinos are being showcased in the media. Suddenly, their lives and opinions matter. For The Hispanic Outlook in Higher Education Magazine, their lives and opinions have always mattered. We routinely put a spotlight on Hispanic leaders both in public service and in education. And this issue is no exception. In a preview to what could be a future presidential match-up, we profile two rising Latino political stars – Julián Castro, Democratic mayor of San Antonio, Texas, and Marco Rubio, Republican senator from Florida. Both have put educational issues as prominent items on their agendas. We also feature Julian Alcazar, management and program analyst for the Transition to Teaching Program, U.S. Department of Education’s Office of Innovation and Improvement. There is universal agreement that our nation’s future prosperity depends on a well-educated and skilled populace. The growing Hispanic population will play a big part in that future prosperity. And it’s never too early to ensure academic success for all, including Latinos. To this end, we also have an article in this issue on Early College, which nurtures high school students who might otherwise never get into or succeed in college. And in that same vein, don’t miss our next issue of HO. It is our annual tribute to the community college, the nation’s true breeding ground for tomorrow’s leaders – leaders who will increasingly be Hispanic as we move forward. ¡Adelante! Suzanne López-Isa Editor-in-Chief

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Is Immigration Reform

lit

Mucho Ruido y Pocas Nueces?

i cal Beat

by Carlos D. Conde

veryone is excited about the current activity on immigration reform. It’s finally coming to fruition, or so they say, as senators and the president reboot work on this longtime problem of which much has been promised and little has been delivered. Nothing to get excited about for now save for patches of hopeful anticipation here and there and the promise once again to the various constituencies that deliverance is just around the corner, which to many stretch into infinity considering the country’s history with what has become a political cliché of “the system is broken.” Well, the repairmen are here again in the form of a bipartisan Senate group that announced to great fanfare in January that their newly formed committee is, politics aside, committed to developing and introducing legislation that will finally harness the slippery slope that has identified immigration reform. Led by New York Democrat Charles E. Schumer and consisting of four Democrats and four Republicans, the “Gang of 8” promises to develop permanent reform measures to our immigration system once and for all. Haven’t we heard that song before with similar political lyrics? There have been a lot of legisla-

tive gangs on immigration reform in the past that have been wiped out by political realities that always weighed heavier. One of the current gang members, Cuban-American Sen. Bob Menéndez, D-N.J., said on a Sunday talk show that reform measures will not fail this time as they have in the past. “First, Americans support it in poll after poll; secondly, Latino voters expect it; thirdly, Democrats want it; and fourth, Republicans need it,” said Menéndez. The senator’s riff has a nice political rhythm, if only the dance was that easy. You have to give the senators credit for even agreeing to get together to discuss an immigration issue that has lingered over several past administrations. President Obama is also in on this latest reform exercise that he indicated would have his support except that neither he nor the senators can say at this point what the final plan might look like since there are so many self-serving factors involved and so many petitioners weighing in. He has told the legislators to get it done this time or else he will send his own legislation to Congress by summer’s end to force action on the issue. For now, while the parties agree that the system is broken, they still don’t seem to have any innovative ideas or plans except to say what reform should be and cannot be. But at least they are trying. President Obama is no longer concerned with re-election, but nevertheless, with promises to keep and in campaign mode, he flew to Las Vegas where, with great theatrical flair set against a background of starry-eyed students and Brown

faces at a local high school, he declared again that as he promised, immigration reform this time was doable save for handling some nettlesome obstacles – mostly Republicans from red states. He could have done this as easily in a Washington setting, but in this case, I suppose he and his handlers figured his remarks in a state with a heavy ethnic population and a Latino Republican governor, Brian Sandoval, would have more resonance and better drive the message of bipartisanship. Actually, much of what Democrats and Republicans are saying and proposing has been attempted and debated and up to now has turned out to be mostly an exercise in futility. There are so many factors involved that always seem to be irreconcilable. The issue with the 11 million illegal population in the U.S. is that it’s mostly about Latinos and largely about Mexicans and Central Americans – the majority of them land-crossers. Latino groups comprise almost 80 percent of the undocumented. Freshman Republican Sen. Marco Rubio is one of the eight Senate gang members and faces a delicate balancing act as the darling of the conservative GOP wing whose vote was decisive in putting him in office in Florida and which is largely opposed to the proposed immigration solution. Just how influential Rubio can be in whichever way the action tilts is debatable because he is a firstterm legislator, the son of Cuban refugees and with a background that frankly does not show much experience with the immigration dialogue that has been played out among the dominant Latino groups like Mexican-Americans and

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Central Americans. He is beholden to party conservatives like the Tea Party, which is anathema to the type of reforms the “Gang of 8” is pursuing and almost anything pro-Latino, or so it seems, although one would think their common socially conservative backgrounds would suggest otherwise. Menéndez is also of Cuban background, born in New York City, but who has supported pro-immigration policies and sounds committed to those reforms of which he says the time has come. Ted Cruz of Texas, only months into his first term as a Republican U.S. senator, was born in Canada to a Cuban father and an American mother and raised near Houston. Like Rubio, his politics are conservative and Tea Party-endorsed. He is not a “Gang of 8” member and said he’s having problems with the proposed path to citizenship. “To allow those who came here illegally to be placed on such a path is both inconsistent in the rule of law and profoundly unfair to the millions of legal immigrants who waited years, if not decades, to come to America legally.” This from a freshman Latino senator tells us immigration reform is still much a work in progress, long in the making and looking even longer in resolving.

Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® MARCH 04, 2013

CONTENTS How Obama’s Second Term Might Impact Higher Education by Michael J. Major Getting a Leg Up on College via Early College High Schools by Frank DiMaria

13 Pathway to the Baccalaureate: Helping Minority Students Navigate Postsecondary Ed in Va. by Gary M. Stern Julián Castro & Marco Rubio: Rising Political Stars Focusing on Ed Issues by Marilyn Gilroy

Targeting Male Student Success at Eastern Connecticut 20 State and NVCC by Antony Wormack and Estela López

Page 8

Hispanic Political Stars

Julian Alcazar:A Rising Star in the Federal Government and Nonprofit World by Jamaal Abdul-Alim

Woodrow Wilson National Fellowship Foundation Producing a New Breed of Teacher by Frank DiMaria

Online Articles Some of the above articles will also be available online; go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Political Beat

by Carlos D. Conde

Is Immigration Reform Mucho Ruido y Pocas Nueces?

Scholars’ Corner

Uncensored

by Ernesto Moralez

by Peggy Sands Orchowski

Interesting Reads Book Review

Page 24 by Mary Ann Cooper

Real World Writing for Secondary Students

Hispanics on the Move Priming the Pump... Encouraging Reading

by Miquela Rivera

Back Cover

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

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POLITICS

hen Barack Obama was elected president in 2008, he was regarded as the great Black hope by some Democrats and great Muslim terrorist by some Republicans. However, during his first term, many Democrats came to feel that Obama’s hope was sputtering out due to his lack of political will – while a small vocal faction of Republicans escalated their assertions that Obama was not even a U.S. citizen. The correct spelling of his name was now Osama and because he did not engage in the “civil dialogue” the top 1 percent desired, he represented the second coming of Adolph Hitler. Yet, as his recent election has showed, while the Republicans divided themselves, Democrats came together to give Obama an overwhelming victory. The question now is what will Obama’s reelection mean, an igniting of or further waning of hope, specifically in terms of higher education? Since the Hispanic vote was instrumental in returning Obama to the presidency, following are the perspectives of three Hispanics in higher education. It happens that these three opinions range from mostly skeptical, to a more or less balance between being skeptical and positive, to being mostly positive. “Overall, I don’t see a whole lot of changes being made by the new Obama administration,” says Nolan L. Cabrera, Ph.D., assistant professor in the College of Education at the Tucson-based University of Arizona with an overall enrollment of 40,223, about 19.5 percent of which is Hispanic. “I definitely think his first term was better than Bush’s, but that’s a very low standard to hold someone to.” What Cabrera addresses is not higher education per se, but the educational processes leading up to it, which can’t help but having an adverse effect upon the latter. “One of the most troubling aspects of Obama’s first term is his attitude toward the K-12 pipeline, with its belief in charter schools, school choices, vouchers and especially, testing,” says Cabrera, who works in the Department of Educational Studies and Practice. “Integral to his approach is trying to use business as a model for education. It can’t be done. None of these have been shown to markedly improve educational opportunities for Hispanics.

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“In fact, many of these measures have a reductive effect. For instance, if you are a Hispanic living in a poor neighborhood, you’re going to be less likely to put your child on a bus to drive across town to a better school, especially when they are apt to be shown up to be educationally behind the White middle class and affluent students who have had more educational opportunities from the start. Either way, educational segregation increases. “Educational testing is a part of it. At the end of the day, it’s impossible to get around the cultural biases built into these tests. And the incredible reliance on these tests greatly narrows the curriculum. Students and staff at White middleclass schools can take these tests in stride, but there has to be a great emphasis on them in poorer schools. So what has been boring now, with the emphasis upon rote learning, becomes unbearable. Students drop out of school.” “There is a more insidious aspect to this,” Cabrera continues. “For if the poorer-performing students drop out, test scores go up. So that means schools in more impoverished neighborhoods have a vested interest in having their low-performance students drop out. Such measures may please the press, but teachers and administrators at these schools feel threatened that unless they get test scores up, they may lose their jobs. So education becomes more about rote memorization and test strategies rather than critical thinking and a joy in learning. I was very disappointed at this direction Obama took in his first term, and I don’t see him making a lot of changes.” On a somewhat more positive note, Cabrera says that the deferred action on undocumented students, which will allow them access to education, financial aid and citizenship, “is going to have a very positive impact, no question about it.” But he adds that people forget Obama deported more undocumented people than did both Bush administrations combined, an appalling 400,000 in 2011 alone. What putting both these opposing factors together reveals, Cabrera says, is the shattering of families, leaving youth without parents and the parental support and encouragement to progress through the educational system.

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“Here in Tucson, I see it constantly,” Cabrera says. “You see young kids picked up by police for ridiculous reasons, just because they believe they have to appear tough. I saw a young kid punching a bag in the gym, the last person you’d think would break down in public, but then he does, just drops his arms and starts crying. Breaking families apart like that creates huge emotional traumas.” A deeper and more general criticism, Cabrera says, is Obama failed to, as he promised, promote equality, especially racial equality, for fear of upsetting his right-wing opponents. “It’s ironic that the political right has gotten away with portraying Obama as being a race liberation theologian, of playing racial politics, while his supporters are disappointed he has not taken a more proactive stance.” One of two symptoms Cabrera offers on this relates to the currently pending case before the U.S. Supreme Court, Fisher v. University of Texas at Austin, in which the White plaintiff Abigail Fisher claims that affirmative action policies have been racist toward her, for she was, as a result, forced to attend a less-prestigious college. Cabrera also points to the incident in which police arrested the 75-year-old well-known Black scholar Henry Louis Gates Jr. for breaking into his own house, when he was simply entering through the front door. “Instead of just calling the arrest plain stupid, Obama arranged a meeting of all involved, which showed what was most on his mind was placating the opposition,” Cabrera says. “What people have forgotten is that he is not a radical revolutionary socialist, but rather a slightly left-of-center centrist. My one hope left ... since Obama was re-elected through the grass-roots pressure exerted by Hispanics ... I think that if and when we start making progress on Latino education, it will come from the migrant community applying pressure.” “Obviously Obama’s re-election will head us in a different direction educationally, but there are still a lot of questions,” says Eric Carpio, assistant vice president for enrollment management at the Alamosa, Colo.-based Adams State University, with an overall enrollment of about 3,100, about a third of whom are Hispanic. “Obama has articu-

