04/01/2013 and the Grad Schools are...

APRIL 01, 2013

•

$3.75

www.HispanicOutlook.com

VOLUME 23 • NUMBER 13

Also available in Digital Format

Top Grad Schools for Hispanics

Project 1000

Redesign Higher Ed

July 20 20–23, –23, 2013 013 Morial CConvention onvention Center Center New Orleans,s, LLAA

CO-SPONSORS TITLE CO-SPONSOR S

Join J oin us ffor or the largest lar argest yearly gathering yearly g athering of

leaderrs and lleaders newsmakers ne ewsmak akers in the

influential influ uential

Latino Latino community. communit nity.

CONNECT ECT WITH #NCLR13

DOWNLOAD LOAD THE NCLR APP WWW.NCLR.ORG/EVENTS NCLR.ORG/EVENTS

2

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

® 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

Eduardo Padrón, President Miami Dade College

Art & Production Director – Avedis Derbalian

Antonio Pérez, President Borough of Manhattan Community College

Graphic Designer – Joanne Aluotto, Pete Oliveri

María Vallejo, Provost Palm Beach State College

Sr.Advertising Sales Associate – Angel M. Rodríguez

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

Advertising Sales Associate – Cyndy Mitchell

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, Leslie Asher Blair, Marilyn Gilroy, Miquela Rivera

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

Editorial Office

views expressed herein are those of the authors and/or those inter-

80 Route 4 East, Suite 203, Paramus, N.J. 07652 TEL (201) 587-8800 or (800) 549-8280 FAX (201) 587-9105

viewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Advertising Sales TEL (201) 587-8800 ext. 102/106 FAX (201) 587-9105 email: Outlook@sprintmail.com

“‘The Hispanic Outlook in Higher Education’ and ‘Hispanic Outlook’ are registered trademarks of The Hispanic Outlook in Higher Education Publishing Company, Inc.”

The Hispanic Outlook in Higher Education Magazine® is a member of

Letters to the Editor

and a sponsor of

The Hispanic Outlook in Higher Education Magazine ® 80 Route 4 East, Suite 203, Paramus, N.J. 07652 email: HONewseditor01@aol.com

Want a Subscription?

Visit: www.HispanicOutlook.com or call toll free 1 (800) 549-8280 ext. 108

Postmaster: Please send all changes of address to: The Hispanic Outlook, P.O. Box 68, Paramus, N.J. 07652

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

3

Esquina E ditorial

It

wasn’t all that long ago when graduate schools were dominated by White students. Over the past generation, the growth of minorities in graduate studies has been organic and steady in its progression. Present projections indicate that just as undergraduate schools experienced an unrelenting increase in minority students in the last part of the 20th century, minorities will turn graduate schools into ever-increasing bastions of diversity in the 21st century. The evidence that supports that projection is already apparent. As of the fall of 2011, there were more than two million Hispanics between the ages of 18 and 24 enrolled in college. According to the Pew Research Hispanic Center, which released that statistic, it is a new record for Hispanics.

In this issue, HO presents statistical data showing that these undergraduates are making their way into and succeeding in graduate school studies. Flush with success of undergraduate studies, Hispanics are going to graduate schools in bigger numbers than ever before.

They’re pursuing advanced careers in many professions including education, engineering, science, theology, public health and technology – all graduate programs we feature in this issue. The bad news is that work still needs to be done to increase Hispanic numbers in graduate school. Elvia Ramírez, Department of Ethnic Studies, California State University, reveals in her report Examining Latinos/as’ Graduate School Choice Process an Intersectionality Perspective that Hispanic choice is influenced by race, class and gender inequalities.

Recognizing this, in this issue, we applaud the efforts of Project 1000 whose mission is and has been to make GREs and applying to graduate school more accessible for Hispanic students, as well as the Hispanic Theological Initiative, which since its inception in 1996, has supported more than 140 master’s-, doctoral- and postdoctoral-level students with scholarships, mentoring and networking opportunities. ¡Adelante!

Suzanne López-Isa Editor-in-Chief

The Right Fit is Everything.

A good client relationship is more than just chemistry.

It’s about finding the right mix of cultural insight, planning and creative thinking.

Plus 23 years of experience marketing Hispanics in higher education does not hurt either.

That is what we bring to our client relationships. We can help you find the right fit for your institution.

Why not give us a call.

1-800-549-8280 ext. 102 or 106

4

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

Po lit

i cal Beat

Come What May, Air Force One Flies On

by Carlos D. Conde

P

resident Obama keeps telling us these are hard times. The middle class is suffering.

Novelist F. Scott Fitzgerald said a long time ago the rich are different from you and me. The Bible tells us the poor will always be among us.

Right now, we are in the midst of reconciling all this in Washington, so stay tuned even if the message in some places sounds a bit warped, depending on the messenger.

All this comes together in the current deliberations in Washington as to how we are going to solve the fiscal problems facing the nation.

Our leaders on opposite sides of the political spectrum are standing fast on the issues that divide them, slow to yield on practicalities and solutions and quick to seize on ideologies and demagoguery.

Who knows. The federal government might become so fragmented and skeletal that bifurcated societies become the norm. The Latinos will rule the Southwest and Miami, the Anglos take the Midwest, and the Italians and Puerto Ricans preside over the Eastern states.

It’s an exaggeration and silly, of course, but nowadays, a lot of things seem to be an exaggeration and silly in Washington, especially pertaining to the issue of money, the lack of it and its appropriation. The bickering seems endless among our elected leaders posturing as politi-

cal gunslingers daring to see who blinks first.

Sequestration? Who ever heard of it until now? It is about the feds saying their departments are on the edge of penury and about factional lawmakers seeking to temper or expand government largess.

The Obama administration and partisan political groups, each playing to their own agenda, warn about the tumultuous consequences that await Americans and the needy in particular through inaction or if these measures, draconian to some, are allowed to take effect.

It sounds somewhat like the tale of Robin Hood in Sherwood Forest milking the affluent to rescue the peasants in today’s context of tilting federal programs and appropriations more toward the needy and the middle class – and bearing down on the rich to provide a greater share as determined by government edict.

Of course, ideology figures into all these contending issues, but many of us are more or less on the same page. It’s about procuring the funds and doling it out to finance all the government entitlement programs and public luxuries that we have come to accept as our just and rightful endowment.

We seem a nation of spendthrifts because until now we have been able to afford it. But how much longer will the party last?

Irrelevant as it may be, it starts at the top.

While perusing the nation’s financial sheet and trying to make sense of the public sector expenditures and its profligacy and frugalities, I was taken aback by a seemingly trivial and petty expenditure in the presidency in relation to the overall national budget, but nonetheless, so begging of the

issue, it astounded me.

It shouldn’t because in the scheme of things it’s chicken feed considering the millions we squander daily in faraway conflicts like Afghanistan. That goes also for our health and welfare programs whose good intentions are plagued by ill management, cheats and malingerers.

If the conversation is about our national fiscal crunch, there’s one segment seemingly above the law of austerity, and that’s the U.S. presidency.

Nevertheless, since we are dealing in frugalities and, in this case, perhaps trivialities involving our government’s fiscal matters, do you know how much it costs per hour to fly the president’s plane, Air Force One? $181,757 an hour excluding miscellaneous, whether for work or for pleasure. Some of those trips can turn out to be pretty pricey.

I’d say at least 80 percent of Americans don’t make that in a year, or two.

That doesn’t include the incidentals. A presidential trip to almost anywhere for pleasure or for fun will cost a million dollars or more, but you can rationalize it when you consider it includes a plane load of aides and security personnel and a press pool that pays its own way.

It’s what you would expect from the richest nation on earth. If you have ever seen Air Force One thundering down from the sky and taxiing up to a serenading band and a delegation of dignitaries, you don’t quibble with the extravagance that befits the leader of the free world.

In today’s times where austerity is the watchword, some watchdog public entities have nevertheless been quibbling about the Obamas’ expenses, particularly in these tough times and particularly after the first lady and the Obama chil-

0 4 / 0 1 / 2 0 1 3

•

dren recently flew to Aspen to ski.

She couldn’t use Air Force One. The president had pre-empted it for a golf vacation in Florida, so the Obama family had to make do with an ordinary military jet, configured for elite comfort for pleasure trips to Aspen and the like. That outing cost a basic $83,189 per hour excluding venue costs.

When the first lady took a vacation in Spain with children and relatives during Obama’s first term, expenditures totaled almost half a million, about the same as her solo African trip.

Although Chicago is the Obamas’ residency, it has been coopted by Hawaii, and the president and family luxuriate in that faraway, getaway Pacific territory now considered the family’s pied-à-terre.

According to Robert Keith Gray’s book Presidential Perks Gone Royal, it cost taxpayers an all-inclusive $3.6 million to fly the president and his family to Hawaii for their annual Christmas holiday.

Gray said that in 2011, the U.S. presidency cost American taxpayers $1.4 billion. Included in this is $100,000 annually for a presidential “dog walker.”

One of Obamas’ White House aides said he takes fewer vacations than any of his predecessors and his entourage of White House staffers, and secret service agents are proof there’s hardly any down time for him at the White House, Camp David, Hawaii, Florida or wherever.

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.

H I S P A N I C

O U T L O O K

5

MAGAZINE® APRIL 01, 2013

Top Graduate Schools Page 8

CONTENTS Graduate Program Offers Pathway to STEM Careers by Mary Ann Cooper

8

Hispanic Theological Initiative Supports Latina/o Scholars by Marilyn Gilroy

12

Project 1000: Helping Hispanics Attend Grad School for 26 Years by Michelle Adam

15

The Chicago School Hires a Pioneer in Multicultural Psychology by Jamaal Abdul-Alim

18

It Will Take a Community to Redesign Higher Ed

23

by Peggy Sands Orchowski

UT-Austin Student Leveraging Knowledge for the Social Good by Leslie Asher Blair

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

Page 12

6

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

26

DEPARTMENTS Political Beat

5

by Carlos D. Conde

Come What May, Air Force One Flies On

Targeting Higher Education Hispanics and Graduate Education

Uncensored

20

by Gustavo A. Mellander

by Peggy Sands Orchowski

Interesting Reads

22

25 Page 15

Book Review

by Mary Ann Cooper

25

Hispanics on the Move

27

Color by Number

Priming the Pump...

Taking Things Personally

by Miquela Rivera

Back Cover

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

Page 18

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

7

RANKINGS/GRADUATE SCHOOLS/PROGRAMS

Graduate Program Offers Pathway to STEM Careers

The

third annual “Professional Science Master’s Enrollment and Degrees Survey” documenting applications, enrollments and degrees awarded in Professional Science Master’s (PSM) programs produced by the Council of Graduate Schools (CGS) showed that total enrollment in PSM programs topped 5,800 students in 2012. That’s a total enrollment increase of 22 percent overall between 2010 and 2012. The PSM is a unique graduate degree program designed to allow students to pursue advanced training in science or mathematics while developing workplace skills valued by employers. PSMs present hopeful signs in a graduate education system where enrollment has decreased over the past two years.

“First-time enrollment in PSM programs continues to grow, even as first-time graduate enrollment in general has declined in recent years,” said CGS president Debra Stewart. “It’s clear that the value of a PSM degree is gaining recognition among students, employers and graduate institutions. The versatility and professionalism of PSM graduates gives them an edge in the job market, as seen in student outcomes studies that show high levels of career success.”

But a decline in enrollment is nevertheless a reality for graduate schools. In its annual survey, Graduate Enrollment and Degrees: 2001 to 2011, CGS and the Graduate Record Examinations (GRE) Board reported that U.S. graduate schools saw a 1.7 percent dip in enrollments of first-time graduate students between fall 2010 and fall 2011, marking the second consecutive year of slight decreases.

Across the board, graduate school enrollments remain ahead of where they were a decade ago, but the latest figures reverse increases for the 2007-08 and 2008-09 academic years, when enrollments grew 4.5 percent and 5.5 percent, respectively. The report includes responses from 655 institutions, which collectively confer about 81 percent of the master’s degrees and 92 percent of the doctorates awarded each year.

First-time enrollment in master’s and certificate-level programs declined 2.1 percent between fall 2010 and fall 2011 while doctoral degree programs enrolled 0.5 percent more new students during the same time period. Overall, according to survey respondents, more than 441,000 students began graduate studies in fall 2011. The CGS and

8

H I S P A N I C

O U T L O O K

•

GRE study also highlights an apparent gap between the ambitions of prospective graduate students and the realities of graduate enrollment: despite the overall decline in first-time enrollments, interest in pursuing graduate degrees remains high and continues to grow. The report showed a 4.3 percent increase in applications for admission to graduate programs between fall 2010 and fall 2011.

Institutions that participated in the annual survey reported receiving nearly 1.88 million applications across all fields of study leading to master’s or doctoral degrees and graduate certificates.

Engineering, business, and social and behavioral sciences accounted for the largest numbers of graduate applications in 2011.

Stewart observed that the gap between growing applications and dropping enrollments should be seen as a call to action. “Graduate education is a cornerstone of a thriving, highly skilled work force, and a graduate degree holds out lifetime benefits for individual students. The 4.3 percent increase in application numbers reveals that students are eager to attend graduate school. While the 1.7 percent decrease in first-time enrollment is not dramatic, the fact that we are now in the second year of reversed growth is a sign that we must respond with strong investments in graduate programs and student funding.”

