FEBRUARY 24, 2014
www.HispanicOutlook.com
TOP 25 Institutions for Latinas
VOLUME 24 • NUMBER 10
Equity for Women in Academia
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Po
lit ical Beat
Immigration Reform Still a Dream
by Carlos D. Conde
If
the past is prologue as Shakespeare once ruminated, then immigration reform as it stands now is still for dreamers, the Latino types. As we go into another year, there has been a lot of posturing from all sides with the same old, same old. Rhetoric abounds from the White House to Congress and minority group organizations like The National Council of La Raza (NCLR) but it has been mostly “mucho ruido pero poca nuez.” NCLR has been the most intense. It has sent bushels of postcards to congressional representatives, met with the president, testified in Congress and delivered a letter to its nemesis, Speaker John Boehner, signed by over 200 Latino organizations urging action on immigration, NOW! “Now” my tailbone, Boehner offered. You get his point! Reform may be a long while in happening as long as the Republican mood and control of the lower chamber prevails. It's not that Republicans don't want to pass an immigration bill; it's more, they say, that President Obama can't be
trusted to carry out any reforms that Congress passes by abusing them with his executive powers. “The American people, including many of my members, don't trust that the reform that we are talking about will be implemented as it was intended to be,” said Boehner. It’s getting difficult to distinguish between substance and pap. There has been a lot of jawing between the parties but we are still nowhere near a viable, compatible solution and probably won’t be unless there’s a radical attitude change and realignment in Congress in the upcoming elections. The way things are going, immigration reform won't happen in 2014 when the political groups are into midterm elections and other more pressing issues overshadow it. In 2015 the presidential campaigning begins and who knows what the status of immigration reform will be then. Regardless of the candidates, some wonder about the political worth of such a highly combustible issue. Frankly, the political dividends have been exaggerated unless you believe that the Latino vote rides on the immigration issue. Many Latinos are not that passionate about it. Others are barely conversant with the issues. The rhetoric goes that Republicans and conservatives, largely white groups
like the Tea Party, would kick out all welfare-mooching illegals, particularly the brown ones, and that Democrats lovingly protect them which observers say is measured mostly by the Latino's political worth. Whatever, a Pew Research Center report on public attitudes toward immigrants and immigration policy showed this is not a top priority for the U.S. general public or even Hispanics. One- third of Hispanics said the issue of immigration was important but not as important as the economy, jobs, education and health care. President Obama has provided mostly political compassion. He has been good on the stump offering unpalatable solutions while blaming Republicans for their myopic, heartless stance. He also has been good at deporting illegals in unprecedented numbers, the most of any administration. Almost 60 percent of the illegal population are Mexicans and account for most deportations. The Senate passed a much heralded bill in June that included a series of steps to legitimatize illegals and involves an onerous 13-year path to citizenship which few are prepared for, or would want to undertake. It must be reconciled with a similar bill which the GOPdominated House is working up. Meanwhile the Senate version is DOA in the House
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unless Boehner softens up which no one expects. So where is the Congressional Hispanic Caucus (CHC) amidst all this? Latin civil rights groups delivered a petition to the caucus telling it to “lead or get out of the way.” Congressman Ruben Hinojosa, CHC chair, said the caucus has been doing just that even if not very evident to the Latino constituency, adding that the CHC “has always been at the forefront of the comprehensive immigration debate.” First-term Sen. Ted Cruz of Texas, a Cuban-American by way of Canada, offered a unique view saying we should re-evaluate immigration reform on humanitarian grounds because too many illegals die trying to cross the border. “This is a system that produces human tragedy,” Sen. Cruz said about the Senate bill. “And the most heartbreaking aspect of this gang of eight bill is it will perpetuate this tragedy.” Stay tuned!
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® FEBRUARY 24, 2014
CONTENTS
Latinas in Higher Education: Succeeding Against All Odds by Mary Ann Cooper
Page 8
Page 10
Reshaping the Latina Narrative in Higher Education by Michelle Adam
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Equity for Women Working in Academia Goes from “Bad News” to “Plodding Progress” by Angela Provitera McGlynn
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Women in Mariachi Music: An Untamed Spirit by Sylvia Mendoza
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Mentors a Key to Latinas’ Success by Yvette Donado
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Page 15 Cover photo Mujeres by Camillo Villamizar courtesy of HMS
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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
Contributing Writers –
Gustavo A. Mellander
Art & Production Director –
DEPARTMENTS
Political Beat
Avedis Derbalian
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by Carlos D. Conde
Immigration Reform Still a Dream
Interesting Reads
7
Book Review
7
by Mary Ann Cooper
The Borders of Inequality: Where Wealth and Poverty Collide
Priming the Pump...
by Miquela Rivera
Latinos Must Learn the Rules of Higher Ed
Back Cover
Graphic Designer – Joanne Aluotto
Sr. Advertising Sales Associate – Angel M. Rodríguez
Article Contributors
Yvette Donado, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera
Editorial Policy
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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Esquina E ditorial
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oday’s Latinas in higher education and in the workplace have their work cut out for them. They face many challenges as they strive to overcome economic and social barriers to get an education and excel in the professional workforce. Still, the rewards for succeeding in these efforts are enormous. Exciting opportunities are on the horizon as companies gear up to deal with the growing demand for consumer products, brought on in part by the burgeoning Hispanic consumer buying power, which should reach $1.2 trillion over the next few years. In this issue of HO we celebrate Latinas who are defying the odds and becoming majority minorities on many campuses across the country. As Latinas take their higher education ambitions even further, they might consider graduate degrees in greater numbers than ever before. Latinas with MBAs will press on the glass ceilings of Fortune 500 boardrooms, where Hispanic males have held about 75 percent of the almost 100 board seats held by Hispanics, according to the Boardroom Elite Report from HispanTelligence. No doubt Latinas, as a marketing campaign once proclaimed, have “come a long way, baby!” And the best is yet to come. ¡Adelante! Suzanne López-Isa Managing Editor
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Interesting Reads
Forth and Back: Translation, Dirty Realism, and the Spanish Novel (1975-1995) by Cintia Santana Santana analyzes the translation “boom” of U.S. literature that marked literary production in Spain after Franco’s death, and the central position that U.S. writing came to occupy within the Spanish literary system. Santana examines the economic and literary motives that underlay the phenomenon, as well as the particular socio-cultural appeal that U.S. “dirty realist” writers – which in Spain included authors as diverse as Charles Bukowski, Raymond Carver, and Bret Easton Ellis. 2013. 192 pp. ISBN: 978-1611484601. $70.00 cloth. Bucknell University Press, Lewisburg, Pa. (570) 577-3674 www.bucknell.edu Access, Opportunity, and Success: Keeping the Promise of Higher Education by Martha E. Casazza and Laura Lee Smith Bauer The book begins with a brief historical overview of what access to higher education looked like before the 20th century. The following chapters tell the actual stories and are organized around four themes: the power of belief in students; access with success; institutional commitment; and effective support systems. Finally, a set of recommendations is provided that will help to keep the doors open for those still wishing to enter. 2006. 224 pp. ISBN: 978-0275989651. $39.95 cloth. Praeger Publishing, Santa Barbara, Calif. (800) 368-6868. www.abc-clio.com To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development By Linda B. Nilson and Judith E. Miller A smart mix of big-picture themes, national developments, and examples of effective faculty development initiatives from a variety of schools, To Improve the Academy offers examples and resources for the enrichment of all educational developers. This volume incorporates all the latest need-to-know information for faculty developers and administrators. 2009. 432 pp. ISBN: 978-0470484340. $40.00. paper. Jossey-Bass, Hoboken, N.J. (201) 748-6000. www.wiley.com