How Obama’s Second Term Might Impact Higher Education by Michael J. Major lated pretty lofty goals, especially in terms of higher education. But it’s a question of getting everyone on the same page. It will take a lot of cooperation for his goals to be actualized.” Adams State is a Hispanic-Serving-Institution (HSI), says Carpio. “HSIs represent 10 percent of accredited higher education nationwide, and more than 50 percent of Latino students attend HSIs. But the stream of federal funding for HSIs through Title V has lessened over the years. The same is true for the other programs such as Upward Bound and Talent Search, which target high school students; Planning and Support Services for students in college; and Education Opportunity Centers for adults. All of these programs are designed to help firstgeneration students achieve a higher education. And Hispanics are overrepresented in the immigrant population. If Obama beefs up these programs, that will be a clear signal. “However, over the past several years, as federal and state governments have struggled with their budgets, we’ve seen fewer and fewer students eligible for aid, at the same time that tuition has seen unprecedented double-digit increases in cost, making higher education now more expensive than it’s ever been.” Carpio adds, “We are obviously watching the DREAM Act. Over the past four years, he has sent mixed messages. The number of deportations increased dramatically. At the same time, he says he wants a comprehensive immigration reform. He’s promised to sign an executive order this coming summer that will mean students who have earned a degree will be able to work legally and be on a path to citizenship. I hope as a part of his comprehensive plan that only criminals will be deported and not those who came to this country seeking a better life who are working hard to contribute to our society. “A big potential roadblock is our ability to provide funding. Is our country able to find new revenue streams or other solutions so that higher education becomes a high priority?” On a more positive note, Carpio says, “One of the criticisms leveled at Hispanics is that they have been difficult to organize. The past election changed that. We’ve put Congress on notice. “With the basic shift in demographics and the

impact the Hispanic vote had in re-electing Obama, I see a change from a plea for fairness to the exercise in political power to make it happen. I believe this trend will continue.” “It is very clear, from my perspective, that the impact of Obama’s second term on higher education will be very positive,” says Fidel Trujillo, Ph.D., dean of students at New Mexico Highlands

Eric Carpio, assistant vice president for enrollment management, Adams State University

University with a total enrollment of 3,800, about 53 percent of which is Hispanic. “I can understand the frustration at the pace and progress of his initiatives, but I don’t share the skepticism. I believe Obama will fulfill his goals during his second term. “The president has made the commitment to make college more affordable and accessible so that, by 2020, the U.S. will have the highest proportion of college graduates in the world. That’s a high goal.” Trujillo acknowledges that “college debt has skyrocketed over the past several decades, so

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now it costs a student an average of $26,000 to go through college. But Obama’s commitment to expand federal support to universities while calling on universities to lower tuition costs at the same time there will be continued investments in student aid means we have a new president in office now, freed from many of the restraints imposed on him during his first term. He promises to expand the number of aid programs 50 percent by 2014. By increasing the student population, new life will be given to the institutions. And the tax credit he granted in 2009 he is now calling on to make permanent. This will help as well.” Trujillo also applauds Obama’s mandate for immigration reform and the DREAM Act. What the president has proposed is simply good policy, Trujillo says. “It will help immigrants and their children, give them not only access to student aid but also a path to citizenship. From where I’m at in New Mexico, there are almost 17,000 college students who will benefit from the DREAM Act.” Trujillo agrees with the criticisms of standardized testing but also argues that Obama’s refining of the No Child Left Behind Act will remove the noxious emphasis on this testing. With his emphasis on improved education, especially in terms of the U.S. emphasizing disciplines such as STEM studies, it means that administrators and teachers will have to upgrade their overall curriculum. And it is hoped that the built-in cultural bias that exists in standardized tests today gradually will fade away. “From my perspective, it is clear that Obama’s educational plan is comprehensive, with initiatives for young children to get a head start in life, and improving the pipeline all through K-12 as investments that will pay off in the future.” In terms of funding difficulties, Trujillo says, “We’re mainly talking about the wealthy who want to keep educational programs focused disproportionately on the already upward bound, in a way that has adversely affected the lower class and minority populations. But I believe that now that President Obama has his mandate, he will fight hard for all of his programs that will make education an equal opportunity for all Americans.”

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Getting a Leg Up on College via INNOVATIONS/PROGRAMS

by Frank DiMaria

ime and money are two commodities in short supply for many stu- programs have been for advanced students. “Early college high schools are dents in America’s educational system, especially those who are an opportunity for all students,” she says. “These schools provide a underrepresented. Jobs for the Future, a national initiative that devel- smooth transition between high school and college for every student. They ops policy solutions and new pathtarget students who are underrepreways from college readiness to sented in higher education.” career advancement, helps America’s Sixty-one percent of early college neediest high school students get a high school students are on free or college education quickly and inexreduced lunch, and about half of pensively. them are the first in their family to The Early College High School attend college. Forty-three percent Initiative, an approach to high school of early college high school students reform administered by Jobs for the are Hispanic. “The exposure to colFuture, offers an alternative to comlege rigor and expectations is a very prehensive high schools. Early colpowerful experience for students lege high schools marry high school who may not know anything about and college in a rigorous, supportive college or may not have anyone in program, with a twist. Students who their family or community who have attend these progressive schools can gone to college or graduated from shave two years off the time they college or had any expectations of spend in college. While taking classes going to college. So what we find is toward their high school diploma, that early college demystifies the early college high school students are college experience [for these stualso earning up to two years’ worth dents],” says Le. of credits toward a bachelor’s degree Early college high schools are a tuition free. shot in the arm for those from famiSince 2002, the partner organizalies in which college is rarely, if tions of the Early College High ever, discussed and of whom little is School Initiative have launched or expected. “The very nature of being redesigned over 270 schools serving in a college environment actually 75,000 students in 28 states and the raises the expectations of students, District of Columbia. Designed for parents, teachers and professors. ... low-income youth, first-generation Over 80 percent of our students are college goers, English-language first-generation college students; it learners and students of color, early is so powerful for them to take a college high schools are small, but college credit class. When they go Cecilia Le, senior project manager, Jobs for the Future they have the potential to improve back to their mom and dad and high school graduation rates and their family reunions and fiestas and better prepare these students for high-skill careers. they can say, ‘I’m in ninth grade, and I have six or eight or 10 or 12 college High schoolers earning college credits is nothing new, but high school- credit hours,’ that is just so powerful,” says Janice D. Lombardi, Ed.D., ers mingling with college professors and college students on college cam- principal at Trini Garza Early College High School in the Dallas puses is rare. For years, school districts have been offering dual enroll- Independent School District, in Dallas, Texas. ment and Advanced Placement courses. Early college high schools offer far Early college high schools don’t just demystify the college experience, more. Students of early college high schools find themselves immersed in as Le puts it; they get results. In the 2010-11 school year, early college high the college environment because 50 percent of early college high schools schools nationwide had a median four-year graduation rate of 93 percent, are physically located on college campuses. compared to 76 percent for their school districts. Ninety-three percent of Cecilia Le, senior project manager with Jobs for the Future, says that their graduates earned at least some college credits, and 56 percent dual enrollment and advanced placement are valuable, but they could yield earned two or more years of college credit. credits that might not transfer to a college. Furthermore, historically these These statistics are impressive, but they pale in comparison to those of

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Early College High Schools Lombardi’s Trini Garza High School. In 2012, Trini Garza graduated every curriculum in Texas. On average, Trini Garza graduates earned about 30 single one of its seniors while the state of Texas had a 78.8 percent gradua- hours in 2012. Lombardi estimates that students who earn an associate tion rate and the district had a 76 percent rate. Eighty-six percent of the stu- degree while at Trini Garza save about $6,000, when she considers what dents who attend Trini Garza are on they would have paid in tuition and free/reduced lunch, and the school is on textbooks. 84 percent Hispanic, 83 percent of Because Trini Garza is on the which are on free/reduced lunch. Mountain View campus, its students Trini Garza was established in attend classes with college students, 2006. It is embedded on the many of whom have life experiences Mountain View College campus, far different than high school stuoccupying the ground floor of the dents. To narrow the gap between west campus of the two-year comthese two populations, professors munity college. The school educates scaffold their lessons through tutorabout 400 students from ninth to ing and other support systems for 12th grade and receives about 500 the Trini Garza students. “We hold applications for entry into the ninth their hand for a longer time. This is grade for each fall semester. “The important because 80 percent of applications have increased over the our students are first-time college course of the last three years as goers. And many have parents who word spreads within the community have not even completed high about the success of early college,” school,” says Lombardi. says Lombardi. To ensure the success of all her Acceptance into Trini Garza is students, Lombardi uses data. Not based on a lottery system, with no just hard-performance data, but academic requirements. Lombardi data on the number of homeless stuand her staff interview all applicants, dents and students with learning disnot to determine if they can handle abilities. She establishes a roundthe rigorous academic environment table for each student at which she but to make sure the students themand her faculty meet with students’ selves want to attend Trini Garza and parents. She insists that support are not being pushed in that directeams meet once a week to identify tion by their parents. Since the high students who would benefit from school, the college and the district mentoring for everything from social make a serious commitment to each to academic issues. “We help our early college student, Lombardi kids one-on-one. Everything we do seeks those willing to accept the Janice D. Lombardi, Ed.D., principal at Trini Garza Early College High School is individualized. We never have a in the Dallas Independent School District in Texas challenge of a rigorous academic one-size-fits-all thing,” says environment enthusiastically. Trini Lombardi. Garza is open access to all and in the past has educated special education Students at Trini Garza do not choose a major. Ninth- and 10th-grade students, dyslexic students and those with 504 plans. “What we offer is a students are encouraged to explore as they learn their strengths and weaklittle different than a comprehensive high school. We tailor our programs nesses. Enrolling students are placed in an Associate of Arts degree proto meet the needs of each individual student,” says Lombardi. gram in which they are exposed to more and more courses. Some jump to She attributes her school’s perfect graduation rate to its high expecta- an Associate of Science program. “Our goal is to get them an associate tions and rigorous curriculum. But the impressive graduation rate is only degree so they can finish and move on to a university in Texas. All universihalf the story. Trini Garza graduates are college-ready, whether they earn ties in Texas by law are required to accept someone with an associate two year’s worth of college credits or fewer. Forty-six of Lombardi’s 86 degree,” says Lombardi. graduates in 2012 earned an associate degree, and more than 50 of the 86 Because of the many STEM initiatives at Mountain View College, graduated on the distinguished high school graduation plan, a rigorous Lombardi has noticed that more students are choosing engineering.

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Early college high schools offer high

schoolers an opportunity to mingle with college

professors and college students on college

campuses, which is rare. “We’re seeing Hispanic women and men,” says Lombardi. In fact, one female graduate from the first graduation class, Yazman Chalico, is now an officer in the Society of Hispanic Professional Engineers at the University of Texas-Arlington. Each school in the early college high school initiative is the result of a partnership between the school district and a postsecondary partner, which include community and technical colleges, four-year colleges and universities (both private and public). The postsecondary partners are key players in the design and day-to-day operation of early college high schools, which treat the high school years and the first two years of college as a single, coherent course of study. Seventy-four percent of early college high schools partner with two-year institutions; the rest, with four-year institutions, most of which are public. The relationship Trini Garza enjoys with Mountain View College has evolved over time. Lombardi, now in her fourth year as principal, found a disconnect between the college and the high school when she arrived. “The college professors deemed high school teachers as not their equal,” says Lombardi. Through the campus instructional leadership team, all teachers were required to upgrade their teaching qualifications. Those without a master’s degree were required to earn one so they would be qualified to teach dual credit. “We raised the bar of expectations for the teachers. Many already had master’s degrees, but amazingly the relationship with the college began to blossom because [the college professors] began to view them as their peers,” says Lombardi. To ensure standards remain high for those Mountain View students sharing courses with high schoolers, the agreement between Mountain View and Trini Garza stipulates that dual-credit courses cannot comprise more than three-quarters high school students, with a 50-50 split being most desirable. “They don’t want a high school class; they want a true college class. They want that rigor,” says Lombardi. “A high tide raises all boats.” Mountain View’s professors are finding that the early college students, whether they be English-language learners or have learning difficulties, are some of the hardest-working students on campus, sometimes outperforming the college students. Mountain View professors are eager to

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teach Trini Garza students. Today’s high school experience is far more than just academics. Friday night football games, prom, homecoming and extracurricular activities all enhance a high school student’s journey. But those activities are not part of the early college experience. When she arrived at Trini Garza, Lombardi suspected that the lack of school activities had a negative effect on the amount of applications it received. To give her students a more “traditional” high school experience, Lombardi put on a homecoming dance the week before winter break and invited all Trini Garza graduates to attend. “We had crazy sock day and all those silly things they do for homecoming. Those are study days, and there is nobody at the college during those days, so we have the campus to ourselves,” says Lombardi. Trini Garza also holds a prom, has an urban debate team and was awarded a grant from Motorola to establish a robotics team. Naturally, Trini Garza does not have a football team or the extracurriculars that comprehensive high schools have. Lack of extracurriculars notwithstanding, it’s clear that Trini Garza’s underrepresented students reap significant benefits from attending an early college high school. And there is an upside for Mountain View too. The state of Texas is focusing on community colleges, and in particular their accountability and students’ completion rate. Many who enroll in community college, sadly, do not persist. But Trini Garza’s perfect graduation rate enhances Mountain View’s student completion rate because 80 percent of its students earn an associate degree. Although not all of them complete the degree in their four years at Trini Garza, their completion still counts towards Mountain View’s rate. Students who graduate from early college high school earn both a high school diploma and a significant number of college credits; some, even an associate degree. Either outcome gives early college high school graduates a leg up when they enter a two- or four-year college. Early college high schools work with colleges and universities within their states to ensure that their graduates do not lose credits when they enroll at a four-year school. Many states have policies making all credits from community colleges transferable to state schools.