Initiatives like PSM programs are an example of an investment that has paid off. PSM programs in mathematics and statistics received more applications than programs in other fields of study, constituting 35 percent of all applications received. Nearly 1,900 students enrolled in PSM programs in 2012, with 51 percent of first-time enrollees being men and 49 percent being women. Nearly two-thirds of all first-time PSM students were enrolled full time while the remaining one-third were part-time students.

About 40 percent of all doctoral degrees awarded in 2010-11 were in health sciences, engineering, and social and behavioral sciences while about 50 percent of all master’s degrees were awarded in education and business, according to institutions responding to the survey. According to GRE and CGS survey respondents, women earned two-thirds of the graduate certificates, 60 percent of the master’s degrees and 53 percent of the doctorates. Academic year 2010-11 marked the third straight year women earned a majority of doctoral degrees. Among U.S.

0 4 / 0 1 / 2 0 1 3

by Mary Ann Cooper citizens and permanent residents, 22 percent of first-time enrollees were underrepresented minorities (Black/African-American, Hispanic/Latino or Native American/Alaska Native).

According to the PSM survey, men comprised 55 percent of all PSM students and women made up 45 percent. Total PSM enrollment in fall 2012 was dominated by four fields of study: computer/information sciences (21 percent), biotechnology (16 percent), environmental sciences and natural resources (14 percent), or mathematics and statistics (14 percent). Just a little more than 1,750 PSM degrees were awarded in academic year 2011-12.

In all, 52 percent of PSM degrees awarded by respondents in academic year 2011-12 were awarded to men; and 48 percent, to women.

Biotechnology and computer/information sciences awarded 42 percent of all PSM degrees awarded: 22 percent and 20 percent, respectively. Men earned the majority of the PSM degrees awarded in chemistry and physics, geosciences and GIS, other interdisciplinary sciences, bioinformatics/computational biology, and mathematics and statistics. Women earned the majority of the degrees granted in medical-related sciences, biology/biotechnology, and “other interdisciplinary” fields.

The conclusion? Increasing STEM careers are a national imperative, but they also are proving to be one of the most attractive career paths for many prospective and current graduate students, if PSM courses are any indication.

2011 Graduate Schools Enrolling Hispanics 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Nova Southeastern University Florida International University The University of Texas-Pan American The University of Texas at El Paso University of Southern California Walden University The University of Texas at San Antonio National University University of New Mexico-Main Campus University of Florida Arizona State University California State University-Los Angeles California State University-Long Beach The University of Texas at Austin Texas A & M University-Kingsville University of California-Los Angeles University of Miami New York University New Mexico State University-Main Campus Grand Canyon University

Institution Name

FL FL TX TX CA MN TX CA NM FL AZ CA CA TX TX CA FL NY NM AZ

State

22,060 8,728 2,900 3,665 20,596 40,241 4,700 8,610 6,334 16,991 13,850 3,885 5,499 12,675 2,125 12,072 5,559 21,631 3,529 15,601

Total

Hispanic Totals

4,374 3,678 2,272 2,195 2,176 1,819 1,698 1,691 1,579 1,399 1,317 1,299 1,281 1,272 1,120 1,119 1,102 1,098 1,090 1,056

1,393 1,440 867 833 805 457 639 548 605 604 549 439 406 570 348 489 485 378 355 260

All

Men

2,981 2,238 1,405 1,362 1,371 1,362 1,059 1,143 974 795 768 860 875 702 772 630 617 720 735 796

Women

Hispanic Percentage 20% 42% 78% 60% 11% 5% 36% 20% 25% 8% 10% 33% 23% 10% 53% 9% 20% 5% 31% 7%

Source: NCES-IPEDS 2011

2011 Degrees Granted – All Master’s and Ph.D. Degrees in Teacher Education 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Nova Southeastern University National University CUNY Hunter College Mercy College Northern Illinois University Texas State University-San Marcos Northern Arizona University CUNY City College University of New Mexico-Main Campus Loyola Marymount University CUNY Lehman College Florida International University National Louis University University of Southern California Arizona State University CUNY Brooklyn College Concordia University-Chicago Texas A & M University-Corpus Christi Teachers College at Columbia University Texas A & M University-Kingsville Kean University The University of Texas-Pan American Pace University-New York New York University University of Florida CUNY Queens College

Institution Name

FL CA NY NY IL TX AZ NY NM CA NY FL IL CA AZ NY IL TX NY TX NJ TX NY NY FL NY

State

981 911 557 528 261 335 489 311 205 159 319 87 640 222 451 373 340 64 598 25 129 29 309 286 275 328

Total

Hispanic Totals

144 117 82 81 80 72 65 60 54 54 52 43 42 41 38 30 30 29 29 26 24 24 23 23 22 22

All

26 25 18 11 16 19 8 9 12 12 8 5 8 17 7 7 2 2 13 2 4 7 4 3 1 3

Men

Hispanic Women Percentage 118 92 61 70 108 53 57 51 42 42 44 38 34 24 31 23 28 27 16 24 20 17 19 20 21 19

15% 13% 15% 15% 31% 21% 13% 19% 26% 34% 16% 49% 7% 18% 8% 8% 9% 45% 5% 104% 19% 83% 7% 8% 8% 7%

Source: NCES-IPEDS 2011, combined number of MA and Ph.D. degrees granted 0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

9

2011 Degrees Granted First Major All Master’s Degrees in Business Management/Marketing

Hispanic Totals 1.

2.

3.

4.

5.

6.

7.

Florida International University Nova Southeastern University Webster University Ashford University University of the Incarnate Word University of Florida University of La Verne University of Maryland-University College University of Redlands Full Sail University University of Miami University of New Mexico-Main Campus Regis University Arizona State University Florida Atlantic University New York University University of Houston The University of Texas at El Paso Pepperdine University The University of Texas at Austin Texas A & M International University Our Lady of the Lake University-San Antonio The University of Texas at Dallas National University New Mexico State University-Main Campus University of Central Florida Fairleigh Dickinson Univ.-Metro. Campus Columbia University in the City of New York University of Southern California Texas Woman's University The University of Texas-Pan American American Public University System Metropolitan College of New York Saint Edward's University

Institution Name

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

FL FL MO IA TX FL CA MD CA FL FL NM CO AZ FL NY TX TX CA TX TX TX TX CA NM FL NJ NY CA TX TX WV NY TX

State

1,036 1,205 3,430 1,835 262 1,062 541 2,293 384 713 236 257 833 1,175 458 1,878 690 125 686 929 122 99 935 478 122 483 486 1,278 947 459 72 451 246 213

Total

436 363 257 130 128 123 103 103 81 78 75 72 71 69 69 69 66 64 62 61 60 59 56 49 49 48 48 48 47 47 47 47 46 44

All

239 167 157 56 37 82 39 53 43 45 45 33 29 44 36 39 42 34 31 42 34 25 41 26 15 25 25 25 28 10 22 38 14 25

Men

Hispanic Women Percentage 197 196 100 74 91 41 64 50 38 33 30 39 42 25 33 30 24 30 31 19 26 34 15 23 34 23 23 23 19 37 25 9 32 19

42% 30% 7% 7% 49% 12% 19% 4% 21% 11% 32% 28% 9% 6% 15% 4% 10% 51% 9% 7% 49% 60% 6% 10% 40% 10% 10% 4% 5% 10% 65% 10% 19% 21%

Source: NCES-IPEDS 2011, master’s in business management, marketing and related services

According to the Bureau of Labor Statistics, by 2018 roughly

2.5 million more jobs will require graduate degrees than in 2010.

10

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

2011 Degrees Granted First Major All Master’s and Ph.D. General STEM Degrees 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

The University of Texas at El Paso TX Texas A & M University-College Station TX Texas A & M University-Kingsville TX Florida International University FL University of Florida FL Stanford University CA University of Southern California CA Massachusetts Institute of Technology MA University of Central Florida FL The University of Texas at Austin TX Georgia Institute of Technology GA Cornell University NY Johns Hopkins University MD University of Michigan-Ann Arbor MI New Jersey Institute of Technology NJ University of New Mexico-Main Campus NM The University of Texas-Pan American TX New Mexico State University-Main Campus NM Arizona State University AZ The University of Texas at San Antonio TX University of California-Los Angeles CA California State University-Los Angeles CA The University of Texas at Brownsville TX University of Illinois at Urbana-Champaign IL Stevens Institute of Technology NJ Pennsylvania State University-Main CampusPA University of Maryland-College Park MD University of Arizona AZ University of Miami FL Columbia University in the City of New York NY Purdue University-Main Campus IN University of California-Berkeley CA University of Wisconsin-Madison WI San Jose State University CA University of Connecticut CT University of Washington-Seattle Campus WA Southern Methodist University TX Missouri University of Science & Technology MO University of South Florida - Main Campus FL Duke University NC North Carolina State University at Raleigh NC San Diego State University CA George Washington University DC Virginia Polytechnic Institute & State Univ. VA Carnegie Melon University PA Northwestern University IL

Institution Name

State

164 937 251 196 1,107 1046 1,184 926 341 730 1,218 692 708 1,160 271 170 84 187 722 155 565 227 39 762 624 556 515 292 75 971 774 746 634 1,001 71 493 210 334 279 312 702 198 327 555 632 1,196

Total

Hispanic Totals

62 59 59 55 44 42 41 41 40 34 33 32 30 30 27 27 26 25 24 24 24 23 23 23 20 21 19 19 18 18 17 17 17 16 16 16 15 14 14 14 14 14 12 12 12 12

All

19 39 1 34 32 33 31 31 31 23 28 27 19 19 18 18 14 14 12 15 18 17 5 17 16 12 13 12 13 9 13 5 7 14 13 12 14 8 10 8 7 9 8 7 11 10

Men

Hispanic Women Percentage 43 20 58 17 12 9 10 10 9 11 5 5 11 11 9 9 12 11 12 9 6 6 18 6 4 9 6 7 5 9 4 12 10 2 3 4 1 6 4 6 7 5 4 5 1 2

38% 6% 24% 28% 4% 4% 3% 4% 12% 5% 3% 5% 4% 3% 10% 16% 31% 13% 3% 15% 4% 10% 59% 3% 3% 4% 4% 7% 24% 2% 2% 2% 3% 2% 23% 3% 7% 4% 5% 4% 2% 7% 4% 2% 2% 1%

Source: NCES-IPEDS 2011, science (physical and technical), technology, engineering and math – master’s and doctoral degrees combined

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

11

GRADUATE SCHOOLS/PROGRAMS

Hispanic Theological Initiative Supports Latina/o Scholars

If

by Marilyn Gilroy

there is one program that has made a difference in the pipeline of Latina/o religious scholars, it is the Hispanic Theological Initiative (HTI). Since its inception in 1996, HTI has supported more than 140 master’s-, doctoral- and postdoctoral-level students with scholarships, mentoring and networking opportunities. Its alumni are faculty members at dozens of universities and serve as church leaders throughout the nation.

“Because of its collaborative and holistic approach, HTI has become the information ‘411/HUB’ for Latina/o theological and religious educa-

tion,” said the Rev. Joanne Rodríguez, HTI director. “This cohort of scholars is making important contributions nationally and internationally to the educational, governmental and nonprofit sectors.”

The Hispanic Theological Initiative was developed in 1996 at Emory University to help Latina/o church leaders become scholars in the academy.

HTI was initially funded by the Pew Charitable Trusts and also received grant money from the Lilly Endowment. It is now headquartered at the Princeton Theological Seminary and is supported in part by the Henry Luce Foundation.

Since 1996, HTI has achieved the following: • Supported 43 master’s students through their graduation • Supported 82 doctoral students through their graduation • Helped 10 postdoctoral students write their books • 97 percent of HTI students earned their graduate degrees in an average of 5 years • 10 Book Prize winners

HTI Fellows have achieved the following: • 58 are teaching full time • 24 are serving in administration, research and ministry • 62 books have been published • 28 percent are tenured, and 41 percent are in tenure-track positions • 5 are deans, 1 is a president

HTI Fellows represent the following: • 9 countries • 10 denominations • 67 percent are male • 33 percent are female

HTI Fellows teach in: • 18 states and 4 countries The Rev. Joanne Rodríguez, director, Hispanic Theological Initiative

12

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

In 2007, the institute expanded when it formed the Hispanic Theological and Conversion in Sixteenth Century Spain and New Spain.” But scholars Initiative Consortium (HTIC). Today HTIC includes 23 well-known Ph.D.- are not limited to topics within Christian traditions. granting institutions, such as University of Notre Dame, Harvard Divinity “Our scholars have a broad perspective,” said Rodríguez. “One of our School, Duke Divinity School and Southern Methodist University Perkins students, who is an Episcopalian priest, is doing Ph.D. research on the School of Theology. With this expansion, HTI has created a new cohort of Islamic religion. Another scholar is working with a physiologist to explore Latina/o scholars to serve the academy and the church. the relationship between religion and exercise.”

“Our primary goal is to increase the number of Latina/o students and HTI highlights the work of its students by awarding an annual book prize faculty in theological education and, by doing so, better equip U.S. institu- for the best book written by scholars on theology and/or religions each year. tions to serve the growing Hispanic population,” said Rodríguez. “The con- Last year’s winner was Mestizaje: (Re)mapping Race, Culture, and Faith in sortium has grown and the number of students has grown, but even more importantly, our scholars are making a wider impact. Many are ordained in various dominations of Christian faiths and doing amazing work in the academy and in the church.”