The Borders of Inequality: Where Wealth and Poverty Collide by Íñigo Moré (Author), Lyn Domínguez (Translator) 2011. 192 pp. ISBN: 978-0816529322. $45.00 cloth. University of Arizona Press, (520) 621-3920. www.uapress.arizona.edu
One
of the issues that has stalled immigration reform in the United States is the debate on how to secure the border. Recently U.S. media, policymakers, and commentators of all political persuasions have been obsessing about what kind of fence to build and how to man it. TV talking heads, websites, and blogs dominate the discussion with what they say are the terrible consequences of a less secured border with Mexico including the influx of illegal immigrants, drug wars and narcotics trafficking. What is seldom included in these conversations is why the U.S./Mexican border is so much more important to those seeking secure borders than the Canadian border with the U.S. to the north, which is still the longest unguarded border on Earth. The reason no one talks about the Canadian border is not difficult to discern. It is a simple matter of economics. Richer countries have a pattern of trying to seal up their borders with poorer countries while turning a blind eye to their borders with countries that are on par with or superior to them economically. In The Borders of Inequality, originally published in Spain, researcher Íñigo Moré shines a light on how economic realities shape border policy examining the world’s “top twenty most unequal borders.” What he finds is that many of these border situations share similar characteristics. There is always illegal immigration from the poor country to the wealthy one. There is always trafficking in illegal substances. And the unequal neighbors usually regard each other with suspicion or even open hostility. For Americans, Moré’s expansion of the topic lends perspective to the current political dialogue in the U.S. Included in his “top 20” international borders are the United States and Mexico as well as the one between Germany and Poland, and the one between Spain and Morocco. He concludes the problem they all have in common is not drugs or immigration or self-protection. He broadens the analysis to suggest that inequality itself is the prevailing problem. Unequal borders result, he writes, from a skewed interaction among markets, people, and states. Using these conclusions as a basis for policy, Moré comes up with a formula for politicians and statesmen to judge their own border dynamics from a quantitative view. The first step is to assess the economic parity between bordering countries. The Borders of Inequality also makes the case that “multidirectional misunderstandings” can fester and generate crossborder problems that sour public opinion on the immigration process. Left unresolved these misunderstandings can inflame and complicate the situation, but successful efforts to reduce inequality can produce promising results on the border and within bordering countries. Reviewed by Mary Ann Cooper
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Latinas in Higher Education: WOMEN
Succeeding Against All Odds
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by Mary Ann Cooper
of the most underreported stories in higher education is the emergence of Latinas as a dominant percentage of students enrolling in colleges and universities in the United States. The argument certainly can be made that completion numbers are more important than enrollment numbers when judging the success of genders and ethnic groups, but first these institutions have to attract and target these groups. And that, in itself, is a challenge. Over the past decade, Latinas have outpaced Latinos in enrollment numbers as well as degrees earned. And the gap between Latinas and Latinos in these areas is growing, not shrinking. The reasons for this are tied to the reservations and obstacles Latinos and Latinas face when making the decision to pursue or not pursue higher education. Traditionally, firstgeneration Latinas have faced cultural obstacles from their families. Latinas were long expected to stay home and assist in family responsibilities. Some Hispanic families passed along the notion that Latinas did not need to go to college. As Hispanic families have become more woven into the fabric of traditional American life with two-income families and careers, these cultural imperatives for Latinas have eased. The same cannot be said for Latinos, however. The machismo factor has directed Latinos to enter the workforce as soon as possible, and not delay this by attending college. The Bureau of Labor Statistics has taken note of this trend and projects the percentage of Hispanic women in the U.S. workplace will hit 60.5 percent in 2020. But they are less bullish about the Latino in the workplace. They project in 2020 there will actually be fewer Hispanic males in the workforce. They conclude the number of Hispanic men in the workforce will decline 5 percent from current levels for this group. The percentages of white men and white women are also projected to decline during that period (72.9 percent to 69.4 percent for white men and 59.5 percent to 58.8 percent for white women). Recruitment efforts hammer home the idea that even attending college and not attaining a degree can translate to a bigger payday and better career options than those who opt to enter the workforce with a high school education or less. So far this message resonates more with Latinas than Latinos. This trend is apparent in HO’s list in this issue of the top 25 four-year and two-year schools for Latina enrollment. All 25 four-year schools have a greater number of Latinas than Latinos enrolled. In the 25 two-year schools, 24 of the 25 schools on that list have more Latinas enrolled than Latinos. Santa Ana College in California is the only school with more Latinos than
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Latinas enrolled. The explosion of Latina enrollment can be seen in the percentage of Latinas in comparison to the total male and female enrollment for the schools on our two-year and four-year lists. Latina enrollment in two-year schools ranges from 14 percent to about 50 percent total enrollment in those schools. Latina enrollment in four-year schools ranges from 10 percent to about 50 percent total enrollment in those schools. While Latinas have made great strides to become the majority minority in gender and ethnicity in many of the schools named on our list of schools with highest Latina enrollment, does this translate to more degrees granted to Latinas in these and other schools? The answer seems to be yes. In HO’s list of top 25 four-year institutions granting the most degrees to Latinas, Hispanic female students comprise as little as 6 percent of the total number of students granted degrees to a maximum of about 60 percent. The ratio is basically the same as the ratio for the top 25 schools in the enrollment list for fouryear schools. Similarly, in HO’s list of top 25 two-year institutions granting the most degrees to Latinas, Hispanic female students comprise as little as 8 percent of the total number of students granted degrees to a maximum of about 62 percent. Once again, the ratio is basically the same as the ratio for the top 25 schools in the enrollment list for two-year schools. Just as with enrollment numbers and ratios based on ethnicity and gender, Latinas outnumber Latinos in all 25 four-year schools as well as all 25 two-year schools on our lists this year. Hispanic women are still saddled with social and economic barriers to success that include poverty and early motherhood, according to a study conducted by Brent Cejda, associate professor of educational administration at the University of Nebraska-Lincoln, and Sheldon Stick, professor of educational administration and an associate professor from the University of Alabama-at Birmingham. Additionally, the Pew Hispanic Center agrees with Cejda and Stick’s conclusion that motherhood impedes educational opportunities and aspirations for Hispanic women. Another one of Cejda and Stick’s findings is that Hispanic women also have the highest birthrate among all U.S. women. The “fertility rate” of Hispanic women is one-third higher than those who are non-Latina. Yet, Latina numbers in higher education continue to grow and exceed expectations. Perhaps Latinas are getting the recruitment message that is being directed toward all Hispanics, the poor, and minorities. Whatever the reason, this generation of Latinas is highly motivated to succeed in higher education and grab hold of their piece of the American Dream.