INNOVATIONS/PROGRAMS

Pathway to the Baccalaureate: Helping Minority Students Navigate Postsecondary Education in Virginia

by Gary M. Stern 2005, Northern Virginia Community College (NOVA) joined with four-year college George Mason University and eight public school systems in northern Virginia to form Pathway to the Baccalaureate. The thennew consortium created a support system of counselors to help minority and other students graduate from high school, move on to community college and attain four-year degrees. Each institution participates in its funding. Robert Templin, president of Northern Virginia Community College, says that up until that time, the school systems of northern Virginia had been succeeding with many majority students, but first-generation minority students were falling behind. Many minority students didn’t have college aspirations, weren’t focused on attending community college and weren’t advancing to earn bachelor’s degrees. Something needed to be done to spark these students, offering them support and encouraging them to take advantage of educational opportunities to improve their life. Through Pathway, NOVA works with high schools in Virginia to identify at-risk students. It focuses on a case management or social work approach to address student needs. Students receive ongoing counseling and developmental help. The impetus for Pathway started during a lunch in 2004 attended by NOVA’s Templin; Alan Mertin, then president of George Mason; and Jack Dale, who is now superintendent of Fairfax County Public Schools. Templin suggested that the three collaborate on a plan that views “students as belonging to all of us.” What if the three organizations collaborated to identify at-risk students and offered assistance? Pathway to the Baccalaureate developed from that conversation. Templin described Pathway’s mission as “identifying high school students who would be first in their family to attend college, but probably won’t attend unless some support service is provided.” Most of these students don’t have

anyone in their family to guide them since no one has attended college previously. Pathway provides the support, builds confidence and

percent mixed race, said Templin. Forming collaborations among high schools, community colleges and four-year colleges

Pictured (l. to r.): Dr. Robert Templin, president, Northern Virginia Community College; Pathway student Joshua Anton; Pathway director Kerin Hilker-Balkissoon

know-how to help students overcome many of the barriers that make college difficult to attend. In its initial year, Pathway involved 330 students but has been growing rapidly. In 2011-12, Pathway collaborated with eight local school systems across Northern Virginia, covering 48 high schools. Over 6,500 students participated in Pathway in 2011-12, and 85 percent of them were expected to move on to postsecondary education. In 2012-13, Kerin Hilker-Balkissoon, director of Pathway to the Baccalaureate, said approximately 7,500 students will participate, which includes 3,000 high school seniors. Pathway helps a wide range of students from varied ethnicities including 35 percent Latino students, 16 percent African-American, 22 percent White, 20 percent Asian-American and 7

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guides students into postsecondary education, Templin suggested. “The college system is so complex that it’s easy for students get lost,” explained Hilker-Balkissoon. Pathway counselors rotate among four or five schools, spending one full day at each school, to ensure that students thrive. Each Pathway counselor sees about 75 students per week in person and also supports students via e-mail, phone and social media. Most high school advisors counsel 400 to 500 students, making it easy for minority students to get overlooked. Many Pathway students are average to good performers who could easily get overshadowed by other students. Students applying to Ivy League schools likely aren’t candidates. “Many [Pathway students] lack self-advocacy skills,”

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Hilker-Balkissoon noted. To gain acceptance, Pathway considers grades during junior year and first quarter of senior year to determine whether students are motivated to succeed. Other factors include attendance and a recommendation from a school counselor attesting to the student’s motivation. Hilker-Balkissoon added, “It’s not a merit program. It’s for students who have a barrier and need additional support and guidance to be successful.” The program considers every student individually and, for example, accepted one former gang member who had a low GPA, but was bright and got back on track. Pathway offers two kinds of counselors: transition counselors who help students graduate from high school and then move on to community college and retention counselors who advise students at NOVA and George Mason, and help them with academic issues to make sure they do well there. While Pathway students are still in high school, they’re assigned a Pathway counselor that provides oneon-one counseling to help them advance to postsecondary education. The counselor makes sure that each student is taking the right classes in high school such as calculus, algebra and basic writing to help them succeed in college. Students are immediately co-enrolled in NOVA and begin to see themselves as college bound. Early intervention is critical to the program’s success. “Community colleges can’t wait for high school graduates to show up before we regard them as students,” Templin said. As long as students maintain a 2.5 grade point average and stay in the program, Pathway helps them succeed. Counselors help them apply for financial aid and develop a plan to combine scholarships and grants. In addition, Pathway offers $1 million in scholarship money. These scholarships help supplement what students can obtain in Pell Grants and other grants. “Pathway helps students in high school do the necessary planning to be college-ready, academically and financially,” Templin said. He added that Pathway is making a promise that if they follow the program, “We’ll show them the way to make it through college without having to go into horrible debt,” he said. Once students are accepted into Pathway, their confidence rises and they have a much better sense of what they want to accomplish in life. Many minority students think that college is an

impossible dream, too expensive, too complex and too difficult to navigate, and many settle for a job that pays something immediately to help their family but doesn’t have a future. Once a student is accepted into Pathway, their family is invited to attend a meeting. Parents are informed that “your child will go to college. The goal isn’t to complete NOVA but attain a bachelor’s degree,” Templin said. As freshmen at NOVA, Pathway students take a one-credit success skills class. It covers time management, note taking, academic skills, study skills, career planning and goal setting. In addition, students must spend eight hours in a community service project such as building a house with Habitat for Humanity. Demonstrating its success, Pathway students attending NOVA graduate at a rate of 50 percent

Pathway has also been a boost for George Mason University, explained Ann Lewis, director of its advising and transfer center. “The fact is we see more students coming onto campus as a result,” she said. To heighten the effect of the program, George Mason now has a full-time Pathway counselor, financed by NOVA, that helps participants succeed. The counselor “makes sure they know there’s someone at Mason that can point them in the right direction, advise them and let them know what it takes to be successful here,” said Lewis. Besides attending George Mason, NOVA students also apply to the University of Virginia, Virginia Tech, Virginia Commonwealth University and Howard University. The counselor arranges an individual transfer plan to ensure transition into the four-year college. College visits also offer exposure to campuses beyond George Mason.

Northern Virginia’s Pathway to

How Pathway Ignited One Student When Glenda Sorto, a native of El Salvador who immigrated to Alexandria, Va., at age 10, was a senior at a Fairfax County high school, she was thinking of attending a two-year technical college or continuing to work in a restaurant where she served as a waitress. At a school assembly, she heard about Pathway and its one-on-one counseling and applied for the program. It has changed her life. “No one reached out to us. Pathway provided someone to talk to you instead of wandering around and not knowing what to do,” she said. Once Sorto was accepted into the program, her Pathway counselor made sure that the transition into NOVA would be smooth. “She helped us through the NOVA application process and with financial aid. We attended workshops on [federal financial aid forms]. If we had a simple question that we didn’t understand, we had a goto person,” she said. The guidance offered by the Pathway counselor eased Sorto’s transition into college. In addition, Pathway provided scholarship money, and Sorto financed the rest of her NOVA community college education. Without Pathway’s support, Sorto said attending college would have been more difficult. In fact, Sorto majored in psychology at NOVA and earned an associate degree. She advanced to George Mason University where she graduated with a bachelor’s degree in psychology in 2010.

the Baccalaureate program

came about in 2005 from the idea of identifying at-risk

students and offering assistance.

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compared to its average graduation rate of 25 percent, according to Templin, who said, “Pathway creates a highly structured environment with support and expectations. Students rise to the expectations.” Moreover, having several institutions – the public school system, community college and four-year college – collaborate helps students overcome any hurdles. But nearly half of Pathway’s students don’t graduate NOVA with an associate degree. HilkerBalkissoon said the strongest barriers are financial since tuition has risen to $145 a credit. Finding appropriate and affordable child care and juggling multiple jobs also play a role in preventing students from earning a degree. “Life gets in the way,” said Templin. NOVA students who maintain a 2.85 GPA, instead of the usual criteria of 3.0, and take certain academic classes are guaranteed admission into George Mason University. They must also provide recommendations and an essay, like other students.

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She expects to receive her master’s degree in education in counseling and development from Mason in spring 2014. Sorto works part time as an advisor at Pathway and might look for a job as a school guidance counselor. “I’d like to help high school students and motivate them to go to school beyond high school,” she said. She’d like to give back and offer the inspiration to high school students that Pathway supplied to her. It wasn’t just the counselors who offered one-on-one help that made a difference to Sorto.

“It’s the team as a whole. They all worked together to bring out the best in their students,” she said. The program has boosted her confidence. “It believed in me. Having someone that believes in you makes a difference,” Sorto said. Hilker-Balkissoon emphasized that counseling is the most effective way to help first-generation students overcome any personal issues, plan their career and succeed in school. But Pathway has been piloting Pathway Connection that would address academic deficiencies, improve writing and math skills and reduce the need for devel-

opmental or remedial classes at NOVA. Despite its initial signs of success at NOVA, Pathway says Hilker-Balkissoon hasn’t complied data on its students’ graduation rate from fouryear colleges. She said it would take seven years to compile data since students started as high school seniors and were expected to spend three years at NOVA and three years at Mason for a total of seven years. She said, “We’re early in the process for calculating longitudinal data for university graduation.”

Scholars’ Corner It is well documented that public schools serving children of color are suboptimal. Socioeconomic conditions including poverty, poor environmental conditions, overcrowding of schools and inadequate funding continue to hinder the cognitive development and student achievement of Hispanic children. Concurrently, Hispanic youth are at an increased risk of obesity, diabetes, adverse heart conditions and some cancers compared to their White counterparts. Often some of the same risk factors hindering the cognitive development of Hispanic children also diminish the health of our children (e.g., poverty, poor environmental conditions). For most Hispanics, health can be difficult to prioritize given the vast amount of commitments to family responsibilities (working younger and helping to raise siblings), issues around food access, and the pressures of acculturation – all of which disproportionately affect Hispanic youth. My research and applied work as a doctoral student at the University of Colorado-Denver and as an affiliate faculty focuses on educating the university students, many of whom are Hispanic, as well as the broader Hispanic community in Denver and, subsequently, enhancing their health status. This is accomplished by working with students and communities to inform them about the consequences of adverse health behaviors and the feasibility of adopting new behaviors to improve their health. I am working to encourage health behavior changes to not only improve their academic performance, but also to increase their self-efficacy and mental hardiness to overcome adversities they may encounter. Any successes I have had as a scholar have been the result of both my interactions with thoughtful people throughout my educational journey and a deep-rooted responsibility I feel as a Hispanic to do meaningful work in communities and with those individuals who might be marginalized yet have an unmatched richness of culture and tradition. It was through meaningful encounters with people in academia and the community that I decided to continue my studies and pursue a doctoral degree. With these credentials, I will orchestrate my own projects as a researcher and influence future students as their professor to continue their education and to understand that their health has a direct impact on the success of their future endeavors. As expected, it has not been an easy road. It came as no surprise for me to learn that Hispanics receive less than 4 percent of the Ph.D. degrees earned in the U.S. However, through organizations like the American Association of Hispanics in Higher Education (AAHHE), the road to a doctorate becomes smoother and more manageable. As a 2012 AAHHE Graduate Student Fellow, I was able to meet established researchers and educators who played vital roles in creating the opportunities I have had to date. Often conferences are simply networking rodeos, but the AAHHE conference was so much more – it not only provided opportunities to meet and interact with peers and colleagues, but it truly put students in a position to be substantial contributors to the current academic discourse. Simply put, it recognized that Hispanics have a strong and promising future in higher education.

