09/09/2013 Certificates getting more attention in Higher Ed

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SEPTEMBER 9, 2013

www.HispanicOutlook.com

VOLUME 23 • NUMBER 22

Certificates getting more attention in Higher Ed Gains in Education

Changing Spanish Language

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Dz ̵ ǣ La prosperidad de América: El éxito académico dz

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Po lit i cal Beat

Hello Ted Cruz; Marco Rubio Who?

by Carlos D. Conde moves and is not shy about signaling his ambitions. For Cruz, it’s not so much the personalities that rankle him. It’s the bad assessments, the bad legislation and the root of it all, the practice of politics as usual in Washington. Signaling his ambitions, he already has visited the cradle of presidential primary politics, Iowa, which is an early aster than a speeding bul- barometer of voter sentiments. let, more powerful than a Cruz also showed up at a locomotive, able to leap GOP conservative wing contall buildings. It’s Superman. ference in Denver where he That’s the Superman from won a straw vote poll over the planet Krypton who dis- Kentucky Sen. Rand Paul and guises himself as the nerdy Wisconsin Gov. Scott Walker. Clark Kent. The fictitious Cruz maintained the hero is always ready to tear appearances had nothing do off his shirt and leap into bat- with any presidential aspiratle against nefarious charac- tions but it sure looked like ters menacing society. he is gearing up for a run by At first glance, Sen. Ted catching an early whiff of votCruz from Texas is a bit like ers’ sentiments. that fabled pulp hero ready to In so doing, the freshman confront all the elements that Republican senator is leaving go against his conservative other Latino politicians and political philosophy and the civic leaders of all genera in constituencies he represents. his wake. He hasn’t created Like Ronald Reagan once any significant legislation yet said, it’s a new dawn in but he certainly has been America and Cruz points at noisy in his freshman term as himself. a senator. If not as brave and fearless Cruz wants to shut down as Superman, the 42-year- the government by Sept. 30 if old lawyer is, to be sure, as no budget is passed instead audacious. of continuing temporarily as While the caped warrior the government does in such Superman was happy chasing cases through the continuing crooks, and ne’er-do- wells, resolution process. Cruz is looking beyond the His participation in 31Senate, like running for pres- member Congressional ident. Hispanic Caucus is debatable He won’t say it now or since he and fellow Cuban, even refer to such ambitions Sen. Marco Rubio of Florida because it would seem unbe- would be the only Republicans. coming for someone not even The third Cuban legislator, halfway into his first Senate Sen. Robert Menendez of New term but he’s making all the Jersey, is a Democrat.

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The impression among some Latinos is to discount Cruz as one of their leaders in Congress for their pet agendas like immigration reform and Obamacare. Rubio seems more approachable and malleable. Cruz wants to beat both programs down or seriously revamp their restructuring, particularly immigration reform which he says is doomed to fail in its present form. In fact, he has little affinity for anything Obama which most Latinos support. The question is how parochial he wants to be. The sense by some is that Cruz, who goes more by his paternal Cuban roots than his maternal Irish-Italian ancestry hasn’t come around yet to understanding or appreciating the Latino dilemma and issues. Maybe so but he also has made it clear that as senator his constituency is all Texas and all Texans and he won’t champion one cause at the expense of others. This speaks to Texas Latinos who might have expected a more sympathetic ear from one of their own. Some people thought he might have had an overdose of chutzpah in his first political race running against fellow Republican, the popular Texas Lt. Gov. David Dewhurst but Cruz beat him. Cruz has A-grade credentials that extend beyond his short stint in elective office. He is considered book-smart brilliant although that doesn’t always translate into people 0 9 / 0 9 / 2 0 1 3

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smart. The fact that he won in his first attempt at high elective office should help discount that. Cruz is a Harvard Law School graduate where the renowned law Professor Alan Dershowitz, described him as “off the charts brilliant.” He clerked for Chief Justice William Rehnquist and was a legal advisor to George Bush before becoming Texas Solicitor General. Despite his impressive background, the presidency and the Senate are two different and demanding forums and it remains to be seen if Cruz can perform on the big stage like Obama who traveled a similar road. Cruz, unlike freshman legislators in the world’s most exclusive club, doesn’t seem to defer to his Senate colleagues except for protocol, probably because he thinks he’s smarter and more insightful than most of them even when he concedes experience. Cruz thinks big and would really like to be president but not if Donald Trump can help it. The Donald said Cruz was born in Canada and he may not be eligible.

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

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MAGAZINE® SEPTEMBER 9, 2013

CONTENTS Hispanics Turn to Certificates as Pathway to Employment by Marilyn Gilroy

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Santos’ Message to Students: Challenge Stereotypes by Sylvia Mendoza

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Hispanics Make Significant Gains in Education by Paul Hoogeveen

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The Changing Spanish Language by Peggy Sands Orchowski

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The Rich-Poor Gap Widens by Angela Provitera McGlynn

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You can download the HO app

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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Executive Editor – Marilyn Gilroy Managing Editor – Suzanne López-Isa News & Special Project Editor – Mary Ann Cooper Administrative Assistant & Subscription Coordinator – Barbara Churchill Washington DC Bureau Chief – Peggy Sands Orchowski Contributing Editors – Carlos D. Conde, Michelle Adam Online Contributing Writers – Gustavo A. Mellander

DEPARTMENTS

Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto

Political Beat

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by Carlos D. Conde

Sr. Advertising Sales Associate – Angel M. Rodríguez

Hello Ted Cruz; Marco Rubio Who?

Interesting Reads

Article Contributors Marilyn Gilroy, Paul Hoogeveen, Angela Provitera McGlynn, Peggy Sands Orchowski, Sylvia Mendoza

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Editorial Policy

Book Review

by Mary Ann Cooper

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Latino Spin: Public Image and the Whitewashing of Race

Uncensored

by Peggy Sands Orchowski

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The Hispanic Outlook in Higher Education Magazine® is a national magazine. 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 education community. Editorial decisions are based on the editors’ judgment 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 views expressed herein are those of the authors and/or those interviewed 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®.

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Targeting Higher Education Goal 2025

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TEL (201) 587-8800 FAX (201) 587-9105 email: Outlook@sprintmail.com

by Gustavo A. Mellander

Editorial Office

Priming the Pump... Importance of Career vs. Job

by Miquela Rivera

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Esquina E ditorial

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hat is the end game? That’s a question that often comes up when referring to anything from court cases to business plans. It is also a very important question for today’s college students. In the final analysis, the end game for students is to secure a great job. The problem is that great jobs are hard to come by. At the same time, there are more and more Hispanic and minority students joining the ranks of the best and brightest degree-earners, a statistic that is featured in an article in this issue of HO. It comes from a new Pew Hispanic Center report revealing that Hispanic high school graduates in 2012 for the first time surpassed their white peers in college enrollment rates. That’s great news, but does enrollment result in graduating and a lucrative career? Does it create a good end game? Another HO article looks at the case presented by researchers that the gap in educational success between high and lower-income students is wide and growing. At worst the deck does appear to be stacked in favor of the affluent. At best the jury is still out. Perhaps it’s time to come up with ways to give these less advantaged students a bit of an edge. Elsewhere in this issue we explore certificates as the “cutting edge for Hispanic educational and income gains,” according to the report, Certificates: Gateway to Gainful Employment and College Degrees. With more than 1 million certificates being awarded each year, this “gateway” could be a very important part of each student’s “playbook” and ultimate “end game” for launching a career. Only time will tell. ¡Adelante! Suzanne López-Isa Managing Editor

College Director of Financial Aid About the College Palm Beach State College is the largest institution of higher learning in Palm Beach County, with four campuses serving a diverse population of nearly 48,000 students annually. Palm Beach State College offers over 100 programs of study in associate’s degrees for transfer and for entry into the workforce, Bachelor’s degree programs, certificate level occupational and continuing education programs. Palm Beach State College is a Equal Access/Equal Opportunity, ADA Employer, committed to fostering a diverse academic community among its student body, faculty, and staff.

Office of Human Resources Palm Beach State College 4200 Congress Ave. Lake Worth, FL 33461

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Position Overview Palm Beach State College seeks a College Director of Financial Aid with a proven track record of leading financial aid programs. Reporting to the Vice President of Student Services and Enrollment Management, the Director will provide leadership and oversight to the Student Financial Aid Department for a multi-campus institution, with 4 campus financial aid offices serving approximately 48,000 students.The candidate must be able to administer federal, state and institutional aid programs in compliance with federal and state laws, regulations, and industry standards. Must be able to develop and implement departmental policies and collaborate with other departments to formulate appropriate internal controls and procedures. The position is accountable for effectively advising senior management of legislative changes that may impact financial aid programs and student enrollment. Will be responsible for the preparation and submission of required institutional applications and reports for federal, state, and local financial aid programs. Responsibilities also include the monitoring and preparation of the department’s annual operating and scholarship budget in accordance with college policies. Will participate in the development and maintenance of the financial aid database and website. Requirements of Position Interested applicants must possess a Bachelor’s degree and a minimum of 4 years related experience. Master’s degree preferred. Experience in higher education administration, knowledge of financial aid rules and regulations, good leadership, communication and analytical and problem solving skills are required. This position will be open until filled with an initial review date of September 30, 2013. Palm Beach State College offers a highly attractive benefits package and invites qualified candidates to apply. For more information and to apply online please visit:

www.palmbeachstate.edu/employment

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Interesting Reads Chicano/a Struggles for Education By Guadalupe San Miguel Jr. Much of the history of Mexican-American educational reform efforts has focused on campaigns to eliminate discrimination in public schools. However, as historian Guadalupe San Miguel demonstrates in Chicana/o Struggles for Education: Activism in the Community, the story is much broader and more varied than that. San Miguel addresses questions such as what factors led to change in the 1960s and in later years, what strategies were pursued and how successful they were. 2013. 256 pgs. ISBN: 9781603449373. $40.00. cloth. Texas A&M University Press, Galveston, Texas, (979) 8451436. www.tamu.edu/upress. Undocumented In L.A.: An Immigrant’s Story by Dianne Walta Hart In 1988, a woman in her late 30s named Yamileth obtains a passport, leaves her home, and makes a daring, dangerous trip from Nicaragua through Central America to the United States to join her family. Author Hart's long and close relationship with Yamileth allows her to present Yamileth's cultural struggles and personal development in poignant narrative. The book is an excellent resource for courses in immigration, political science, and social and cultural studies. 1997. 172 pgs. ISBN: 9780842026499. $24.95. paper. The Rowman & Littlefield Publishing Group Inc., (800) 4626420. www.rowman.com. César Chávez, The Catholic Bishops and the Farmworkers Struggle for Social Justice By Marco G. Prouty César Chávez and the farmworkers’ struggle for justice polarized the Catholic community in California’s Central Valley during the 1965-1970 Delano Grape Strike. Prouty exposes the American Catholic hierarchy’s internal, and often confidential, deliberations during the California farm labor crisis and traces the church’s gradual transition from reluctant mediator to outright supporter of Chávez. 2008. 208 pgs. ISBN: 9780816527311. $19.95. paper. University of Arizona Press, Tucson. (800) 621-2736. www.uapress.arizona.edu/

Latino Spin: Public Image and the Whitewashing of Race by Arlene Dávila 2008. 224 pgs. ISBN: 978-0814720073. $23.00. paper. NYU Press, New York. (212) 998-2575. information@nyupress.org

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immigration debate, which has been making headlines since the 2012 election, has placed a spotlight on the Hispanic community. Unfortunately, that spotlight is not confined to those who are undocumented. The public seems to have a tendency to lump all Hispanics together as if they are a monolithic group. Pundits make sweeping statements about “what the Latino demographic wants.” In the extreme, coded words and phrases have the consequence of reinforcing stereotypes. Illegal immigrant, tax burden, job stealer, patriot, family- oriented, hard worker, model consumer – these labels all are used to describe Hispanics. Ever since Latinos became the largest minority in the U.S., they have been caught between these wildly contrasting characterizations leaving some to wonder: Are Latinos friend or foe? Latino Spin: Public Image and the Whitewashing of Race sets out to dispel the myth about Latinos’ supposed values, political attitudes, and impact on U.S. national identity and to ask what these misrepresentations suggest about Latinos’ shifting place in the popular and political imagery. There is a hopeful evolution to this story, however. Author Dávila makes the point that attitudes are changing and the growing consensus among pundits, advocates, and scholars that Latinos are not a social liability. They are moving up and contributing to society. NYU Press explains the question and theme proposed by the author in the following description: “Dávila follows the spin through the realm of politics, think tanks, Latino museums, and urban planning to uncover whether they effectively challenge the growing fear over Latinos’ supposedly dreadful effect on the ‘integrity’ of U.S. national identity. What may be some of the intended or unintended consequences of these more marketable representations in regard to current debates over immigration?” With particular attention to what these representations reveal about the place and role of Latinos in the contemporary politics of race, Latino Spin highlights the realities they skew and the polarization they effect between Latinos and other minorities, and among Latinos themselves along the lines of citizenship and class. Dávila’s work is a cautionary tale for politicians who think that running ads in Spanish and coming from a Hispanic background is enough to get the vote of this burgeoning community. The fact is that Hispanics are as diverse as any other ethnic or racial group. Reviewed by Mary Ann Cooper