Colleges & Universities Enrolling Latinas (2 & 4 Year Institutions) 1. Miami Dade College 2. South Texas College 3. El Paso Community College 4. Florida International University 5. East Los Angeles College 6. Lone Star College System 7. Houston Community College 8. Mt. San Antonio College 9. The University of Texas at El Paso 10. The University of Texas-Pan American 11. Broward College 12. Valencia College 13. Tarrant County College District 14. San Antonio College 15. Central New Mexico Community College 16. San Jacinto Community College 17. Santa Ana College 18. Cerritos College 19. Austin Community College District 20. Pima Community College 21. California State University-Northridge 22. California State University-Fullerton 23. Rio Hondo College 24. Long Beach City College 25. California State University-Long Beach
State FL TX TX FL CA TX TX CA TX TX FL FL TX TX NM TX CA CA TX AZ CA CA CA CA CA
Grand Total 66,701 30,824 32,127 37,475 37,055 60,428 58,476 28,036 19,217 16,570 42,309 42,915 50,439 23,134 28,323 28,721 32,354 20,719 43,315 32,988 31,442 32,379 17,643 24,839 31,053
NCES – IPEDS DATABASE 2012 COMBINED UNDERGRADUATE DEGREES 2 AND 4 YEAR SCHOOLS
Latinas 27,342 16,418 15,850 13,935 12,895 11,535 10,513 8,515 8,506 8,420 8,317 7,760 7,757 7,752 7,374 7,331 7,237 7,160 7,060 6,977 6,959 6,919 6,687 6,628 6,537
% Latinas 41% 53% 49% 37% 35% 19% 18% 30% 44% 51% 20% 18% 15% 34% 26% 26% 22% 35% 16% 21% 22% 21% 38% 27% 21%
Colleges & Universities Granting Undergrad & (2 & 4 Year Institutions) Masters Degrees to Latinas
1. Miami Dade College 2. Florida International University 3. El Paso Community College 4. The University of Texas at El Paso 5. The University of Texas-Pan American 6. Arizona State University 7. The University of Texas at Brownsville 8. South Texas College 9. California State University-Fullerton 10. California State University-Long Beach 11. The University of Texas at San Antonio 12. Nova Southeastern University 13. California State University-Northridge 14. University of Central Florida 15. Valencia College 16. Broward College 17. University of Florida 18. The University of Texas at Austin 19. University of New Mexico-Main Campus 20. University of South Florida-Main Campus 21. San Diego State University 22. Ashford University 23. University of Houston 24. Texas State University-San Marcos 25. California State University-San Bernardino
State FL FL TX TX TX AZ TX TX CA CA TX FL CA FL FL FL FL TX NM FL CA IA TX TX CA
Grand Total 12,626 10,646 3,790 4,254 3,252 18,045 2,510 2,401 8,308 7,931 5,406 7,551 8,429 14,488 7,974 6,499 14,689 13,297 5,143 10,689 7,670 17,018 8,203 6,791 3,646
2012 IPEDS/NCES DATABASE TOTAL UNDERGRADUATE AND MASTERS DEGREES 2 AND 4 YEAR SCHOOLS 0 2 / 2 4 / 2 0 1 4
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Latinas 5,099 3,622 2,077 1,933 1,777 1,502 1,463 1,415 1,402 1,359 1,340 1,322 1,313 1,295 1,250 1,186 1,140 1,119 1,071 981 980 958 940 930 927
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% Latinas 40% 34% 55% 45% 55% 8% 58% 59% 17% 17% 25% 18% 16% 9% 16% 18% 8% 8% 21% 9% 13% 6% 11% 14% 25%
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WOMEN/ PROFILES
Reshaping the Latina Narrative in Higher Education
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by Michelle Adam hen Dolores Delgado Bernal was a child she heard her grandmother and father tell stories about her Hispanic culture that she had never heard outside her house. And then when she entered academia she suffered from what she now calls, “imposter syndrome,” a feeling of not belonging that makes one feel like an imposter. “I heard a lot of stories that were never told in other places. I wanted to tell the stories that counted to me and that were important,” said Bernal, professor of education, culture, and society and ethnic studies at the University of Utah and codirector of Adelante Partnership. “They were stories told about why Chicanas and Latinas were not succeeding in school. The narrative was deficit- oriented, about how it was our fault, our parents’ fault, and our community’s fault, and that we didn’t care about education.” Today, Bernal and other Latinas are not only entering academia, but they also are learning how to survive as firstgeneration participants in a traditionally white male institution. Along the way, they are bringing with them their stories and helping reshape higher education with their cultural gifts. But in order to bring their own stories to the table, they’ve had to challenge those stories or myths created by the dominant culture about Latinos. “The stories not being told were of marginalization, of oppression, of economic challenges, of immigration. They are stories of strength and resiliency, and how, despite our obstacles, our community, and especially the women, has pushed forward in education,” said Bernal. “There’s also the dominant image that Latina mothers are passive, and yet in doing interviews with undergraduate students, I found how many Latinas said that the strength of their mother is what they draw from. My mom was my biggest role model and mentor. She worked full time, went to school, was a partner, and held everything together.” When Bernal entered academia as the first in her family to do so (her mother received a high school diploma after returning to school when Bernal was in second grade), she entered into an environment different from that in which many Latinas grow up. She has since spent the past 16 years teaching, doing outreach work, and conducting research that has helped her understand, explain, and reshape the educational experiences of Latinas/so and other communities of color.
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“Academia tries to force us to
engage in education as if there is no meeting place between the academic, the personal,
and the community. But they can’t be separated.”