By Ernesto Moralez Health and Behavioral Sciences, College of Liberal Arts and Sciences, University of Colorado Denver, 2012 AAHHE Graduate Fellow

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POLITICS/PROFILES

Julián Castro & Marco Rubio:

by Marilyn Gilroy

ulián Castro, Democratic mayor of San Antonio, Texas, and Marco Part of that divide plays out in positions on immigration policies – Rubio, Republican senator from Florida, both considered rising politi- Castro supports the DREAM Act, but Rubio does not. And while both political stars, have put educational issues as prominent items on their agen- cians have actively pursued an education agenda, they have different das. The two politicians captured the attention of the nation this past sum- approaches to the issue. mer when each one was a featured speaker at their respective national Economic Development and Education conventions. Earlier in the year, Rubio was rumored to be on Mitt Romney’s short list Castro has not only embraced education as an important issue, in some of vice presidential candidates. He rose to prominence in the Republican cases, he has put his political career on the line. Last November, he used Party after serving nine years in the Florida his political capital to ask San House of Representatives and then won Antonio voters to approve the Pre-K the U.S. Senate seat in 2010, replacing Mel 4 SA ballot initiative that called for a Martínez, who decided to step down. 1/8-cent sales tax – about $7.81 per Castro was chosen for the keynote year to the median San Antonio address at the 2012 Democratic National household – to be invested over the convention in part because party leaders next eight years for full-day pre-K said his success story serves as an examinstruction for more than 22,000 4ple of the American Dream. He and his year-olds. identical twin, Joaquín, were born to Castro said the measure was unmarried parents in 1974. He was important to San Antonio’s economic raised mostly by his mother and granddevelopment, citing research showmother, both of whom had limited educaing that by 2018, 56 percent of the tion. Castro excelled in school and evenjobs in Texas will require more than tually went to Stanford University and a high school education. The key to Harvard Law School. He lives in San keeping students in school and stemAntonio with his wife, who is a teacher, ming the alarming high school and daughter. dropout rate, he said, was improving Rubio was born in the U.S. in 1971 to early education. parents who emigrated from Cuba in “The research is unequivocal,” 1956. His father and mother earned a livwrote Castro in an Op-Ed piece. “If ing in working-class jobs and could not we are going to change the educaafford to pay for higher education. tional trajectory of our young peoHowever, after attending several colleges ple, you get the most return on and cobbling together student loans and investment by starting early, before a grants, Rubio eventually graduated from child falls behind, rather than trying the University of Florida and the University to catch them up later.” of Miami Law School. He lives in Miami Political analysts called it a risky with his wife and four children. move on Castro’s part because there Both Rubio and Castro are considered was no certainty the measure would crucial to their parties’ future to capture pass. Critics called it “just a Julián Castro, Democratic mayor of San Antonio, Texas and retain Hispanic voters. However anaBand-Aid” and not the way to deal lysts say the two also represent the culturwith the failure to adequately fund al and political split in the Hispanic populations. public schools in Texas. They also said there was no specific curriculum or “Although they often are lumped together as Hispanics, Rubio and even locations specified for the four model pre-K centers to be created by Castro are emblematic of acute political distinctions between Mexican- the initiative. In addition, some thought cost estimates were grossly underAmericans, who are the largest Latino group in the U.S., and Cuban- stated and would exceed the revenue collected by $7.81 tax. Americans, who are the most politically active,” wrote Russell Contreras in Supporters and opponents campaigned vigorously, and the press reporta 2012 Associated Press article. ed the outcome was too close to call. Early polling showed the vote evenly

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Rising Political Stars Focusing on Ed Issues split, but in the end, the measure passed by a margin of 53.5 percent. Partnership, a nonprofit organization that provides services and college “This means that thousands of 4-year-olds will have a much better scholarships to at-risk high school students who meet attendance and acachance of never falling behind in the first place,” said Castro. demic requirements. Mayor Castro’s programs also include help for those at various points During his keynote address at the Democratic National Convention, on the educational spectrum. Castro highlighted his vision for education. He used his own background to “We are focusing on the entire educational spectrum to ensure that make the case that “great journeys can be made in a single generation” and every child has the opportunity to be successful in the 21st-century global that opportunities start with education. economy,” he said. “I have visited dozens of middle schools to encourage Castro’s journey received a boost from affirmative action measures that students to stay in the classroom and helped him be admitted to Stanford realize their dreams. I chose middle even though his SAT scores were 1210, school in an attempt to reach students below the median average for matricubefore they tend to experience problating students. It is one of the reasons lems that make them more likely to why he still supports affirmative action. drop out.” “We have made a lot of progress as During his first term, Castro chama country. I look forward to the day pioned Café College, a signature project when affirmative action is no longer for San Antonio’s education future. necessary,” he said. “But it is still necLocated in a renovated building in essary to support efforts to make sure downtown San Antonio, Café College that our colleges and universities have offers free guidance to those preparing diverse student bodies that reflect the for and applying to the higher educaoverall population.” tion institution of their choice. Trained Encouraging Choice and staff work with middle school through Investment in Education senior high school students, parents and guardians and “stopouts” – college As a U.S. senator, Rubio has put students who for one reason or another forward positions and policies dealing stopped attending college before comwith education from a national perpleting their degree plans. Assistance spective. In general, he supports less for transfer students and Spanishfederal and more local control of eduspeaking visitors is provided. A comcation, but he also has pushed for panion website, cafécollege.org, offers early education for at-risk children. As virtual support. part of his platform, he would like to “Our schools have a challenging stusee more competition in the education dent-to-counselor ratio of 420-to-1,” marketplace. To that end, he is a supsaid Castro when the center opened in porter of giving parents more informa2010. “This center aims to fill in the tion about schools’ performance and gaps by providing information, technoloffering options for school choice. ogy resources and test-preparation “Parental involvement is at the courses to better prepare students to heart of education, and parents should Marco Rubio, Republican senator from Florida enter college and ultimately create a have the means and ability to influence stronger brainpower community in San their children’s education,” he said in Antonio.” statements that appear on his website. Café College features 5,500 square feet of meeting rooms as well as Rubio has tied his ideas for improving education to the need to prepare big-screen televisions, a lounge area, a coffee bar, computer stations and students for jobs and to create jobs that will be there when they graduate. WiFi throughout the building, making it a welcoming, comfortable place “If America is to remain an exceptional country, it is essential that we for students and their parents to seek assistance. grow our economy and create jobs,” he said. “But America won’t continue The city collaborated on the project with the San Antonio Education to be the strongest economy in the world if our education system is anything

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less than the best. We must ensure that our education system prepares our children to compete for the jobs of tomorrow. A good education is critical.” In December 2012, Rubio laid out his vision for education when he accepted a leadership award at the Jack Kemp Foundation Dinner. His positions include advocating for tax reform that will encourage investment in education, promoting alternatives to the traditional four-year college degree, and enacting measures to keep college affordable. Here are five of Rubio’s major ideas for improving education: 1) Implement elementary and secondary school state-level curriculum reform and new investment in continuing teacher training, which Rubio would like to address through the 2013 reauthorization of the Higher Education Act. 2) Allow charter schools and other innovative schools to flourish as a means of giving parents in underperforming public schools a choice about what schools their children can attend. “The public school system for millions of disadvantaged American children is a disaster,” said Rubio. “Many of these schools deny opportunity to those who need it most.” 3) Revise the tax code so that it rewards investment in education. As Rubio points out: “if you invest in a business by buying a machine, you get a tax credit for the cost. If there is a tax credit for investing in equipment, shouldn’t there be a tax credit for investing in people?” To achieve this, he would like to create a corporate federal tax credit to a qualifying, nonprofit 501(c)(3) Education Scholarship Organization so that students from lowincome families can receive a scholarship to pay for the cost of a private education of their parents’ choosing.

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4) Encourage career, technical and vocational education. Although Rubio acknowledges the advantages of a four-year degree, he would like to see students explore educational paths leading to an industry certification in a trade or career. He cites the example of Miami Dade College’s education-for-work programs in which employers help to design the curriculum and provide mentoring and internship opportunities. “Even if you don’t go the traditional college route, you can secure a good living by earning an education that is customized to your interests and strengths,” he said. 5) Reform our federal college grant and loan programs. Make sure federal aid guidelines don’t discriminate against online course credits and help give parents and students more choices. Explore integrating the Pell Grant program with our tax system. For Rubio, the college affordability issue is a personal one. “The only reason why I was able to go to college was because of federal grants and loans, he said. “But when I graduated from law school, I had close to $150,000 in student debt.” Those debts were not paid off until last year, when Rubio was 41 years old. This is one of the reasons he co-sponsored the “Know Before You Go” Act that would ensure that future students and their families know how long it will take them to complete their education, what their likelihood of completion is, how much they can expect to make after graduation, and how much their monthly payment on the loan is going to be. “The government should make sure that students and families have all the data they need to make that the most well-informed investment possible,” said Rubio.

UNCENSORED

by Peggy Sands Orchowski

AMBITIONS’ ROLE MODEL: ELITE COLLEGE OR NO COLLEGE DEGREE? – The most ambitious young people who want to make a huge mark in the world are facing two conflicting role models. The first: attending either Harvard or Yale as did the hundreds of U.S. leaders such as every current chief justice. The second: following Steve Jobs, Mark Zuckerberg and other brilliant founders of the century’s leading hightech companies who never completed college at all. The conflict is reflected in increasing questions about the cost-benefit value of postsecondary education as the price of going to college increases and jobs and salaries for college graduates decrease simultaneously. A three-page article last December in The New York Times featured a drawing of youth wearing sweatshirts with the words “College Is For Suckers” asking “Why pay money if I can make money?” Perhaps the ultimate compromise between an elite education and doing it yourself are MOOCs (Massive Open Online Courses), which offer the most elite professors from the most elite colleges lecturing for free to thousands of students. It’s up to the students how they will use that kind-of-elite education.

LUIZ GUTIÉRREZ JOINS IMMIGRATION COM AT LAST MINUTE – In 2011-12, no Latino congressional representatives served on the immigration subcommittees of the House and the Senate. Even the strongest most often-heard Democratic advocate for comprehensive immigration reform in Congress, Luis Gutiérrez, was not one of the four Democratic committee members. In December, he did not think he would be in 2013 either. “I really really wanted to be on it,” the Illinois congressman told me. “But I have 20 years on the financial services committee and can’t give that up.” But in early January, Gutiérrez had second thoughts. Suddenly, immigration seemed to have become a priority in Congress and with the president; bipartisan deals were being made with new Republican Latinos such as Sen. Marco Rubio of Florida and Rep. Raúl Labrador of Idaho. Gutiérrez wanted to be part of it. From 2004-10, he had hoped immigration reform would be his legacy, and he had lost. Now he feels there is a chance. On Jan. 4, Gutiérrez asked for a temporary switch in committee assignments, and leaders in both parties approved.

ASIAN-AMERICANS – DISCRIMINATED AGAINST IN COLLEGE? – Asian-Americans are the fastest-growing demographic in the U.S., surpassing Hispanics in 2009. At some of America’s top universities, they make up over 35 percent of the student body – over 50 percent at the University of CaliforniaBerkeley. Asian-American students have to score 140 points higher than Whites in their SATS in order to qualify for some elite universities. Their numbers are capped at many. Is this reverse discrimination?

FROM “IMMIGRANTS WHO TAKE JOBS” TO “THOSE WHO MAKE THEM” – What a difference 10 years makes. In 2003, the shock of 9/11 morphed into phobia about national security. The Department of Homeland Security was created and the INS was re-created to include two new divisions: Immigration and Citizenship SERVICES and Immigration and Customs ENFORCEMENT (first agency ever to focus on internal enforcement of immigration laws). The first immigration bill passed that year required all colleges who hosted foreign students to implement an upgraded foreign student tracking service – SEVIS. At the same time, President Bush’s warm relations with Mexican President Fox cooled as new detention centers were developed along the Mexican border and the deportation of ALL illegal border crossers (not just ABMs – All But Mexicans) was greatly expanded. In 2007, a comprehensive immigration bill written in the Bush White House by Democrat Ted Kennedy was defeated. In 2008, a stand-alone DREAM Act failed to reach cloture. Only President Obama’s executive action granting prosecutorial discretion for some individual illegal immigrants counteracted the increasing number of deportations in 2011-12. What may 2013 bring? The focus seems to have changed from “immigrants who take American jobs” to “immigrants who create jobs for Americans.” That indicates opening more visa doors to highly educated and investor immigrants.