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REPORT

Hispanics Turn to Certificates as Pathway to Employment

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by Marilyn Gilroy ertificates are the cutting edge for Hispanic educational and income gains,” said Anthony Carnevale, director of the Georgetown University Center on Education and the Workforce (CEW) and lead author of a report on the growth of certificates as a higher education credential. The report, Certificates: Gateway to Gainful Employment and College Degrees, shows that certificates have become the second most common postsecondary award in the U.S. with more than 1 million being awarded each year. The data indicate a growing importance of certificates among Hispanics. They are the second most likely group to have a certificate (16 percent) behind African-Americans who have the highest incidence of certificates (18 percent). Research suggests these numbers are tied to the increasing share of Hispanics enrolled in community colleges, proprietary schools and other sub- baccalaureate institutions. The CEW report says certificates are yielding higher returns for Hispanics than other groups. While all certificate holders earn on average 20 percent more than those possessing only a high school diploma, Hispanic certificate holders earn approximately 40 percent more than Hispanic high school graduates. This trend is just one of the many reasons why certificates are getting more attention in the higher education community. Carnevale and his co-authors say concerns about rising college costs and student loan debt means that certificates, which are cheaper and take less time to complete than college degrees, are gaining more notice from researchers, institutions, and other stakeholders in higher education. Although certificates come in categories and vary by length of study, the CEW report defines certificates as a credential in recognition of completion of a course of study based on a specific field, usually associated with a limited set of occupations such as healthcare (the largest certificate field), technology, or culinary arts. Certificate programs generally take about a year to complete but can be as short as one semester. Most instruction takes place in the classroom, mainly in public, two-year schools or private, for-profit, non-degree granting business, vocation, technical, and trade schools. Several sectors of higher education, especially community colleges, have continued to dramatically expand and enhance certificate programs. In 1980 certificates represented 6 percent of awards at the nation’s colleges as compared to 22 percent of awards today. “The rapid growth of certificates over the past 30 years is a promising signal that students and institutions are recognizing

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the value of certificates at an increasing rate,” states the CEW report. And just who earns certificates? Surprisingly more than one-third of all certificate awards are made to those age 30 or older which indicates their importance for individuals currently in the workforce. And 34 percent of all degree-holders at the associate, bachelor’s and master’s level also have earned a certificate. For this reason, colleges are marketing their certificate programs to adults and career-minded individuals. At the community college level, officials have been adept at fine-tuning offerings to match workforce needs thus providing specific skill sets in demand from local employers. Brevard Community College (BCC) in central Florida recently announced several “adult postsecondary vocational certificates” in advanced manufacturing, police, fire and ambulance 911 dispatcher, electrical repairs and diagnostic medical sonographer. “These programs are carefully targeted to give graduates a path to employment in areas where Brevard and central Florida businesses are hiring now and in the future,” said BCC president, Dr. Jim Richey. Many four-year schools have jumped on the momentum by reaching out to individuals who might want to enhance a degree they have completed. The University of California at Davis touts its certificate programs as “stepping stones to career advancement.” Through its continuing and professional education division, the university offers dozens of certificates in business, leadership, information technology, health science and environmental areas. Aimed at bachelor’s degreeholders, these short term programs are pitched as an alternative to graduate school, requiring less time and money but offering both theoretical knowledge and practical skills to help individuals change careers or compete for promotions. In some cases, there is evidence of outreach to match Hispanics with high demand occupations. The State University of New York-Purchase College’s continuing education division specifically targets adult Hispanic students by offering them special scholarships to earn a certificate in social media marketing. According to CEW research, even those who hold only certificates as their highest postsecondary credential are reaping the benefits. In fact, the authors point out there are some fields in which certificate holders are earning more than those with college degrees. For example, in computer information services, men who obtain certificates and work in the field earn almost $73,000 per year which is a greater salary than

that of 54 percent of men with bachelor’s degrees. But those Currently, the bulk of financial aid goes to college students in gains differ along gender lines. traditional programs and not those who enroll in non-degree “Certificates provide more bang for the buck for men than or non-credit certificate programs, women,â€? said Carnevale. “Men who earn certificates earn 27 And although certificate programs are less expensive than percent more than high school-educated men. Women with a multi-year degree programs, they often cost several thousand certificate, by comparison, only receive an average 16 per- dollars for tuition, books, and supplies which can put them cent increase in earnings over women with a high school out of reach of low- income students. Northern Virginia diploma.â€? Community Colleges offers technology certificates costing as This is due in part to the fields of study chosen by women, much as $4,000. At Mercer County Community College in who tend to earn degrees in health care, office work and cos- Trenton, N.J., information technology certificate courses run metology while men earn certificates in refrigeration, heating from $300 to $1,000 per course. The college’s certificate in and air condition, drafting and electronics. “The value of the child care studies requires 10 courses that each run 6- weeks certificate is tied to being in the right field and working in that and cost $114 per course but that is still a cost prohibitive figfield,â€? said Carnevale. ure for some students. The report concludes that students from low-income famiWhen the New York Times profiled several students who lies have the academic potential to earn certificates, but are were earning certificates at area colleges last spring, it internot currently fulfilling that potential. The authors would like to viewed Jennifer Machedo who had to drop out of her child see policy changes that include certificates as part of the nation’s higher edu- +LVSDQLFV UHFHLYH WKH ODUJHVW ZDJH SUHPLXP IURP FHUWLÂżFDWHV cation initiatives calling for 60 percent of the work5DFH (WKQLFLW\ (DUQLQJV RI +LJK 6FKRRO (DUQLQJV RI &HUWLÓžFDWH &HUWLÓžFDWH 3UHPLXP force to obtain a postsec(GXFDWHG :RUNHU +ROGHU 2YHU +LJK 6FKRRO

ondary credential by the end of this decade. :RPHQ That point was also $OO made in a 2010 study :KLWH issued by Complete College $IULFDQ $PHULFDQ America (CCA) which pro$VLDQ DQG RWKHU posed that more emphasis +LVSDQLF and investment be placed on sub-baccalaureate cer0HQ tificate programs as a $OO means to help the United :KLWH States improve its postsecondary education perfor$IULFDQ $PHULFDQ mance and stimulate eco$VLDQ DQG RWKHU nomic and job growth. +LVSDQLF CCA officials say sub :V\YJL! *LY[PMPJH[LZ! .H[L^H` [V .HPUM\S ,TWSV`TLU[ HUK *VSSLNL +LNYLLZ .LVYNL[V^U <UP]LYZP[` *LU[LY VU ,K\JH[PVU HUK [OL >VYRMVYJL baccalaureate certificates are practical and often underutilized credentials that can provide graduates with an development certificate program at City University when she appealing combination of rapid postsecondary achievement could not come up with the $1,000 per semester tuition. If and portable skills and knowledge. So critical are certificates students such as Machedo are to benefit from the economic that the report, Certificates Count: An Analysis of Sub-bac- mobility that certificates can provide, there must be financial calaureate Certificates, calls for a bold national effort to aid available to boost their participation and completion rates. double the number of long-term certificates produced within And with Hispanic education rates slated to play a key role in the next five years, and then double that number again over the nation’s economic future, it is important to offer federal the subsequent five years. loans and grants for certificates. “Certificate programs in high-value career fields are “Certificates are crucial for increasing earnings among proven, fast and efficient – but underutilized – pathways to Hispanics,� say Carnevale and his co-authors. build skilled workforces and boost wages,� said Stan Jones, president of Complete College America. Others would like to see changes to financial aid policies that would extend grants and loans to certificate programs.

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Santos’ Message to Students: Challenge Stereotypes

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by Sylvia Mendoza hen students walk into Dr. Xuan Santos’ classroom on the first day of class at California State University San Marcos (CSUSM), the professor they are looking for is nowhere to be found. But Santos sits among them for up to 15 minutes, blending in, listening, watching, interacting – as one of them. It’s what a sociology professor does, especially one who likes to challenge students to face, acknowledge and hopefully change their preconceived notions, fears and judgments of others. What Santos really wants is to push boundaries and educational experiences that can break stereotypes. As he makes his way to the front of the classroom, he can feel all eyes on him. “They’re shocked when they realize I’m the professor,” says Santos, an assistant professor of sociology and criminology. “I don’t fit their image.” He knows what some people see and instantly think when he dresses comfortably in his long shorts, L.A. Dodgers cap and tall white socks, with shaved head, tattoos and pierced ears versus wearing a suit and tie. “I’m my own experiment when I choose to code switch,” Santos explains. “It’s about profiling. I already know what I am. People react differently when I have hair and cover my tats. Otherwise, I get the looks. In the forays of people’s minds, I’m not seen as a scholar but as a menace to society. It doesn’t bother me; it empowers me. If you don’t get a reaction, then you’re not doing your job.” With specialties in gangs and youth cultures, criminology, political economy, race/class/gender/sexual orientation, and Chicano/Chicana Studies, Santos’ classroom is an opportunity to use a platform to educate those who have never dealt with diversity. “Classism and racism are not a rational choice any longer. We need to deconstruct stereotypes. Challenge them. Become agents of change with impressions and perceptions. Show a different reality. Challenge what parents taught them.”

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Photo © Jessamyn Trout

PROFILE

Santos grew up in Boyle Heights, a suburb of Los Angeles, where gang life abounds, and he understands the limitations of what often is an inescapable reality. However, his neighborhood also is home to Homeboy Industries, which he describes as the largest gang prevention and rehabilitation facility in the United States. When he was sixteen, hanging in the streets, without much vision of a promising future, the founder, Father Greg Boyle, told him he believed in him. “It’s a privilege of my life to know Xuan Santos,” says Boyle. “We want the world to look different than it currently looks.” The way it looks is still racially divided, and Santos often compares the barrio to a prison where police are handicappers. “For gang members, doors were constantly closed on them. Youngsters didn’t have social and cultural capital. We were planning funerals not futures. That was the social depth in the community. Violence was everywhere.” But so were decent people. Boyle was one of those. Fair and respectful of all who came to him for jobs and hope, his reputation for kindness and vision to improve their lives spread. “Father G. was the white Mary Poppins. He wasn’t afraid. Many came to ask his blessing and with that one singular act, he gave dignity and hope—and first, second, and third chances when they faltered.” Boyle also made Santos see there were mentors all around if he allowed them in. “Your parents can only see so far. Friends don’t see your talents and potential. Teachers and mentors who reach out will be the ones who make the difference and remind you that you are someone of worth.” As class clown in high school, Santos one day made fun of a lesson in his Spanish class. His teacher made him take an oral quiz. “I think he wanted to make me feel incompetent,” says Santos. “Instead I answered all 20 questions right. In the end he told me, ‘You need to go to college.’”

And he helped Santos get there, even though as an undocumented kid from Guadalajara, Santos always had a fear of being deported. He attended California State University, Los Angeles and University of California, Santa Barbara, often reminding himself he shouldn’t be there. “I didn’t have the best conditions, but the restroom became my office. I lit candles to study. I realized the only mobility is through education, yet we are set up to reproduce poverty, so I was skeptical this would work.” But it did. He created his own social change. Now Santos and his siblings all have higher education degrees. He knows how proud his mother is of him, but cites her as the inspiring agent of change in his life. “Watching my mother become empowered and say no to oppression made her my hero.” His graduate work revolved around independent study on gangs and other closely-related topics such as critical criminology and tattoo stigmas. One of his articles, “The Chicana Canvas Doing Class, Gender, Race, and Sexuality Through Tattooing in East Los Angeles,” was published by Johns Hopkins University in the Project MUSE journal. It showed that “while tattoos as personal expression are becoming more acceptable for men and women alike in the mainstream, they continue to be a source of social stigma” for tattooed Mexican-Americans, who are still likely to be seen as a deviant subculture. Why the disparity, he asks? “I’ll always be tattooed. I’m proud of my tattoos. They’re not gangrelated. They tell a story, they’re indigenous, they’re connected to my heritage.” For Santos, the entire educational process was eye opening. “Basically I got to hang out with my friends and just document things from an academic standpoint through ethnography—documenting community, the youngsters with no social identity, no parents, and class and race issues—but my advisor said, ‘Never risk your life for the social sciences!’ And I told her, “There’s no risk. This is normal for me.” That others could not see the normalcy of his life is what drove him to the sociology field. At many colleges, there is a sense of entitlement and classicism, even among Latinos, he explains. He uses privilege exercises in class to target how affluent societies have different social realities. “You can be a mile apart in the same city, but have no equal footing,” he says. “Every student should acknowledge and be aware of social privilege versus social inequality. To not feel someone is taking their advantage away.” He takes his message of social inequality on the road. When he visited Hidden Valley Middle School in Escondido, Calif., he was shocked by what he saw there. Perhaps his own experiences make him more sensitive to kids who are marginalized but do not question the way they are being disrespected or discarded by authority figures they should trust. “These are throwaway kids,” he explains. “No one steps up for them. They have no advocates. They were in a prison of

a room. The school mirrored a prison system and the warden was the principal who saw a propensity to violence instead of aspiring potential. There’s a school-to-prison pipeline when students are not challenged to reach their potential, yet administrators jump at every chance to get them kicked out, or into continuation school or juvie.” He encouraged students to demand their rights for a quality education. “You don’t belong in remedial classes or ESL classes. Ask your teachers for help.” Even though he wants the end result of his classes to be about awareness and enlightenment, sometimes the interpretations backfire. In one of his spring 2013 classes, sorority girls dressed up and pretended to be cholas, who are often associated with gangs. Wearing bandanas and throwing up hand gestures, their photos were posted on social media. It caused an outcry among Latina students who cited “acts of

Xuan Santos at Home Boy Industries

ignorance and intolerance”, and called for racial sensitivity on college campuses after the incident. The sorority president apologized, but no punishment was given. Santos could not understand why no action was taken. “There’s a code of conduct we need to develop for cultural competency,” he said. Santos has been honored for his work in encouraging respect and empathy among all members of the university community. He received the 7th Annual CSUSM People’s Celebration “Builds Community Award,” and was named as a CSUSM Civility Icon, but says there is much work to be done. “Teachers forget why they got into this field in the first place. It’s to open minds. I know I have a social responsibility. You have to empower the invisible and voiceless that have never had a chance.”