Dolores Delgado Bernal, professor, University of Utah and co-director of Adelante Partnership
Bernal has contributed to the fields of education and Chicana/o studies by examining the socio-cultural context of the education pipeline and investigating alternative definitions of knowledge, teaching, and learning. She’s explored critical race-gendered epistemologies and home/community knowledge systems that stand in contrast to dominant EuroAmerican ways of knowing. Through her research, teaching, and outreach activities, Bernal helps other Latinas to feel empowered through seeing and sharing their own experiences – a common one being their experience of Nepantla within the American culture and in academia. Nepantla is a Nahuatl word meaning “in between”, and is often used to describe a place in which different perspectives come into conflict. “Here two worlds come together in higher education for Latinas, and we have to survive inside this place where transformation occurs,” said Bernal. This space of differences is especially heightened when Latinas enter the academic environment of competition and self-interest so different from that experienced within their own culture. They bring with them a sense of family and community where the personal and academic worlds aren’t separate. “Academia tries to force us to engage in education as if there is no meeting place between the academic, the personal, and the community. But they can’t be separated. When we do what academia tries to do, we experience a real void,” said Bernal. “We need to weave the different parts of ourselves together so they are stronger and more complete like a braid. Maintaining our ties to our culture, taking what our mothers taught us, makes us stronger.” In graduate school, Bernal tapped into her natural Latina ways, and created study groups to help her do well, and continues to support her students in doing the same. “I constantly set up work collectively. All of us working together pushes us much further,” she said. Latinas are faring better than Latinos in higher education (this could be due to several factors, shared Bernal: black and brown men are more likely to be profiled, and Latinas might stay more focused on studies because of more restrictions on their social life), yet they still lag far behind their white counterparts in higher education. Their growing numbers, however, have created a more supportive sense of familia that has helped change, bit by bit, their academic setting. This change has been made possible by Latinas like Bernal who teach culture and alternative perspectives using new models that help the Latino culture be better understood and shared in academia. For example, the Chicana feminist model has made it possible for students to alter stereotypical ways of doing research in academia. Rather than conduct focus groups to do research, students are using platicas, informal conversations that are culturally nuanced, to gather information. Today, more students, especially Latinas, in higher education also are using testimonials, as a method of gathering
information and conducting research as well. “Testimonios, the documentation of voices from the margins of society, were often used in Latin America to help bring people together. Today, there has been a real growth in taking up this genre of testimonials in the field of education,” said Bernal. “Qualitative, objective research has been the way, but now there’s been a real explosion of testimonials in academia as a way of research, and most have been produced by Chicanas and Latinas.” Bernal said that from 1990-99 there were about 30 dissertations done using this method, and from 2000-09 there were more than 1800. Latinas have begun to tell their stories and those of their communities through alternative research methods not used much in the past. They also have incorporated the strength of their communal ways by doing research that engages their communities and provides services to them while connecting these places more strongly to higher education. “In the past nine years, we have had a pipeline of Latinas/Chicanas and they have changed the climate of the ivory tower. They bring an altruism to the table and show that it belongs to our communities,” said Bernal. “They aren’t just researching poor communities but are doing research that engages the entire community. They are working with mothers to try to improve the education of their kids by creating mentoring programs and offering other services.” While there’s still a long way to go before Latinas and their cultural gifts are fully incorporated into academia, Bernal considers herself a “realistic optimist” about the future. “I see amazing Chicanas and Latinas shattering the way different disciplines are looking at our communities,” she said. “I am very optimistic that these kinds of theories and frameworks are helping us change a system and become a part of a new way of doing business, where higher education is for all communities.”
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WOMEN/REPORTS
Equity for Women Working in Academia Goes from “Bad News” to “Plodding Progress”
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by Angela Provitera McGlynn
learly, female students have made great strides in higher education. Just 50 years ago, women comprised only 36 percent of all students in postsecondary education. According to the 2013 Women in Academia Report, Tracking the Progress of Women in Higher Education, women became the majority of the college student population in 1979 and today make up 57 percent of all college students, earning more degrees than men at nearly every level of higher education. For women working in academia, the story is not such a rosy one. Over the decades there has been progress for women in higher education in terms of access to the academic workforce and in moving toward parity, more so in some disciplines of study than in others. However, if we look at the last six years, the research shows a long way to go. Progress has been slowest at elite Research 1 universities but slow progress is not restricted to that sector of higher education. In order to understand how women are faring in the academic workplace today, we need to look at what previous studies revealed about their status and attitudes toward their advancement. One of the most important pieces of research was released in 2008 and was based on the largest qualitative research study of its kind – interviews with 80 female faculty at a major research university, the University of California at Irvine. The study, conducted with support from the National Science Foundation (NSF), found that many women faculty members were frustrated by a system that they believe undervalues their work, denies them opportunities for a balanced home life, sometimes involves overt discrimination and sexual harassment, and more often involves some form of “deeply entrenched inequities” built into the culture of academia.
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The research can be found in the 2008 article, “Gender Equity in Academia: Bad News From the Trenches and Some Possible Solutions” in the scholarly journal Perspectives on Politics. The authors and participants in the study believe the concerns found at the University of California at Irvine are not unique to that institution but rather reflect a pervasive climate of inequity in higher education for women in general and for minority women and men specifically. Certainly other research at the time including American Association of University Professor’s (AAUP) 2009 report, So Few Women Leaders, pointed to sufficient evidence of widespread gender-based problems for women in higher education including lower salaries, appointments at lower ranks, slower rates of promotion, lower rates of retention, and less recognition through awards. The issues in the NSF research of six years ago show some general areas of inequality and discontent. The key complaints revolved around devaluing positions once women are in them. Across disciplines women described a trend they labeled, “gender devaluation” to reflect the situation whereby a woman moves into a senior level position and then others treat her role as more service-oriented and less substantive. Another key issue involves how much service women provide an institution. Women, particularly senior faculty, tend to be picked disproportionately for service assignments that are very time-consuming and then are criticized for not doing more research. Their service also is so not considered for earning tenure. Although many institutions have policies in place to make the work environment more flexible for raising children and caring for aging parents, the women in this study echoed a complaint heard on many campuses. They said they felt that they could not take advantage of any special programs for fear of not being taken seriously as an academic. And in areas where policies were not gender friendly, these university women said they often tried to figure out informal ways to handle problems and issues for fear of retribution if
Underrepresented minorities as a percentage of full-time, full professors with science, engineering, and health doctorates, by institution of employment: 1993-2010
Percent 25 All institutions
Research I Institutions
1993
1999
20 15 10 5 0
2006
2010
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013 www.nsf.gov/statistics/wmpd/
they actively pursued changes in policy. While women faculty at UC- Irvine focused on individual solutions, the authors of the report, Prof. Kristin Monroe and her co-authors, called for working toward solutions for more flexibility at research universities, for tasks to be assigned in more gender neutral ways, for service work not to be presumed “women’s work,” and to value women faculty’s contributions more highly. The university took issue with certain aspects of the report. All this dates back to 2008. What does some of the recent data show regarding the progress of women working in academia? The American Association of University Professors issued a 2011-2012 report title, Distribution of Faculty by Rank, Gender, Category, and Affiliation. Here are some of the findings: • Women make up 45.5 percent of faculty at bachelor degree-granting institutions, 46.1 percent at master’s level institutions, but only 38.1 percent at doctoral institutions • In non-tenure track positions in academia in the United States, women make up 32.2 percent of these positions while men make up 19 percent of non-tenure track positions • Women make up 23.9 percent of tenure-track positions while 19 percent of men are in tenure-track positions • This last finding might be the result of men making up 62 percent of tenured faculty while women make up 44 percent of tenured faculty positions When it comes to salaries for women and men in academia according to rank, we see a gap but one that has narrowed over the years. At the instructor level, women faculty members earn 93 percent of what men earn at that level. For assistant professors, women earn 91 percent of what male assistant professors
earn. For associate professors, women earn 92 percent of what their male colleagues earn, and for full professors, women earn 90 percent of what male professors earn. In certain areas of study, the struggle of women and minorities is particularly striking in academia. The National Science Foundation released its biennial report titled, Women, Minorities, and Persons with Disabilities in Science and Engineering, in February 2013. According to the analysis of Michael Price in the article “Plodding Progress for Women, Minorities in Science,” the NSF report shows a depressing trend for underrepresented minorities (URMS). (URMs usually refer to Hispanics, blacks, and Native Americans of both genders). Their rise to full professorships hasn’t improved in nearly two decades. In 1993, about 4 percent of all full professors across all institutions and 2.5 percent of all full professors at Research 1 institutions were URMs. In 2010, those numbers inched up to just 6 percent and 4 percent respectively. URMs are slowly catching up with their white peers but at a snail’s pace – except for certain disciplines where there is hardly any movement at all. As the primary author of the NSF report, Jaquelina Falkenheim, said in an interview about the report, "The trends are very slow. It’s very gradual. I wouldn’t say there’s anything radically different from two years ago.” The NSF report shows a “blinding whiteness” – a phrase used by Michael Price – to describe the science and engineering workforce. The higher education workforce is even whiter with white men and women making up 75 percent of all faculty members at four-year institutions and 73 percent of all faculty members
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at university research institutions. The NSF report also noted salary trends and some of them are surprising. For example, at four-year academic institutions, the group with the highest median salary 13 or 14 years after earning a PhD is Asian-American men, not white males. At this stage, Asian-American men earn a median salary of $93,000 compared to the next highest earning group – white men – whose median salary was $83,000. White women had the next highest median salary, and then Asian-American women, and then URM men and women who clustered at the lowest median salary rung at $75,000. What is surprising is that this is a snapshot view of people in higher education after 13 or 14 years and that picture is very different from early career data. One to two years after earning a PhD, Asian-American men are at the lowest end of the median salary scale. Asian-American men move to the top of the earning list sometime between years three and four and five and six. The report offers some possible reasons why this is so but we don’t know why with any certainty. What we do know is that the trend is just the opposite for URM women who start out as the top-earning group after earning a PhD and then 13 or 14 years later, they share the bottom position of median salary with Asian-American women. For all women in higher education, the path of progress in academia is still slow despite the influx of women in some disciplines. Obviously, in science and engineering, progress has been extremely incremental at best.