DEMOCRATS RELATE TO ID GROUPS; REPUBLICANS, TO STATES – During the nomination conventions last summer, key differences between the two parties could be observed. The Republicans each day met mainly in their state caucuses or around common state interests. The Democrats, on the other hand, met each day in identity group caucuses: the Black caucus, the Latino caucus, the women’s caucus, the gay caucus, etc. Both conventions featured impressive new and outstanding Latino keynote speakers. But the Republican Latinos did not “run” as Latinos – they talked about their success in business and education and the American Dream. The Democratic Latinos, on the other hand, always mentioned the DREAM Act and immigration as if it was only about Latinos. The Democrats seemed to regard each identity group as being monolithic, with beliefs that defined Democrats such as: abortion rights equals Dem women’s vote; legalization of all illegal immigrants equals Latino vote, etc. As a lifelong Democrat, I found myself wondering if the party is having a wee problem with diversity. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. 0 3 / 0 4 / 2 0 1 3

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RACE/GENDER ISSUES

Targeting Male Student Success at Eastern Connecticut State and NVCC

by Antony Wormack and Estela López spite of the increases of Latino enrollment in higher education, male student participation is still lagging behind. Hispanic female enrollment increased by 510 percent from 1976 to 2004 compared to 225 percent for males during those years. The gap in Hispanic participation begins early on, when many male Latino students do not even complete high school. For those that go on to college, retention and completion are still challenges. Students of color are disproportionately first-generation college students who often do not have the economic and academic advantages of their White peers and are thus

provider of federal and private education loan funds in the country, 69 percent of African-Americans who enrolled in college but did not finish said that they left college because of high student loan debt, as opposed to 43 percent of White students who cited the same reason. Cultural and family issues also are a significant factor, including familismo, the strong sense of responsibility towards family that drives many young men to seek jobs to support their families. In Connecticut, 20 percent of Latino adults (ages 25 to 64) have earned an associate degree or higher compared to 46 percent for all adults in the

The Male Encouragement Network is a support network group for all male students at Naugatuck Valley Community College.

more vulnerable to economic conditions and other barriers that impede academic achievement. Low-income male students are more likely to work full time during college. This places them at a disadvantage; research shows that working more than 20 hours per week is detrimental to student academic performance. High dropout rates in college are also linked to inferior K-12 preparation and an absence of a family college tradition, conditions that apply to a large percentage of today’s college-bound African-Americans and Latinos. Equally important considerations are household income and the availability of financial aid. According to a study by Nellie Mae, the largest nonprofit

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state. Data is not disaggregated by gender, but we know that the dropout rate for males is higher. That is why two Connecticut institutions of higher education are trying to reverse this trend by targeting programs that engage male students, including Latinos, in ways that promote their persistence and success. Two universities – Naugatuck Valley Community College (NVCC) and Eastern Connecticut State University – have used proactive strategies to narrow their Hispanic graduation-rate gaps and promote equally strong results for students of all ethnic backgrounds. Those strategies include:

Committed leadership. Strong leadership from the president and Career preparation is another important priority of the organization. other high-level administrators to ensure student success and to create a Members receive training in résumé writing, applying and interviewing for campus culture in which all faculty and staff take responsibility for helping jobs, and even dressing for success. Members are expected to attend meetstudents succeed. ings wearing shirts and ties. Direct career counseling is also made availIntentional recruiting. With clear intentionality, these institutions able to them. recruit Hispanic students from local, predominately Latino areas in order During their annual planning session, members determine the activito foster a diverse student body that is representative of their communities. ties they want to pursue that year. By designing several of the leadership Early intervention. NVCC has identified leading indicators of success experiences they will be exposed to, students get directly involved in their and red flags to track student progress. These indicators then trigger a college experience. According to Walter Díaz, dean of students at Eastern number of support mechanisms when the data show that students are and one of the organization’s advisors, “this increased connection with falling behind. For example, the institution found that students who have a the college experience results in higher retention and completion rates history of dropping one or two classes each semester are highly likely to for these students.” quit school. This information is used to M.A.L.E.S. has a membership that notify faculty and advisers and encourfluctuates between 40 to 50 students. ages them to intervene. Meanwhile, About a quarter of the members are Eastern Connecticut State University Hispanics, including this year’s presiidentifies struggling students early. dent, Todd Aviles. Each year, new memThree weeks into the first semester of bers are recruited by their peers from freshman year – around the time of the the entering class during orientation. first exam – professors send progress The organization also participates in a reports to students’ advisers. The advisclub fair and organizes an annual baners then reach out to students who quet. In 2010, M.A.L.E.S. was recogcould benefit from academic support nized as Club of the Year at Eastern. services such as tutoring or visits to the A number of M.A.L.E.S. alumni are writing center. now pursuing graduate education in Targeted initiatives. Both instituinstitutions such as the University of tions have created student-centered iniMaryland, New York University, tiatives that promote in male students a University of South Florida, among othsense of belonging. ers. Other alumni are working at colOne such initiative is Men Achieving leges and universities, including Leadership, Excellence and Success Eastern and the University of (M.A.L.E.S.), which was founded at Massachusetts-Lowell. Eastern Connecticut State University in Eastern Connecticut State University 1997. This student organization aspires was recently ranked No. 1 in the nation to enhance the image, leadership qualifor improving its six-year graduation ties and communication skills of colrates of Hispanic students. Eastern’s lege men. Students who join the organi57.8 percent graduation rate for zation pledge to be honest and loyal, Hispanic students is actually above and to hold themselves accountable for Eastern’s overall graduation rate of their actions. They are also expected to 52.4 percent for the entire entering earn the respect of others. class of 2004. Eastern’s success is due Working with advisors, students are to a number of strategies like exposed to leadership opportunities M.A.L.E.S. that are designed to impact through workshops and team-building Walter Díaz, dean of students at Eastern Connecticut State University different sectors of their student body activities, including an annual planning and increase its involvement with the and M.A.L.E.S. advisor retreat. Speakers from the community college experience. and the business sector who serve as role models are also invited to share Similarly, another initiative, the Male Encouragement Network their experiences with the students. Other role-modeling opportunities are (M.E.N.), is a support network group for all male students at NVCC. This provided through “shadowing” and observations. group was started a couple of years ago with external funding and full Community service is another important component of the club. community support in response to the ever-decreasing retention rates Members serve as tutors of at-risk students in a nearby school. They also amongst male students. The intent of the Male Encouragement Network is participate in initiatives such as Habitat for Humanity, Big Brothers and Big to promote student leadership and success. Sisters, and Red Cross blood drives. Community service activities allow M.E.N. provides a safe and comfortable environment for students to members to become role models themselves to younger students and other have free and open discussions about issues that affect them as males. The males in the surrounding community. 25-member group is diverse; however, the majority of the men are African-

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American and Latino. These young men have often faced unique challenges and difficulties. Members are active and engaged fully in the group and in the activities it offers. For example, during the first year the organization was started, members themselves selected to name the organization Male Encouragement Network and use the acronym M.E.N. Over the past few years, the M.E.N. group has been fortunate to feature several guest speakers who have important connections to the city of Waterbury, where NVCC is located. These speakers have shared their own individual struggles and how through perseverance and hard work they were able overcome those challenges. These are extremely successful individuals in their respective fields and are therefore exceptional role models for the students. These sessions also provide an opportunity for the members of the group to hear about the different paths that these men have chosen, as they relay their journey in the pursuit of success. After meeting with the M.E.N. network, NBA basketball player Ryan Gomes offered to fund a scholarship for a qualifying student and asked the members of M.E.N. to identify the selection criteria. The Gomes Foundation, Hoops for Heart Health, also donated to the college two defibrillators and appropriate training for their usage. Other topics for group discussion are men’s health issues; how to create a résumé and work portfolio; and how to use their individual experiences at NVCC to help them guide their future decisions regarding education and workplace development. The M.E.N. group also plans both on- and off-campus events regularly. They have volunteered to clean and paint a middle school in Waterbury

and performed other community service activities. The Bridge to College Office, where M.E.N. is officially housed, works in close collaboration with faculty and the Center for Academic Planning and Student Success to create additional academic programming. This cross-campus collaboration is central to positively impacting students holistically. NVCC is committed to improving male student retention and graduation rates and will continue to offer orientation and retention programs to help these students adapt to the culture of a college campus. In addition to creating M.E.N, another successful intervention includes using upperclassmen to mentor male first-year students. By creating a welcoming environment, the college has already seen an 8 percent increase in Latino student enrollment and is now considered an “emerging HispanicServing Institution.” As Víctor Sáenz and Luis Ponjuan have indicated through their research on this topic, institutions need to be intentional about creating support networks and using research-based practices to reach out to these students. Both Eastern Connecticut State University and Naugautuck Valley Community College recognize that male student success is central to their retention work. Both institutions proactively reach out to these students by providing them with role models, leadership activities and strong bonding opportunities with faculty, staff and members of the community throughout their college experience.

MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill an anticipated opening for:

Chief Academic Officer For a copy of the vacancy announcement, including minimum qualifications and application deadline, please visit our Web site at www.mcc.commnet.edu, or call (860) 512-3610. Please send letter of intent, resume, transcripts, email address and the names of three references to: Deborah A. Wilson, Director of Human Resources; Manchester Community College; Great Path; P.O. Box 1046, Manchester, CT 06045-1046 EOE/AA/M/F

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Interesting Reads Almost Home By H.B. Cavalcanti In Almost Home, H. B. Cavalcanti, a Brazilian-born scholar who has spent three decades working and living in the United States, reflects on his life as an immigrant and places his story within the context of the larger history of immigration. With its blend of personal anecdotes and scholarly information, Almost Home addresses both individual and policy-related issues to provide a moving portrait of the impact of the immigrant experience. He also touches on many of the factors that contribute to migration in both the “sending” and “receiving” countries. 2012. 208 pgs. ISBN: 978-0299288945. $29.95 paper. University of Wisconsin Press, (608) 263-1110. www.Uwpress.wisc.edu.

Feminist Agendas and Democracy in Latin America Edited by Jane S. Jaquette Latin American women’s movements played important roles in the democratic transitions in South America during the 1980s and in Central America during the 1990s. This timely collection examines how women’s movements have responded to the dramatic political, economic and social changes of the last 20 years. In these essays, leading scholar-activists focus on the various strategies women’s movements have adopted and assess their successes and failures. The author provides the historical and political context of women’s movement activism in her introduction. 2009. 272 pgs. ISBN: 978-0822344490. $23.95 paper. Duke University Press Books, (919) 688-5134. www.dukeupress.edu.

On the Edge of Purgatory: An Archaeology of Place in Hispanic Colorado By Bonnie J. Clark Southeastern Colorado was known as the northernmost boundary of New Spain in the 16th century. By the late 1800s, the region was U.S. territory, but the majority of settlers remained Hispanic families. Today their descendants compose a vocal part of the Hispanic population of Colorado. Combining archaeological research, contemporary ethnography and oral and documentary history, the author examines the everyday lives of this population over time. This study complicates and enriches our understanding of the role of Hispanic populations in the West. 2012. 176 pgs. ISBN: 978-0803213722. $45.00 cloth. University of Nebraska Press, (800) 755-1105. www.unp.unl.edu.

Real World Writing for Secondary Students: Teaching the College Admission Essay and Other Gate-Openers for Higher Education by Jessica Singer Early and Meredith DeCosta 2012. 144 pgs. ISBN: 978-0807753866. $28.95 paper. Teachers College Press, Williston, VT. 1-800-575-6566.