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REPORTS

Hispanics Make Significant Gains in Education

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by Paul Hoogeveen

“It is very clear that the growth of

young Hispanic college enrollment markedly outpaces the growth of the young Hispanic population.” Richard Fry, Senior Research Associate at Pew Hispanic Center 12

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apping a steady wave of recent historic milestones, Hispanic high school graduates in 2012 for the first time surpassed their white peers in college enrollment rates, according to a recent report from Pew Hispanic Center. And yet, as authors Richard Fry and Paul Taylor note, while Hispanic college enrollment and related gains over the past decade are remarkable, progress remains to be made – especially when it comes to enrollment in four-year and selective institutions, as well as college completion. The May 2013 report, Hispanic High School Graduates Pass Whites in Rate of College Enrollment, is based on information obtained from the U.S. Bureau of Labor Statistics (BLS) in its “College Enrollment and Work Activity of High School Graduates” news releases. (The BLS in return took its data from the October school enrollment supplement of the Census Bureau’s Current Population Survey.) It closely follows two earlier Pew Hispanic reports that touched on other Hispanic milestones in college enrollment: Hispanic Student Enrollments Reach New Highs in 2011 (Fry and López, 2012), which reported that in 2011, Hispanics became the largest minority group on four-year campuses; and Hispanic College Enrollment Spikes, Narrowing Gaps with Other Groups (Fry, 2011), which indicated that between 2009 and 2010, Hispanic college enrollment spiked by 24 percent. The new report’s primary finding marks the latest in a string of education gains for Hispanics. In 2012, 69 percent of Hispanic high school graduates enrolled in college for the fall semester of that year, surpassing the enrollment rate of their white peers by 2 percentage points, and their black peers by 6 percentage points. One phenomenon clearly feeding this trend is improvement in the pipeline at the high school level. In the 10 years between 2000 and 2011, the dropout rate among Hispanics fell by half, from 28 percent in 2000 to 14 percent in 2011. In contrast, the dropout rate among non-Hispanic whites also fell slightly, from 7 percent in 2000 to 5 percent in 2011. There were 134,000 Hispanic recent high school dropouts in October 2012, compared to 101,000 in October 2000. While the total number of dropouts in 2012 was higher, it reflected a smaller portion of the total number of Hispanic students, which was considerably smaller in 2000. Fry and Taylor also pointed out that while growth in Hispanic college enrollment has been a long-term trend, it accelerated following the onset of the 2008 recession, where-

as by contrast, white college enrollment has dropped slightly since 2008. Along with a drastic decline in the dropout rate, Hispanic postsecondary enrollment rates also have been outpacing Hispanic population growth. “It is very clear that the growth of young Hispanic college enrollment markedly outpaces the growth of the young Hispanic population,” said Fry. “For example, from 2000 to 2011 the young Hispanic population – ages 18 to 24 – grew 45 percent. But the number of Hispanic college students in the same age group grew by 131 percent, or more than doubled, over the same time period. So Hispanic college enrollment growth is not paralleling Hispanic population growth, but strongly outgaining it.” In a dramatic improvement parallel to high school completion, in the year 2000, only 49 percent of Hispanic high school graduates enrolled in college in the fall of that year. By October 2012, that rate had grown by 20 percent – the highest rate of growth of all groups over the past decade. The Hispanic enrollment rate also surpassed the general enrollment rate for all groups combined (66 percent). The continued growth in college enrollment is an encouraging trend. But this latest milestone, while significant, does not necessarily portend ongoing improvement. Moreover, according to the report, Hispanics still have some catching up to do in several ways. First, Hispanics are enrolled in four-year institutions (as compared to two-year) at a far lower rate than their white peers. In 2011, 72 percent of 18-to-24-year-old white college students were enrolled in four-year colleges, compared to 56 percent of Hispanic college students in the same age group. Hispanic students in four-year colleges also are less likely to be enrolled full time. In October 2011, 85 percent of both white and black students were enrolled full time, compared to 78 percent of Hispanic students. Referencing the National Center for Education Statistics’ Education Longitudinal Study of 2002 (Bozick and Lauff, 2007), the report further indicates that white students are more likely to attend an academically selective college. Lastly, and perhaps more importantly, due at least in part to the aforementioned factors, Hispanic college students are less likely to complete a four-year degree. In March 2012, just 11 percent of 18-to-24-year-old Hispanics had attained a bachelor’s degree, as compared to 22 percent of their white counterparts. The authors caution that their primary finding – that in 2012, enrollment of Hispanic high school graduates exceeded their white counterparts by 2 percent – does not indicate that Hispanic students are more likely to attend college than their white counterparts. As the report states: “Recent high school completers are only a subset of youth. Some youth recently dropped out of high school, others dropped out in earlier years, and some were never enrolled in U.S. schools. The immediate college entry rate only refers to youth recently graduating high school.” Fry and Taylor add that it also possible for students to delay

Immediate Entry into College by Race and Ethnicity, 2000-2012

(Share of recent high school completers enrolled in college the following October) 100 % Asian

90

84

82

80

White

70 60 50

64

Hispanic

57

Black

69 67

63

49

40

2000

2002

2004

2006

2008

2010

2012

Status High School Dropout Rates, 2000-2011

(Share of 16-to-24-year-olds who are not enrolled in school and have not completed high school) 40% 35 30 25

Hispanic

20 15 10 5 0 2000

14

NH Black

7 5

NH White 2002

2004

2006

2008

2010 2011

Unemployment Rate of 16-to 24-year-olds, 2005-2012 40% 35

Black

30

27

25

Hispanic

20 15 10

White

18

Asian

14 13

5 0 2005

2006

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entry into college for some time after graduating from high school. Although it was beyond the scope of the report to thoroughly examine the causes for continuing growth in college enrollment among Hispanics, the authors did propose some socioeconomic factors affecting young Hispanics and their families that might be influencing the decision to enroll in college. They point out that while the new enrollment milestone is encouraging, the driving forces behind it might have as much to do with personal economics as with the increasing value Hispanic families are placing on higher education. For example, since the recession of 2008, employment prospects for 16-to-24-year-olds have deteriorated more for blacks and Hispanics than for whites. Since the end of 2007, the unemployment rate among both Hispanics and blacks in that age group (18 percent and 27 percent in 2012, respectively) has increased by about 7 percent. Meanwhile the unemployment rate for their white peers during in the same time period grew by only 5 percent, from 9 percent in 2007 to

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14 percent in 2012. Thus, young Hispanics might have seen delaying entry into a tough job market by extending their education into college as a good alternative. More encouragingly, another possible factor that has emerged is the increased importance Hispanic families are placing on a college education. A full 88 percent of Hispanics from age 16 and up agreed that a college education is necessary in today’s world, according to a 2009 Pew Hispanic Center survey. That figure has not been directly correlated to an ongoing trend in Hispanic college enrollment rates, and it remains unclear as to whether college enrollment trends for young Hispanics will continue into the future. But it represents a promising sign that increasingly, young Hispanics are seeing the value in a postsecondary education.

UNCENSORED

by Peggy Sands Orchowski

HISPANICS OPTIMISTIC ABOUT CAPITALISM AND GOVERNMENT – “No group gives higher marks to the federal government than Hispanic Americans,” concludes a new survey on religion, economic and governance values, done by the Brookings Institute and the Public Religion Research Institute. While the survey found that more than 40 percent of Hispanics say the government is generally “working well or working with some problems,” only one- third of whites and blacks hold similar beliefs. In addition, 38 percent of Hispanics also believe the economy has improved. But 36 percent of Hispanics – more than any other group – say lack of jobs is the highest economic priority for government. They also are the only group besides Millenials (20somethings) that say stopping the rising cost of education should be one of government’s highest priorities. Hispanics believe more than any other group (62 percent) that family instability and the decline of the two-parent family are the primary causes of America’s economic problems. Hispanic Catholics were found to be the largest group of all those surveyed who were social moderates (67 percent compared to 51 percent of white Catholics) and economic moderates – 53 percent. “While almost all Americans believe there is a role for government to provide a public safety net for people facing hardships, it is also clear that neither political party has a clear monopoly on these issues,” said E.J. Dionne Jr. and Bill Galston, senior fellows at the Brookings Institute. “Both Republicans and Democrats have opportunities to move opinions (and secure especially coveted Hispanic votes) by framing social justice and economic issues to fit their values.”

UN

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DIVERSITY IS GETTING MORE DIVERSE – Skin color? Sexual orientation? Religious, political and philosophical beliefs? Socio-economic status? Nationality, language and geographic backgrounds? Age and work experience? These are just some of the characteristics considered by educational officials as distinctions of diversity that should be reflected in a college student body. It is clear that diversity is getting more diverse! And admission to college based on diversity is getting increasingly complicated. Will every student mark multiple boxes? Should more boxes be added? Or should all the boxes be abandoned? Should college admission be determined by identity group affiliation or by a diverse holistic approach? Everyone seems to agree that lack of diversity is not desirable. Diversity is said to be good for its own sake. But how is diversity to be defined? The U.S. Supreme Court has recognized the goal of diversity as “reaching a critical mass.” But what is that? How is it measured? How is it to be enforced? How much difference is good? Admissions and affirmative action this fall will be judged in nuanced ways beyond race. SHOULD COLLEGES BAN FOOTBALL? – Calls to ban college football – that most American of all college sport traditions – are again being heard. “Colleges that commit to the high development of the brain should not allow a program on campus that damages it,” said New Yorker writer Malcolm Gladwell on CNN in July. “Nowhere in our social contract with higher education does it say that it’s okay to encourage young men to hit themselves over and over again in the head in the name of entertainment.” Medical researchers find that multiple hits suffered by high school and college football players can result in chronic traumatic encephalopathy and repeated blood brain barrier disruptions, leading to early dementia, neurological damage, depression and suicide. “There is no safe way to play football,” wrote sports columnist Jonathan Mahler. Some campuses like the University of California at Santa Barbara (USCB) have done without a football team for decades; competitive sports there focus on basketball and soccer while departments of science and dance have grown. “We need to discuss what we are doing to the bodies of those who play football, not just scholarships and paying student athletes,” wrote Daily Californian staffer Noah Kulwin in March. He decided not to buy football season tickets for UC football this fall.

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REPUBLICAN “CHUCKABLE” QUOTES ON IMMIGRATION REFORM – Sometimes you have to chuckle at what is said in Congress. Two giggles in June include Sen. Marco Rubio’s, R-Fla., spokesman Alex Conant’s comment on President Obama’s reluctance to shape immigration reform: “If passing legislation is like making sausage, then this White House is like watching a bunch of vegetarians.” Regarding the move to stop illegal immigration, Rep. Steven King, R-Iowa, said “A stupid fence does not have prosecutorial discretion. It works. Let’s just do it.” Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. 0 9 / 0 9 / 2 0 1 3

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MEDIA

The Changing Spanish Language

W

by Peggy Sands Orchowski

henever possible, I ask Hispanic legislators in Congress a personal question: Are you and your family raising your children and your nieces and nephews to speak Spanish? The almost universal response comes in three phases: 1) rolling their eyes; 2) sighing with frustration; and 3) mumbling “it’s so hard.” In other words, the answer is almost always no. This reflects the truth with which we multilingual parents throughout the United States are confronted – that children, especially pre-teens, don’t want to be different from their general English-only-speaking peers; and that over-booked American parents and children have neither the will nor the time to learn everything they are being exposed to in two or sometimes three (as my family tried to do) languages. Children will learn to speak to their abuelos and elderly tios in an everyday vocabulary but when those beloved relatives pass on, it’s over. Even young first- generation immigrants who came to America speaking their heritage language, after the age of puberty (about 11 years old) probably will not text, tweet, Facebook, pin, or do other social messaging, in that language. Nor do they depend on daily news in languages other than English. By the time this generation is in their 30s and raising children of their own, their communication will be mostly in English. Therein is the basic challenge to the growing Spanish-language media. It is based on a business model that assumes an ever-growing flow of monolingual Spanish speakers (who are literate if you’re talking about the print media) coming into and establishing themselves above subsistence living in the United States every year. And that just isn’t happening. “Unless we change our model, we are toast in 20 years,” said Henrik Rehbinder, an editor at La Opinion at a panel on the Spanish language media at the Center for American Progress (CAP) last year. Much is made in the press these days about the demographic shifts in America. They almost always focus on the growing Latino “majority” by 2050. But the truth is, Spanish-speaking Latinos are not the fastest-growing demographic in the nation today. In fact the U.S. Census has shown that since 2009,

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America’s Asian population is growing faster than Hispanics. And while the Latino population will continue to grow over the next decades, it will be less as a result of new immigration and more due to children born and raised in the United States who are citizens. By 2050, these children will be two and three generations removed from any monolingual Spanish-speaking original immigrant family members. They will speak English as their first language. Many will not speak Spanish at all, although most will lament that fact and hope their children will learn it, somehow, in-between STEM studies. Today, immigration of those first-generation monolingual Spanish speakers especially from Mexico into the U.S., is almost at a standstill. “The supply of Mexican workers willing to migrate appears to be on the brink of a significant decline,” concludes a July 2013 report, “Diminishing Mexican Immigration to the United States,” from the Center for Strategic and International Studies (CSIS) in Washington, D.C. In 2011-12 there was almost a ‘net zero’ immigration rate, meaning the number of Mexican immigrants coming in about equaled the number going back. The study cites a major reason for the decrease: “The cost of migrating has increased, especially due to the role of organized crime in human trafficking.” In 2011-12, job recession in the U.S. was at its peak, as were deportations of illegal workers by ICE. In 2013, the net zero has reversed back to a slight increase – partly due to the perception of a growth in housing construction jobs, but probably mainly due to expectations that a comprehensive immigration reform law will pass this year that will legalize all those currently in the country illegally. Once immigration reform is decided, that growth might decrease again. The decline in Mexican immigrants, especially unauthorized, also reflects “profound demographic and economic changes in Mexico itself”, according to the CSIS report. Following the 2009 recession, the Mexican economy rebounded with 5.5 percent growth in 2010 and an average 3.3 percent thereafter. Mexico also seems to be gaining a competitive edge over China in manufacturing goods for the United States. President Enrique Pena Niego’s Pacto por Mexico commits his adminis-