HTI manages the Hispanic Theological Initiative Consortium, and their mission and purpose revolves around four major goals: • to help identify and prepare highly trained educators and leaders who can articulate, model and help teach values and ideas that will inform and make an impact in the Latino faith communities and communities in general • to increase the recruitment, retention and graduation rates of Latina/o Ph.D. students across the nation by uniting and leveraging institutional resources (human, financial and infrastructural) • to increase the presence of Latina/o faculty – especially tenured faculty – in seminaries, schools of theology and universities • to provide a forum for the exchange of infor2006-07 HTI Dissertation Fellow Dr. Néstor Medina (center) accepts the 2012 HTI Book Prize. mation, ideas and the best practices to address the needs of Latina/o faculty and students Under HTIC guidelines, only students accepted into a Ph.D., Th.D. or Latina/o Catholicism. The publicity blurb for the book says it “traces the Ed.D. program at one of the HTIC member schools are eligible to partici- subversive and innovative ways in which Catholic theologians have turned pate as scholars. Each member institution recommends students they will this concept into a powerful framework for articulating the experiences of support as HTIC scholars. Students are selected based on their religious faith of Latina/o communities.” The author, Dr. Néstor Medina, a 2006-07 scholarship and evidence of commitment to Latino communities.

HTI dissertation fellow, received his doctorate from Emmanuel College, Once accepted, new HTIC scholars are assigned a senior scholar mentor Toronto School of Theology, University of Toronto, and is assistant professor to help navigate the doctoral program and expand networking resources. of theology and culture at Regent University in Virginia.

They also receive an invitation to the annual workshop that includes semiLike Medina, HTI graduates now teach and write in schools around the nars on writing techniques and discussions about career opportunities. nation, preparing the next generation to lead in an increasingly diverse These resources help Latina/o doctoral students cope with the lack of world. Former scholars hold tenure or tenure-track positions at Williams supportive environments, need for financial resources, and feelings of College, University of Miami, St. Louis University, Drew, Fordham and marginalization and isolation during their graduate studies. The HTI suc- Trinity University, among others. They often combine their academic career cess rate has been exceptional, with 97 percent of students earning with service to the church. degrees within an average of five years. Rodríguez says HTI support is The commitment to living out religious convictions and vocational goals especially critical after students complete their course work and begin the is evidenced in the career of Dr. Elizabeth Conde-Frazier, a 1997-98 HTI dissertation process. scholar who became dean of Esperanza College in 2009. Esperanza, a “Sometimes we see students’ confidence begin to lag and they start Christian college, was founded in the 1980s by Hispanic clergy in a north looking at their work and thinking it isn’t very good,” she said. “We moni- Philadelphia neighborhood that historically struggled with poverty, unstable tor their progress and provide them with affirmation but also hold them housing and low educational attainment. Conde-Frazier left a position as a accountable to keep moving forward.” tenured professor of religious education at Claremont College in California The choice of dissertation topics is impressive, with scholars digging to help improve student enrollment and retention at Esperanza. She has deep into both familiar and obscure subjects. For example, in 2012, HTI personally recruited and chosen new faculty members who are committed scholar Miguel Romero successfully defended his dissertation, St. Thomas to mentoring students and helping them complete their degrees.

Aquinas on Disability & Profound Cognitive Impairment, at Duke University Other HTI scholars also find ways to serve their communities through Divinity School. Carla Guzmán, a 2012-13 scholar, wrote on the Spanish church affiliations.

Empire in a dissertation titled “Why Can’t They Be More Like Us?: Baptism “This program is very different from others because at least 80 percent

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

13

Since its inception in 1996, HTI has supported more than 140 master’s-, doctoraland postdoctoral-level students with scholarships, mentoring and networking opportunities. of our scholars have an academic career while serving the ministry, mostly by making connections with local churches,” said Rodríguez, who also is an assistant to a pastor in nearby Trenton, N.J. “For every student that we help graduate, hundreds of other lives are positively impacted.”

This unique aspect of the program means the reach of HTI graduates is wide and deep. As they work within churches, scholars use their intellectualism and spirituality to bring about positive change. They are in a position to be influential because, as Rodríguez points out, religion holds a powerful place in the lives of Hispanics.

“Even if Latino families don’t go to church that often, there is a connection to God,” she said. “It is part of the core values of Puerto Ricans, Mexicans and Cubans.”

14

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

According to the latest Pew Hispanic Center research, approximately 83 percent of Latinos claim a religious affiliation with more than 6-in-10 (61 percent) saying that religion is very important in their lives. Another 24 percent say that religion is somewhat important. Pew research also shows that for most Latinos, the practice of religion is distinctively ethnic. Twothirds of Latinos report attending churches with Latino clergy, services in Spanish and heavily Latin congregations. Many Hispanics see their church as a “moral compass” and look for guidance in shaping their views and way of living. For this reason, the fact that community members can identify with the ethnic background of HTI scholars is very important, says Rodríguez, and that is why they can make a big difference.

“When you have someone educated at this level, which is rare in our society, there is a huge impact because this person is in tune with the community but also brings a different level of spiritual understanding,” she said. “For example, he/she can connect religion to current issues, such as bullying, by explaining how Christian theology teaches that God calls us to love our neighbor and live in harmony with others. That theological perspective can bring spiritual help to our communities.

“In addition, the HTI scholars and graduates tap into resources and networks the community would not have had access to.”

But it is not just in churches or the academy in which HTI scholars make their mark. They are serving on boards, giving presentations at retreats and conferences, and providing national leadership. For example, Gabriel Salguero, a 2002-03 HTIC scholar, who is a pastor at Lamb’s Church in New York City, was selected to give an invocation at last year’s Democratic National Convention. Salguero is founder of the National Latino Evangelical Coalition, which advocates for political policies and agendas to address poverty and social justice issues in the Hispanic community.

Rodríguez’s own journey to leadership and becoming director of HTI was somewhat of an anomaly. She grew up in a Jewish/Puerto Rican neighborhood in Brooklyn, the daughter of working-class parents – her father was a taxi driver; her mother was a seamstress. But after graduating from high school, she went to Pace University and majored in business. After graduation, she worked for Goldman Sachs but then moved to a career in banking in which she rose to the level of vice president.

Rodríguez said her career in banking actually served her well in understanding how important it is to interact with the community.

“I didn’t just sit at my desk in the bank and wait for people to walk in,” she said. “I went out to the neighborhoods and local organizations and met people.”

Although her family was originally Catholic, Rodríguez started attending a Presbyterian church with a neighbor. The pastor encouraged her to consider the seminary, so she visited the Princeton Theological Seminary.

“I thought Princeton was out of my league,” she said.

However, she was accepted and went on to earn both a Master of Divinity and a Master of Theology degree.

While carrying out her duties as HTI director, she set her sights on becoming an ordained minister and achieved that goal in December 2012.

As head of the Hispanic Theological Initiative for the past 13 years, Rodríguez uses her strong communication skills to cultivate and connect HTI’s network of graduates, mentors and supporters. To keep community members in touch with each other, HTI publishes Journeys, a quarterly newsletter that contains information about current and former students, educational programs, conferences, events and employment opportunities.

It is distributed to 1,500 individuals across the country and abroad.

“All of these connections help us grow,” said Rodríguez.

GRADUATE SCHOOLS/INNOVATIONS/PROGRAMS

Project 1000: Helping Hispanics Attend Grad School for 26 Years

T

by Michelle Adam

hirty years ago, Gary Keller, then the only Mexican-American graduate dean in the country, found himself before Congress testifying on the affects of standardized testing on the Hispanic population.

Why? Because at that time, only 2,000 Mexican-Americans and 2,000 Puerto Ricans took the GREs and applied to graduate school every year. Keller, who currently is regents’ professor of Chican@ and Hispanic studies at Arizona State University (ASU) and director of ASU’s Hispanic Research Center, would have remained the only Mexican-American dean for a long time if something hadn’t been done about the dismal numbers of Hispanics applying to and attending graduate school.

“In those days, the pool of applicants was terrible,” said Michael J. Sullivan, who along with Keller began the initial phases of Project 1000 in 1979 to turn those numbers around.

Back then, Sullivan worked with Keller, who was provost for graduate studies at the State University of New York-Binghamton (today known as Binghamton University). And then when Keller served as a visiting scholar with the GRE board, he and Sullivan got a glimpse of the total pool of Mexican-American and Puerto Rican applicants to graduate school (4,000 each year).

“We also learned that most of the students of the 4,000 were only applying to a single school and that this was often an uniformed choice. It was either the biggest name they had heard of, or the closest to home, whether or not the program they needed was there,” explained Sullivan. “What we realized with that information and in talking to minority recruitment officers and meeting with people in the field was that we needed to find a method to get more students to take the GRE and apply to graduate school. And we needed more of them to apply to more schools, to apply with better timing, and to be better informed.”

Those were the days before online applications, where individual paper applications needed to be sent to different schools (if students

were to apply to more than one school), and when unlimited phone plans, let alone cell phones, were a thing of the future. In that atmosphere, Keller and Sullivan began Project 1000 out of ASU’s Hispanic Research Center.

With a grant, they went operational in 1987, and worked every angle and approach they could to make GREs and applying to graduate

the number of Hispanic students, and especially Mexican-Americans and Puerto Ricans, 85 percent of the Hispanic population, who apply to and attend graduate school. And this was done using a multiple-prong approach.

First of all, Project 1000 created a 1-800 number (required in those days to be accessible) and hired staff to provide support by

Pictured (l. to r.): Mary Keller; Dr. Michael Olivas, distinguished chair in law, University of Houston Law Center; Gary D. Keller, Project 1000 executive director; Rafael Magallan, director of state services at the College Board; and Dr. Manuel Gómez, former vice chancellor for student affairs, UC-Irvine, at the 1992 award ceremony at the Plaza Hotel in New York City in which Gary Keller was awarded the $50,000 annual "Charles A. Dana Foundation Award for Pioneering Achievement in Education" on behalf of his work in creating Project 1000 (to which he donated all of the award money).

school more accessible for Hispanic students.

“Our goal was to handle this number – 1,000 – of students in a number of years as a demonstration project,” said Sullivan, project administrator with the Hispanic Research Center and who has served as director for the Project 1000 program now for 26 years. “We didn’t stop at that, though. The number became 10 times that, and we had 650 students we worked with in one year during our peak years.”

Project 1000 had a clear impact in growing

0 4 / 0 1 / 2 0 1 3

phones. Academic advisors offered callers information on the graduate application process (when and how to take the GRE, apply to graduate schools and seek financial assistance), and helped quell their levels of anxiety.

“Most students were uninformed of when to apply to graduate school and had a lot of misinformation that caused anxiety. It can be misleading if you don’t come from families with a graduate school history. Most deadlines are in November for the following year, and often stu-

•

H I S P A N I C

O U T L O O K

15

dents will take the tests and apply to schools at the wrong times,” he added. “We also wanted to provide students with a chance to find a school that was a good match and where they could get financial support. But in order to do that, students needed to be well prepared, needed to do well on their tests, needed to know how to get good letters of recommendation and when to get them, and needed to know when to apply to schools and how to say the right things to get fel-

tact with over the year, and it became a word-ofmouth network. We never wanted to create a project that would need us to keep running it.”

That was just the beginning, though. Sullivan and Keller then selected 50 institutions Hispanics would want to apply to that would provide them with diversity in geography, in selectivity (selective and highly selective schools), and in public and private options.

“Over the years, people asked us to include

Project 1000 director Michael J. Sullivan and Project 1000 executive director Gary D. Keller lowships and acceptance into schools.”

In order to reach out to Hispanic students, Project 1000 looked through paper directories of undergraduate schools throughout the country (in those days, all was done manually). “We looked at which undergraduate schools had the highest enrollment of Hispanic students. And we found there were 360 or so institutions in the country that had a critical mass of Hispanic students – higher than 2 percent of the student body! – and we invited all of those to participate as recruiter institutions where their staff would help direct students to the best choice of graduate schools,” said Sullivan. “Half agreed to participate. We brought them together for meetings and told them the best ways to pass information to their students. Over time, we had a critical mass of alumni and staff and faculty we had con-

16

H I S P A N I C

O U T L O O K

•

them, and we got as high as 90 institutions,” said Sullivan. “Now we have 80.”

They established relationships with these institutions, and began by planning meetings where they brainstormed ways of making the application process for Hispanics easier and more effective. Project 1000 then created one application, which incorporated much of what these schools had wanted to know of prospective students, that Hispanics could fill out and then have sent to multiple schools via the project. “It was one application for numerous schools. This was a revolutionary concept in the 1980s!” said Sullivan.

The organization also asked these schools to waive their application fees, since these fees made applying to multiple schools a cost-prohibitive process for many Hispanics. “The trade-

0 4 / 0 1 / 2 0 1 3

off was that this would give schools a greater likelihood of Hispanic students applying there and helping increase their then-small pool of applicants.”

Another important step Project 1000 took to help increase the number of Hispanics applying to graduate school was in working with schools and the Educational Testing Service (ETS) to address true concerns with the GRE (Graduate Record Exam). “We started off as antagonists with the standardized test industry. We were very concerned about the tests and felt they were harming the Hispanic community. We made people aware that it wasn’t fair to say a 550 for a Mexican-American was the same score as a 550 for a majority student. In many subjects, there were no Hispanics who had a 600 score, but we didn’t believe there were no qualified Hispanic students who could succeed in graduate school.