The

funny thing about writing is that some students take to it like a duck takes to water. It’s effortless for them, as easy as having a conversation with someone. Sadly, for many students, writing is a chore. It takes on the aura of expressing themselves in a foreign language. It has nothing to do with how intelligent a student is. Writing is a special art that needs to be taught if it does not come naturally to an individual student. Real World Writing for Secondary Students keeps it real for students as they approach one of the most difficult tasks in securing a place in the institution of higher education of their choice. College admission essays – that phrase is as scary to potential college students as the phrase “some assembly required” is to bewildered parents purchasing a birthday or Christmas present for their child. College applications are complicated, but possible to complete without much ado, until the applicant reaches the last page and sees the word “essay” on a blank canvas. Suddenly, bright and articulate students are lost for words. The authors of these books recognize that one of the most important platforms that can be used to make a successful transition from high school to college is to teach real-world, gate-opening writing genres. And writing a great college admission essay can be the difference between being accepted or rejected at any given school. This book describes a writing workshop for ethnically and linguistically diverse high school students where students receive instruction on specific features of the college admission essay. The authors have stepped in to lend a hand to students, but also to high school English teachers who can make sure that their students have the tools to ace the admission essay. They present both the theoretical grounding and the concrete strategies teachers look for, including an outline of specific workshop lessons, teaching calendars and curricular suggestions. This text encourages secondary teachers to think of writing as a vital tool for all students to succeed academically and professionally. Writing skills can be applied long after the college application is mailed. Teachers can impress upon students that great real-life writing skills can enhance a career, result in greater customer service satisfaction and enrich personal relationships. This book can be used to create courses and teacher professional development. It concentrates on the ways in which writing can best serve marginalized students, examines research-based curricular and teaching approaches for the secondary school classroom, provides a writing workshop framework that includes lesson-planning materials, activities, handouts and bibliographic resources. It also includes student perspectives and work samples, offering insight into the lives and concerns of diverse adolescents who find writing a struggle. Reviewed by Mary Ann Cooper

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PROFILES

Julian Alcazar: A Rising Star in the Federal Government and Nonprofit World

For

by Jamaal Abdul-Alim

Julian Alcazar, the journey from a small city in Southern California to the White House and corporate buildings began when his mother did something simple yet profound once he graduated from high school. Although Alcazar thought he would just get a job at a bank to help out with the bills, Rosa Alcazar, a casino housekeeper, had something else in mind. “My mom just said, ‘Come with me,’” Alcazar, 24, recalled during a recent interview at a café near his job as a program analyst at the U.S. Department of Education headquarters in the nation’s capital. “I didn’t know where we were going,” Alcazar continued. “We went to the community college. She’s the one who signed me up. She’s the one who took me and was like over my shoulder making sure I did it.” Alcazar says his mother got the idea to sign him up for Mt. San Jacinto Community College after seeing a commercial for the school on the local public access channel in Hemet, Calif. By taking that simple step, Ms. Alcazar, an immigrant from Mexico, set in motion a process wherein her son eventually landed the prestigious positions he currently holds. In addition to working as a management and program analyst for the Transition to Teaching Program housed within the U.S. Department of Education’s Office of Innovation and Improvement, Alcazar also serves as social media strategist for the White House Initiative on Educational Excellence for Hispanics. But it is through a third job that Alcazar is currently doing some of his most important work in trying to improve educational and career outcomes for Hispanic youth. That job is as a chief technology office fellow for the Latinos on Fast Track (LOFT) program that seeks to provide internship opportunities for Hispanic youth. The LOFT program is overseen by the Hispanic Heritage Foundation, a White House-created nonprofit that seeks to cultivate Latino

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Alcazar oversees the

Education Department’s

Transition to Teaching program, which helps certify recent

college graduates and careerchangers as teachers in highneeds schools.

leaders through a series of youth-led initiatives. “As a youth-led leadership organization, at the Hispanic Heritage Foundation our motto is ‘to help a Latino help hundreds more’ through our programs,” said Antonio Tijerino, president and CEO at the foundation. “Julian has been an embodiment of that mission and has leveraged our Latinos on Fast Track program to engage countless Latino youth all over the country and prepare them for leadership, community service, educational success and the work force,” Tijerino said. “Mostly, he’s a role model and understands his responsibility as a role model.” Alcazar’s colleagues have similar commendations. “I would say he makes things happen,” said Jessica Barajas, manager of the LOFT program. “He’s very inspiring and motivates our young to engage in positive activities in our communities.”

If Alcazar’s journey from his native Compton, Calif., to the White House represents a success story, that success is owed not only to his mother but to the different mentors and Hispanic leaders in American academe that he encountered at various stages of his college life. For instance, Alcazar’s postsecondary experience could have easily ended at Mt. San Jacinto Community College, where it often does for many students. According to a federal database, the overall graduation and transfer-out rates at Mt. San Jacinto are 25 percent and 22 percent, respectively. The graduation rate is 26 percent for Hispanic students. Alcazar is one of the few who defied the odds. After he completed an associate degree in math and science at Mt. San Jacinto, he went on to transfer to California State University-San Bernardino – something he says would not have happened without the help of others. “I had a couple of mentors that really supported me,” Alcazar said. “They were the ones that encouraged me to go on and get a four-year education. They helped me navigate the community college and four-year system.” Alcazar said a partnership the community college had established with California State University (CSU) made it easy for him to transfer there. Once at CSU, Alcazar met education professor Enrique G. Murillo Jr. “We met, and he shot me a very important question: ‘What’s something you want to accomplish?’” Alcazar recalled. “I told him I want to have an event one day where it solely focuses on Latinos and education. “He said go by his office that Monday, and I did. He had already had a team assembled. He was already planning something about it. It was just a coincidence that I wanted to do something. “That Monday, I stepped in. He said, ‘You’re going to be a new addition to the team.’” One of Alcazar’s first tasks was to help bring Juan Sepúlveda, executive director of the White House Initiative on Educational Excellence for Hispanics, to serve as a guest speaker at Latino Education & Advocacy Day, or LEAD, at CSU. “Through that, Juan and I developed a cool friendship,” Alcazar said. Alcazar met him again when Sepúlveda served as keynote speaker at Alcazar’s graduation in 2010. “He came to my graduation dinner,” Alcazar recalled. “That’s where he said, ‘I really like what you did with LEAD day. I could use your talents. How would you like to come to D.C. and work for me?’” “Thankfully, my mom was next to me. She was the one who said, ‘Yes,’” Alcazar recalled, saying he was “frozen” and thinking to himself, “Did he just offer me an opportunity?” “My mother said if an opportunity comes, you take it,” Alcazar recalled. “You figure out the rest later.” Once at the White House, Alcazar met Tijerino, of the Hispanic Heritage Foundation (HHF), and got involved with the foundation’s LOFT program. The LOFT program is “focused on providing the public and private sector work force with vetted, well-rounded, top, emerging Latino professionals to move America forward,” the HHF website states. “Over the years, we have engaged more than 75,000 Latino students and young professionals, we have trained over 10,000, and we have placed nearly a thousand in internships, fellowships, mentorships and full-time positions,” Tijerino said. “An example is with ExxonMobil we have placed 100 engineering majors in a fellowship which matches the young leaders with experienced engineers who are part of the

ExxonMobil Latino network. “ExxonMobil has hired a good percentage through the program. Everything we do is a continuum which engages, connects, prepares and positions Latinos for leadership in the classroom, community and work force.” Other LOFT activities include leadership training, mentoring, career path inspiration and awareness through summits, boot camps, symposia. “And the way that we are achieving this is through partnerships with universities that give us the space to actually host the events, and then recruit youth to come in and witness what’s happening,” Alcazar said. Among other things, Alcazar says, the program has placed hundreds of students in internships in D.C., including at the White House. “Just this past year, we had 12 different LOFT Institute students intern for the White House Initiative on Educational Excellence for Hispanics. “No task was too big, and no task was too small,” Alcazar said of the work the LOFT interns did at the White House, which ranged from copying paper to data analysis. “It was thanks to the relationship that we already had there, and the rapport,” Alcazar said. “We had a track record.” Alcazar says the LOFT program’s network makes it easy for young Hispanic students to seek out others who can help them achieve their career goals. “You feel comfortable enough to say: ‘I’m so-and-so sophomore at this college, can you help me navigate to become a foreign officer?’” Alcazar explained of how the network operates. Youths are placed in positions in government as well as corporations where “thanks to the relationships we had established already through the Hispanic Heritage Foundation, it gives us a slight crack in the door.” “We’re creating opportunities for those students so that when they come out of college, they don’t come out of college saying, ‘Oh, what do I do now?’” Alcazar said. “They’re not looking for an internship or knocking on someone’s door because they’ve already had those opportunities.” One such opportunity is at ExxonMobil, where Alcazar is overseeing a LOFT-run fellowship program for students who will be teamed up with senior leaders at the firm. Helping to run major programs is becoming par for the course for Alcazar. At the U.S. Department of Education, for instance, he helps oversee the multimillion-dollar Transition to Teaching program, which helps certify recent college graduates and career-changers as teachers in highneeds schools in an accelerated fashion. “I make sure that grantees are using government funds appropriately and they’re serving the participants and the students to the best of their potential,” Alcazar explained. Alcazar sees his work as part of the Obama administration’s overall goal of making the United States the most college-educated nation in the world by 2020. “The Latino community is crucial to the 2020 goal,” Alcazar said, “given that one out of every five students is Latino.” At the same time, Alcazar knows the work ahead entails work beyond the year 2020. “Our work is never truly finished,” Alcazar said. Asked what else lies ahead, Alcazar replied, “Empowering the Latino community to become the change needed to help our population reach a new level of success.”

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ORGANIZATIONS/INNOVATIONS/PROGRAMS

Producing a New Breed of Teacher

by Frank DiMaria

xceptional math and science teachers are hard to find, especially in rough urban neighborhoods and rural America. The fact is that many of America’s neediest high school students are taught by individuals who, although well-intentioned, are unqualified to teach math or science. As many as one-third of American students in high-need schools have at least one or more teachers without even a minor in the subjects they are teaching. While high-need high schools have difficulty attracting qualified math and science teachers, the U.S. Department of Commerce predicts that STEM (science, technology, engineering and math) career fields will experience a 17 percent growth by 2018, nearly double that of other career choices. And the U.S. Bureau of Labor Statistics indicates that STEM jobs will grow about 22 percent from 2004 to 2014, requiring nearly two million new STEM professionals to fill job vacancies. The reality is America’s high schools must start attracting exceptional STEM teachers, and high schools in America’s urban centers and in its rural communities must work even harder than ever to fill these voids. The Woodrow Wilson National Fellowship Foundation (WWNFF) has been building coalitions at the state level that prepare the nation’s best minds to meet its most important challenges. Today these coalitions focus on filling America’s classrooms with passionate, dedicated STEM teachers. WWNFF recruits high-visibility individuals to become STEM teachers in high-need schools. Woodrow Wilson Fellows enroll in a one-year master’s degree program at a participating university and an undergraduate program in a STEM discipline. Fellows can be fresh out of college or they can be career changers – 60 percent are the latter. Those who complete the program agree to teach in state at high-need schools for a minimum of three years. “But we hope it will be their career,” says Arthur Levine, Ph.D., president at the foundation. One fellowship in particular is geared specifically to Hispanics. It’s called the Fellowships for Aspiring Teachers of Color, and it is made possible by the Rockefeller Brothers Fund. Its mission is to train people of color to be teachers in all fields, not just STEM, for the nation’s high-need high schools. Current trends indicate that by 2020 the percentage of teachers of color will fall to an all-time low of 5 percent of the total teacher force, while the percentage of students of color in the system will likely exceed 50 percent. Since research shows that students of color perform better – academically, personally and socially – when they are taught by teachers from their own ethnic groups, the goal of the fellowship is to help recruit, support and retain individuals of color as K-12 public school teachers in the United States. Each year, Audra Watson, the director of the program, receives 50 applications from the nominating institutions. Nominees go through a rigorous selection process that involves an interview. In the end, 25 fellows are selected. Unlike other fellowships at WWNFF, fellows in the Aspiring Teachers of Color Fellowship can study any subject and can do their fellowship in any of the 50 states. The fellows enroll in a one- to two-year