tration to reforms that will end corruption in the tax system, government bureaucracies and in the nation’s union-run schools. This combined with Mexico’s downward childbirth and slowing population growth rate is predicted to put less pressure on Mexicans to move northward, concludes the CSIS. Decreasing immigration from south of the border into the United States will also be the result of the success Mexico might have in curbing immigrants from other countries, especially south Central America where economic growth rates are on an upward trend but variable. President Pena seems committed to keeping large numbers of illegal immigrants from southern countries from entering and staying in Mexico, or passing through the country to the United States. This might all be hard to believe for news readers, since during the 2012 election season and now during the Latinocentric focus on immigration reform, the media are full of articles about the rapid growth in the U.S. Hispanic community. The takeaway is always that there is an inevitable growth of the Latino minority majority, with a subsequent “inevitable” growth in the Hispanic media,” as discussed on a recent National Public Radio program. They are right in some ways. But the growth in Hispanic media outlets is not Spanish-language media – it’s in media oriented to an increasingly diverse Hispanic American community that speaks English. What is inevitable as the decades pass is that the media focusing on this demographic will transmit, print and broadcast its news increasingly in English. This month, Univision, the nation’s fourth largest television network, has reported it is creating with Disney and ABC an all English-language news channel aimed at Hispanics. Comcast is planning two new channels targeted at Hispanics, both in English. NuvoTV is an English-language channel aimed at young ‘bicultural’ Latino Americans. Even Telemundo, the number two Spanish-language network that is part of NBC Universal, increasingly features interviews in English and Spanish, along with telenovelas using Spanglish or with subtitles in English or Spanish. “In 20 years, the Spanish language media will have mainly two roles in the United States,” said panelists at CAP. “It either will be the Spanish-language reporters for the South American press. Or it will cover stories and features targeting the American Hispanic audience in English.” Some former Spanish-language media now in English could become major news sources for non-Hispanic audiences as well, just as Al Jazeera and the Voice of Russia have found new audiences. The once vibrant Hebrew-language media of New York evolved in this way in the last century, as did various German language publications throughout the Midwest areas of the United States. As the Spanish language press recognizes its English language business future, however, it seems the politicians are going the other way. Presentations about immigration reform are now expected to include a few sentences in fluent Spanish from both Democratic and Republican legislators. Unfortunately the presentations don’t always say or mean the

same things in one language that they do in the other – an international press language faux pas. Last June, for some reason, Sen. Tim Kaine, D-Va., decided to read an entire speech in not-too-bad Spanish in the Senate last June. It was a tough protocol call. According to Senate rules, every speech is made in a way that is immediately either completely understandable to the presiding president, or has a neutral interpreter there to do a translation. Kaine presented a written translation of his talk, which was prepared by his office, to the press and the Senate president after his speech. Lately President Obama regularly sits down with the Spanish-language press for interviews to “reach out to Latinos” say his press operatives. The strategy doesn’t always work out as planned. In July, after the Trayvon Martin verdict, which absolved Latino-heritage George Zimmerman of guilt in the shooting, President Obama appeared on Univision apparently expecting the Latino interviewer to question him about

“In 20 years, the Spanish

language media will have

mainly two roles in the United

States,” said panelists at CAP the case and give him an opening to talk about crimes against minorities. But Univision didn’t even ask. Now some election campaigns are beginning to realize that it’s best not to translate their everyday campaign materials into Spanish. It seems last year both Democrats and Republicans had to re-translate their videos and election appeal ads from Spanish back into English when they learned that most of their Latino constituents who were citizens and would actually be voting, did not speak Spanish. That’s the lesson about the changing U.S. demographics that the Spanish-language media is learning and responding to. And, eventually, so will politicians.

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REPORTS

The Rich-Poor Gap Widens The

by Angela Provitera McGlynn differences in educational success between high and lower-income students in the U.S have grown substantially over the last decades. The extent of this rich-poor gap was described recently by Sean R. Reardon, professor of education and sociology at Stanford University, in an article entitled, “The Great Divide: No Rich Child Left Behind” in The New York Times (4/28/13) that has triggered a spirited discussion on both Inside Higher Education and on LinkedIn. Reardon cites the work of Martha J. Bailey and Susan M. Dynarski (2011), economists from the University of Michigan. In their chapter entitled, “Educational Expectations and Attainment” published in Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances, Bailey and Dynarski report that the proportion of students from upper income families who earn a BA has increased by 18 percent over a 20-year period while completion rates of poor students have grown by only 4 percent during the same time period. Reardon (July 2011) published a chapter in that same book entitled, “The Widening Achievement Gap between the Rich and the Poor.” He found that 15 percent of high income students from the high school class of 2004 enrolled in a highly selective college while fewer than five percent of middle class and 2 percent of low-income students did. Bailey and Dynarski, (Working Paper #17633, December 2011, the National Bureau of Economics), again found college completion data showing striking disparities between the rich and the poor. With college completion being the single most important predictor of success in the workforce, the imbalance in college completion between children of rich and poor families has grown by about 50 percent since the late 1980s. Data for most of their research was drawn from the academic year 2007-2008, prior to the recession beginning in 2008, so the gap has undoubtedly widened further. Bailey and Dynarski examined data from two generations of students: those born between 1961 and 1964 and those born between 1979 and 1982. They found that by 1989, only about one-third of high income students in the first generation had finished college. By 2007, more than 50 percent of the second generation had done so. In contrast, only 9 percent of lowincome students in the second generation had completed college by 2007, only slightly up from a 5 percent college completion rate by the first generation of 1989. Political scientist Robert D. Putnam and his colleagues at Harvard, Carl B. Frederick, and Kaisa Snellman (July 2012) published Growing Class Gaps in Social Connectedness among American Youth: 1975-2009, research that showed rich/poor gaps in sports, extracurricular activities, volunteer

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work, and church attendance in addition to academic gaps previously noted. A Nation at Risk: the Imperative for Educational Reform, published in 1983 by Reagan’s National Commission on Educational Excellence said America’s schools were failing our children. The report ushered various experiments in educational reform. Most of those experiments have failed. No Child Left Behind left plenty of children behind, particularly Latinos, blacks, and low-income students. An era of “testing, testing, testing,” has been ushered in where teachers are forced to “teach to the test” lest their schools “fail” and are closed. In the words of Emeritus Professor from California State University, Arthur Costa: “What was educationally significant and hard to measure has been replaced by what is educationally insignificant and easy to measure. So now we measure how well we taught what isn’t worth learning.” (Costa and Bena Kallick, Habits of Mind, online course offering). Here we are in 2013, 30 years after the A Nation at Risk report, and the new phrase should be coined, “A Nation in Crisis.” The children of rich families now outperform the middle class by as much as middle class children outperform the poor. Interestingly, the Reagan years were also the beginning of the widening gaps between the rich and the poor. Contrary to popular myth, our schools are not actually in decline based on student performance. Nor is it that students in general are doing more poorly. Actually, it is just the opposite. The National Assessment of Educational Progress, which is often considered a national report card for America’s schools, shows that test scores have been on the rise since the 1970s. Additionally, achievement gaps between whites and blacks and Hispanics and non-Hispanic whites have narrowed slightly over the last 20 years. This is not to say that race/ethnicity no longer play a significant role in achievement gaps. There still are significant achievement gaps between demographic groups. The role of social belongingness is an issue for Latinos and blacks on predominantly white campuses. We know that students who feel affiliated with an institution are far more likely to be academically successful and we also know that many campuses don’t go far enough in making that happen for minority students by providing them with the support they need. Needless to say, ethno/racism continues to be woven into the fabric of American society further complicating the chances for academic success for minority students. Of course, the waters are muddied by the fact that there is great overlap between race/ethnicity and socioeconomic status. What the latest findings do show, however, is that even

when we look only at white students’ academic performance and achievement, we see a growing gap between high income students and middle and lower income students. Much has been written about narrowing achievement gaps between white middle class students and first-generation to college, low-income, and minority college students over the last decade. Proven pedagogical strategies at the high school and college levels and policy and best practices in enrolling and educating traditionally underserved and less well-prepared students can make a big difference in student success and college completion rates for this at-risk population. We know what works to help current students already in the system to succeed, and as a nation, we must commit to educating the present generation not only for their own welfare because it is the right thing to do but also so that the

field is level prior to the start of elementary school. The idea of early intervention – in toddlerhood and the preschool years – is not a new idea. Research showing the benefits of positive interventions is so compelling at this point, however, that we cannot afford not to pay attention. In a recent New York Times article, Tina Rosenberg reports that by the time a poor child is one year old, she has most likely already fallen behind middle-class children in her ability to talk, understand and learn. The gap between poor children and wealthier ones widens each year, and by high school it has become a chasm. American attempts to close this gap in schools have largely failed, and a consensus is starting to build that these attempts must start long before school — before preschool, perhaps even before birth. Rosenberg was reporting on studies done by Betty Hart

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United States can regain its competitive edge in both the educational landscape and the global workforce. The importance of narrowing educational achievement gaps was emphasized in a 2009 report, The Economic Impact of the Achievement Gap in America’s Schools, which examined four distinct gaps in education: 1) between the U.S. and other nations; 2) between black and Latino students and white students; 3) between students of different income levels; and 4) between similar students schooled in different systems or regions. The report found: ‌the underutilization of human potential as reflected in the achievement gap is extremely costly. Existing gaps impose the economic equivalent of a permanent national recession – one substantially larger than the deep recession the country in currently experiencing. For individuals, avoidable shortfalls in academic achievement impose heavy and often tragic consequences via lower earnings, poor health, and higher rates of incarceration. Reardon’s findings and a host of other studies are pointing out solutions for the next generation of students so the playing

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and Todd R. Risley at the University of Kansas, who in 1995 published a book, Meaningful Differences in the Everyday Experience of Young American Children. Hart and Risley studied how parents of different socioeconomic backgrounds talked to their babies. More recently, The Providence Talks program, based on that earlier research, was initiated to teach low-income parents the importance of talking to their babies for their cognitive development; early results are very encouraging. Although schools might exacerbate disparities in the sense that poor children most often attend neighborhood schools of lower quality than middle-class and rich children’s schools, the gaps between children from rich families and all the rest are evident long before the start of elementary school. Rising income inequality is the true culprit. The academic gap is widening because children from rich families are increasingly starting kindergarten much better prepared to succeed than either middle-class students or students from low-income families. Children from rich families experience myriad privileges

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that support their academic success. Money enhances the chances that these children will come from more stable home environments; their parents have more time to read to them (and understand the importance of reading to their children for their child’s cognitive development); and they have greater access to high quality childcare and preschool. Some of this stress on early academics seems irrationally over-the-top. Reardon mentions that in places like New York City, rich parents are hiring tutors for their children for preschool admission into gifted and talented programs. While this might reflect a crazy cultural phenomenon, and most educators say that preschool play in and of itself is cognitively stimulating, what happens when children from rich families are getting all these “head starts” and children from lowincome households might not even have the opportunity for any preschool experience, high quality or otherwise? Economists Garey and Valerie Ramey of the University of California labeled this escalation of childhood investment “the rug rat race.” Reardon says this phrase captures the growing perception that early childhood experiences are critical for educational and work success, or in his words, “central to winning a lifelong educational and economic competition.” Reardon points out high-income families are increasingly focusing their resources in terms of money and time on the factors that will enhance their child’s early cognitive development so they will be academically successful later in life. Middle-class families and low-income families also are investing more of their time and money in their children’s futures but are limited in what they can do so the effects pale in comparison to the privileged rich. Supporting Reardon’s position, Sabino Kornrich from the Juán March Institute in Madrid and Frank Furstenberg from the University of Pennsylvania in a 2012 paper entitled, Investing in Children: Changes in Parental Spending on Children: 1972-2007, found that in 1972, Americans at the upper income spectrum were spending five times as much per child as low-income families. By 2007, that gap was nine to one. Spending by high-income families more than doubled for their kids, while spending by low-income families grew by only 20 percent. Economists Richard J. Murname and Greg J. Duncan found that from 1972 to 2006, high-income families increased money spent on enrichment activities for their children by 150 percent. Low-income families were able to increase their spending on such activities by only 57 percent over that same time span. Time spent with their children also showed a huge gap. When looking for solutions to the widening achievement gaps between the rich and the poor, Reardon says we must explore solutions that address the real issues: …much of our public conversation about education is focused on the wrong culprits: we blame failing schools and the behavior of the poor for trends that are really the result of deepening income inequality and the behavior of the rich.

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Reardon sees a ray of hope within the rapid growth in the rich-poor educational gap. He says if the relationship between family income and educational success can change this rapidly, then the gap is not etched in stone – it is not immutable or inevitable. Barbara R. Beatty, professor of education at Wellesley College and the author of Pre-school Education in America, would certainly agree. Beatty is an historian of education and of childhood, teacher education, and education reform, and is actively engaged in preschool policy and advocacy. Her mission is to increase social equity through education. As an advocate for universal preschool education, Beatty has participated in the national debate over preschool policy. As a teacher educator and member of the Consortium for Excellence in Teacher Education, the group of Ivy League and other selective colleges to which Wellesley belongs, she has worked for many years to raise the status of teaching as a profession. In her words, “I think increased access to high quality preschool and teacher education and better support for teachers will go far to help close achievement gaps in American education.” (http://new.wellesley.edu/education/faculty/beattyb) Educators steeped in knowledge of these issues as Beatty, Reardon, and a slew of other researchers are, seem to have a handle on ways to address social inequity. Reardon suggests that we invest much more heavily as a society in all our children’s educational opportunities from the day they are born – investing in quality day care and universal preschool – certainly not a new idea and one already practiced in many other developed countries. President Obama proposed universal preschool in his State of the Union address recognizing its potential as a neutralizer of inequality. Opposition forces always say universal preschool is too expensive. Short-sightedness doesn’t begin to capture the opposition’s arguments. It is too expensive not to invest in our society’s future. Austerity economics has failed in Europe and now threatens our nation. With high unemployment still an issue, now is not the time to retrench and cut back government spending. The government needs to invest in education, rebuilding decaying infrastructure, finding new sources of energy to curb climate change – in other words, we must invest in the future our children will both inherit and create. Achievement gaps are not inevitable patterns. Our nation needs to make the political and economic commitment to level the playing field for all America’s children so that academic and workforce success can be, in reality, everyone’s opportunity. Angela Provitera McGlynn, Professor Emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

TARGETING HIGHER EDUCATION

Open Sesame To appreciate the magnitude of this ambitious goal we need to remember that today less than 40 percent of Americans have college degrees, two-years or higher. Graduating from college has long been an “Open Sesame” for most to a better life. It wasn’t a guarantee but to earn a degree was a great advantage for millions. To see their children attend college was a dream held by most parents. The World War II G.I. Bill of Rights helped make that a reality for millions of Americans. That goal was reinvigorated in 1957 when Russia scared America by launching the world’s first satellite, Sputnik. Washington responded by wedding national defense with education for the first time. That opened the federal funding coffers. Now, we should note that many Americans who never attended college did as well, in fact many did better than their parents. It was not necessary to go to college; it just invariably made success a lot more achievable. Today that has changed, it is almost impossible for a person to secure a good job or build a good a career unless they are college graduates. The “strong back and hard work” time-worn avenues to success have shrunk exponentially. Scores of studies indicate that today, and most assuredly into the future, individuals without postsecondary education will be seriously handicapped in securing good employment. To the point, the Georgetown University Center on Education has reported that by 2018, a full two-thirds of all of the nation’s jobs will require some postsecondary education or training. That’s a huge increase from 40 years ago when less than one-third of jobs required any education beyond high school. The need for college education is upon us. Today with our protracted economic difficulties we know that unemployment rates for those with college degrees are considerably better than for those without postsecondary education. That is the reality recent graduates contend with. Data from late 2011 shows that national unemployment rates for 18- to 24-year olds (not enrolled in school) are about 8.9 percent for bachelor’s degree recipients and 11.9 percent for those with an associate degree. For those with only a high school diploma, the jobless rate is a crippling 22.9 percent. Given our poorly

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widely reported, Dr. Jamie P. Merisotis, president of Lumina Foundation, has challenged all who care about higher education and the future of our country to adopt his bold ambitious goal. Goal 2025 is to have a full 60 percent of Americans earn “high-quality college degrees or credentials by the year 2025.” Its fulfillment would impact Hispanics most dramatically.