We believed there was a measurement error and this was reflected in many groups,” said Sullivan.

“Our argument was that the percentiles of scores within different groups predicted real success in graduate school more than straight scores. There were cultural and language issues that caused lower scores among Hispanics. So if you wanted to enroll Hispanic students in your schools, you couldn’t just have arbitrary cutoff scores. You needed to look at the top 10 percent of Hispanics, and not just the top percent of all takers.”

In addition to working with individual schools and helping them change their admissions’ approach, Project 1000 approached ETS, the testing service that produced the GRE. “What happened was they invited us into the fold to help them do better,” said Sullivan. “We have since had a great relationship with them. They have been our partners until the present.”

Out of this relationship, ETS provided numerous GRE workshops for Project 1000 and its members, hosted a number of conferences on the subject of testing and diversity, and helped the program publish books on the subject.

“They have tried hard to work with us to make sure their tests are as accurate as possible, and have been trying to help our communities in multiple ways,” said Sullivan. “Even though we don’t think the test is perfect, we feel it has been getting better over the years. We feel the people who make the GRE are of good will.”

Bit by bit, Project 1000’s multiprong approach paid off. “We have largely succeeded

Gary D. Keller, executive director of Project 1000, speaking to audience during GRE Board visit to Arizona State University and Project 1000 (2009) at our goals. Across the board, there have been huge increases. We wanted to have more Puerto Ricans and Mexicans applying to grad school, and there have been a lot more of them applying. The last time I looked, there were 12 times more applying than before, and that number is even higher now. And in general, there are more students who know enough to apply to more than one school, and there’s less anxiety about the test. They are doing what we told them to do all along – bite the bullet and take it,” said Sullivan. More Hispanic students before were prevented from graduate school because they weren’t taking the test.

“Also, schools are much more understanding now of factors like not over-weighting GRE scores. A lot of places understand that the GRE scores for Hispanics aren’t as reliable as they are for the majority students. They understand that they need more diversity and need to accurately look at the whole person.”

What Sullivan called a “revolution” in the graduate enrollment process for Hispanics also jump-started a revolution for all students. He

described Hispanics akin to the canaries who are taken into the mines because they are sensitive. If the canary reacts to the toxicity levels of the mine, then the miners are sent out of the mines before it affects them negatively.

“All problems that affect minority students affect all students. Minority students have the same problems as other students, but experience them earlier and more intensely than others,” he said. “If we solve the problems of underrepresented students, then everyone is better off, because every single improvement we do for minority students is for majority students [too].”

During its many years in operation, Project 1000 expanded its reach beyond the two Hispanic groups to all Hispanics and underrepresented students. In addition, its hard work was publicly recognized when the organization achieved one of the five 1992 Charles A. Dana Awards for Pioneering Achievements in Health and Education.

Also, great change occurred under Project 1000’s watch, including one in technology

0 4 / 0 1 / 2 0 1 3

(which they tried to be at the forefront of). “In partnership with 10 universities in 1995, right when the Internet was becoming public, we wrote a proposal to the U.S. Department of Education to demonstrate the viability of electronic applications to graduate schools. We were turned down for the grant because we were told it would never happen,” said Sullivan. “Within just a few years, though, all the schools were experimenting with electronic applications, and in five years all were doing this.”

Since then, technology has provided easier methods for students to apply to schools and has diminished the need for Project 1000’s assistance to students. It still provides phone help to students in need, but now students apply directly online to multiple schools, have cell phones with unlimited calls, and can access information on graduate schools using the World Wide Web unlike ever before.

The organization, though, has continued to find ways in which it can indirectly support Hispanic and minority students for graduate school. Its most recent project, of three to four years ago, was in helping launch the Personal Potential Index.

“Non-quantitative personal qualities of people – like their leadership and perseverance skills – that are important predictors of success are not easily measured by tests like the GRE, are not often reflected in letters of recommendation and don’t show up in essays. We felt we needed to get this into a total package for graduate admissions so they could have a fairer and more complete assessment of potential graduate students,” said Sullivan. “The Educational Testing Service worked hard on this and came up with the product. The launch was in the big newspapers and journals, and now the index has been used for several years.”

While Project 1000 and others wait for the day when Hispanic applications to graduate school are a full representation of their numbers in society, change from 30 years ago has been monumental. “It’s a lot better than it was in many levels of magnitude,” said Sullivan.

“It is all perfect? No – the goal is to have the same number of people apply to graduate school as their percentage of the whole – but we are getting there.”

•

H I S P A N I C

O U T L O O K

17

GRADUATE SCHOOLS/LEADERSHIP/ROLE MODELS

The Chicago School Hires a Pioneer in Multicultural Psychology

by Jamaal Abdul-Alim

The

first time Dr. Patricia Arredondo applied for an administrative job in the field of counseling, she got passed over for another applicant. “I remember not wanting to think that it had anything to do with race and ethnicity, but I think it did,” Arredondo said in a recent interview with The Hispanic Outlook in Higher Education Magazine.

She was a high school counselor at the time and was still working to obtain her doctoral degree in psychology. Her supervisors had encouraged her to apply for the job as head of counseling at the school, but the ultimate decision to hire someone else left her “devastated.”

Her sense is that the other applicant – who was Caucasian – was deemed a better “fit” for the student population and their parents.

“I think it informed me about how you can still be the better qualified and it doesn’t always work in the way you think it will work in terms of fairness and equity,” Arredondo said. “And it’s a learning experience that I’ve been able to leverage in my teaching and consulting practice.”

The experience is also one of many that Arredondo brings to her new position as president of the Chicago campus of the Chicago School of Professional Psychology, a nonprofit graduate school devoted to psychology and related behavioral and health sciences.

Her ethnicity still comes to bear, but in an entirely different way – Arredondo is the first Latina to serve as president of the school.

18

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

Colleagues say it’s a fitting post for a scholar who is regarded as a pioneer in the field of multicultural psychology.

“She’s always been a leader in the area of multicultural psychology,” said Dr. Melba J. T. Vásquez, former president of the American Psychological Association. “She has a broad set of skills and knowledge, and she’s absolutely amazing.”

For her scholarly works over the years, Arredondo recently received one of the Henry Tomes Awards for the Advancement of Ethnic Minority Psychology, named in honor of one of the leaders and pioneers of ethnic minority psychology.

The awards, funded by the Council of National Psychological Associations for the Advancement of Ethnic Minority Interests (CNPAAEMI), go to a member of a different ethnic minority on a rotating basis.

This year, the awards recognized two Latino or Latina/Hispanic American psychologists – one emerging and one senior. Arredondo won the senior award.

Arredondo’s colleagues nominated her for the award because of her large body of work and various items she has developed to bring more cultural sensitivity to her field.

“She was one of the first scholars in this country to develop a set of multicultural competencies,” said Azara L. Santiago-Rivera, a longtime friend and colleague who co-authored the book Counseling Latinos and La Familia with Arredondo and Maritza Gallardo-Cooper.

“The idea is to really make someone skilled in working with diverse groups of people,” Santiago-Rivera explained of Arredondo’s work. “A culturally competent counselor is aware that cultural self-awareness and sensitivity to one’s own cultural heritage is essential.”

Santiago-Rivera credits Arredondo with reviving the National Latina/o Psychological Association more than a decade ago. This spring, the organization plans to publish its first edition of the Journal of Latino/a Psychology.

Santiago-Rivera also cited a list of contributions that Arredondo has

made to the field to bring more cultural sensitivity and awareness to the profession.

For instance, in 2002 Arredondo helped write a document titled “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” for the American Psychological Association (APA). Vásquez, the former APA president, said the multicultural guidelines continue to have a major impact in the field. For instance, she said, she uses them in trainings for state psychological associations and similar groups.

“They’re often the basis of people’s research and the articles they write and publish,” Vásquez said. “So they’re pretty substantive.

“They address the right kind of attitude, the right kind of knowledge and skills that people need to develop on an ongoing basis to be working with racial ethnic minority populations.”

Among other things, the guidelines encourage psychologists to “recognize the importance of multicultural sensitivity/responsiveness, knowledge and understanding about ethnically and racially different individuals.”

They also say that culturally sensitive psychological researchers should recognize the importance of conducting “culture-centered and ethical psychological research among persons from ethnic, linguistic and racial minority backgrounds.”

Arredondo is the living embodiment of those guidelines. Her résumé is 38 pages long. It includes numerous articles she wrote on a variety of subjects, from Latino immigrants to matters of ethics and identity to Latino/a issues in higher education.

A review of the titles leaves little doubt about Arredondo’s passion for issues of fairness, equity and professionalism. The titles include “Multicultural counseling competencies as tools to address racism and oppression,” “Promoting the empowerment of women through counseling interventions” and “Using professional leadership to promote multicultural understanding and social justice.”

Arredondo’s journey toward the college presidency began in Lorain, Ohio, where she was raised along with three brothers and three sisters by her working-class parents. Her father, Apolinar, was a steel worker. Her mother, Eva, tended to the family home.

“My family was very close-knit,” Arredondo said. “We were expected to take care of one another.

“We went to Catholic school. We only went to eighth grade because tuition was expensive.”

She and all her siblings were raised bilingual.

“We were all highly inculcated with a sense of Mexican pride. And also because we were being brought up Catholic, that was another strong part of our family core. So we were the kind of family that really hung together.

We never did sleepovers. We never did things that were outside of our backyard.”

She explains further. “My mom was very structured and very organized and kept us in line.”

She said her mother was big on making sure that her young daughters graduated from high school and didn’t get pregnant.

“I just saw two individuals in my parents who had the respect of their friends and neighbors, even though they weren’t extraordinarily social.”

“We didn’t have a whole lot of resources. I never thought we were poor, but we didn’t really have a lot of resources to spare. Vacations were going to Youngstown, Ohio, to see my godparents. I never thought of us as being underprivileged or lacking as a family. But it really was about par-

ents really trying to do the best for us as seven kids in this family and wanting to make sure we all succeeded.

“It was a great family background. I could not have come from a better background. My dad was a real feminist. He believed that I as a woman could do almost anything. He treated me like an adult once I became a teenager, and I always valued that trust he had in me.”

Arredondo went on to earn a bachelor’s degree in Spanish and journalism from Kent State University, then an Ed.M. degree in counseling from Boston College and ultimately an Ed.D. in counseling psychology from Boston University.

Her first job was as a Spanish teacher, including at Brookline High School in Brookline, Mass., where she later became a guidance counselor.

She entered the world of academia as an instructor in 1978 as an assistant professor of education counseling at the University of New Hampshire.

Since then, she has held a variety of academic and administrative posts.

Much of her time was spent at Arizona State University, where she began as an associate professor of counseling and counseling psychology in the College of Education.

She later served as associate vice president and senior advisor for academic initiatives, university undergraduate initiatives portfolio. Her last position at the school was as deputy vice president/university dean of student affairs.

Her most recent post was at the University of Wisconsin-Milwaukee, where – in addition to being an educational psychology professor – she has served as associate vice chancellor of academic affairs and interim dean of the School of Continuing Education. She is a licensed psychologist and a certified counselor.

In Milwaukee, she has also served on the Leadership Council for the Helen Bader Nonprofit Institute, the Center for Urban Health Population, and as commissioner for the Social Development Commission, a social service agency for low-income families in Milwaukee.

Arredondo said her primary goal in her new post at the Chicago School of Professional Psychology is to build relationships with the faculty and staff.

“My first priority is to know people and build those relations and to see what we can do to make this the best school in the country,” Arredondo said.

She also hopes to build relationships with various organizations and nonprofits in the Greater Chicago area. Another top priority is to raise the profile of the school as a research institution.

“That means identifying the faculty at the school who are doing research or who are interested in doing research that would require my support or general funding and making that a priority for the school,” Arredondo said.

She also hopes to get all of the students to become members of professional associations, such as APA and the American Counseling Association – a group for which Arredondo has served as president.

She has also served as president of the National Latina/o Psychological Association and became the first Latina president of the Association for Multicultural Counseling & Development.

“I want our students to develop a professional identity,” Arredondo said. “I don’t just want them to leave with a degree. I want them to know what this degree means to a large society where mental health is so important.”

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

19

TARGETING HIGHER EDUCATION

Hispanics and

Graduate Education

H

by Gustavo A. Mellander igher education was once the domain of privileged males, young men who came from financially and socially influential families and who virtually were guaranteed to be accepted into the colleges of their choice. Many quite ordinary boys given the luck of their birth were permitted to enter good professions.

Then there was the matter of gender. If you were a girl, no amount of wealth or your family’s social standing could afford you the same opportunities enjoyed by your brother.

That was the reality for hundreds of years. If that were true of college education, it was even more pronounced for entry into graduate studies.

Many in and out of higher education agree that the nation’s competitiveness and our capacity for innovation and invention are directly based on having strong graduate schools. Frankly, they have done a good job and served the nation well. That is true even though Hispanics have been grossly underrepresented. They still are – in the student body and among the faculty and administrations.

Preparation We have all read reports, many of us to distraction, about the state of undergraduate and graduate education. At times, they have been tedious and repetitive, but they do provide an opportunity to ponder where we have been and where we are going. Since this issue of The Hispanic Outlook focuses on graduate education, I studied several recent up-to-date government and foundation reports to glean fresh realities and predictions.