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master’s program. “It’s in their DNA to be teachers,” Watson says of the fellows who have gone through the program. One of the foundation’s most difficult tasks, however, is recruiting Hispanics into the STEM majors. Although Hispanic students have been shown to be equally likely as White students to enroll as STEM majors, they are significantly less likely to earn a degree or certificate. According to data from the Higher Education Research Institute from 2010, only 16 percent of Hispanic students who began college in 2004 as STEM majors completed a STEM degree by 2009 compared to 25 percent of White students. WWNFF employs a number of strategies to make STEM fields, and thus their fellowships, attractive to Hispanics. It uses every organization imaginable that involves professional associations, says Levine. The foundation maintains a presence at those schools considered Hispanic-Serving Institutions, and it works with professors to identify Hispanic students who may be interested in its fellowships. But these strategies don’t always work. About 25 percent of the foundation’s teachers in any given year are people of color with less than 10 percent being Hispanic. “We’re working with a small pool that gets even smaller as we look towards STEM,” says Levine. Currently, WWNFF has coalitions in four states: Ohio, Indiana, New Jersey and Michigan. But Levine is looking at others. To build these coalitions, the foundation first pitches the idea to a state’s governor. Governors who are interested put the foundation in touch with the state’s chief school officer, the state’s chief higher education officer, legislators on both sides of the aisle, university presidents, school districts, union members and the philanthropists needed to fund the foundation. Before a university can participate in WWNFF, Levine and his staff carefully vet the school. When a university passes muster, it has to eliminate its existing STEM teacher education program and replace it with one that is critically based and focuses on outcomes. Schools must comply in 18 to 21 months. The new program must be co-constructed with a targeted school district that brings together arts, sciences and education, and it must focus on content and pedagogy. The university must move the new teacher education program out of the university and into the school itself. “We’re looking for a marriage. We want a faculty that is composed of not just professors but also expert teachers. Teachers will get three years of mentoring once they enter the job and third-party evidence assessment,” says Levine. One might think it’s difficult to convince a university to eliminate its existing STEM teacher education program and replace it with one yet to be tested. But Levine makes a flattering pitch that entices even the most reluctant schools. “We tell them that we have chosen you because we think you have the capacity to create the programs that don’t exist yet and are going to be necessary for the 21st century. We want you to create a model for the state and the nation, and we’ll shine a spotlight on you,” says Levine. Beyond promising to shine a spotlight on its new STEM teacher education program, WWNFF pays the school $500,000 (a sum matched by the school) and provides 15 to 20 scholarships per year at $39,000 each. To

maintain high accountability, the university and the school district create important that students have [a certain amount of seat time] being taught benchmarks. When they reach each one, WWNFF distributes the money to at. What becomes most important now is that students have actually the school’s provost, who acts as a fiscal agent. When the university success- learned and mastered the material. It’s a very different expectation on the fully implements the new program, it receives the money and the fellow- part of teachers,” says Levine. ships. “If a university does not put the program in place, we tell them, ‘You As states focus only on outcomes through their standards, they need promised to do this, and you didn’t do it,’ and they get phone calls from the devices in place to determine if students are progressing. Students no governor, the chief state school officer and the funder,” says Levine. longer compete against their classmates for jobs; they compete globally. To date, 17 schools have revamped their STEM teacher education pro- “Competition changes; the curriculum changes – it’s now a global curricugrams in Michigan, Indiana and Ohio. Five schools in New Jersey are in the lum; people in the classroom change. We need teachers with the capacity process. WWNFF is forcing colleges and universities to find alternatives to to change what happens in the classroom with a new set of skills to move their current STEM teacher education programs, and some are getting cre- all students forward and bring learning to the highest level in history – that ative. “We’ve had some universities that have created teacher education doesn’t seem like a lot,” Levine says with a chuckle. programs that are so far out of the box it’s amazing,” says Levine. Others, A daunting task to say the least. But Levine refuses to shrink from the he says, although not as creative, challenge because, he says, the have substantially improved upon foundation gets its strength through their old programs. the coalitions it builds. All too often, WWNFF’s new teacher education new education initiatives that are not programs are designed to produce a backed by coalitions fall apart new breed of teacher, one equipped before they can make a real differto teach in the 21st century. Today’s ence. They fail, most often, because teachers are dealing with a new individuals associated with them American demographic. High school move on to new jobs. It’s likely if the students differ by race, numbers, chief state school officer gets a new nativity and learning disabilities. job and a couple school districts get America’s population is shifting geocold feet, the whole thing falls apart, graphically from the Northeast and says Levine. The coalitions that the Midwest to the Sun Belt. “We’ve seen WWNFF builds offer continuity. “In a reshuffling of the population from our coalitions, if somebody leaves, the inner city to suburbs and from we simply replace them; they all rural areas to suburbs,” says Levine. don’t leave the same day. If the state In the 1970s and 1980s, the majorigets a new chief state school officer, ty of Americans lived in urban areas. we invite the new chief state school But in the 1990s, Americans began officer into the coalition,” says moving from the cities to the subLevine. urbs, changing the populations in In Indiana, the coalition lost its inner cities. Today inner cities comgovernor, the chief state school offiprise the poor, the isolated, people cer, higher education executive offiof color and those who have not cer, president of two of its four instiexcelled in school. tutions and several deans. The proAs in past generations, the econgram, however, is stronger than it’s omy is playing a key role in shaping ever been. today’s high school teacher educaCoalitions also make it easier for tion programs. There’s no longer stakeholders to decide on a specific any room in today’s economy, says course of action and to implement Levine, for high school dropouts. it. For example, says Levine, one Few dropouts will find jobs with university had an innovative prosalaries that can support a family. gram but could not launch it Arthur Levine, Ph.D., president, “We’re preparing people for a difbecause the state would not allow it Woodrow Wilson National Fellowship Foundation ferent kind of economy,” says to. “But the chief state school officer Levine. The bottom line is that was at the table and said, ‘Yes we Americans need more education and higher skills for today’s jobs. “The will,’” says Levine. And it was done. consequence is that we are being asked to take the entire demographic High school students in rough urban neighborhoods and in rural that exists, graduate all of them and bring them to the highest level in his- America know nothing about these coalitions; nor do they need to. What tory,” says Levine. they do know, however, is that because of the hard work of WWNFF they In addition to a changing American demographic and economy, the have teachers who are qualified and passionate. Thanks to WWNFF, more 21st-century teacher is teaching at a time when the nation is transitioning and more students in high-need high schools are being educated by teachfrom a national analog industrial economy to a global digital information ers who have been prepared in their schools and who have worked with economy. Industrial economies value a repetitive process for all people – students like them and know their content. WWNFF teachers care about like an assembly line. America’s schools are essentially assembly lines, says their students and are effective at educating them. “These are people who Levine. In contrast, the information economy cares only about outcomes have had a full year of being in a classroom, teaching in a classroom four and results, not the means to the end. This shift has caused a profound days a week, five days a week in their second term whose course work has philosophical change in education. In the 21st century, Levine says, the been integrated. They have worked with strong teachers in developing the focus is not on teaching but on learning, the end result. “It is no longer skills they have and have been mentored on the job,” says Levine.

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HI S PAN I C S O N T H E MO VE APA Journal of Latina/o Psychology Appoints SantiagoRivera as Editor

Providence College Names Zapata Chief Diversity Officer Rafael Zapata has been hired as the first associate vice president/chief diversity officer at Providence College (R.I.). As chief diversity officer, Zapata will be responsible for creating and leading the college’s Office of Institutional Diversity (OID), which is charged with promoting an institutional culture that supports diversity in its many forms. The OID also will act as the focal point to coordinate new and existing diversity-related programs and initiatives. Prior to coming to Providence College, Zapata served as the assistant dean and director of the Intercultural Center at Swarthmore College. He has a bachelor’s degree in sociology from Iona College and a master’s degree in sociology from Arizona State University. He also has done doctoral work in sociology and urban studies at the University of Pennsylvania.

Dr. Azara Santiago-Rivera of The Chicago School of Professional Psychology (TCSPP), one of the largest nonprofit graduate schools devoted to psychology and the behavioral sciences, has been named editor of the Journal of Latina/o Psychology, published by the American Psychological Association (APA). Additionally, Santiago-Rivera became director of TCSPP’s new National Center for Research and Practice, Latino Mental Health in January, as part of the institution’s commitment to the understanding, research and advocacy of Latino communities. As a fellow of APA, Santiago-Rivera has 20 years of experience as a scholar and researcher in counseling psychology and Latino mental health, with previous faculty positions at the University at Albany, State University of New York, and the University of Wisconsin-Milwaukee.

Eric H. Conde, associate dean for administrative affairs at the University of Florida College of Medicine-Jacksonville, has been elected chairelect of the American Academy of Medical Administrators (AAMA) for 2013. Conde is in line to serve as chairman of the board of directors for 2014. Conde did his undergraduate work at Southern New Hampshire University and earned a Master of Science in Administration with a major in health services administration from Central Michigan University. He is a fellow and a diplomate in Healthcare Administration of the AAMA, a member of the American College of Healthcare Executives and the National Forum for Latino Healthcare Executives.

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Marcos Daniel Bustamante recently made history as the first graduate of Del Mar College’s (Texas) new M e x i c a n -A m e r i c a n studies program, which was launched in fall 2011. Bustamante served as a student member in the Del Mar College chapter of the Texas Association of Chicanos in Higher Education and received a scholarship from the chapter last year. A 2009 high school graduate, Bustamante originally studied as an engineering major at Texas A&M UniversityKingsville. Presently, he is a Mexican-American studies major at the University of Texas-San Antonio (UTSA). Following graduation from UTSA, Bustamante plans to go to law school.

UTPA’s Villalobos Recognized Nationally for Excellence in STEM Ed

Conde Chosen as AAMA Chair-Elect

Bustamante Becomes Del Mar College’s First Mexican-American Studies Graduate

Dr. Cristina Villalobos, associate professor of mathematics at the University of TexasPan American (UTPA), recently was recognized as a Hispanic Engineer National Achievement Awards Corporation (HENAAC) Luminary for her contributions to science, technology, engineering and math (STEM) education and promotion of STEM careers. Villalobos, who also directs UTPA’s Center for Excellence in STEM (C-STEM), was one of only 18 Hispanic professionals recognized nationwide and the only honoree from higher education at HENAAC’s Great Minds in STEM Education conference held in Lake Buena Vista, Fla. Villalobos has a BS in mathematics from the University of Texas-Austin and a master’s and doctorate from Rice University.

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The College of Social & Behavioral Sciences has faculty openings in several areas. The college is comprised of the following departments and academic units: Applied Indigenous Studies Anthropology School of Communication Civil Service Institute Community, Culture & Environment Criminology & Criminal Justice Ethnic Studies Institute for Human Development Geography, Planning and Recreation MA in Sustainable Communities Politics & International Affairs Psychology Sociology & Social Work Women’s and Gender Studies

Northern Arizona University is a 25,000-student institution with its main campus in Flagstaff, a fourseason community of about 65,000 at the base of the majestic San Francisco Peaks. NAU’s emphasis on undergraduate education is enhanced by its graduate programs and research as well as distance learning. All faculty members are expected to promote student learning and help students achieve academic outcomes. The university is committed to a diverse and civil working and learning environment. Not all departments have openings. For more information on openings, please visit the following websites: http://nau.edu/sbs/ http://hr.nau.edu/node/2620

Provost and Vice President for Academic Affairs Tennessee Tech University (TTU), the state’s technological university, invites nominations and applications for the position of Provost and Vice President for Academic Affairs. Tennessee Tech is a comprehensive university with an enrollment of more than 11,500 students and offers more than 43 bachelor’s and 20 graduate degree programs within six academic divisions: Agricultural and Human Sciences, Arts and Sciences, Business, Education, Engineering, and Interdisciplinary Studies and Extended Programs/Regional Development. US News & World Report most recently chose TTU as one of the Top 15 Public Regional Universities in the South according to the 2012 report. The University has been chosen as a “Best Southeastern College” by The Princeton Review for several years. Tennessee Technological University is a member of the State University and Community College System of Tennessee and is governed by the Tennessee Board of Regents. The University is committed to the life-long success of students in its undergraduate, master’s, specialist, and doctoral degree granting programs through high-quality instruction and learning experiences. The University is engaged in scholarly activity, especially basic and applied research, creative endeavors, and public service, with special emphasis on community and economic development.

The Provost and Vice President is the chief academic officer, reports directly to the President, and serves as the chief executive office in the absence of the President. Working with the President and the President’s Cabinet, the Provost will lead university efforts to improve undergraduate student experiences, transform technology, create distinctive programs and invigorate faculty, and expand financial resources and modernize infrastructure.