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by Gustavo A. Mellander

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performing economy in 2013, it is doubtful our present day figures are any better. The Future As Hispanic students consider an academic course of study they are bound to wonder – what does the future hold? Which industries are growing fastest? What are their educational requirements? Some trends are clear. Health care and a number of service industries have bright futures. But more and more, it is clear that to work in those growth industries one needs to be college educated. That is already the case; today seven in 10 workers in those industries have at least some college education. According to the National Association of Colleges and Employers, median salaries for 2012 graduates were up a healthy 4.5 percent, well above inflation and other key cost of living indicators. Starting salaries in some of the fastest-growing industries, such as business, computer science, engineering, and health sciences, range from the mid-$40s to the high$50s. Further, at present workers with a minimal associate’s degree in STEM (science, technology, engineering and mathematics) fields earn more than 63 percent than do people who have bachelor’s degrees in other fields. Simply put: The best-paying jobs will go to people with college degrees and credentials, especially in high-demand fields. Low skill and medium skill realities In the future, one will almost certainly be poor unless one acquires some high-quality postsecondary education. Why is that? There are several reasons. It’s not only that low-skill occupations are disappearing but further, almost all jobs have become higher-skill jobs. Even in the “declining”

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industries, the need for college-educated workers is acute as jobs become more complex. So-called “middle-skill” jobs in manufacturing, in nearly any practical field you can name, from auto repair to X-ray technology, now require some level of postsecondary education. On the job training still exists to meet specific requirements, but some college education is required to be considered for employment. What’s more, all jobs increasingly demand the so-called “soft skills” higher-level learning provides. Those are the critical thinking and analytical skills that make workers more adaptable in an ever-changing workplace. Obviously, the nation should modify its educational system so that it can produce the numbers of graduates our economy needs, all while raising academic standards. Goal 2025 That’s what Goal 2025 is all about: meeting a rising need and improving the quality of our graduates. Given the many other demands on government funds, all that needs to be accomplished will not receive much new financial support from federal or state governments. Most parents and students are pretty much stretched to the limit, as well. Redesigning the higher education system Our higher education system should be redesigned to serve today’s students. But who are they? Have they changed? They comprise an ever-growing number of low-income, first-generation, minority and adult students. That’s the “real world” on campuses and in classrooms these days. To reach our national goals, America needs all types of students to succeed, and they must succeed in far greater numbers. Specifically, as all Hispanic Outlook readers know, Hispanic high school dropout rates continue far too high. If that cohort is ill-educated and alienated while still in high school, what lies ahead for them? We all know the answer. For those who make it to college, we need a student-centered system. It should be flexible, accessible, accountable and committed to quality. Many colleges lose 50 percent of their freshman class every year. We simply must shut the revolving door. We know the nation’s higher educational system must change. “Business as usual” simply won’t work. For goals to be reached, institutions – and yes, entire systems and states – must contain costs and reallocate their resources to programs that help more students learn and thereby succeed. Colleges must be rewarded, not merely for enrolling students, but for graduating them with high-quality educations. They must expand and strengthen lower-cost, innovative options for delivering coursework. They also need high-quality data systems that include student outcome data used from top to bottom to make day-to-day decisions about how to serve students more effectively. That, in a nutshell, is the path that Dr. Merisotis proposes – a path that leads to dramatic improvements in college attainment for our nation.

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Who, What and How? Dr. Merisotis further has an outline on Who, What and How? • Who we want to see educated are the rapidly increasing numbers of 21st century students. They represent growing numbers of adult students, first-generation and minority students who will redefine the middle class in this nation. They are key to our civic well-being, and our collective prosperity. • What we want them to have is a quality postsecondary education that is well-defined, transparent and focused on the learning that a degree or credential represents. • And how we want to get there is through an affordable, productive system of higher education that efficiently delivers the learning students need to succeed. The education that will ensure the nation’s continued success. Little of that is new to Hispanic Outlook readers. But to have them succinctly presented focuses our thinking. Company, community and country Over the last few years Lumina Foundation has been actively working with chambers of commerce, workforce development groups, and individual employers around the country to make Goal 2025 real, and not simply an abstract concept they support. Lumina suggests business leaders view their role in the Goal 2025 effort from three perspectives: company, community and country. Each employer can take direct and meaningful steps to aid college attainment among its own workers. Some examples: • More and better programs that provide tuition reimbursement. • Flexible work scheduling to allow workers to attend college classes. • Assistance and counseling to help create individualized learning plans for workers. • Use of company communications to promote employees’ educational efforts. • Programs that offer tangible rewards to employees who earn degrees and credentials. • Partnerships with higher-education institutions to offer classes at work sites. These are but a few opportunities that exist for companies to enthusiastically pursue. Next, the community perspective, employers are asked to foster education as a central plank in their community engagement and community services. Boosting higher-education attainment should be at the top of corporate responsibility efforts. What better way to demonstrate good corporate citizenship than to foster an “education-friendly” workplace? Such a move not only opens a wealth of partnership opportunities with other local organizations, it also can produce huge, long-term benefits to the community. After all, a welleducated populace doesn’t merely improve and deepen the local labor pool, it improves the overall quality of life in any community. Finally, Lumina urges employers to view this effort through

the larger lens of country. In other words, business leaders – and all of us as Americans – need to be advocates for increasing college attainment because that’s what the entire country needs. They need to work with colleges, as policy partners, to help make specific progress on the attainment agenda. Reaching 60 percent attainment of high-quality college credentials will benefit all of us. A better workforce leads to more robust job creation, sustained growth, and greater economic security in this global age. A better-educated citizenry also means increased civic involvement and greater social stability. The Question So here’s a key point as to this “company, community, country” paradigm. What if each college became the champion of these employer-engagement efforts in their communities? Seeing these coalitions as a driver of this employer engagement effort offers great opportunities. The time has come to move away from defining educational quality on the basis of inputs. Resources, faculty workload, and institutional selectivity are essential but we must also shift to defining quality in terms of student outcomes, specifically the quality and relevance of degrees and credentials. Quality equals learning. • All of the evidence about the need for increased attainment

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points to the fact that the underlying skills and knowledge are more important than merely the credential itself. • What matters most is what students actually learn. The competencies they acquire, and how they can use what they learn in their programs of study. • The nation needs a shared definition of learning outcomes. • The learning represented by any college credential must be explicit and transparent to everyone involved. • Students need a clearer picture of the path they must follow and the learning they must acquire to earn their degrees. Policymakers should allocate resources based on those outcomes. Employers need to hire graduates with confidence, knowing they have attained the outcomes that are truly needed and therefore, must be involved in establishing them. Hispanic leaders should participate in the national imperative to redesign American higher education in a way that sees learning as the primary driver of quality. The competencies that individuals learn at any postsecondary institution, from community colleges to research universities to new providers, must be solid and reliable. A large order to be sure but a worthy – and necessary one. Dr. Mellander was a college president for 20 years and university dean for 15 years.

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OPENINGS FOR 2014-2015 Loyola Marymount University is currently seeking applications for the following faculty positions, which will be available in Fall 2014. All positions listed are tenure-track and at the Assistant Professor levels unless otherwise specified. Salaries are competitive and commensurate with background and experience.

BELLARMINE COLLEGE OF LIBERAL ARTS Department of Classics and Archaeology is offering a full-time, tenure-track position at the Assistant Professor level for an archaeologist, to begin in the fall of 2014. Duties include a 3-3 teaching load, expectations for scholarly publication, and participation in university service. In addition to teaching traditional courses in the field of Archaeology, candidates may browse current listings at http://bulletin.lmu.edu/index_5.htm, the successful candidate will also be encouraged to develop courses for the new University Core Curriculum. Specialty is open, but expertise in the Near East, esp. Egypt, Mesopotamia and the Levant, and its relation to Greece and Rome is essential. Candidates should have facility with at least two ancient languages, either classical or Near Eastern; the ability to teach at least one, e.g., Hebrew or Egyptian hieroglyphics, is desirable. Archaeological field experience in the Near East or Mediterranean areas is desirable but not necessary. The department possesses an extensive museum and laboratory; a sample may be browsed at http://myweb.lmu.edu/wfulco/collections.htm. The department manages an extensive archaeological library of over 20,000 volumes, and the candidate should be involved with this collection, to assist in its maintenance and growth. Interviews will be conducted at the APA/AIA Joint Meetings in Chicago. Applications should include a cover letter, the candidate’s CV, a representative writing sample, not to exceed ca. 25 pages, and three letters of reference. All materials must be received by Nov 15, 2013 and should be sent to: Prof. Matthew Dillon, Chair Deptartment of Classics and Archaeology, Loyola Marymount University, 1 LMU Drive, Suite 3700, Los Angeles, CA 90045.

COLLEGE OF BUSINESS ADMINISTRATION Department of Accounting invites applicants for tenure-track positions at the assistant or associate level, effective fall 2014. Candidates must have earned a doctorate in Accounting by August 2014. All candidates should demonstrate a strong commitment to scholarly research and excellence in teaching. Candidates with teaching and professional experience in any area are encouraged to apply, with a preference for specialization in auditing, cost accounting, or financial accounting (especially advanced accounting). Salary is competitive. Contact: Professor Lawrence Kalbers, Chair of Faculty Search Committee, (310) 338-2758 or Lawrence.Kalbers@lmu.edu. To apply for this position, please send an email with an attached letter of interest and current curriculum vitae. Please be prepared to submit three letters of recommendation and student evaluation summaries directly to the chair of the search committee upon request. Department of Management invites applicants for Assistant/Associate Professor of Management with a focus on Corporate Social Responsibility and Sustainability within the Business and Society/Social Issues in Management area. A secondary area of teaching interest in another area within the Management discipline is also desirable, preferably in the areas of strategy, international business or entrepreneurship. Prior teaching and industry experience are valued. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. At the Assistant level, a PhD or DBA in Management or a related area is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publication. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. (All employees, as well as candidates for this position, must show employment eligibility verification as required by the U.S. Immigration and Naturalization Service.) Position Available: August 2014. Application Closing Date: Oct 15, 2013. Salary: Competitive. Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work to Dr. Peter Ring, Chair, Management Department Search Committee, College of Business Administration, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA, 90045. Email submissions to pring@lmu.edu are encouraged. Hilton Professor of Entrepreneurship and Director of the Fred Kiesner Center for Entrepreneurship. The College is seeking an experienced and innovative leader with a successful record, both professionally and scholarly, in the field of entrepreneurship. The ideal candidate

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would have the following qualifications: A professional academic record in the field of entrepreneurship and a scholarly record commensurate with appointment to the rank of full professor with tenure and to the Hilton Chair in Entrepreneurship. A strong commitment to teaching and mentoring at both the undergraduate and graduate levels along with a strong track record of having educated successful entrepreneurs. Former entrepreneurial experience that involves starting, building or financing a company or a social enterprise over a number of years. Demonstrated track record of developing innovative curriculum and educational programs in and outside of the classroom and running those programs successfully. Strong domain/subject expertise in a field/industry that is relevant to the Los Angeles business community, including but not limited to: entertainment, technology, sustainability, family business, and social entrepreneurship. Demonstrated success as an administrator in leading a complex academic unit and establishing a culture that promotes the growth and recruitment of an excellent and diverse faculty and student body. Demonstrated ability to work effectively with the business community and other constituents in resource development, fundraising, and advancement of the school. A graduate degree, preferably a PhD, in a management-related discipline or comparable field. A strong commitment to LMU’s mission. The review of applications will begin immediately and continue until an appointment is made. Applicants should submit a curriculum vitae or resume, along with a cover letter/statement of interest that addresses his/her qualifications and indicates how he/she anticipates contributing to LMU’s mission. Electronic submissions are encouraged. Documents can be submitted to: Edmund Gray, Chair, Hilton Chair in Entrepreneurship Search Committee, College of Business Administration, Hilton Center for Business, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045, egray@lmu.edu.

COLLEGE OF SCIENCE AND ENGINEERING Department of Health and Human Sciences is offering one tenure-track appointment as Assistant Professor. Candidates with a PhD or equivalent in kinesiology, or a related field, with an interest and/or experience in teaching kinesiology, biomechanics, cardiovascular dynamics, and anatomy & physiology are encouraged to apply. Successful candidates are expected to develop and maintain an active research program involving human research participants and include undergraduate research assistants. There is a high priority for research expertise in any of the following fields: biomechanics, rehabilitation in sports medicine, and chronic disease with its associated co-morbidities. Applicants will be prioritized based on research interests that complement the work of existing faculty in the Department of Health and Human Sciences. Candidates will also be expected to advise students of diverse populations on their academic and professional aspirations as well as participate in department, college, and university service. The University and the Department of Health and Human Sciences have a strong commitment to cultural and ethnic diversity within the faculty and student body. Applicants who have experience or interest in this area are asked to highlight this in their application. Please send curriculum vitae, teaching philosophy, research philosophy, and three letters of recommendation to the Search Committee Chair by Dec 1, 2013. Hawley Almstedt, PhD, RD, Chair, Department of Health and Human Sciences, 1 LMU Drive, MS 8160, North Hall 208, Los Angeles, CA 90045. Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves 5,400 undergraduates and over 2,500 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. Loyola Marymount seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution that actively works to promote an intercultural learning community. Women and minorities are encouraged to apply. Visit www.lmu.edu for more information.