States First, an overview. Far too many people concentrate on our educational shortcomings. I prefer to highlight the half-full philosophy hoping for further improvement.

For instance, Hispanic enrollment in colleges and graduate schools continues to increase, year after year. That’s the good news. On the other hand, those advances have not kept up with the increase in the college-age population.

High School and Undergraduate Realities To go to college, you have to graduate from high school. Many Hispanics never finish high school, but there is some good news. High school graduation rates have risen to their highest level in nearly 40 years.

The increase was driven by “a surge in the percentage of Hispanic students earning diplomas,” according to a recent government report.

Some 78.2 percent of U.S. high school students completed their studies and earned a diploma within four years in the 2009-10 class.

Those were the best graduation rates since 1974. Hispanic student rates surged 10 percent to 71.4 percent between 2006 and 2010.

Graduation rates were highest for Asian-Americans and PacificIslanders at 93.5 percent, followed by Caucasian students at 83 percent, Hispanics at 71.4 percent and Black students at 66.1 percent.

Now the continuing bad news, too few Hispanic students graduate from college. It’s not that surprising since in some areas only 50 percent graduate from high school. The pool is therefore small.

20

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

For the few who do go to a four-year college, about half do not graduate in six years. They lag behind Caucasian students, according to graduation figures from more than 600 colleges.

Fifty-one percent of Hispanics earn bachelor’s degrees in six years or less, in contrast with 59 percent of Caucasian students.

Interestingly, Hispanic students trailed Caucasian peers even in selective colleges.

The nation’s most competitive colleges graduated nearly 83 percent of their Hispanic students, compared with 89 percent for Caucasians.

Meanwhile, among colleges identified as “less competitive,” the graduation rate for Hispanic students was 33.5 percent, compared to 40.5 percent for Caucasians.

Studying census data, we see only 16 percent of Hispanic high school graduates earned a bachelor’s degree by age 29, compared with 37 percent of non-Hispanic Whites and 21 percent of Blacks. All in all, Hispanics do not fare well there either.

Many Hispanics go directly to universities, but most start their academic careers at a local community college. There their dropout rates are far too high. There are many reasons why: poor educational preparation; having attended sub-standard high schools; family pressures including the need to work to help out; some societal pressure that marginalizes their desire to study, to succeed. But many observers believe that finances is the major hurdle that so many Hispanics face, and thus they have to work, at times full time, to attend college.

Obviously, the dropout rate Hispanics endure at the high school and undergraduate levels has ramifications. The lower-level dropout rate obviously stymies Hispanic graduate school attendance.

Among those who do complete high school, only about half enroll in postsecondary education, not necessarily a college. Further disparity exists in enrollment rates by ethnicity and race. At the moment: “While the majority of Asian-American and White non-Hispanic high school graduates enroll in some type of college, less than half of Black and Hispanic high school graduates continue on to either a two-year or four-year college.”

As we all know, the nation’s Hispanic population continues to grow exponentially. Emerging sociological and economic forces present opportunities and potential problems to America’s higher education system. How we address Hispanic education needs will affect the nation’s future.

The Future Finding solutions to the nation’s challenges will depend upon a creative, knowledgeable and highly skilled work force. The application of knowledge and skills to these challenges can help maintain the nation’s future economic prosperity and growth and foster social well-being.

Undergraduate education is important to the creation of a stable economy because it provides students with foundational knowledge and work skills and prepares college graduates for a wide range of employment options. But it is graduate education that provides students with the advanced knowledge and skills that can secure America’s intellectual leadership in the world’s knowledge economy.

awarded, mean that students should complete as quickly and efficiently as possible.

Why do students not complete their degrees?

That’s a key question that must be studied and addressed constantly. At the doctoral level, factors that led to noncompletion include a change in family status, needing to work, full or part time, changing employment or military commitments.

Finally, doctoral programs by their very nature can be lonely selfabsorbed experiences. It often results in student isolation within the university and without. That can lead to a growing dissatisfaction with the program and ultimately student withdrawal.

Three Factors to Ponder that Will Impact Graduate Education 1) Existing and future demographic changes will impact the future to the point that it is quite possible that in the future we will see a population with less education than today. Scholars predict a continuation of a large cohort with low math and low reading skill levels. As a result, the government suggests, we will see more of our domestic student population eligible to pursue higher education. They will be more diverse, but unfortunately quite possibly less academically skilled.

2) Some will be surprised to read that according to the U.S. Census Bureau, international migration will account for more than half of the nation’s population growth by the year 2015, two years hence. So yet more first-generation college students will arrive. Many, if not most, will require additional educational preparation to succeed in our technological age.

The immense Hispanic immigrant inflow has slowed down, but that is a short-term consequence of government policy and a poor economy. That will change as surely as daylight bursts forth every day.

3) It is clear that the number of “nontraditional” graduate students we see today at our universities will continue to grow. They are a new group of diverse students different from the graduate student of old. Today many are invariably working, many full time. They are older and don’t pursue graduate education as a means of securing their first job. Instead they desire to change professions or improve their employability in their present field.

Other Factors It is interesting to read that changes in the availability of tenure-track positions in academia has influenced the career path and ambitions of some doctoral students. An academic position in higher education that leads to tenure has, in the past, been an important career incentive for many students to pursue a doctoral degree.

Over several decades, tenure-track positions have been cannibalized into adjunct positions. The increasing number of nontenure-eligible positions and the large number of adjunct faculty being hired have discouraged doctoral students. Many are now looking for work outside academia.

Those options should be facilitated by their universities.

Who Completes Graduate Degrees?

We have seen how so many grad students never finish their graduate programs. A number of serious shortcomings do exist in the present system.

Degree completion is obviously a key primary goal. But despite the rigorous selection processes used for admissions into U.S. graduate schools and the high achievement level expected of those pursuing a graduate degree, some studies indicate that the attrition rate in doctoral education is as high as 40 percent to 50 percent. That mirrors some community college attrition rates. So the nation seems to have serious attrition problems at both ends of the higher education spectrum.

That is really serious. It highlights wasted efforts of specialized faculty, wasted resources of some very good universities, and wasted time and money of competent students.

Another leader in graduate education, the Council of Graduate Schools in Washington, D.C., conscious of the problem, has weighed in. They appointed a Ph.D. Completion Project committee. They have reported that less than 25 percent of students completed their Ph.D. degrees within five years. Further, only about 45 percent completed within seven years. That’s less than half. And these are highly competent and dedicated students.

So we see the normal time to complete a graduate degree is lengthy, especially for those in doctoral programs. There is no fixed time appropriate for every degree, and there always will be a range of average times to graduate based on different requirements in different fields. Still, the public and private costs of a longer-than-necessary time to degree completion, and the benefits to the public and to the individual recipient of a degree

Today’s Realities Many undergraduate degree holders who have the ability to earn a graduate degree never enroll in graduate studies, and many who do enroll never earn a degree.

As noted, the demographics of future domestic population eligible for graduate study will be very different from today’s. Clearly, that will have real implications for how graduate study will be structured, supported and evaluated. Standards must be maintained and even raised.

The Record For more than 60 years, the United States has been the favorite country worldwide for graduate education. Since the end of World War II, hundreds of thousands have come to the United States to study. Given existing opportunities, many remained after graduating and enriched the nation.

But during the last 10 years, graduate education worldwide has changed. Other nations have decided to move decisively to build strong graduate programs to attract the world’s best students. It is a planned national goal in several countries to target those same students whose interest in U.S. graduate study American institutions have taken for granted.

The Path Forward: The Future of Graduate Education Bottom line, graduate education plays a critical role in today’s world and will continue to do so. A better understanding of its role in ensuring continued national prosperity and increasing our position in the global economy is essential.

We will require a highly skilled, creative, and educated work force.

These can be achieved by a vigorous U.S. graduate education system. But I don’t see how that can be achieved without a vast improvement in Hispanic education, kindergarten through postdoctoral studies.

Dr. Mellander was a college president for 20 years and ended his career as a graduate school dean.

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

21

UNCENSORED

by Peggy Sands Orchowski

TWO POWERFUL CHILDREN OF FOREIGN STUDENTS IN THE WHITE HOUSE – Advocates for immigration reform that includes an automatic green card for foreign students could not have higher-placed fans of the idea than in the White House: President Barack Obama and his intergovernmental director, Cecilia Muñoz. Their fathers were foreign students. The father of Muñoz, the highest-placed Latina in the White House, came from Bolivia to study engineering in Chicago; he stayed on to work and raise his family in the large Bolivian community there. Obama’s fathers also both came to the United States on (temporary nonimmigrant) foreign student visas. They both met Obama’s mother Anne at the University of Hawaii. According to biographer David Marannis, Barack Obama Sr. came from Kenya sponsored by an American philanthropist. Lolo Soetoro came to Hawaii U. on a temporary specialist student visa as an active-duty Indonesian military cartographer; he later adopted Barack when he was 6 and they moved to Indonesia after Barack’s mother married Soetoro. Both of Obama’s fathers applied for extensions to their foreign student visas while studying. But both were refused and had to reluctantly return home (aka: “self-deport”). Perhaps Obama finds this personal story painful? In his past four State of the Union speeches, he devoted much of the little he said on immigration reform to the need to give automatic green cards to foreign students.

UN

CE

LAW SCHOOL ATTENDANCE DECLINE MEANS FEWER LAWYERS – Is that good? Many reports lately detail the challenges facing law schools and law students these days: namely the often six-figure tuition costs and the few jobs in law firms awaiting graduates. As a result, law schools across America are seeing a decline in applications as student aversion to undertaking the degree increases. Reformists demand that law schools cut back on their swanky settings, tenured faculty and tutorial-type face-to-face classes. But the most effective change for legal education might be a new realization that a law background is a valuable commodity for many diverse professions – without having to pass a bar exam. Most nonprofits and associations covet staff in legal affairs to develop and manage everything from donor trust-fund programs to legislative lobbying campaigns. The most coveted jobs in every capital city is to either be a legislator or a “legal counsel” for a legislative committee (whose main task after all is to make laws!). Specialty law degrees or certificates focused on health law, nonprofit organizations, immigration or even legislation development should become part of undergraduate offerings that could lead to good job opportunities in a broad spectrum of careers.

NS

OR

ED

GANG OF EIGHT SPANISH-LANGUAGE STAND-OFF – Hispanic senators from both parties on Jan. 28 at the Capitol played the “see-howethnic-I-am-by-speaking-fluent-Spanish” game – once an exclusive territory of Democratic legislators. In their presentation on the compromise immigration reform bill, two of the Senate Gang of Eight –

Democrat Robert Menéndez of New Jersey and Republican Marco Rubio of Florida – spent at least a quarter of their time explaining their version of the plan in Spanish while senior Sens. John McCain of Arizona (Republican), Charles Schumer of New York (Democrat) and Dick Durbin of Illinois (Democrat) stood aside trying to look worldly. But both Menéndez and Rubio committed a serious protocol faux pas: they said different things in Spanish than they did in English. Multilingual add-ons are supposed to be translations of the original presentation – not a different message. At least McCain’s well-intentioned “adios” at the end of the session didn’t need to be translated.

VOCABULARY ALERT: “SPENDING” OR “INVESTMENT” – In a bipartisan press conference at the National Press Club, House Budget Committee Vice Chairman Tom Price, R-Ga., and Ranking Member Chris Van Hollen, D-Md., talked passionately about getting to an agreement on sequestration and the budget. But their vocabulary pointed to deep philosophical differences. Republican Price always referred to “spending” and Democrat Van Hollen always referred to “investments” when referring to government expenditures.

Could they possibly switch words? “Of course, most Republicans agree that government should make certain investments – especially in infrastructure,” Price said. “Democrats, of course, can talk about some spending caps in some areas like agriculture subsidies,” said Van Hollen, Hopefully that’s progress.

AN EMBARRASSING AND INAPPROPRIATE DREAMER SPOKESMAN – We all know wonderful DREAMers who were brought into the U.S. by their parents illegally as small children, but who studied hard, did volunteer work, lived honestly and deserve to pursue a future of college and citizenship. But instead of choosing one of them as the DREAMer spokesperson, Congress and the press continuously parade out a 30-something who admits to lying when he entered the U.S. alone and illegally as teenager, lied about having a green card in high school and on college scholarship and internship applications, and lied to get a coveted spot on a Washington Post Pulitzer Prize-winning journalism team. He was caught when he demanded a full-time job. He does not even qualify for DACA. Yet Sen. Amy Klobacher, D-Minn., gushed that he was an “inspiration” at a Feb. 13 Senate hearing. IMHO, Antonio Vargas is an inappropriate spokesperson for DREAMers and an embarrassment to journalism ethics.

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.

22

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

REPORTS

It Will Take a Community to Redesign Higher Ed

N

by Peggy Sands Orchowski

early all Americans believe that obtaining a higher education degree or certificate is essential to getting a good job and having a good life.

Yet almost all Americans also agree that postsecondary education in the United States is increasingly unaffordable and does not serve their needs to get a good job. The inevitable conclusion by educational experts at the Lumina Foundation who this winter presented their findings: the current way higher education is delivered in America is flawed and should be redesigned.