In the article So Few Women Leaders mentioned above, the authors say women are still underrepresented in academic leadership positions both in concrete numbers and relative to the eligible pool of tenured women faculty. This finding has been documented by studies done on academic leadership by many academic institutions themselves as part of their accreditation self-evaluations and by the National Institutes of Health (NIH). The authors further state: Department chairs and academic deans can be key agents of change in efforts to diversify the academy, encouraging new approaches to recruitment and equity in promotion and tenure. However, women are even less well-represented among academic deans and department chairs than among full professors, raising questions about the root causes for the persistence of gender inequity at the highest ranks of academic leadership. Women are in more high leadership academic positions in 2013 than they were in 2008 but again the progress is much too slow to achieve parity anytime soon. 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.
The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America, has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics in higher ed online and digitally, our exposure is now global. Visit us online or download our free app for your iPad, iPhone or Android devices.
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Women in Mariachi Music: An Untamed Spirit
WOMEN/PROFILES
Dr.
by Sylvia Mendoza
Leonor Xochitl Pérez walked across the outdoor stage at the Women’s Museum of California in San Diego dressed in a black mariachi charro suit with intricate design, carrying her violin. The more than 200 people in the audience had come to hear El Mariachi Femenil, an afternoon concert of female mariachi bands, including Grammy nominee, Trio Ellas.
But for Pérez, a classically trained violinist and mariachi player, the concert was icing on the cake of her more than 10 years of research on nearly 70 women in mariachi from the United States, Mexico and South America. Since 1999, Pérez has joined forces with mariachi trailblazer Laura Sobrino and author Nancy Muñoz, sharing their resources to eventually produce the Viva el Mariachi Femenil: Mariachi Women Pioneers 1903-2013 exhibit
that opened at the Women’s Museum, an elaborate pictorial, audio and visual celebration of the history of women in mariachi music. The concert featured Rebecca Gonzales, the first female mariachi musician in the U.S. to perform with a professional high-profile male mariachi group and with Mariachi Los Camperos, as well as Trio Ellas, Mariachi Las Colibri, The Women of Mariachi de Uclatlán, and an All-Star Female Mariachi Group composed of women who have influenced mariachi music. It was the highlight of Pérez’s lifelong love with mariachi music. “I’ve come full circle,” said Pérez, who is also the Artistic Projects Manager for the San Diego Symphony. “I’ve traveled the world, earned degrees – even from Harvard – but my heart brings me back to this.” “This” is her love, respect, passion, and awe of mariachi music and more specifically, women musicians in this male-dominated musical genre. “We’re taking the machismo out of mariachi.” A Kickstarter online campaign brought in foundation money, while support and structure came from the Women’s Museum. Articles, recorded interviews, artifacts, mariachi uniforms and vintage photographs filled the museum. The exhibit was a personal milestone as well as a professional one. Mariachi music was the connection to Pérez’s
Dr. Leonor X. Pérez, researcher, creator of the Viva El Mariachi Femenil! exhibit that debuted at the Women's History Museum in San Diego. Pérez has performed with mariachi bands since her teen years. 0 2 / 2 4 / 2 0 1 4
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Dr. Leonor X. Pérez (left), Dr. Lauryn Salazar (UCLA Ethnomusicology PhD '11) (center), and UCLA Ethnomusicology PhD candidate Jessie Vallejo (right, with violin) pose together in the ¡Viva El Mariachi Femenil!
roots. It offered an opportunity to further her education. It gave her an inkling of the power a female mariachi musician has to upend stereotypes. “Women benefit when they play mariachi music, certainly,” says Pérez. “They escape from traditional gender roles, gain power and acquire a voice. There’s a lot of freedom of expression and selfidentity when you can throw a grito and let loose that inner power. When I sang, people listened.” The Roots to Self-Identity Began with Mariachi Music Although her parents were born in Fresno, Calif., they were sent to Mexico for repatriation, which affected Pérez’s self-identity. “Culturally, we were Mejicanos. Technically we were not immigrants but we lived an immigrant life as farmworkers.” Her parents were untrained musicians, even though her dad played piano and guitar by ear. Growing up in East Los Angeles, Pérez and her sisters all played and/or sang with their Pentecostal church, a world away from anything as secular and “worldly” as mariachi. “It was certainly not music a girl played, especially because it was played in bars and where women shouldn’t be,” she said. Even so, her rebellious nature kicked in and she began playing at age 9. 16
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Through an unlikely series of events, mentors and bucking of tradition, she took flight. In seventh grade, she joined her first mixed-gender mariachi band. Her mentor, Jesús Sánchez, known as Don Chuy, took her under his wing. Pérez performed for 11 years before taking a 10-year hiatus. Through a feminist theoretical framework, she started her search for identity. “The theme that cuts across all generations is that women have felt constrained in their daily lives, as far as expectations of who they should be,” she says. Her essay, “Transgressing the Taboo: A Chicana's Voice in the Mariachi World,” was published in the 2002 book Chicana Traditions: Continuity and Change by Norma Cantú. She noted: “I realized that as a Chicana, mariachi, and emerging scholar, I am armed with additional tools with which to transgress this taboo and carve out a space for myself and other women like me in the mariachi world.” The power was traditionally held by male musicians. Even the charro suit reflected machismo in the color, the fit of the bolero jacket, and the botonadura, the silver buttons that line the outer side of the pants. The black and silver was traditionally worn by wealthy Mexican ranchers and denoted power and ethnic pride. Still, playing gave Pérez direction. “I 0 2 / 2 4 / 2 0 1 4
needed to find my voice.” Pérez’s “Mariachi Myth” shows how the media focuses on male high-profile mariachi groups and promotes the idea that there are only a handful of women mariachi groups. Many women have played only in school-based or semiprofessional groups, even though hundreds of women of all ages, from all places and of all ethnicities have helped keep the musical tradition alive. This participation shows the transformative power of mariachi. “Women can express themselves. It allows them to be more assertive and independent in their everyday lives,” said Pérez. Being in a mariachi band transformed her life and her self-confidence. “I was very aware of my academic failings in junior high and high school and never thought I could pursue higher education.” Her option was to become a mariachi, which led her to other avenues of learning. As it became engrained in her heart, her mind opened to higher education. The Long Way Around Pérez did not take the traditional educational route. Mariachi music opened doors for her in other ways. She learned from the media arts education program, where she wrote articles for the youth newspaper, La Paloma. Eventually she applied for and earned an internship she heard about through Plaza de la Raza to work as a student reporter for the Robert F. Kennedy Memorial Foundation in Washington, D.C. Don Chuy put her in touch with Dan Sheehy, the director of the only mariachi group in D.C. Mariachi de las Americas became her home, her inspiration and her financial savior. She played professionally with the group long after her internship ended. They played the White House inaugural ball in 1981 and many government agency events. “Remember Mrs. Reagan with the signature red dress?” asks Pérez. “I was there.” When she returned to California, she knew she needed a formal education to progress. In eight years she earned her BA in psychology from UCLA, a master’s in human development and psychology research from Harvard and a PhD in education from UCLA. She ended up working in a variety of positions at UCLA, East Los Angeles College and Harvard
Medical School – as the program manager for the Center of Excellence in Minority Health. It seemed, however, that the more she delved into academia, the less she played. “It was horrible to be an outsider in a world you were so much a part of,” she said. While at UCLA, she was walking past the music department and heard the familiar strains of mariachi music – and realized how much she had missed it. Don Chuy had started/directed university-based groups, including UCLAtlan, from UCLA’s Institute of Ethnomusicology in 1961, Pérez says. The graduate and PhD students studying ethnomusicology brought their passion to life through playing. Pérez played again and continued her research. Once she started working with the symphony, it allowed her to explore different ethnicities and develop music. “Funny how it all seems related now,” she says. “There are definite cognitive and social psychology positive effects between music and people’s lives.” She wondered how to use the experience to contribute to society.