Faculty Positions

Tenure-Track Faculty Positions for 2014-15

To be considered, education and research/professional experience/expertise are required in at least one of the following units: Accounting and Management: Ă„UHUJPHS YLWVY[PUN HUK HUHS`ZPZ THUHNLTLU[ HJJV\U[PUN WLYMVYTHUJL TLHZ\YLTLU[ HUK THUHNLTLU[ JVU[YVS Z`Z[LTZ *SVZPUN KH[L! 5V]LTILY Business, Government & the International Economy: LJVUVTPJ WVSP[PJHS HUK SLNHS LU]PYVUTLU[ PU ^OPJO I\ZPULZZ VWLYH[LZ *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O H 7O + PU OPZ[VY` HUK YLZLHYJO PU[LYLZ[Z PU [OL WVSP[PJHS LJVUVT` VM KL]LSVWTLU[ LJVUVTPJ OPZ[VY` OPZ[VY` VM LJVUVTPJ WVSPJ` HUK YLN\SH[PVU OPZ[VY` VM JHWP[HSPZT VY OPZ[VY` VM NSVIHSPaH[PVU! 5V]LTILY PUKPJH[L ¸;LU\YL ;YHJR 7VZP[PVU! /PZ[VY`š VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O H IHJRNYV\UK PU LJVUVTPJZ LZWLJPHSS` ^P[O YLZLHYJO PU[LYLZ[Z PU THJYVLJVUVTPJZ PU[LYUH[PVUHS [YHKL HUK Ă„UHUJL W\ISPJ LJVUVTPJZ PUK\Z[YPHS VYNHUPaH[PVU LJVUVTPJ OPZ[VY` VY KL]LSVWTLU[! 5V]LTILY PUKPJH[L ¸;LU\YL ;YHJR 7VZP[PVU! ,JVUVTPJZš VU HWWSPJH[PVU Entrepreneurial Management: LU[YLWYLUL\YPHS SLHKLYZOPW HUK VYNHUPaH[PVU" LTLYNPUN PUK\Z[YPLZ HUK [LJOUVSVNPLZ" VY Ă„UHUJPUN ]LU[\YLZ HUK NYV^[O *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O IHJRNYV\UK PU THUHNLTLU[ VYNHUPaH[PVU [OLVY` ZVJPVSVN` WZ`JOVSVN` VY Z[YH[LN`! 5V]LTILY PUKPJH[L ¸(ZZPZ[HU[ 7YVMLZZVY ,U[YLWYLUL\YZOPW 46: š VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O IHJRNYV\UK PU LJVUVTPJZ VY Ă„UHUJL! +LJLTILY PUKPJH[L ¸(ZZPZ[HU[ 7YVMLZZVY ,U[YLWYLUL\YZOPW ,*- š VU HWWSPJH[PVU (WWSPJHU[Z ^P[O H IHJRNYV\UK PU LJVUVTPJZ VY Ă„UHUJL ^PSS ULLK [V IL H]HPSHISL MVY H Ă„YZ[ YV\UK PU[LY]PL^ LP[OLY PU )VZ[VU PU +LJLTILY VY H[ [OL (,( TLL[PUN PU 7OPSHKLSWOPH PU 1HU\HY` Finance: JVYWVYH[L Ă„UHUJL JHWP[HS THYRL[Z PU]LZ[TLU[Z ILOH]PVYHS Ă„UHUJL JVYWVYH[L NV]LYUHUJL HUK Ă„UHUJPHS PUZ[P[\[PVUZ *SVZPUN KH[L! +LJLTILY -PYZ[ YV\UK PU[LY]PL^Z ^PSS IL OLSK H[ [OL (,( TLL[PUN PU 7OPSHKLSWOPH PU 1HU\HY` Negotiation, Organizations and Markets: ULNV[PH[PVU JVTWL[P[P]L KLJPZPVU THRPUN PUJLU[P]LZ [OL TV[P]H[PVU HUK ILOH]PVY VM PUKP]PK\HSZ PU VYNHUPaH[PVUZ HUK [OL KLZPNU HUK M\UJ[PVUPUN VM THYRL[Z ;OL \UP[ LTWOHZPaLZ WZ`JOVSVNPJHS LJVUVTPJ HUK ILOH]PVYHS WLYZWLJ[P]LZ ^P[O LTWPYPJHS [OLVYL[PJHS HUK L_WLYPTLU[HS TL[OVKVSVNPLZ *SVZPUN KH[L! 5V]LTILY Strategy: JVTWL[P[P]L HUK JVYWVYH[L Z[YH[LN` NSVIHS Z[YH[LN` IV\UKHYPLZ HUK VYNHUPaH[PVU VM [OL Ă„YT Z[YH[LN` HUK [LJOUVSVN` Z[YH[LN` PTWSLTLU[H[PVU HUK [OL LJVUVTPJZ VM JVTWL[P[P]L PU[LYHJ[PVUZ *SVZPUN KH[L! 5V]LTILY Technology and Operations Management: VWLYH[PVUZ THUHNLTLU[ PU THU\MHJ[\YPUN HUK ZLY]PJL JVU[L_[Z UL^ WYVK\J[ KL]LSVWTLU[ THUHNLTLU[ VM [LJOUVSVNPJHS PUUV]H[PVU Z\WWS` JOHPU THUHNLTLU[ SVNPZ[PJZ VY PUMVYTH[PVU [LJOUVSVN` *HUKPKH[LZ ZOV\SK Z\ITP[ H J\YYLU[ J\YYPJ\S\T ]P[HL HUK [OL HIZ[YHJ[ VM [OL QVI THYRL[ WHWLY I` :LW[LTILY HUK QVI WHJRL[ I` 5V]LTILY Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure-track positions should have outstanding records in Ph.D. or DBA programs, and strong demonstrated potential and interest to conduct research at the forefront of their fields. Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three letters of recommendation. Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting/ If there are materials that can only be sent in hard copy, please send them to the address below. If applying to more than one of the above listed units, please submit copies of these materials for each position. Harvard Business School, Faculty Administration Attn: UNIT NAME Application Morgan Hall T25, Soldiers Field Road Boston, MA 02163 Recommenders may submit letters directly at: http://www.hbs.edu/research/faculty-recruiting/ Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply.

Personal. Professional. Achievable. Cal State East Bay is known for awardwinning programs, expert instruction, diverse student body - and a choice of more than 100 career-focused fields of study. There are two scenic campuses - one in the Hayward Hills, overlooking San Francisco Bay, and the other in the Concord foothills of Mt. Diablo - plus a professional center in dynamic downtown Oakland and many online programs. All positions can be found at: http://www20.csueastbay.edu/oaa/jobs/csuebtt.html unless noted below. (Home Department noted in parentheses)

COLLEGE OF BUSINESS AND ECONOMICS 1. 2. 3. 4. 5.

Accountancy (Accounting and Finance) International Economics (Economics) Human Resources Management (Management) Operations and Supply Chain Management (Management) Marketing (Marketing and Entrepreneurship)

COLLEGE OF EDUCATION AND ALLIED STUDIES 6.

Hospitality and Event Management (Hospitality, Recreation and Tourism) Hospitality and Research (Hospitality, Recreation and Tourism) Department Chair (Kinesiology) Math Education (Teacher Education)

7. 8. 9.

COLLEGE OF LETTERS, ARTS, AND SOCIAL SCIENCES 10. 11. 12. 13. 14. 15. 16.

Digital and Interactive Media (Art) Visual Communication (Communication) Audiology (Communicative Sciences and Disorders) Law Enforcement (Criminal Justice Administration) Open Specialty (Criminal Justice Administration) Focus in Digital Humanities (History) Childhood Development / Child Cognitive Development (Human Development & Women’s Studies) 17. MS Health Care Administration (Public Affairs and Administration) 18. Open Specialty (Social Work)

COLLEGE OF SCIENCE 19. Physical Chemistry (Chemistry and Biochemistry) Contact: ann.mcpartland@csueastbay.edu 20. Civil / Construction Engineering (Engineering) 21. Computer Science / Computational Theory (Mathematics and Computer Science) 22. Nursing - Geriatrics (Nursing and Health Sciences) 23. Health Sciences - Community Health (Nursing and Health Sciences) 24. Industrial /Organizational Psychology (Psychology) Contact: marvin.lamb@csueastbay.edu 25. Applied / Large Data / Computational Statistics (Statistics and Biostatistics)

UNIVERSITY LIBRARIES 26. Social Science / Assessment CSU East Bay is an Equal Opportunity Employer. Women and minorities are strongly encouraged to apply.Criminal background check required at time of hire.

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REDEFINING

Massachusetts Institute of Technology Program in Science, Technology, and Society Faculty Search: Assistant Professor MIT’s Program in Science, Technology, and Society invites applications for a tenure-track faculty position at the level of assistant professor. The area of study is the history of science and/or medicine with a focus on the modern period. Graduate and undergraduate teaching and advising are expected. Interest in establishing scholarly connections at MIT beyond the STS Program is desirable. Candidates must hold a Ph.D by the start of employment. The offer is contingent upon completion of the degree by the start date of employment. Candidates must be able to demonstrate excellence in research and teaching. The appointment is anticipated to begin in academic year 2014-2015. MIT is an Equal Opportunity and Affirmative Action employer and strongly encourages the applications of women and members of minority groups. Applications consisting of a cover letter, current curriculum vita, statement describing current and future research plans, a statement of teaching philosophy, and three letters of recommendation should be submitted via the Academic Jobs Online website at https://academicjobsonline.org/ajo/ jobs/2942. Please, no hard copy submissions.

WHAT IT MEANS

TO LEAD At Lehigh, we celebrate and recognize leadership in all its forms. As an employee, you’ll be supported in your ambitions and empowered to reach your potential in a creative atmosphere. Join us and make a positive impact on the future. • • • •

Managerial and Professional Administrative Service Technical

We offer a competitive and partner inclusive benefits package. To learn more, visit https://lehigh.hiretouch.com/ AA/EOE

Applications will be reviewed beginning October 15, 2013. The process will continue until the position is filled.

DARDEN SCHOOL QA FACULTY POSITION

Bowdoin College Brunswick, Maine Bowdoin College anticipates tenure-track openings, beginning fall 2014, in the following fields:

Economics, Education, German, Mathematics, Philosophy, Psychology, Religion, Visual Art For more information about Bowdoin and these positions, please visit: http://www.bowdoin.edu Bowdoin College (founded in 1794), a highly selective liberal arts college of approximately 1,750 students of distinction from across America and around the world, is located on the Maine coast approximately 2 1/2 hours from Boston. Bowdoin is committed to equality and diversity and is an equal opportunity employer.

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The Darden School of Business at the University of Virginia invites applications for a tenure-track or tenured faculty position in Quantitative Analysis, beginning in the fall of 2014. Applicants must have a PhD in Decision Sciences, Management Science, Operations Research, Statistics, or related areas by the date of appointment, the ability to teach successfully in our MBA and Executive Education formats, and a strong research record. The Quantitative Analysis area at Darden specializes in teaching and research in the fields of management science and operations research, broadly defined. The area offers MBA students a concentration in business analytics. Faculty in the area teach courses in decision analysis, data analysis, optimization, advanced decision modeling, forecasting, and project management. Faculty also teach these topics in Executive Education programs. Applications should be submitted electronically at: https://jobs.virginia.edu/applicants/Central?quickFind=71042 The deadline for applications is December 9, 2013. Please submit a CV, a cover letter, a graduate transcript (if you are currently a PhD student), three letters of recommendation, and copies of publications or working papers. Note: Area representatives will attend the INFORMS meeting in Minneapolis, MN October 6-9, 2013. Candidates attending the conference are encouraged to submit their materials no later than September 30, 2013. The Darden School of Business is a top-rated global business school. The University of Virginia is regarded as one of the finest public universities in the United States. Charlottesville is consistently ranked among the best places to live in the United States. The University of Virginia is an equal opportunity/affirmative action employer. Women, minorities, veterans and persons with disabilities are encouraged to apply.

H. E. Babcock Associate or Full Professor of Food & Nutrition Economics and Policy Assistant Professor in American Politics The Department of Political Science at Loyola University Maryland invites applications for a new, full-time, tenure-track position at the rank of Assistant Professor in American Politics beginning in July 2014. We are especially interested in candidates who specialize in the area of democratic participation and behavior and who, in addition to teaching an introductory-level course in American Politics, could offer upper-division undergraduate courses that might include campaigns and elections, voting, political behavior, public opinion, political communication, or political and social change. We are open to scholars employing either quantitative and/or qualitative methodologies.

We seek candidates displaying a strong commitment to excellence in teaching and interest in the enduring questions of politics. Normal teaching loads are 3-3, and include teaching the introductory-level American Politics course each semester. New hires receive a one-course reduction for the first year. Successful applicants will be expected to contribute to service activities at the department and university level.

Loyola University Maryland is a dynamic, highly selective, Jesuit Catholic university in the liberal arts tradition. It is highly ranked among the leading independent, comprehensive universities in the northeastern United States. Committed to intellectual excellence, diversity, and social justice, the University enrolls over 3,800 students in its undergraduate programs and more than 2,000 students in its graduate programs.

The University welcomes applicants from all backgrounds who can contribute to its educational mission. Loyola is an Equal Employment Opportunity Employer, and welcomes applicants from under-represented groups, regardless of religious affiliation. Additional information is available at www.loyola.edu.