Those are the results of a comprehensive survey on higher education conducted by the Lumina Foundation and Gallup between Nov. 9 and Dec. 4, 2012. Interviews of a statistical random sample of more than 1,000 representative people over the age of 18 were conducted in English by fulltime interviewers at Gallup, a renowned national polling agency. The results were detailed in a Lumina Foundation report, America’s Call for Higher Education Redesign,” released Feb. 5 in Washington, D.C. While a stunning 97 percent of those surveyed agreed that completing a higher education degree or certificate was very important or somewhat important for their financial security in the future, still 61 percent of those without a degree said it was not very likely or not at all likely that they would pursue a degree in the future. Some 28 percent indicated that cost “was the biggest barrier to re-enrollment for adults when pursuing higher education. More than 36 percent cited “family responsibilities” as the biggest barrier. After that, job responsibilities, the time it takes to complete a degree, lack of information and lack of social support were the biggest impediments for those who do not have a post-high school credential or degree but are interested in returning to school to complete one, according to the report.

Eighty-six percent of respondents agreed that traditional (four-year) colleges offer high-quality education, and 54 percent agreed that U.S community colleges did so. But only 33 percent felt that online colleges and universities offered high-quality education. And 74 respondents concurred that quality higher education is not affordable for everyone who needs it.

“It is clear from our survey that most adults agree that higher education delivery needs to be redesigned to be accessible, affordable and highquality so all Americans can pursue a degree and secure their financial future by getting a better job,” said Brandon Busteed, executive director of Gallup Education. “But just how should higher education in America be redesigned?”

“The first question we have to ask is what do Americans see is a ‘good job’ – that goal that higher education is supposed to lead them to,” Busteed said to a packed hall of educators at Gallup’s elegant headquarters across from the National Portrait Gallery. Survey respondents and other studies list three qualities Americans want in a good job: 1) it’s work they like to do, 2) it’s work they are good at, and 3) it provides a supervisor who cares about their professional development.

So how can colleges help Americans find this ideal good job?

Again Busteed lists three (perhaps surprising) qualities that he says colleges should provide and that numerous studies have proven account for more than a third of educational and career success: 1) hope, 2) engagement and 3) well-being.

At this point, the audience of educators was dead silent. This redesign of higher education obviously was not just about the expected suggestions for changes of course content, credit hours, sources of funding, student/professor ratios, percentage of full-time faculty and campus enhancements or austerity. That’s what most education professionals expect when the subject of college redesign is broached. Where was Lumina going with this, some began to wonder.

Jamie Merisotis, president and CEO of the Lumina Foundation, told them. “Learning has been democratized by technology,” he started off.

“And technology is now a driver of scale. Respondents to our survey and other studies have made it clear that the future students of higher education encompass all ages and backgrounds. They want higher education to be more flexible and more relevant. They want degrees and certificates that count prior experience and knowledge. They want to enhance their knowledge about what they are good at, capable of and feel competent to do.

And they want mentors, supervisors, coaches and professors who will personally monitor them and the time it is taking them to reach their individualized educational goals.

“A successful higher education design would be modeled on a studentcentered perspective versus the current institution-centered perspective,” said Michelle Asha Cooper, president of the Institute for Higher Education Policy. “It will have to move beyond the idea of the traditional student who is between the ages of 18 and 22 and is a recent high school graduate.

Today already more than 75 percent of students in institutions of higher education are nontraditional in age and background.”

“We have to break free of the credit hour as currently defined,” said Paul LeBlanc, president of Southern New Hampshire University (SNHU).

“At SNHU, our university regional accreditor will allow students who pass a series of assessments to earn credits without attending the usual semester-long classes. It has approved us to create a competency-based education model that allows for a more direct determination of what students are learning. As a result, completion can take place in less time and at less cost.

“This new approach requires more engagement of the entire community in higher education,” Merisotis emphasized. “To re-conceptualize higher education in this way will require collaboration across sectors, strong partnerships between campuses and industry, meaningful engagement from civic leaders, and better communication with policymakers for elementary and secondary schools.”

“Higher education is a community problem,” the Lumina CEO concluded, somewhat elaborating on Hillary Clinton’s early childhood campaign of years ago that “It Takes a Village” to raise a child.

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

23

But Where Are the Jobs?

The elephant in the room is the constantly changing, disappearing and reinventing-itself job market – not only in the United States but also globally. “There is an increasing disconnect between what jobs need in the way of skills and what higher education teaches,” Busteed said. “We have to engage; we have to talk to employers.”

“Times have changed regarding jobs skills, both literally and figuratively. In the 1980s and 90s, companies willingly hired new college graduates with the expectation that they would train them for their specific jobs and long-term employment. But now most companies won’t hire a recent college graduate. No one wants to hire someone on the first step of the job ladder. Entry-level jobs these days almost always require a few years of very specific experience. Needed job skills change dramatically every few years.

Most often, college graduates find that the skills they learn during years of college don’t match the jobs available when they graduate,” said Peter Cappelli, director at the University of Pennsylvania’s Wharton School.

Cappelli was a member of a panel of high-tech employers and educators at a conference at the Aspen Institute in Washington, D.C., on Feb. 6 titled “In Search of the Skilled Worker.” They agreed that college students today are placed in a very risky enterprise.

“Entering college students these days are now expected to be venture capitalists who have to bet that the fields of study in which they are investing four to six years of study time and tuition costs will still exist when they graduate,” said the president of Gateway Technical College, Bryan Albrecht.

“It is the responsibility of colleges to make sure that the education that is delivered to students is as relevant as possible.”

“Students and education institutions will have to be sure to include unpaid internships, volunteer work and, if possible, paid apprenticeships and part-time work to gain crucial specific work experience during their education years,” said Yonnie Leung, senior manager for work force development at Pacific Gas and Electric in California. “No one wants to hire someone on the first step of the ladder. And they will need constant re-training in their 40s, 50s even 60s to continually bridge the ever new skills gap.”

“Companies always want the graduate who is experienced with the absolute latest in skills. But many of those skills will become obsolete, or they’ll want some other skills in five years, so that five-year employee is let go and has to go get more skills,” said Albrecht. “At times, they ask for job experience that is so specific to the company that only someone on the inside of the industry could possibly have it.”

“Is this what the drive for more temporary, six-year work visas for newly educated foreign students is based on?” this reporter asked the panel.

“Our kids are not lazy as some proclaim,” said Cappelli, who admitted to the audience that his own son was still seeking employment after having graduated from a top college some time ago. “They want to learn, and there are jobs – job shortages have been over for a long time. Employers have to look for employees locally, involve local training, pay attention to local employment numbers, not national.”

“Our biggest mistake in educational policymaking in the 80s was to give up on vocational training in high school and focus on the four-year degree,” said Jim Ryan, president, chairman and CEO of WW Grainger Inc. “Now we have to talk about the trades and lifelong competency-based higher education for future degrees and certificates.”

“We have to involve K-12 education as well,” said Albrecht. “Sciences should be taught in ninth grade for youngsters who might study the trades.

24

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

Remedial algebra courses need to be designed for 40- to 60-year-olds in colleges going back for new careers.”

“Utility companies are supporting ‘energy academies’ in California high schools to train our needed new energy workers,” said Leung.

“How do you get other companies to be involved in education and training considering the costs?” asked Ray Suárez, the moderator of the panel and senior correspondent for the Public Broadcasting Service. “The U.S Census shows the largest college-age demographic has some college, no degree and large college debt.”

“Companies will come on board when their survival is at stake,” answered Ryan. “No company can exist without a well-trained work force, and eventually it will be seen that they will have to be involved in order to survive.”

“I would like to see high schools go five years, instead of four,” said Albrecht. “Students need five years of high school to build competencies.

And then schools should involve their ‘snap-on network’ to offer volunteer job training, internships, even paid apprenticeships or part-time work.

Companies involved with the school such as suppliers and food and equipment services – they should be involved with the students of the local schools that employ them.”

“Companies in all the linkages of business and education should be involved,” said Leung.

“Our study in placement shows that it starts the very first day of classes,” concluded Albrecht. “School and classes are just part of the placement process. Building competencies that can be recognized constantly takes place in a students’ life in a wide variety of venues.”

It seemed to be a consensus in both panels at Gallup and the Aspen Institute that the future of higher education would involve a working partnership between community enterprises, particularly employers in industry, businesses and nonprofits and the local educators. Almost glaring in its absence was an appeal for more governmental funds, regulations and oversight at any level: local, regional, state and federal. New ideas for education and work force development seems to include mainly the private community sector. No one seemed to expect any large new investment by the taxpayer.

Both panels at Gallup and at the Aspen Institute seemed to concur with the Lumina Foundation president and CEO, Merisotis, when he said that “There is currently a disconnect between work force development, higher education and K-12 education. Education, including higher education, is a community problem.”

Interesting Reads Against the Tide: Immigrants, Day Laborers, and Community in Jupiter, Florida

By Sandra Lazo de la Vega and Timothy J. Steigenga Against the Tide tells the story of Jupiter, Fla., a coastal town of approximately 50,000 that has come together rather than be torn apart by immigration. Jupiter brought immigrants, neighborhood residents, university faculty and students, and town representatives together to mediate community tensions and successfully moved the informal labor market to the new El Sol Neighborhood Resource Center. It has become a model for positive public policy solutions.

2013. 192 pgs. ISBN: 978-0299291044. $26.95. paper. University of Wisconsin Press, (608) 263-1110. Uwpress.wisc.edu.

Cultural Construction of Empire: The U.S. Army in Arizona and New Mexico

By Janne Lahti Cultural Construction of Empire explores the cultural and social representations of Native Americans, Hispanics and frontiersmen constructed by the officers, enlisted men and their dependents. By differentiating themselves from these “less-civilized” groups, White military settlers engaged various cultural processes and practices to accrue and exercise power over colonized peoples and places for the sake of creating a more “civilized” environment for other settlers.

2012. 360 pgs. ISBN: 978-0803232525. $55.00. cloth. University of Nebraska Press, (800) 755-1105 www.nebraskapress.unl.edu.

Carmen Lomas Garza

By Constance Cortez Widely known for works that celebrate the traditions of her family and her South Texas Latino community, Carmen Lomas Garza has been active as a painter, printmaker, muralist and children’s book illustrator since the 1970s. In this book, Constance Cortez explores Garza’s artwork in the context of the Chicano/a art movement, family and regional traditions, and Garza’s own political and social activism.

2010. 108 pgs. ISBN: 978-0895511256. $24.95. paper. University of Minnesota Press, (612) 627-1970. www.umn.edu.

Color by Number: Understanding Racism Through Facts and Stats on Children

by Art Munin 2012. 132 pgs. ISBN: 978-1579226367. $22.50. paper. Stylus Publishing, (703) 661-1504. www.Styluspub.com

The

problem with landmark legislation like the “Great Society” and other actions the government has taken over the years to address inequity is that people are lulled into a sense of complacency. The prevailing opinion is that things are so much better that it doesn’t need our attention any longer. Or worse, many deny that racism remains pervasive in America today. It’s at times like these that we need to step back, take a deep breath and realistically appraise what is really going on in our society. The author hopes to assist in that appraisal by posing this question to himself and others: How can we open eyes to the continuing disadvantages that keep many people of color from fulfilling their potential, and having an equal chance to achieve the American Dream?

He chooses to make his point by presenting the impact of racism on the most innocent and powerless members of society – children of color – in the form of statistics. In doing so, he hopes his book will change attitudes and perceptions. Aside from the fact that the fate of children tugs at the heartstrings of most people, the author chooses children statistics because of the purity of the numbers. Statistics about children are not affected by the actions of children, who have no say about where they are born or what school they attend. They have no control over whether or not they get medical treatment when they fall ill. They can’t avoid exposure if their home is in a community blighted by pollution. So the question falls upon the rest of us. If children cannot control their own destinies, who does? Or as the author asks, “Are some in society privileged and complicit in denying people of color the advantages and protections from harm most of us take for granted?”

While the numbers are official, they are often hard to find because they are scattered across so many sources. This removes the anecdotal approach many books take in addressing the issue of inequality – anecdotes that can be easily dismissed as just that, anecdotes. Instead, the author relies on the cumulative effect of official statistics. By offering overwhelming statistics, the author hopes to open minds, start conversations and even prompt readers to take action.

The author has not only done the research but shows the reader how to locate data on racial and socioeconomic disparities, and develop her or his own case or classroom project. This book is intended as a fact-based, anti-racism text for diversity and social justice courses, and as a resource for diversity and social justice educators as they craft their race, racism and White privilege curricula. It takes its name from the concept of a child’s coloring book. In this case, the author fills in the spaces using the “crayon” of statistics to reveal what he says is the true picture of racism in America.

Reviewed by Mary Ann Cooper

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

25

PROFILES

UT-Austin Student Leveraging Knowledge for the Social Good

P

by Leslie Asher Blair

aulina Sosa is passionate about changing the world. The fifth-year senior began at the University of Texas (UT)-Austin in 2008 as a philosophy major with every intention of entering law school. Since then, she has added psychology as a second major, completed the Intellectual Entrepreneurship (IE) PreGraduate Internship, become a congressional district leader for the ONE Campaign, become an intern in Sen. John Cornyn’s office, been named UT-Austin representative for the Clinton Global Initiative and assumed leadership of the IE Citizen Scholars.

Along the way, Sosa decided that she would like to merge her passion for global health and policy with a master’s degree in public health.

“My dream really is to become a policy analyst with a government agency that focuses on providing and finding solutions for extreme poverty in the poorest countries,” said Sosa.