The required qualifications for the position are an earned doctorate from an accredited college or university with accomplishment in teaching, research, and service that supports appointment as a full professor in one of the colleges; a proven track record of nationally-recognized scholarly achievement; and demonstrated progressive leadership responsibilities at senior levels of administration. A list of the preferred qualifications can be found in the position description at http://www.tntech.edu/provost/home/. The Provost should have the ability to support the President in the implementation of the strategic plan and to develop and execute academic strategies. He/she should bring experience in student success, have a deep commitment to diversity, and understand current higher education issues, trends, and future directions. The salary is competitive and commensurate with qualifications and experience.

APPLICANT REVIEW Confidential applications and nominations will be accepted until the position is filled. Candidate screening will begin immediately. For best consideration, applications and nominations should be provided by March 12, 2013. HOW TO APPLY A complete application will include a letter describing relevant experiences and interest in the position; current curriculum vitae; and the names of five references with titles, mailing addresses, business/home telephone numbers, and email addresses. Individuals who wish to nominate a candidate should submit a letter of nomination, including the name, position, address, telephone number, and email address of the nominee. Greenwood/Asher & Associates, an executive search firm, is assisting Tennessee Tech in the search. Applications and letters of nominations should be submitted to: Jan Greenwood or Betty Turner Asher Greenwood/Asher & Associates, Inc. 42 Business Centre Drive, Suite 206 Miramar Beach, Florida 32550 Phone: 850-650-2277 / Fax: 850-650-2272 Email: jangreenwood@greenwoodsearch.com Email: bettyasher@greenwoodsearch.com For more information about Tennessee Tech University, please visit

http://www.tntech.edu/ Tennessee Tech University is an Equal Opportunity/ Affirmative Action Employer

The

University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF Tampa; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $3.7 billion. USF is a member of the Big East Athletic Conference. Administrative and Executive Positions: Director of Development (Advancement) Sr. Director of Development-COB (Advancement) Director of Quality Enhancement-Academic Success (St. Petersburg Campus) Sr. Director Academic Learning Design & Technology (University College) Regional Chancellor (St. Petersburg Campus) Faculty Positions: College of Arts and Sciences College of Education Assistant Professor (8) Assistant/Associate Professor (1) Assistant/Associate Professor (3) Assistant Professor (1) Assistant/Associate/Full Professor (2) Dean (1) Associate Professor/Professor (1) College of Business College of Engineering Assistant Professor (3) Open Rank (Full Professor) (4) Associate/Full Professor (2) Assistant Professor (3) Assistant/Associate Professor (2) Open Rank (Full/Associate/Assistant) (2) College of Arts Assistant Professor (2) Director & Professor (1)

St. Petersburg Campus Assistant Professor (3) Assistant/Associate Professor (1)

College of Public Health Assistant Professor (2) Assistant/Associate Professor (1)

Sarasota Campus Assistant Professor (2)

College of Medicine Assistant/Associate Professor (8) Assistant Professor (11) Assistant/Associate/Full Professor (4)

College of Nursing Nursing Faculty (2) Assistant/Associate Professor (1)

Mental Health Law & Policy Assistant Professor (2) Professor (1)

Coll. of Behavioral and Comm. Sciences Professor (1) Assistant Professor (2) Associate/Full Professor (1)

Behavioral Sciences Assistant Professor (1) Associate Professor/Full Professor (1) For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/ jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620 03/04/2013

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Anticipated Lecturer Positions 2013-2014

Dean, College of Business

Kean, a comprehensive New Jersey state university, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. A Lecturer is a ten-month, full-time employee who teaches and provides student and learning support services during the assigned periods. The Lecturer holds a strong commitment to teaching; maintains office and advising hours for students; actively participates in the university community; and does related work as required. This is a non-tenure track position that may be renewed on an annual basis. Teaching assignments and related responsibilities may include day, evening, weekend and online courses. Interest or experience in using advanced instructional technologies to improve the teaching/learning process is highly desirable. Courses may be taught at the Union campus and/or the Ocean County College campus in Toms River, New Jersey or other locations. Positions are effective September 1, 2013.

Texas A&M University - Corpus Christi is conducting a global search for its next Dean of the College of Business. The College is AACSB accredited in both business and accounting. Texas A&M - Corpus Christi invites letters of nomination, applications (letter of interest, resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Confidential review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to March 15, 2013. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Ryan Crawford, Principal Parker Executive Search rcrawford@parkersearch.com Phone: 770-307-7031 | Fax: 770-804-1917

Texas A&M University - Corpus Christi is an equal opportunity employer committed to Excellence. Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

College of Business and Public Management School of Management, Marketing and International Business: Management School of Criminal Justice and Public Administration: Criminal Justice

Fairfax County Fire and Rescue Department is currently seeking highly motivated individuals to join our team. We offer great career advancement opportunities, highest quality training, and an excellent benefits package. Individuals will be trained and certified in both fire suppression and emergency medical services. Come for the experience, stay for a career with one of the finest Fire Departments nationwide.

College of Education Department of Special Education and Literacy: Literacy Studies and College Developmental Reading School for Global Education and Innovation: Teaching English as a Second Language School of Curriculum and Teaching: ESL and Bilingual Education, K-12 College of Natural, Applied and Health Sciences School of Natural Sciences (Two Positions): Biology College of Humanities and Social Sciences Department of Communication (Three Positions): Public Relations; Journalism; Generalist School of General Studies (Three Positions): English (Two Positions); Mathematics (One Position) School of Psychology (Two Positions) College of Visual and Performing Arts Department of Theatre: Scene Design Robert Busch School of Design: Design Foundations Nathan Weiss Graduate College Graduate Social Work: MSW/Field Coordinator Application Information for All Positions For detailed job descriptions and application information, please visit: http://www.kean.edu/KU/Faculty-Positions. Review of applications will begin immediately and continue until appointment is made. Official transcripts for all degrees and three current letters of recommendation are required before appointment.

Bring your expertise and passion for teaching to a great college located in the cities of Plano, McKinney and Frisco, Texas. Join a college that values Learning, Service and Involvement, Creativity and Innovation, Academic Excellence, Dignity and Respect, and Integrity, along with outstanding colleagues including three United States Professors of the Year, a Texas Professor of the Year, two Fullbright Scholars, and five Minnie Stevens Piper winners plus 1,000 additional outstanding dedicated professors. We are currently seeking Full-time Professors for the following anticipated positions to begin in the Fall of 2013:

• English • Biology (Anatomy & Physiology) • Biology (Microbiology) • Nursing • Respiratory Care • Physical Education/Sports Medicine • Developmental Math • Math • Geology • Management • Engineering • Criminal Justice For complete position descriptions and to apply online, visit

http://jobs.collin.edu Collin County Community College District is an equal opportunity employer and seeks applications from all qualified candidates regardless of race, color, sex, religion, age, national origin, disability or veteran status.

Kean University is an EOE/AA Institution

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Firefighter/EMT: $50,942 Firefighter/Paramedic: $50,942 *after 9 months $56,163 (Must already be NREMT-P or NREMT-I or VA State certification as an EMT-P or EMT-I) We are only accepting applications for the Firefighter/ EMT position from March 2, 2013 thru the close of business on March 15, 2013. Visit our website at www.fairfaxcounty.gov/fr/recruitment for directions on how to complete the two step application process. Were ALWAYS accepting applications for the Firefighter/ Paramedic position. Minimum Qualifications: Be 18 years or older, possess a High School Diploma or G.E.D, and have a valid Driver’s License. For more information or general inquiries, please visit our website or contact the Recruitment Section at (703) 246-3939 and ask to speak to a recruiter. Web: www.fairfaxcounty.gov/fire Email: fire.recruitment@fairfaxcounty.gov Fairfax County is an Equal Opportunity/Affirmative Action Employer, committed to workplace diversity.

WESTCHESTER COMMUNITY COLLEGE

Administrator, Staff & Faculty (Adjunct) Positions Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff: •Accounting Control Specialist, Bursar’s Office (Faculty Student Association) •Assistant Director/Program Specialist, English Language Institute •Assistant Director/Program Specialist, Ossining Extension Center •Director of Leadership Giving and Campaigns, Westchester Community College Foundation Part-time/Hourly Position: •Adjunct Counselor •Senior Technical Assistant, Sculpture/Ceramics (Center for the Arts, White Plains) Adjunct Faculty: Summer and fall 2013 openings. Specify day/evening/weekend availability. Credit adjuncts: (Masters and one-year related experience required unless otherwise indicated on website): Accounting, Art History, Biology, Chemistry, Computer Information Systems, Computer Science, Cybersecurity, Economics, Emergency Medical Services, Emergency Medical Technician (EOC, Yonkers), Finance (Personal Finance), Food Service Administration (Culinary Arts, Dietetics, Nutrition), Geography, Mathematics, and Nursing. Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; for ESL, submit resume only to humanresources@sunywcc.edu; do not submit a resume without a class proposal. For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED

P ri min g the Pump. ..

ENCOURAGING READING Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

“The man who does not read has no advantage over the man who cannot read.” – Mark Twain I once asked a 16-year-old Latino client what he read. “Nothing,” he grunted back. “I hate reading. It’s boring.” “If I offered you a new truck, free, would you accept that?” I asked. “No, I don’t want a truck. But I would take a Maserati.” “Consider this,” I replied. “Reading is the set of keys to whatever you want out there. If you can read, you can do anything.” He looked at me, eyebrow raised. “I don’t know,” he said. “I don’t know.” Years later, the young man completed his GED. “I decided to go ahead and read,” he smiled, diploma in hand. It is easy to be fooled into minimizing the importance of skilled reading. We can justify it by claiming that anything can be found online, in video or via some other media not requiring much reading. We know, though, that reading is fundamental. Even computer whizzes admit that reading is essential. What does it take to encourage young Latinos to read, read and read some more? First, let them choose. Young Latinos are accustomed to reading selections chosen for them. While a curriculum mandates assigned selections, a class that allows the student to choose some of what they read will increase the chances that they will better understand the subject at hand. Canterbury Tales may be classic literature by most standards and pique the curiosity of many Hispanics, but Southwest literature might hit closer to home for readers seeking to connect with the context and characters. Adults need to assure that young Latino readers are enjoying material at the level appropriate for their current skill – neither too hard nor too easy. Parents are wise to seek suggestions from teachers who know the student and children’s librarians informed about literature and collections, both printed and digital. While adults can strengthen their relationship with Hispanic students by offering a personal favorite from their own youth, a teacher and librarian will be abreast of emergent trends, popular series that can hook a student and age-appropriate topic-specific readings tailored to the student’s abilities and interests.

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It is best not to be too choosy about Latino students’ personal reading selections as long as they are developmentally, socially and culturally appropriate. If a student is interested in the way things work, classic Popular Mechanics is a good choice. Those who love fashion have a huge selection of fashion magazines and websites. Many publications are suitable for youngsters, including those focusing on sports, video gaming, outdoor life, technology, travel and culinary arts. Rule of thumb: If a Latino student shows an interest, the adult can help find topic-related reading materials to engage the student more easily and encourage their chances of reading. Reading doesn’t happen just with books, either. A young Latina who loves the popular comic-book-like novelas can later segue into the classics, sans illustrations. Adults can encourage novela readers to write their own stories, true or fictitious. And while people like Dustin Hoffman’s character in the classic movie Rainman might study the phone book, any reading counts. If a young Latino reader is engaged, it is worth the time and effort. Dedicated reading time with family and friends helps make readers out of the most skeptical, resistant students. If reading is a social thing – whether through book clubs, time spent together in class or at home, or it occurs online (yes, even social networking requires reading), spending time mastering the craft is more likely when it is accompanied by others. Reading can become a popular, socially accepted (and even expected) activity, no longer reserved for nerds or bookworms. For socially oriented Latinos, reading with others feels natural. Fun also counts. While not all students – Latino or otherwise – can afford electronic reading tablets or other devices, those owning one may be enchanted perusing the world with just a click. Whether it is an interest e-board or another website of choice, the young Hispanic reader who is excited with an electronic tool that promotes reading is still ahead of the game. Finally, make reading material available. Stashing print material around the house, in the backpack or duffel assures that a Latino student can always find something of interest. Before long, he may leave something to read in his Maserati.