For more information and to apply online, go to https://careers.loyola.edu. The electronic application requires a C.V., contact information for three references, sample syllabi (for courses taught or to be taught), an article-length manuscript or chapter demonstrating serious scholarship potential, and a cover letter explaining teaching approach, interpretation of Loyola’s mission, and research agenda. Deadline for applications is October 15. In addition, official graduate transcripts, copies of any teaching evaluations (scanned as pdf files or as hard copies) and separate letters of recommendation should be emailed to Search Committee Chair Dr. Kevin Hula at khula@loyola.edu or mailed to the following address: Department of Political Science, Loyola University Maryland, 4501 N. Charles St., Baltimore, MD, 21210.

Division of Nutritional Sciences College of Agriculture and Life Sciences Cornell University Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose. The Division of Nutritional Sciences is seeking candidates for the H.E. Babcock Professorship of Food & Nutrition Economics and Policy at Cornell University. Candidates for this professorship should be outstanding research scientists with recognized scholarly reputation and with experience in interdisciplinary research at the interface of food systems, nutrition, human health and public policy. Qualifications of the candidate should be consistent with a tenured appointment at the level of full or associate professor, with a Ph.D. degree in economics, agricultural economics, or a related field; demonstrated research excellence in an area of applied economics related to food and nutrition problems; and experience teaching at the undergraduate and/or graduate level. Research excellence should be demonstrated by a substantial record of publication in books and recognized journals in the field and a history of externally funded research support. Scholarship related to food, diet, nutrition and human health, in the broadest sense, from national and international perspectives, should be central to the candidate's research program. The Division of Nutritional Sciences is a broadly based interdisciplinary unit that integrates theories and methods from across many academic disciplines to understand the complex relationships among biology, nutrition, food systems and lifestyle patterns; social and institutional environments; and governmental policies in human health. The H.E. Babcock Professorship is a key appointment because of the relationship of economic factors and public policies to the nutrition and health of human populations. The Babcock Professor has potential to develop collaborations with faculty who have broad interests in basic and applied aspects of food and nutrition. Participation in the graduate and undergraduate teaching programs of the Division is expected. Although the primary appointment and responsibilities of the H.E. Babcock Professor will be in the Division of Nutritional Sciences, he/she will have a joint appointment in one of the internationally recognized faculties in economics at Cornell including Agriculture and Life Sciences, Human Ecology, Arts and Sciences, the School of Industrial and Labor Relations, and the Johnson Graduate School of Management. The Babcock Professor is expected to mentor graduate students associated with these fields. The appointee will: • Initiate a vigorous, externally funded research program; • Maintain a high level of scholarly activity; • Train graduate students; • Forge professional relationships within the Division of Nutritional Sciences and other academic units on campus; • Participate in the Division of Nutritional Sciences' graduate and undergraduate teaching programs Academic Rank and Compensation: Associate or Full Professor with 9-month appointment; tenured or tenure-track. Initial appointment will be for a 5-year term pending granting of tenure. Position is designated 50% research, 50% teaching/instruction. Salary level and title will depend on experience and expertise and will be competitive with comparable positions at peer universities. Qualifications/Requirements: • Ph.D. degree in economics, agricultural economics or a related field; • Demonstrated research excellence in an area of applied economics related to food and nutrition problems; • Experience teaching at the undergraduate and/or graduate level; • Research excellence should be demonstrated by a substantial record of publication in books and recognized journals in the field, as well as a history of externally funded research support; • Scholarship related to food, diet, nutrition, and human health, in the broadest sense, from national and international perspectives, should be central to the candidate's research program. Applications for this position will be accepted, through Interfolio (https://secure.interfolio.com/ apply/21961) beginning on September 1, 2013. Please submit a cover letter and CV and arrange to have three confidential letters of recommendation submitted through Interfolio. Review of applications will begin on September 15, 2013 and continue until the position has been filled. Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Diversity and inclusion have been and continue to be a part of our heritage. Cornell University is a recognized EEO/AA employer and educator.

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ASSISTANT PROFESSOR OF ENLIGHTENMENT STUDIES THE GALLATIN SCHOOL OF INDIVIDUALIZED STUDY The Gallatin School of Individualized Study, New York University, and the Department of Comparative Literature at New York University invite interdisciplinary scholars to apply for a joint faculty position at the rank of Assistant Professor (tenure track) to commence on September 1, 2014. We seek to appoint a scholar in the field of Enlightenment and 18th century Studies, whose PhD might be in Comparative Literature, Philosophy, or Music, among other fields. The successful candidate will approach the period comparatively, and move among languages and fields--for instance, the literary and philosophical traditions of the long 18th century; literature and music; aesthetics; political theory; cosmopolitanism; the colonial spaces of the Enlightenment; modernity and materialist thought. We have a special interest in candidates with demonstrated strength in philosophy and literary theory. The ideal candidate will have a strong interest in interdisciplinary teaching and in advising individualized undergraduate and graduate research programs. To be successful, a candidate will be able to design and teach imaginative and innovative courses in the field within broad, cross-cultural and historically comparative contexts for undergraduates and masters students, as well as teach advanced graduate seminars and work with PhD students in Comparative Literature. This joint position will be 50% in the Gallatin School, and 50% in the Department of Comparative Literature, Faculty of Arts and Sciences at NYU, and the tenure home of the candidate will be in the Gallatin School. Qualifications: Ph.D in hand by time of appointment; demonstrated excellence in teaching at the university level; a strong record of research and writing. Founded in 1972, Gallatin is a liberal arts college of 1,400 students within New York University. Its B.A. and M.A. programs in individualized study encourage students to develop an integrated, multidisciplinary program of study that combines courses taken in the various schools of NYU with independent studies, internships, and Gallatin’s own interdisciplinary seminars, writing courses and arts workshops. The School emphasizes excellent teaching, intensive student advising and mentoring, and a unique combination of program flexibility and academic rigor. The Department of Comparative Literature at NYU is a leading research department in comparative literary studies. It seeks in its faculty the capacity to work in several original languages, to achieve historical depth and cultural range, and to demonstrate a command of the critical and philosophical traditions informing the study of literature. All application materials must be submitted electronically. To apply, please visit www.nyuopsearch.com/applicants/Central?quickFind=51696 Please submit a letter of application, curriculum vitae, a writing sample (of up to 30 pages), three letters of recommendation, a statement of your teaching philosophy, and a brief description of three courses you would like to teach. For questions, please contact Amber Pritchett at amber.pritchett@nyu.edu Deadline for applications: October 4, 2013. Applications will be accepted until the position is filled.

NYU is an Equal Opportunity/Affirmative Action Employer.

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DARDEN SCHOOL WAGE FACULTY POSITION The Darden School of Business at the University of Virginia seeks applications to fill non-tenure track instructional positions. Compensation will take the form of a single, lump sum, payment per course taught. A terminal degree is preferred, but not required. Candidates must have a strong commitment to teaching. To apply, please complete a Candidate Profile online through JOBS@UVA (https://jobs.virginia.edu), and electronically attach the following: a current CV, cover letter, and complete contact information for 3 references. Search for posting 0612640. The University will perform background checks on all new faculty hires prior to making a final offer of employment. The University of Virginia is an equal opportunity/affirmative action employer. Women, minorities, veterans and persons with disabilities are encouraged to apply.

UNION COUNTY COLLEGE, NJ

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Accounting which would begin in the 2014-15 academic year. Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars. Each candidate should submit a curriculum vita, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 25, 2013 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2014.

The University of Chicago is an Affirmative Action/Equal Opportunity Employer.

Vice President of Student Development The Vice President of Student Development serves as the Chief Student Affairs Officer of the College and is responsible for the leadership, administration and management of this division. The VPSD serves as a member of the President’s senior staff and is responsible for the implementation of all student-service programs and their ongoing evaluation. This position also ensures that policies established by the Board of Trustees and the College administration are implemented. The successful candidate will have effective management and supervisory experience with enrollment management, financial aid, academic advisement, counseling, athletics and student activities. The incumbent will have demonstrated accomplishments in the design, maintenance and improvement in the quality of professional support services to students. The successful candidate will oversee the administration of the student disciplinary policies, the division’s budget, and the evaluations of the division’s personnel. The candidate must possess strong abilities including organizational, prioritization, collaboration and interpersonal skills in order to successfully impact the advancement of the division and the college’s mission. For further details on this position, please visit our website www.ucc.edu and follow the link for “Jobs at Union.” Applications may only be submitted through our online system. This position will be open until filled. Salary commensurate with experience. Employee must establish primary residency in New Jersey within one year of appointment unless an exemption applies. Union County College is an EO/AA employer committed to diversity.

Central Pennsylvania Consortium

DICKINSON COLLEGE FRANKLIN & MARSHALL COLLEGE GETTYSBURG COLLEGE

Associate Dean of Undergraduate and Graduate Studies California State University, Bakersfield is seeking an individual to provide coordination and leadership at the graduate level and support undergraduate student success. The person will work with department chairs and graduate coordinators to foster a graduate culture in which programs can grow and students can be successful. The Associate Dean will demonstrate a strong commitment to coordinating the assessment of graduate programs through working with the chairs and coordinators. The individual is expected to provide appropriate leadership in campus and school-wide initiatives that focus on improving undergraduate student retention and graduation rates. The Associate Dean will assist in providing oversight for the assessment of university learning outcomes and General Education For complete advertisement, application instructions, and detailed job description for this position, please visit our webpage at http://www.csub.edu/provost/MPPSearches.shtml CSUB fosters and appreciates ethnic and cultural diversity among its faculty, students, and staff. Applications from women, ethnic minorities, veterans, and individuals with disabilities are welcome.

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall and Gettysburg, invite applications for the following Fall 2014 tenure-track positions. Because of the relative proximity of the three colleges, these positions may be of particular interest to academic couples. All positions require Ph.D. or appropriate terminal degree in hand or near completion. For further information and search schedules, interested candidates may consult institutional web pages. Please note that additional positions may be added to the web sites.

DICKINSON COLLEGE, Carlisle, PA 17013 http://www.dickinson.edu https://jobs.dickinson.edu/ Chemistry: Organic Chemistry and Biochemistry; Economics: Environmental Economics; Macroeconomics; Environmental Studies: specialty TBD; Philosophy: Philosophy of Mind

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604 http://www.fandm.edu/humanresources/article/employment-opportunities-faculty-positions Economics: Behavioral Economics; International Economics; Government: Public Policy/American Politics; Philosophy: Social and Political Philosophy; Psychology: Psychology/Scientific Philosophical Studies of Mind; Sociology: Medical Sociology/Public Health; Spanish: Spanish & Linguistics; Theatre, Dance & Film: Dance; Theatre

GETTYSBURG COLLEGE, Gettysburg, PA 17325 http://www.gettysburg.edu/about/offices/provost/academic_positions/ Biology: Animal Behavior; Health Sciences: Human Physiology; History: Islamic World; Management: 2 positions: Organizational Studies with specialization in macro-level; David M. LeVan Chair in Ethics and Management; Psychology: Cultural Psychology; Sociology: Health and Medicine, Family, or Education

Affirmative Action, Equal Opportunity Employers

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ACADEMIC DIRECTOR OF THE CENTER FOR ASSET MANAGEMENT AT THE DARDEN SCHOOL

Carleton College has tenure-track positions open in the following departments for Fall 2014:

The Darden School at the University of Virginia invites nominations and applications for appointment to Academic Director of the Center for Asset Management (CAM). The CAM Academic Director will be a chaired position that has tenured status at the full-professor level at the Darden School with a starting date of August 2014. The Academic Director will shape the long-term vision for the Center, including the breadth of activities and products offered by CAM that will contribute to the national and global conversation on asset management.

These positions are at the Assistant Professor level (with Ph.D. completed or substantially completed by time of appointment). In extraordinary cases, higher rank will be considered.

The successful candidate will have an earned Ph.D. in Finance or related discipline and will have established international recognition as a leading researcher and scholar in the area of investments/asset management. As a senior chaired professor, the CAM Academic Director is expected to grow the Center and raise its visibility through the Center's research and thought leadership. The Academic Director should have the ability to represent the Darden School and CAM to students, alumni, the academic community, and the general public in local, national, and foreign venues through continuation of the individual's own research agenda, speeches, conference presentations, and broadcast- and print-media interviews; writing oped articles; and writing for the Center's own publications. The University of Virginia Darden School of Business is one of the world's leading business schools, offering MBA, Ph.D. and Executive Education programs. With 13,000 alumni, the unique Darden experience combines the case study method, the highestranked faculty whose research advances global managerial practice and business education, and a tight-knit learning environment to develop principled and complete leaders who are ready to make an impact. Located in Charlottesville, Virginia, the University of Virginia was conceived and designed by U.S. President Thomas Jefferson and is recognized as one of the nation's elite public universities. The Center for Asset Management (http://www.darden.virginia.edu/ web/Center-for-Asset-Management/) is Darden's newest Center of Excellence and has a mission of serving as a hub of thought leadership and professional development for faculty, students, alumni and business practitioners in the field of asset management. Specifically the Center will (1) foster the development and global dissemination of innovative research on asset management that bridges theory and practice, and (2) engage students and practicing managers in activities and events that promote and advance the asset management profession. CAM was launched in 2013 after reaching the Phase I funding goal of $12 million. Upon completion of Phase II, the Center will have a total endowment of $20 million. The Center sponsors an annual conference (University of Virginia Investing Conference) and roundtable events for practicing managers. In addition, CAM has sponsored academic conferences (e.g., 2012 SFS Finance Cavalcade) and sponsors the student run $7 million investment fund (Darden Capital Management). To apply, go to https://jobs.virginia.edu/applicants/Central?quickFind=70452 or posting# 0612122. Under separate cover, please send a curriculum vitae to: CAM@darden.virginia.edu. The University of Virginia is an equal opportunity/affirmative action employer. Women, minorities, veterans and persons with disabilities are encouraged to apply.

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• Computer Science • Physics and Astronomy - Experimental Physics

Carleton is a highly selective liberal arts college with 1950 undergraduates located 45 miles south of Minneapolis and St. Paul. Carleton is committed to developing its faculty to better reflect the diversity of our student body and American society. Women and members of minority groups are strongly encouraged to apply. Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression, status with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities. For a full description of this position, visit Carleton’s Web site at http://apps.carleton.edu/campus/doc/position_openings/.