She is well on her way through her work with the ONE Campaign. ONE is a grass-roots advocacy and campaigning organization that fights extreme poverty and preventable disease, particularly in Africa, by raising public awareness and pressuring political leaders to support smart and effective policies and programs that are saving lives, helping to put kids in school and improving futures.

The organization works around a core of nine issues including health and infectious diseases, water and sanitation, agriculture, and education.

“I am basically a community organizer for different congressional districts in Austin,” Sosa explained. She has established a leadership committee of seven and has gathered volunteers to partner with about 20 different nonprofit groups in Austin, including Comfort the Children International, 10,000 Villages, Safe Place and Oxfam Action Corps. “There is so much activism in this city yet so many people who don’t understand or care about the impact of poverty around the world. For me to come to grips, I must understand the mindset instead of being intolerant. I’m doing what I can to raise awareness,” she said.

Rick Cherwitz, professor of communications and the founder and director of the Intellectual Entrepreneurship Consortium, which is part of the Division of Diversity and Community Engagement at

26

H I S P A N I C

O U T L O O K

•

UT-Austin, said, “Paulina represents the very essence of what we mean by a citizen scholar, someone who leverages knowledge for social good. Her work in the community typifies the philosophy of Intellectual Entrepreneurship, extending conventional notions of service to encompass academic engagement – the integration of thinking and doing.”

Sosa sees her experience in the IE PreGraduate Internship and IE Citizen Scholars as part of her educational experience that has prepared her to make a difference. “My education has provided me with the skill set to work with big community leaders and nonprofit leaders,” she said. But IE also led Sosa to work in public health. She was able to meet many public health professors and students while in the IE program.

“In a sense, it was like my own exploration of the field, but with the help of IE.” Recently, Sosa was part of “Why Bother: Voices of a New Generation,” a discussion about voter turnout among three young adults organized by the Annette Strauss Institute for Civic Life and co-sponsored by KLRU and KUT. Sosa said, “As a voter, I’m very passionate about everyone who can vote should vote.” She added that her work with ONE has taught her that one can be politically active in other ways besides voting.

“Working with politicians has given me insight into how policy is made and what happens to get things done. I wanted to share that with others.”

She also wrote an opinion piece, “Escape from Apathy,” published on the College of Liberal Arts website, and in the Austin American Statesman and the San Antonio Express News challenging others to vote – especially young voters.

Said Sosa, “When you make your voice known to elected officials, you can make a difference. The millennial generation will be tomorrow’s leaders. It is up to us to decide what our future will look like.”

About Intellectual Entrepreneurship Citizen Scholars The IE Citizen Scholars is an official UT-Austin student organization. Its mission is to help bring the IE philosophy and methods of education to students at the university. The IE Citizen Scholars strives to create a campus network where stu-

0 4 / 0 1 / 2 0 1 3

“The millennial

generation will be tomorrow’s leaders. It is up to us to decide what our future will look like.”

Paulina Sosa, fifth-year senior at the University of Texas-Austin and president of IE Citizen Scholars dents can build and own their IE initiatives, expand IE’s college representation across campus and assist the IE Consortium in implementing efficient ways to recruit students for the IE PreGraduate Internship. The IE initiatives are part of the Division of Diversity and Community Engagement and represent only a few of the initiatives within the division that support first-generation and underrepresented students.

HI S PAN I C S O N T H E MO VE Berriozábal Selected for AMS’s Inaugural Class of Fellows Manuel Berriozábal, professor in the University of Texas-San Antonio (UTSA) Department of Mathematics, has been named an inaugural fellow of the American Mathematical Society (AMS) for outstanding contributions to the creation, exposition, advancement, communication and utilization of mathematics. Berriozábal is nationally recognized as the founder of the San Antonio Prefreshman Engineering Program in 1979 and was its program director through 2003.

The four-year, mathematics-based summer program has been replicated through Texas as TexPREP and has received more than $40 million in public and private funding and inkind support. Berriozábal has a bachelor’s degree from Rockhurst University, a master’s from the University of Notre Dame and a doctorate from the University of California-Los Angeles, all in mathematics.

Pérez Joins Woodbury University as Graduate Coordinator on San Diego Campus Woodbury University has appointed Héctor M. Pérez as graduate coordinator of the School of Architecture’s Master of Architecture (MArch) program in San Diego, Calif.

Pérez will head the new two-year and a three-year MArch programs on the San Diego campus. The San Diego faculty is composed of a small but diverse group of academics and practitioners whose interests range from hands-on material studies to broad geopolitical research and data collection. Pérez, who received architecture degrees from Massachusetts Institute of Technology and Cal Poly San Luis Obispo, is the owner and principal of De-Arc. He’s exhibited and lectured internationally, including Mexico and Italy, and his firm is the recip-

ient of numerous awards. Prior to joining Woodbury as full-time faculty, he taught at the New School of Architecture and Design, Woodbury and SCI-Arc.

Chicago, she began performing her own writing while in high school and relocated to New York City after graduating from Williams College with a bachelor’s degree in art.

CNBC’s Herera Lectures at Cal State Northridge

Poniatowska Keynotes CSUDominguez Hills Symposium

Sue Herera, the award-winning co-anchor of CNBC’s Power Lunch, recently shared her life experiences and knowledge of the world of business at a presentation of California State University-Northridge’s (CSUN) Commerce of Creativity Distinguished Speaker Series. Herera, who earned the nickname “The First Lady of Wall Street” for her pioneering work as a broadcast business newswoman, is a founding member of CNBC, helping to launch the network in 1989. In her 20-plus years of covering Wall Street, Herera has provided viewers with a seasoned perspective on the major stories and issues moving the markets and groundbreaking interviews with leaders in politics and corporate America. Herera earned a bachelor’s degree in journalism from Cal State Northridge in 1980. She was honored with the university’s Distinguished Alumni Award in 2003.

The California State University (CSU)Dominguez Hills Department of Modern Languages, in conjunction with the nonprofit Instituto Literario y Cultural Hispánico, hosted the 38th International Symposium of Hispanic Literature in March.

Featuring more than 130 authors and Spanish literature experts from throughout the U.S. and other countries, including Canada, Cuba, Costa Rica, Venezuela, Mexico, Argentina, Spain, Italy, France, and Trinidad and Tobago, the two-day symposium, conducted mostly in Spanish, paid homage to Elena Poniatowska, distinguished Mexican author and journalist. She opened and closed the symposium with keynote addresses. The author of 40 books, Poniatowska’s artistic career spans more than 60 years. The Instituto Literario y Cultural Hispánico, a nonprofit organization founded by part-time CSUDominguez Hills Spanish instructor Juana Arancibia to “unite the Hispanic world through its literature and culture,” organized the first International Symposium of Hispanic Literature in 1987 and produces a companion literary journal, Alba de América.

NECC Hosts del Valle During White Fund Lecture Mayda del Valle, acclaimed poet and spoken word artist, recently presented a White Fund Lecture titled “The Passion of Poetry and the Power of Artistic Expression,” presented by Northern Essex Community College (Mass.).

Chosen by Oprah Winfrey’s O Magazine as one of 20 women on the first “O Power List,” del Valle has been described by the Chicago Sun Times as having “a way with words. Sometimes they seem to flutter and roll off her lips. Other times they burst forth like a comet streaking across a nighttime sky.” A native of the South Side of

0 4 / 0 1 / 2 0 1 3

•

H I S P A N I C

O U T L O O K

27

WILLIAM & MARY School of Education Graduate Programs in: Teacher Education Leadership Counseling School Psychology K-12 Administration Higher Education Administration Small. Smart. Historic.

It’s the William & Mary difference. http://education.wm.edu

BUILDING FOR THE FUTURE If you are excited about the prospect of working at a dynamic university that is helping to shape the future of the region and the nation, explore the employment opportunities at SMU in Development and External Affairs.

Development and External Affairs supports SMU by securing funding for University priorities; by promoting meaningful involvement in the life and work of the University; by heightening international, national, state and local awareness of SMU; and by supporting the enrollment of a diverse and able student body. smu.edu/dea

757-221-2317

The College of Business at Kutztown University of Pennsylvania seeks candidates for the position of Associate Dean. This individual will report directly to the COB Dean. This is a full-time administrative position with a start date of June 2013 or shortly thereafter. Salary is competitive and commensurate with experience and qualifications.

The Associate Dean, in collaboration with department chairs, faculty, and staff, coordinates or manages activities involving services for students in the College’s degree programs, reviewing and revising the College’s curricula, designing and operating learning outcomes assessments and improvements, and maintaining databases for planning and decision-making in the College.

For full description, criteria and how to apply, please visit our website at www.kutztown.edu/employment/faculty.shtml

Kutztown University is an AA/EOE member of the PA State System of Higher Education and actively solicits applications from women and minorities. All applicants for employment are subject to a criminal background check.

SMU is an AA/EOE/Title IX Employer

28

HISPANIC

OUTLOOK

•

04/01/2013

The Hispanic Outlook Is Also A

Digital Magazine!

www.hispanicoutlook.com

Check us out!

Vice President for Institutional Advancement

04/01/2013

•

HISPANIC

OUTLOOK

29

UNIVERSITY OF MARYLAND College Park, Maryland

ASSISTANT DIRECTOR FOR COST ACCOUNTING The Assistant Director (A.D.) manages the Cost Accounting section of the Office of Sponsored Program Accounting and serves as a key member of the senior staff within the office. The A.D.’s role includes a combination of management, administrative, and senior level cost accounting responsibilities that must be effectively performed to ensure overhead receipts continue at appropriate levels and that cost accounting practices adhere to both Federal regulations and relevant cost accounting standards. This activity is undertaken in support of over $500 million of contracts and grants awarded annually for sponsored research.

Responsibilities include managing activities related to the preparation of the University’s facilities and administrative (F&A) cost rate proposal; reviewing and assisting departments with development of Service Center (Recharge) rates using cost accounting data; overseeing policies and systems that administer the tracking and certification of Time & Effort reporting; conducting Time & Effort training for UMCP departments and staff; preparing restricted fund portion of the University’s periodic financial statements; recommending policy and procedure updates in accordance with relevant Federal and State regulations; and assisting the Director in resolving and answering cost accounting problems and questions.

QUALIFICATIONS: The candidate should have a Bachelor’s degree, with seven years of progressively responsible leadership experience in relevant functional areas (cost or sponsored program accounting) in a complex organization. University setting is a plus. Extensive understanding of regulations, policies, and accounting principles related to federal contract and grant accounting, including concepts of cost allocation, allowability, and reasonableness. The ability to interact with all levels of campus administrators and external personnel, while working collaboratively in a decentralized environment is critical. CPA Certificate and/or an advanced degree are strongly preferred.

TO APPLY: Please visit http://ejobs.umd.edu and search for position 101221. For best consideration, submit your application by April 1, 2013.

The University of Maryland is an Equal Opportunity Employer.

Minorities and Women Are Encouraged to Apply.

Associate Vice President for Campus Planning and Facilities Management Kansas State University Manhattan, KS 66506 Kansas State University (www.k-state.edu) invites nominations and applications from qualified individuals for the position of Associate Vice President for Campus Planning and Facilities Management. Screening process will begin April 8, 2013 and continue until a candidate is selected. A detailed position description, desired qualifications, and application guidelines are available at www.k-state.edu/vpaf/avpsearch. Criminal background check required. EEO

The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has openings for several tenure-track positions and one non-tenure track position. For details and deadlines, please see the following website: http://aysps.gsu.edu/econ/employment-economics. All applications must be submitted through www.academicjobsonline.org.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school houses the Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, and international studies, among others. The research centers generate opportunities for funded scholarly research.

Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States.

At time of offer, a background check is required.

30

HISPANIC

OUTLOOK

•

04/01/2013

#1 The

Hispanic Outlook Magazine®

MAGAZINE for multicultural professionals in higher education Please visit

www.HispanicOutlook.com

to post your ad or find a career opportunity

For more advertising information call us at (201) 587-8800 ext. 102 or 106 Or send your Advertisements to:

Outlook@sprintmail.com

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) Director (Associate Director-Alumni) Advancement Assistant Vice President/Controller (Business & Finance) Sr. Director of Development (Advancement) Regional Chancellor (St. Petersburg Campus) Director of Clinical Affairs (College of Medicine) Faculty Positions: College of Arts and Sciences College of Education Assistant Professor (6) Dean (1) Assistant/Associate Professor (3) Assistant/Associate/Full Professor (2) Associate Professor/Professor (1) College of Business College of Engineering Assistant Professor (2) Open Rank (Full Professor) (2) Associate Dean (1) Assistant Professor (1) Associate Professor/Full (2) Open Rank (Full/Associate/Assistant) (2) Assistant/Associate Professor (2) College of Arts Assistant Professor (2) Director & Professor (1)

St. Petersburg Campus Assistant Professor (5)

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

Sarasota Campus Assistant Professor (2)

College of Medicine Assistant/Associate Professor (10) Assistant Professor (11) Assistant/Associate/Full Professor (5)

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 Dean (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 04/01/2013

•

HISPANIC

OUTLOOK

31

Seattle University College of Nursing seeks PhD or DNP prepared faculty with a specialty in any of the following areas for tenure track Assistant, Associate and Full Professor positions in the MSN and DNP programs to begin September, 2013: • Psychiatric Mental Health Nurse Practitioner • Adult/Gerontological Nurse Practitioner • Family Nurse Practitioner

Seattle University seeks outstanding scholars for positions in its nationally-recognized College of Nursing. All applicants must have a doctorate in nursing (PhD or DNP). Nurse Practitioner applicants must have at least 3 years of advanced practice experience, and be eligible for Washington State Nursing licensure as an Advanced Practice Registered Nurse. All candidates must demonstrate a commitment to diversity and the University’s mission, vision and values. Responsibilities will include teaching, scholarly work and service to the school/university.