woman and a trumpet player who did it professionally, and did it well. She was also a teacher of the music to other young women,” she said. Las Rancheritas was made up of four girls who performed in Vietnam in 1967-1968. There was a social, political, and historical backing of their adventures in a piece called “Love, War and Mariachi.” “Elvira” was the musical director of the group and wrote the music – and she was only 16. Watching
Legacies When she had her daughter at the age of 39, it was important that Pérez share her love of cultural engagement, freedom of expression, and the passion for roots and music that runs deep, across generations, she says. Her daughter played the violin in Los Angeles and while living at Harvard with Pérez, tried her hand in African drumming. “Now she tells me she wants to try the guitarrón.”
Impact of Women in Mariachi Women in mariachi have definitely added a positive contribution to society, offering healing, identity, and expresMariachi Las Adelitas. 1950s, Mexico City sion, says Pérez. “The music just moves us emotionally. It incorporates so many styles like polkas and boleros that are Dizzy Gillespie, she was seduced musiShe hopes the legacy lives on beyond relatable, but it’s a fusion with national cally, says Pérez. “Her highlight should her own family. Pérez currently is writing ethnic identity.” have been like a prom; instead it was a book that relates with the exhibit. There are approximately 30 active going to Vietnam. They went through Starting a woman’s mariachi group in San women mariachi groups in the U.S., 60 Black Widow Mountain, the hottest war Diego is a possibility. “My vision is to in Mexico and South America, but there zone in Vietnam and to vets’ hospitals.” have mariachi girls who are 15 and are also many women who play in mixed On the contemporary front is Cindy younger and give them space and supgender groups. Shea, director of Mariachi Divas, which port. It would be great to have a women’s The earliest documentation of a was nominated for a 2013 Grammy. She world music festival from different contiwoman mariachi musician was Rosa brought in a tropical feel, ethnic identity nents that can change the world view. Quirino, in 1903. She was 12 when she and cultural ownership to the music, This is just a slice of a bigger picture.” was started playing violin and singing in and the group became a moneymaker. As for Pérez, she has found her idenan otherwise all-male group in La Sobrino, Pérez’s colleague, is also the tity – and her voice. “Mariachi music is Escondida, Nayarit, Mexico. Between the musical director and a violinist for the a passion in my core. It has sustained 1940s and 1950s, three prominent all- Mariachi Mujer 2000, which in August me emotionally throughout my life. I women mariachi groups rose to semi- 2008 represented the Americas at the can’t live without playing this music. My fame in Mexico City – Adela y Su Olympic Opening Ceremonies in the untamed spirit was always in the marMariachi de Muchachas, Mariachi Bird’s Nest Stadium in Beijing, China. gins of this music.” Femenil Estrellas de Mexico and Pérez also has performed with this group. Viva el Mariachi Femenil! will open Mariachi Las Coronelas. Every single woman they unearthed in March at the San Gabriel Mission Pérez was most moved by Los and celebrated inspired Pérez on a Playhouse in California, topped by Adelitas, the first Mexican mariachi deeper level than she could ever have another female-only mariachi concert group. “Adela was a Renaissance imagined. performance. 0 2 / 2 4 / 2 0 1 4
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WOMEN/ORGANIZATIONS
Mentors a Key to Latinas’
Success
Ask
by Yvette Donado a Latina leader what propelled her success, and she is likely to mention having had a good mentor or mentors. Conferences, training and other gatherings increasingly offer sessions on mentoring. ¡Bravo! It’s an easily accessible tool to help advance into leadership roles. With 25 years in the corporate world and now 12 more in nonprofit human resource management at Educational Testing Service (ETS), I have had wonderful mentors and now mentor others. Along the way, I have learned a good deal. Here is my take: First, mentoring takes many forms. Large nonprofits and corporations often have formal mentoring programs. These are fine, worthwhile services. Usually they pair peers or colleagues, however, and fail to take advantage of valuable mentor-mentee relationships beyond the workplace. Second, a mentor need not be a peer or colleague. Among my mentors was a Cuban-American shop owner where I grew up in New York City. He had little formal education, and imparted wisdom gained from his “PhD of the streets.” Along with my parents, who came from Puerto Rico to find work and who also lacked formal education, he inculcated in me the importance of education, taking tests, retaining Spanish and valuing my Puerto Rican culture. My second mentor was my first boss. He took a risk, hiring a young, ambitious sociology major to head human resources for his startup in Manhattan. I like to think that his mentorship and my will to serve were key factors in turning that company into a successful worldwide operation. At that company, and since joining ETS in 2001, I was lucky to get the right training. One thing I learned was the value of “sponsorship.” A mentor can be anyone, while a sponsor becomes an advocate within your own organization. This means looking out for opportunities to position an employee, whether at a social event, a key meeting or to engage senior managers. It means sharing knowledge on the issues of the day. Information is power. It is rewarding to know that my mentees are developing well as the next leaders in our organization and in their communities. A mentor need not be a colleague or Latino for that matter. She or he can be from any walk of life – a laborer or a Nobelworthy scientist, with a differing set of experiences and values. The key is that other points of view add to a mentee’s outlook, plans and ambitions. The intelligence, ambition and willingness to serve demon-
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Yvette Donado
strated by the interns, fellows, scholarship recipients and other young Latinos with whom I interact regularly grow every year. Through these relationships with our emerging leaders, we gain as well as guide. And our communities and our nation are the better for it. Yvette Donado is the chief administrative officer and senior vice president for people, process and communications at Educational Testing Service, Princeton, N.J.