UNC Asheville’s Department of History is seeking qualified applicants for an Assistant Professor position in U.S. History 1860-1900 with a focus on African American History in Western North Carolina. Candidates should have the Ph.D. in History in-hand. The successful candidate should be able to teach both halves of the U.S. History survey and upper-division courses in African American History 1492 - 1865, North Carolina History, Appalachian History, and the African Diaspora. Candidates with experience in teaching from the lens of underrepresented communities are especially encouraged to apply. The successful candidate will also be expected to contribute to UNC Asheville’s Humanities Program. Interested candidates should submit a cover letter, curriculum vitae, statement of teaching philosophy/teaching interests, and three letters of recommendation to Departmental Assistant Jo Steininger at jsteinin@unca.edu. Official academic transcripts will be required of the successful candidate prior to hire. The search committee will begin reviewing applications on October 1, 2013. UNC Asheville, located in the Blue Ridge Mountains in Western North Carolina, is the designated public liberal arts institution of the University of North Carolina system, committed to student-centered teaching and to being an inclusive campus community. UNC Asheville is committed to diversity, and women and minorities are strongly encouraged to apply. As an Equal Opportunity/Affirmative Action Employer, UNC Asheville does not discriminate in its hiring or employment practices on the basis of race and ethnicity, age, religion, disability, socio-economic status, gender expression, gender and sexual identity, national origin, culture and ideological beliefs.

The Department of Sociology invites applications for a tenure-track position at the Assistant Professor rank, beginning August 2014. The successful candidate will demonstrate the ability to successfully teach applied sociology courses such as program evaluation/impact analysis and grant writing. The successful candidate will demonstrate evidence of scholarly potential, including the ability to obtain external funding. Area of specialization is open, but the department will give preference to candidates with a specialty in Gerontology. Ph.D. in Sociology or Applied Sociology by August 2014 is required. Applicants should submit (1) a cover letter, (2) a statement on research and example of recent scholarly work, (3) a statement on teaching and example of recent or suggested syllabus, (4) curriculum vitae and the (5) names of three references. Letters of reference are not requested at this time. All applications should be submitted electronically by email to clsmith@txstate.edu. Review of applicants will begin November 1, 2013, and will continue until the position is filled. Salary is commensurate with qualifications. Descriptions of our degree offerings and faculty can be found at www.soci.txstate.edu. Texas State University-San Marcos is an Equal Opportunity Employer. Please direct questions to: Dr. Chad L. Smith, Search Committee Chair, Associate Professor and Associate Chair, Department of Sociology, Texas State University, San Marcos, TX 78666 clsmith@txstate.edu.

The Department of Sociology at Texas State University is a student-centered and collegial faculty who engage in a wide-ranging array of specialties comprised of both quantitative and qualitative methods. The faculty takes pride in our strong teaching reputation, while publishing articles and books of national and international significance. The Department of Sociology offers B.A., B.S and M.A., M.S. degrees in Sociology and Applied Sociology. Recently, the Department of Sociology launched the Center for Social Inquiry, which supports both basic and applied research in a department committed to expanding its scholarly profile. The department is initiating an innovative, online Master’s program, Studies in Dementia and Aging, scheduled to begin in the fall of 2014.

The Psychology Department at the University of North Carolina - Asheville (UNC Asheville) anticipates hiring a tenure-track Assistant Professor beginning Fall 2014 contingent on funding. The successful candidate will have a Ph.D. in clinical or counseling psychology, demonstrated teaching skill and the potential for scholarship involving undergraduates. Teaching duties include introductory psychology, abnormal psychology, personality, a senior seminar course involving supervision of undergraduate students in community placements and a lab or seminar course in an appropriate area of specialization. Course load is 24 hours per year. Located in the Blue Ridge Mountains, UNC Asheville is the designated public liberal arts institution of the UNC system, emphasizing quality teaching and mentoring of students in undergraduate scholarship and service. UNC Asheville is committed to increasing the diversity of its faculty, staff, and student body. Women, minorities, and people with disabilities are encouraged to apply. Consideration will also be given to candidates with areas of specializations engaging race, gender, or class and cultural difference, including rural and/or underserved populations. Application should include the following documents in PDF form: a cover letter, a statement of teaching philosophy, a CV highlighting undergraduate teaching, and three letters of reference. Materials should be submitted electronically to Lisa Friedenberg, Search Committee Chair, at PsychSearch@unca.edu. See http://psychology.unca.edu for more information. Review begins October 1 and continues until the position is filled. The University of North Carolina at Asheville is an Equal Opportunity/Affirmative Action employer.

Economics Department, St. Louis, MO The economics department invites applications for tenured and untenured positions starting date fall 2014. We are interested in candidates in all fields. Candidates must have an active research agenda, outstanding publication record, a commitment to excellent teaching and a Ph.D. in a relevant field. Applications should include a CV, three letters of reference, evidence of excellent teaching ability, and research papers. Priority will be given to applications received by November 15, 2013. The position will include teaching duties, research aimed at publication in peer-reviewed economics journals, Ph.D. advising, and departmental and university service. Washington University is an equal opportunity employer committed to increasing faculty diversity. We especially welcome applications from women and members of minority groups. SUBMISSION OF APPLICATIONS: Please submit the specified materials online at https://www.econjobmarket.org/

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The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has posted job opportunities. For details and deadlines, please continue to check the following website: https://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.

m tlook.co panicou lian@his a rb e d avo. E-mail:

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.

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Biologically Mediated Ecosystem Disturbances Assistant Professor

Assistant Professor in Public Law

The University of Washington is seeking to enhance its capabilities in the area of biologically mediated ecosystem disturbances. The School of Environmental and Forest Sciences (SEFS) within the College of the Environment (CoEnv) invites applications for a full-time (100% FTE) 9-month tenure-track faculty position to begin Autumn 2014. The position is at the Assistant Professor level and has a 40:40:20 split between research, teaching and service. Additional information about the College and School can be found at http://coenv.washington.edu/ and http://www.sefs.washington.edu/ respectively. A more detailed job description can be found at http://www.washington.edu/admin/acadpers/emplo yment.html#env. An earned doctorate, or equivalent, in the ecological, biological, or forest sciences is required. Postdoctoral research experience is highly desirable. Candidates must demonstrate outstanding potential for high impact research as judged, in part, by their success in obtaining research funding and/or publication record on disturbance regimes driven and/or mediated by insects, disease, and other biota. Preference will be given to applicants with demonstrated capabilities in interdisciplinary work and quantitative analysis, including modeling ecosystem responses to biologically mediated disturbances, and a commitment to teaching and mentoring UW's diverse student population. Numerous opportunities exist for research interaction and collaboration within SEFS and other units of the University. Collaborative research with external land management agencies, tribes, and private ownerships will be an important activity associated with this position. The University of Washington is located in the greater Seattle metropolitan area, with a dynamic, multicultural community of 3.7 million people and a diversity of ecosystems from mountains to ocean. A recipient of the 2006 Alfred P. Sloan Award for Faculty Career Flexibility, and a National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers, the University of Washington is committed to building an environment that supports a culturally diverse faculty, staff and student body. Applications should include a cover letter describing their expertise and experience, curriculum vitae with a complete list of publications, a statement of research, teaching, and outreach interests, names and contact information for at least three (3) professional references, and copies of up to three (3) peer reviewed publications. In addition, applicants should arrange to have three letters of recommendation sent on their behalf. Applications must be submitted to bmedsrch@uw.edu. Please contact Frank Greulich, Professor and Search Committee Chair, at greulich@uw.edu, with questions or for additional information. Review of applications begins immediately, and priority will be given to applications received by October 15, 2013. The process remains open until the position is filled. The University of Washington is an affirmative action, equal opportunity employer.

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The Department of Political Science at Loyola University Maryland invites applications for a full-time, tenure-track position at the rank of Assistant Professor in Public Law. We will consider candidates with any specialization within the Public Law subfield of political science, though the successful candidate will demonstrate potential for excellence in teaching and for an active and productive research agenda. We seek candidates displaying a strong commitment to excellence in teaching and interest in the enduring questions of politics. Normal teaching loads are 3-3, and include teaching an introductory-level course each semester. New hires receive a one-course reduction during the first year. Successful applicants will be expected to contribute to service activities at the department and university level. Loyola University Maryland is a dynamic, highly selective, Jesuit Catholic university in the liberal arts tradition. It is highly ranked among the leading independent, comprehensive universities in the northeastern United States. Committed to intellectual excellence, diversity, and social justice, the University enrolls over 3,800 students in its undergraduate programs and more than 2,000 students in its graduate programs. The University welcomes applicants from all backgrounds who can contribute to its educational mission. Loyola is an Equal Employment Opportunity Employer, and welcomes applicants from under-represented groups, regardless of religious affiliation. Additional information is available at www.loyola.edu. For more information and to apply online, go to https://careers.loyola.edu. The electronic application requires a C.V., contact information for three references, sample syllabi (for courses taught or to be taught), an article-length manuscript or chapter demonstrating serious scholarship potential, and a cover letter explaining teaching approach, interpretation of Loyola’s mission, and research agenda. Deadline for applications is October 15. In addition, official graduate transcripts, copies of any teaching evaluations (scanned as pdf files or as hard copies) and separate letters of recommendation should be emailed to Search Committee Chair Dr. Michael Franz at mfranz@loyola.edu or mailed to the following address: Department of Political Science, Loyola University Maryland, 4501 N. Charles St., Baltimore, MD, 21210.

09/09/2013

FACULTY SEARCHES

Rutgers-Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing. Childhood Studies (2) Assistant Professor Associate Professor

Digital Studies Open Humanities or Social Sciences Field Assistant or Associate Professor and Director, Digital Studies Center History Assistant Professor Subfield: East Asian History

Philosophy & Religion Assistant Professor of Religion

Political Science (2) Assistant Professor Subfield(s): American Politics, Public Policy

Associate Professor/Full Professor Subfield(s): Political Theory, American Politics Psychology Assistant Professor Specialization: Cultural Psychology/ Psychology of Minority Groups

Public Policy & Administration (2) Assistant/Associate Professors

Sociology, Anthropology, & Criminal Justice Assistant Professor of Criminal Justice For specific information about any of these positions, including qualifications and deadlines, see our website at http://fas.camden.rutgers.edu/ faculty-research/fas-job-searches. Rutgers University is an Equal Opportunity/ Affirmative Action Employer. The University and our departments seek to attract an active, culturally diverse faculty and staff of the highest caliber. Women and minorities are strongly encouraged to apply. In addition, Rutgers University is the recipient of a National Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic science and engineering careers.

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WASHINGTON

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With digital advertising, your exposure is MCC, a dynamic institution with state-ofthe-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill anticipated openings for:

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Registrar Instructor Human Services/ Social Services For a copy of the vacancy announcement, including minimum qualifications and application deadline, please visit our Website at www.manchestercc.edu. Please send letter of intent, resume, transcripts, email address and names of three references to: Holly Foetsch Interim Director of Human Resources Manchester Community College, Great Path, MS #2, P.O. Box 1046, Manchester, CT 06045-1046 Or, e-mail the required application information noted above to the: Department of Human Resources c/o dnicotera@manchestercc.edu

www.HispanicOutlook.com 09/09/2013

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P ri min g the Pump. ..

IMPORTANCE OF CAREER VS. JOB Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

Far and away the best prize that life has to offer is the another job. Careers present chance to work hard at work worth doing. – Theodore longer-term risk (like loan Roosevelt debt and deferred benefit across time without assured too many people go to work each day success), but those risks might be largely under a person’s begrudgingly, hating what they do, dreading control since higher education results in more options. what they will face, waiting for the weekend Much depends on whether the Latino student perceives and looking for the paycheck. needing the security now or longer-term. I want more than that for Latino students. I want them to With a tight economy and the changing global perspeclove what they do and do what they love. tive, income is always a question. Hispanic students might Teaching Hispanic students the difference between having see that a skilled service job requiring some training can a job and following a career is one step in helping them live a yield a good wage, but the market might shift on jobs which satisfying life. The distinction is clear on several dimensions. are less skilled. Careers do not guarantee high pay, but for First, a job is something you get paid for doing. A career many the satisfaction of the work done compensates for the is a path of working toward a lifelong goal that goes beyond lower income earned. (And yes, a very real risk is debt a given job. While a job can improve life for other people, a incurred and a limited means to repay it later). Despite career has a greater chance of sustaining the Latino’s inter- those challenges, careers typically present options for est across time. Students can tell the difference when they greater income depending on the career path chosen. For see adults working. A Hispanic student might know what he Latino students whose families have struggled with money, a wants from life but not know what it takes to achieve it. If job might seem like the only option. Pursuing a career having money and acquiring “stuff” is the goal, a job might requires more support and Hispanic youth might need guiddo; if seeking satisfaction, adventure or service to others ance and help in strategizing how to get it done. matters, a career is better. Knowing which pathway to The bottom line for many Latino students deciding about choose is a big step in getting where they want to go. their future, though, is whether or not their work makes a In exploring options, a Latino student can see positions in difference. Serving others, protecting the environment, furwhich they will be trained in a certain skill and then do that thering justice, or improving a system are all lifelong purassigned task for pay, but they also can see that they might suits that careers offer. For Hispanic students who have seen not go beyond it. Higher education is the traditional path unhappy adults go to work because they “have to,” the idea people follow to launch a career. For Latinos who have not of earning a respectable wage while doing what they want to enjoyed school, the idea of more education can seem daunt- do for reasons greater than the paycheck is appealing. And ing or onerous. For them, school has been a horrible job since youth often view things differently, they can imagine and they are ready to move on. For Hispanic students who crafting out their own path to success and satisfaction once have enjoyed academia, a career presents the prospect of they understand the basics and if they are connected with learning more and getting paid. Adults are important to someone who can guide the way. helping inspired Latino students find ways to access and Understanding the difference between jobs and careers, enjoy higher education and then chart a career path. knowing what it takes and the rewards it can reap can make Knowing the options helps them make informed choices. a young Latino’s choice clearer and longer-lasting. Each A job might appear low-risk in terms of stable income: deserves the chance to intentionally make an informed deciwork today, get paid soon and if it does not work out, get sion and the support needed to reach his/her goal.

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