The College emphasizes service to vulnerable populations both locally and abroad within an environment dedicated to social justice and formation for leadership. The faculty is committed to producing the highest quality nurses both at the undergraduate and graduate levels. The nationally respected neighboring health and research institutions offer opportunities for collaborative efforts and other on-campus departments are eager to engage in interdisciplinary work.

Seattle University, founded in 1891, is a Jesuit Catholic university located on 48 acres on Seattle’s Capitol Hill. More than 7,700 students are enrolled in undergraduate and graduate programs within eight schools. U.S. News and World Report’s “Best Colleges 2012” ranks Seattle University among the top 10 universities in the West that offer a full range of masters and undergraduate programs. Seattle University is an equal opportunity employer.

Applicants should submit applications online at https://jobs.seattleu.edu, including cover letter of interest, Curriculum Vitae/Resume, and the names and contact information of three references. In addition, you must submit three separate statements regarding your 1) teaching philosophy, 2) research plan, and 3) how you envision your contribution to the Seattle University mission. Applications will be reviewed beginning April 15, 2013. Positions are open until filled.

Salary will be commensurate with experience and qualifications. Additional information is available at:

www.seattleu.edu/nursing/jobs.aspx

?

Need Immediate Web Postings

We can do that!

& so can you...

Visit us online at:

HOW?

www.hispanicoutlook.com and go to

Post your web ad now!

your ad is in!

m Visit us online, see us in print or downloaqd our free app for your iPad, iPhone or Android devices.

www.HispanicOutlook.com 32

HISPANIC

OUTLOOK

•

04/01/2013

you can follow us on

Dean of Liberal Arts, Humanities and Instruction

Vice President for Student Affairs

The University of Georgia (UGA) invites applications and nominations for the position of Vice President for Student Affairs. The Office of the Vice President for Student Affairs coordinates and facilitates programs and services designed to enhance the overall quality of student life, establish a sense of community, enable all students to realize their fullest potential and to create the best student experience in higher education. These initiatives contribute to students’ total development and to their physical, occupational, social, environmental, spiritual, and emotional growth. For more information, please see: http://studentaffairs.uga.edu/

The University of Georgia, a land-grant/sea-grant university, is the largest and most comprehensive educational institution in Georgia. The University of Georgia enrolls 35,000 students. The University enrolled its most academically talented freshman class in its history this year. The freshman GPA is in excess of 3.8, and the class has the highest SAT average in UGA history with a combined mean critical reading and math score of 1273. It is ranked among the top 25 public universities in U.S. News & World Report’s 2013 edition of America’s Best Colleges. Academic programs reside in 17 schools and colleges. UGA is located in Athens, approximately 65 miles northeast of Atlanta. Athens is located in an area of great natural beauty, and the campus and community offer many cultural and recreational opportunities. The University also has established four extended campuses in Griffin, Gwinnett, Tifton, and Buckhead Georgia. Additional information about the University of Georgia is available at http://www.uga.edu/.

Reporting to the Senior Vice President for Academic Affairs and Provost, the Vice President for Student Affairs provides leadership, administration, coordination, and budgetary/ financial oversight for all Student Affairs departments. The Office facilitates collaboration between Student Affairs and Academic Affairs to enhance students’ academic, physical, and social well-being; develops programs that offer students learning opportunities outside the classroom and services that enhance their ability to be successful; coordinates professional development opportunities for Student Affairs personnel; administers Student Affairs private funding initiatives; coordinates Student Affairs planning processes and assessment initiatives that promote success and organizational effectiveness; directs and supports research on various aspects of the undergraduate experience; coordinates student crisis management; serves as liaison for the Campus Ministry Association; and provides advisement for the Golden Key International Honour Society.

The Vice President’s duties include overall responsibility for leadership of the Division; strategic planning and analysis of the Division’s operations; program development for departments, units and centers in the Division; budget development; faculty and staff recruitment; liaison with center and department directors, program directors and Division staff; representing the Student Affairs Division to the University administration; alumni relations and community leadership. The University is launching a capital campaign and the Vice President will play a role in that effort. The position will be available August 1, 2013 or as soon thereafter as practicable or possible.

A terminal degree is preferred; a master degree is required with a demonstrated record of leadership in student services or related area. The successful candidate should have had extensive experience working in a large research university environment. The successful candidate should have a demonstrated commitment to excellence in student support and be able to manage a diverse division with 17 departments and units that provide an array of educational programs and services benefiting all members of the University community. The successful candidate will be a strong internal manager with good budgetary skills and the ability to work in a collaborative and collegial manner with a diverse faculty and staff, as well as a strong external collaborator with colleagues in the registrar’s office, admissions, finance and administration, the academic leadership in the 17 schools and colleges senior administration and leaders in the local and regional community.

Candidate screening will begin immediately. Candidates are encouraged to submit their materials by April 28, 2013; however, screening will continue until the position is filled.

The application packet should include a cover letter detailing how the candidate’s credentials and experience meet the needs, responsibilities, and qualifications stated above; a current curriculum vitae; and contact information for three references (who will not be contacted without further correspondence with the applicant).

Email submissions with attachments are preferred. Please send to: ugasearchgroup@uga.edu In lieu of email submission, written application materials can be directed to: UGA Search Group University of Georgia, Human Resources Search Committee: Vice President for Student Affairs 215 S. Jackson Street Athens, GA 30602

Confidential requests for information should be directed to Megan Hill, Primary Consultant with the UGA Search Group, 706-542-6240.

The University of Georgia has a strong commitment to diversity and is an Equal Opportunity, Affirmative Action Institution.

Women and underrepresented minorities are encouraged to apply.

RESPONSIBILITIES: As the Dean of Instruction, under the supervision of the Vice Chancellor of Academic Affairs, the successful applicant performs a wide variety of administrative and clerical duties in relation to the Colleges entire instructional activities, provides support to the Vice Chancellor of Academic Affairs and Business and Industry, specifically provides administrative oversight of college wide learning development, general education, early college academy and dual enrollment studies and their effective deliveries. Further the successful candidate must be able to manage and administer the overall organization of multiple departments/programs within a Division of Liberal Arts and Humanities, including discipline areas and programs/courses in: English, reading, learning foundations, foreign language, sociology, psychology, music, art, social sciences, history, and theatre.

QUALIFICATIONS: Minimum Master’s degree, Doctoral preferred in Liberal Arts or Humanities related discipline from a regionally accredited university; writing and oral communicating skills; budget experience; knowledge of state-of-the-art teaching and learning techniques; working knowledge of Liberal Arts and Humanities disciplines and their applications; knowledge of technological applications and distance learning; grant procurement or management; strong interpersonal skills; and demonstrated experience/ability in the knowledge of the theory and practices in the field of developmental education and educational technology.

PREFERRED QUALIFICATIONS: Experience in higher education administration; at least 5 years’ experience, as a Department chair, Program coordinator, Dean, preferably at a community college; a demonstrated commitment to the community college mission; strong understanding of college admissions, curriculum and academic standards, strong understanding of curriculum needs in the Liberal Arts or Humanities disciplines, proficient presentation and organizational skills, experience in administering at the college level, experience in developing and administering new program and degree offerings in Liberal Arts or Humanities related fields, experience working with appropriate external agencies, university transfer partners, professional bodies, business and industry and the ability to encourage and celebrate entrepreneurialism both within and external to the school; and proven commitment to excellence and integrity. Experience in working with individuals from diverse racial and socio-economic backgrounds; teaching experience in a community college setting; experience in online and multimedia based instruction.

Dean of Business, Information Technology and Professional Studies RESPONSIBILITIES: The successful candidate for the Dean of Business, IT and Professional Studies must be able to manage and administer the overall organization of multiple departments/programs within a Division of Business, Informational Technology and Professional Studies, including discipline areas and programs/courses in business, management, information technology, computer use, networking, computer applications, computer design, teaching, and child care.

QUALIFICATIONS: Minimum of a Bachelor degree, Master’s or Doctoral degree preferred in Business, Informational Technology or Professional Studies related discipline from an regionally accredited university; writing and oral communicating skills; budget experience; knowledge of state-of-the-art teaching and learning techniques; working knowledge of Business, Informational Technology or Professional Studies disciplines and their applications; knowledge of technological applications and distance learning; grant procurement or management; strong interpersonal skills; programmatic accreditation requirements and applications, and demonstrated experience/ability in the knowledge of the theory and practices in the field of developmental education and educational technology.

PREFERRED QUALIFICATIONS: Experience in higher education administration; at least 5 years’ teaching experience, preferably at a community college; a demonstrated commitment to the community college mission; strong understanding of curriculum needs in the Business, Informational Technology or Professional Studies disciplines; presentation skills and experience in developing and administering new program and degree offerings in Business, Informational Technology or Professional Studies related fields; experience working with university transfer partners/business and industry and the ability to encourage and celebrate entrepreneurialism both within and external to the school; and proven commitment to excellence and integrity.

Application deadline April 11, 2013 APPLICATION: To apply, interested candidates are invited to submit an application, optional AA form and unofficial copies of transcripts for credentialing purposes. In order to download a copy of the application, please visit www.southlouisiana.edu. Resumes will not be accepted in lieu of the application and incomplete packets will not be considered. Please send the application materials to: South Louisiana Community College; Human Resources Department ;320 Devalcourt; Lafayette, La 70506.

If you have any questions please contact the HR department at hr@southlouisiana.edu

South Louisiana Community College is a member college of the Louisiana Community and Technical College System, an Equal Opportunity Employer, and does not discriminate of the basis of race, color, religion, age, gender, pregnancy, national origin or ancestry, disability or veterans’ status.

04/01/2013

•

HISPANIC

OUTLOOK

33

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

P ri min g the Pump. ..

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

“Taking things personally ... is the maximum expression of selfishness because we make the assumption that everything is about ‘me.’” – Miguel Angel Ruiz, The Four Agreements

L

atino students often become discouraged or disengaged academically because they take criticism from a teacher, parent or other adult personally. While some adults might think (or even say) to a wounded teen, “Tough, get over it,” there is more to it. Some Latino students will judge a class or subject area by whether or not they perceive the teacher “likes” them or they “like” the teacher. Often, the perception of not being liked comes from the style in which the teacher provides feedback to or interacts with the student. Curt, impersonal, hurried or brief but highly technical statements are experienced as hurtful by many adolescents because developmentally teens view most things in terms of themselves. As a result, objective feedback heard through a self-centered filter ends up being taken as a hurtful barb. Taking criticism to heart, a Latino student might sooner walk away from academics than look inside and process what might be useful feedback.

Latino students would benefit from learning how to take things less personally so that they will stay in the game longer. An adult can help guide the discouraged Hispanic through processing the hurt as a first step in gaining a new perspective.

If it appears that the statement was not intended to be taken personally but the student took it as if it were, suggest to the student that he give the other person the benefit of the doubt. Of course, bullies or those who intentionally malign a student don’t deserve such a chance, but others who might have unintentionally caused offense might. Ask the student whether the offender is typically harsh. If the student answers no, encourage a wait-and-see stance until he is certain that personal insult was intended. If the student realizes that the offender treats others likewise, he will see that the comment was probably not intended as a personal offense after all. If those approaches don’t help assuage the hurt, remind the disheartened Latino youth that the offender might not even know him well enough to make a meaningful comment in the first place.

H I S P A N I C

O U T L O O K

•

0 4 / 0 1 / 2 0 1 3

Encourage the Latino teen to consider if something else might be going on with the offender. This first step towards considering another person’s circumstances can be hard for a teen to take (especially if he is upset) since it forces him to abandon the position that “it’s all about me.” With encouragement, though, he can see that it is not a personal affront. The wound from taking it personally can start to heal.

Remind Latino students to focus on their goal. Doing so prevents the disruption and upset caused by taking things personally. When a goal is primary, the negative opinions and comments of others will matter less.

While some Latino students will come with a spiritual grounding that keeps them centered, others will not. Help them develop a mantra or other affirmations to use as self-encouragement just as others might use prayer and meditation.

Journaling is also helpful for keeping Hispanic teens centered. By writing down their thoughts, feelings, plans, hopes, dreams and disappointments, they can review all of those entries later and feel better once there is distance from the action or comment they took personally. A journal kept fully private can hold the angst that the student might otherwise turn against himself. Avoid discussing feelings electronically, especially when the hurt still stings. Texts, blogs and other social media can quickly get out of control and turn an inconsequential comment into a major personal assault. A handwritten journal for the student’s eyes only, on the other hand, can provide a perspective not seen by ruminating or talking with others. A teen’s journal is a place for self-talk, and he can talk himself right into feeling positive and strong again.

Encourage Hispanic students to participate in service projects through school, church or in the community. Focusing on others helps build the compassionate muscle and the thicker skin needed to ward off unfounded attacks by others. Serving others promotes the student’s listening skills and reminds the student that their own opinion is the one to heed. Caring for others reduces self-centeredness, so offhand remarks will not be taken personally.