MANAGEMENT
The University of North Carolina Asheville Department of Management and Accountancy, accredited by AACSB International, invites applications for a tenure-track Assistant Professor position in Management to begin Fall 2014. Rank and salary will be determined according to degree and level of teaching experience. The successful candidate should possess a Ph.D. in Management or related field (e.g., Business Administration, Public Administration, or Organization Studies). Preference will be given to those individuals with an academic background in Organizational Behavior, but other disciplines may be considered such as decision sciences, human resource management, public management, or international management.
Desired candidates will have the flexibility to teach a variety of courses within the department. Successful candidates should also be prepared to teach outside the department in our Liberal Arts Core – UNC Asheville’s interdisciplinary liberal arts curriculum, required of all our undergraduates – including our Humanities program, writing and diversity intensive courses, and the first-year seminar series. Candidates must demonstrate excellent teaching skills and an ability to perform research commensurate with maintaining disciplinary currency in a liberal arts undergraduate environment. An active research stream in the candidate’s area of expertise is preferred, but candidates with broader teaching and research interests in globalization, sustainability, workplace diversity, or social and environmental entrepreneurship are strongly encouraged to apply. Consideration will also be given to those with demonstrated knowledge and ability to work effectively with diverse student and community populations, each of which are culturally, ethnically, and linguistically diverse, and the potential to contribute to the diversity and excellence of the academic community through their research, teaching, and service.
Candidates should send a current vita, statement of teaching philosophy, three reference letters, and evidence of teaching ability to Dr. Micheal Stratton, Search Committee Chair, mgmtsearch@unca.edu; or, One University Heights, CPO 1850, Asheville, NC 28804. Online submission by or before March 5, 2014 is strongly preferred. Application review will begin immediately.
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. We encourage applications from women and traditionally underrepresented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its liberal arts mission. 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.
U
niversity of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.
Administrative and Executive Positions: University Communication & Marketing (3) Academic Affairs (1) Digital Marketing Director Director of Institutional Research St. Petersburg Campus) Creative Director Regional Admissions Advisor Senior Marketing Director Director of Events
Faculty Positions: College of Medicine (10) College of Public Health Full, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research (2) Assistant Professor (Physical Therapy & Rehab. Sciences) Family Nurse Practitioner College of the Arts- School of Music (2) Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Composition) Assistant Professor (General OB/GYN) Assistant Professor (Piano) Assistant Professor (Cardiology) Assistant Professor (Dermatology) College of Arts and Sciences (7) Associate/Full Professor (Senior Faculty Biostatistician) Visiting Instructor (English) Postdoctoral Scholar (Pharmacy) Assistant Professor (4) Postdoctoral (Research) Instructor (2) College of Engineering (1)
Instructor (Mechanical Engineering)
Director (Institutional Research-St. Petersburg Campus) Director (Business Services-St. Petersburg Campus)
Faculty Coordinator (E-Learning/Instructor-Sarasota Campus) Assistant Professor (Information Technology-Sarasota Campus)
For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave, Tampa, FL 33620
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BIOLOGY FULL-TIME TENURE TRACK POSITION LI Campus. The Department of Biology invites applications for a tenure-track position in Biology, beginning in September 2014 in its Patchogue, LI Campus. Successful candidates will teach lecture and laboratory courses supporting the pre-healthcare programs, the biology major and the core for non-science majors. Candidates must have a Ph.D. in Biology, demonstrate a commitment to high-quality undergraduate education and have a strong interest in encouraging student scholarship and research. Preference will be given to candidates utilizing molecular techniques in either: Botany, Ecology or Environmental Science or specializing in the fields of: Population Genetics, Ecological Genetics or Environmental Biology. Previous teaching experience at the college level is desirable. Send CV and cover letter to
Serving the Hispanic Academic Community for 24 years 20
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Dr. Frank Antonawich
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for consideration. Applications will be accepted until March 31, 2014. EOE - M/F/D/V
02/24/2014
ASSISTANT/ASSOCIATE
PROFESSOR OF CHILD STUDY with specialization in Special Educaton St. Joseph’s College, Brooklyn Campus is seeking a fulltime assistant professor in the department of Child Study, with a specialization in Special Education, for a tenuretrack faculty position beginning September 2014. Responsibilities include teaching undergraduate and graduate courses in special education on the birth – 6th grade certification level; supervision practicum and student teaching experiences; advising majors at the undergraduate and graduate level; serving on department and college committees; and engaging in scholarly activity. Qualifications include a doctorate in Special Education from a regionally accredited college or university, and New York State Students with Disabilities certification, preferably in Early Childhood and/or Childhood. A minimum of two years of teaching students with disabilities is required, and higher education experience is preferred. Infusion of technology into instruction is expected. Send CVs to Susan Straut-Collard, 245 Clinton Avenue., Brooklyn, NY 11205 EOE - M/F/D/V
Associate Vice President for Academic Affairs
Kean University is a vibrant and diverse institution offering world-class education in more than 48 undergraduate and 35 graduate programs. Kean distinguishes itself through excellence in academics, strategic investments in both research and cultural facilities and initiatives and a commitment to the success of every student. Dedicated to preparing students for rewarding careers, lifelong learning and fulfilling lives, Kean offers a broad range of disciplines, the expertise of a diverse and world-savvy faculty and a student-centered learning environment and campus community. The University sits on three adjoining campus sites in Union County, New Jersey covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City, with an additional location in Ocean County, New Jersey. Kean University also operates a unique, additional location in Wenzhou-China, where development of a full-scale campus is currently underway. Kean is seeking a well qualified and committed individual to fill the position of Associate Vice President for Academic Affairs. The Associate Vice President will support and assist the Provost and Vice President for Academic Affairs in the leadership, management and day-to-day oversight of selected units in the Division of Academic Affairs, consisting of six colleges, the New Jersey Center for Science, Technology and Mathematics, the University Library and several academic support units, such as international student services, learning support and research and sponsored programs. The Associate Vice President exercises direct managerial oversight of the University’s major academic student support efforts, including the Center for Academic Success and the Educational Opportunities Center, as well as the Center for International Studies, the Office of Accreditation and Assessment, Enrollment Management, the Office of Research and Sponsored Programs, the Center for Professional Development and Wenzhou-Kean Academic Affairs; oversees budgetary operations for the Division; assists the Provost and Vice President with the management and development of Division-wide policies and procedures; and performs additional duties as required. Qualifications: Graduation from an accredited college with a Master’s degree and a minimum of six years of professional experience in higher education or a similar organization required. A minimum of three years of the required experience must be in administration. Doctorate degree is preferred and can be substituted for one year of the required experience. Candidate must have excellent writing and analytical skills and a record of academic and administrative accomplishment commensurate with appointment to a high level administrative position in a large and growing university. Application: Please send cover letter, resume and contact information for three professional references to: Search Committee Chairperson, Office of the Provost and Vice President for Academic Affairs, Kean University, 1000 Morris Avenue, Union, NJ 07083. Candidacy review begins immediately and continues until appointment is made. Salary is competitive and commensurate with qualifications and experience. Official transcripts for all degrees and three current letters of recommendation are required before appointment. Kean University is an EOE/AA Institution
California State University, San Bernardino is the only CSU serving the Inland Empire. CSUSB has the most diverse student population of any university in the Inland Empire, and it has the second highest African American and Hispanic enrollments in the CSU. The university offers more than 70 traditional baccalaureate and master’s degree programs, education credential and certificate programs, and a doctorate program in educational leadership. Every one of its academic programs that is eligible has earned national accreditation. Seventy percent of those who graduate are the first in their families to do so. The university has an undergraduate enrollment of 16,000 and a graduate student population of 2,300. CSUSB has a satellite campus in the Palm Desert area, roughly 70 miles southeast of the main campus. Our location puts us within easy driving distance of major metropolitan areas such as Los Angeles and San Diego as well as scenic mountains, beaches, and the desert. We also have easy access to both rail and airline travel.
ASSOCIATE VICE PRESIDENT AND DEAN OF UNDERGRADUATE STUDIES
Nominations and applications are being accepted for the position of Associate Vice President and Dean of Undergraduate Studies. The AVP reports directly to the Provost and Vice President for Academic Affairs and serves on the Academic Affairs Council and the Administrative Council. The primary focus of the office is on student success. Undergraduate Studies is composed of the following offices: Advising and Academic Services, Early Assessment Program, Educational Opportunity Program, Faculty/Student Mentoring Program, Graduate Writing Center, Honors Program, Learning Center, Office of Student Retention Projects, SAIL Program (federal TRIO Student Support Services program), Supplemental Instruction, Testing Office, and the Writing Center. The AVP facilitates developmental programs in Mathematics, the First Year Seminar and Special Majors and responds to student requests for course repeats, readmission, and course substitutions. The AVP of Undergraduate Studies is responsible for providing leadership in several broadly defined areas. The AVP is responsible for academic outreach to the K-12 community to enhance college readiness. Supporting the Dean in that work is the Coordinator of the Early Assessment Program. The AVP also ensures that CSUSB provides the full array of placement and proficiency tests for potential students and provides leadership for the Early Start Program, a crossdivisional effort mandated by the Chancellor’s Office. The AVP provides administrative oversight for the Academic Affairs allocation of Student Success Initiative funds. Working in collaboration with Admissions and Student Recruitment as well as the Financial Aid Office, the Dean oversees the President’s Academic Excellence Scholars Program. The AVP provides administrative support to the General Education Committee and the Critical Thinking Committee. Finally, the AVP serves on the Provost’s senior leadership team and provides advice and notice regarding all issues likely to affect the Division of Academic Affairs. The Dean analyzes CSU Executive Orders and drafts policy statements for the campus for those Executive Orders that affect the AVP’s areas of responsibility. Candidates must possess: • an earned doctoral degree in a discipline represented in the university; • a record of teaching, service, and scholarly activity sufficient to achieve tenure at the rank of Professor in a department; • a record of five years of successful and innovative administrative leadership in higher education and/or professional experience; • evidence of effective communication and organizational skills; • a record of successful involvement in educational equity programs; • a commitment to academic excellence and to serving the needs of a diverse, urban community; • ability to analyze complex issues, manage multiple priorities, and respond proactively in addressing academic issues; • experience in the development and management of college honors programs. Desirable qualifications: • Knowledge of issues and trends in student learning and outcomes assessment, retention theory, student success practices, educational policy development, and strategic planning; • Ability to lead a team of diverse constituents and individuals to foster collaboration and engagement between the campus and the community. The successful candidate will be joining an institution that is changing the lives of the students who attend here and materially improving the quality of life in the region. Compensation is competitive and commensurate with experience and qualifications. Review of applications will begin on March 31, 2014, and will continue until the position is filled. The applicant is asked to submit a letter of application and a resume, accompanied by the names, e-mail addresses, telephone and fax numbers of three references. Please forward applications and nominations (electronic submittals are preferred – send as Word attachments) to email address ugs_search@csusb.edu or mail to: Dr. Jeff Thompson, Chair, Office of the Provost and Vice President for Academic Affairs, Search Committee for Dean of the Palm Desert Campus, 5500 University Parkway, San Bernardino, CA 92407. For confidential inquiry, contact Jeff Thompson (jthompso@csusb.edu). California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.
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Priming the Pump...
LATINOS MUST LEARN THE RULES OF HIGHER ED
Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.
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You have to learn the rules of the game. And then you innumerable things to experihave to play better than anyone else. – Albert Einstein ence, learn and consider. With the Latino student’s definchools are usually run according to middle-class rules – ition of the world expanding, unspoken ways of thinking and doing – but Latino stu- relationships expand, too. A more diverse group of friends dents who come from generational (not situational) emerges, different in culture, religion and social class. The poverty do not always know or have extensive experience university becomes the student’s new world – different and following them. Preparing Latino students for higher educa- larger than the one from which they came. tion includes teaching them how things work, why and what Conflict resolution is also different among socioeconomic is expected. Without that information, they cannot be fully classes, and Latino students going from generational poverty in the game. into higher education will find themselves thrust into situaAs generationally low-income Latino students move via tions where words – not physical force – are the main education from a life of survival and focus on relationships sword and shield used to manage conflict and assure proto a middle-class focus of achievement and work, a major tection. Teachers and mentor adults can help Latino stushift in thinking, speaking and behaving must occur in order dents learn to defend themselves, advocate for friends or to succeed. fight for a social cause. Understand first the view of relationships. For Latinos of Small wonder that Latino students from generational any socioeconomic class, relationships are primary, but poverty – poverty that spans the years, not simply a timeonce a person becomes more educated, a shift in relation- limited situation – cross a value-defined border every time ships begins. Education presents the threat to some that a they approach school. Teachers and mentor adults can help loved one might change and leave, so family and friends Latino students understand and follow the new rules of highmight exert pressure on the college student to not permit it. er education and the middle class: Beyond very real financial considerations, Latino students • Who you know – relationships – are still important, often hear criticism or worry by family over their choice of but what you know – competence – is what will include or new friends, their plans to travel and their long-term career exclude you from the group. Whatever you do, do it well, if ambitions. Instead of the Latino student receiving the sup- not better than everyone else. port she needs, she might be questioned with doubt about • Think bigger. The university – a place that studies her choices and exhorted to seek something more familiar, and values the entire world and beyond – awaits you. safer and closer to home. If the student pursues goals that • Words are the main tool for making your way take him farther away from the group, he might return to through college and to wherever you want to go. Reading, find that the circle at home has closed, leaving him out of writing, conversing and public speaking build and sharpen plans and activities that were once routine and eagerly antic- those tools. ipated. • If you’re good at the game, you will enjoy being in How the world is viewed and defined also changes for it. Practice, practice, practice. Latinos who come from generational poverty to the world of Helping Latino students from generational poverty learn higher education. What used to be a small, local, defined and feel more comfortable with the hidden rules of higher and familiar area is suddenly discussed in national or inter- education decreases the risk that they will feel out of place national terms. Suddenly, the aperture opens and there are and drop out. It is a game-changer.
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