05/02/2011 Top 100 Colleges for Hispanics by Hispanic Outlook on Education Magazine

MAY 02, 2011

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® Editorial Board Ricardo Fernández, President

Publisher – José López-Isa

Lehman College

Vice President & Chief

Mildred García, President

Operating Officer – Orlando López-Isa

California State University-Domínguez Hills Editor – Adalyn Hixson

Juán González,VP Student Affairs

Executive & Managing Editor –

University of Texas at Austin

Suzanne López-Isa Carlos Hernández, President

News Desk & Copy Editor – Jason Paneque

New Jersey City University

Special Project Editor – Mary Ann Cooper

Lydia Ledesma-Reese, Educ. Consultant Administrative Assistant & Subscription

Ventura County Community College District

Coordinator – Barbara Churchill

Gustavo A. Mellander, Dean Emeritus George Mason University

DC Congressional Correspondent –

Loui Olivas,Assistant VP Academic Affairs

Peggy Sands Orchowski

Arizona State University Contributing Editors –

Eduardo Padrón, President

Carlos D. Conde

Miami Dade College

Michelle Adam

Antonio Pérez, President

Online Contributing Writers –

Borough of Manhattan Community College

Gustavo A. Mellander

María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian

Editorial Policy

Graphic Designer – Joanne Aluotto

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher 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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Article Contributors Bonne August, Marilyn Gilroy, Henry T. Ingle,Yolanda R. Ingle, Krista DeAngelis, Clay Latimer,Angela Provitera McGlynn, Miquela Rivera, Mark B. Rosenberg, Jeff Simmons, Gary M. Stern

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Esquina E ditorial

this issue, we offer a hearty bravo to the four-year colleges and universities conferring the most degrees on Hispanics. Their high numbers require broad commitment; so many people on and off campus deserve our salute. It’s widely noted these days that for many, getting a degree is taking too long, for reasons that are well documented, in some cases resolvable, and often reported on in these pages. But our higher education system deserves high praise for offering more second chances than any other on earth. People in the U.S. can reinvent themselves and their futures through education at ages 20, 30, 40 and up. That flexibility is a national blessing. And these days, a must. Over the last month, high school seniors were receiving word of acceptance, deferral or rejection by colleges and universities to which they’d applied. A New York Times article by Jacques Steinberg about the paper’s college admissions blogsite quotes some bloggers. A student with three rejections the same day wrote: “These make me wish my mom was Amy Chua.” Another student awaiting envelopes fat or thin mentioned “the feeling of spiders crawling up my vertebral column to fester in the nooks of my insecurity.” And a parent whose daughter wound up with acceptances, rejections and “two great choices” complained, nevertheless, that “boys with half the qualifications got in over girls with stellar records.” To colleges “that market, market, market in order to increase their rejection numbers,” she said this: “what you do to our children … is pointless and awful.” Caramba! Let’s hope admissions folks have a blogsite too. ¡Adelante! Suzanne López-Isa Managing Editor

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Po lit i cal Beat

Why Chicago When There’s Always Río

by Carlos D. Conde

You

probably didn’t notice, but President Obama recently took a working vacation to Latin America instead of hanging out in Hawaii, his preferred holiday destination. The president rarely does much R&R at his Chicago home or the presidential retreat, Camp David, preferring other more alluring locations that he can tie in with business. He took his whole family, including his mother-in-law and the usual White House entourage, to three countries – Brazil, Chile and El Salvador – which, for most, including the president, was a firsttime event. After a short stop in Brasilia to meet with President Dilma Rousseff, they hopped to Río, where President Obama made a short talk, saw one of Río’s famed shanty towns, kicked a soccer ball around with some favela kids and visited Christ’s statue on Corcovado Mountain. In between, he did the protocol rounds that justified the status of an official visit. In diplomatic speak, it’s known as showing the flag when there isn’t any strong motive or urgency for the visit. He did sign with his counterparts some innocuous agreements – always part of the show – but the president got lectured on geo-politics, mostly by President Rousseff.

There aren’t currently any pressing issues in Latin America, and none of the president’s handlers could offer a convincing reason for the president’s visit to the region at this time, responding to the carping by calling it a “goodwill tour,” which was really a nonevent coupled with lousy timing. Some of his media friends, like the Washington Post, dared to call it a junket. “When it came to issues of particular concern to Brazilians or other Latin Americans, the president had little to offer,” editorialized the Washington Post. “Instead, he delivered warmedover restatements on his broad positions on immigration and trade without mentioning any meaningful new measures.” The president was airborne just about the time U.S. jets were strafing Muammar Gaddafi’s Syria. That may have justified turning Air Force One around and heading back to Washington, but his aides reminded us Air Force One is a flying White House. I suppose you could blame his handlers for convincing him to visit Latin America at such an inopportune time when even some of the politically correct Latinos seemed puzzled and showed some awkwardness with the Obama visit. Keeping Latinos at bay is part of the job, which has never really been a problem except for some occasional pesky despot, nefarious activities like the drug trade, or the more benevolent issues like illegal immigration. The U.S. can’t afford to ignore the Latino hemisphere community, which at times might snort and snarl at that colossal to the north – but it’s the Latino way to set aside issues for the moment when a U.S. president comes visiting. Notwithstanding the anti-U.S. bel-

ligerence of Venezuela’s Hugo Chávez, Nicaragua’s Daniel Ortega or Bolivia’s Evo Morales, all of whom would probably abdicate their posts rather than entertain a U.S. president – hosting the big enchilada of the free world is still the ultimate political event for Latinos. Latinos have always been known to simmer under a big brother complex in its relations with the U.S., which is rapidly changing under a new cadre of wellschooled but sometimes defiant Latino democratic leaders and the region’s evolving social and political ascendancy. Another factor is the changing demographics that presage a Latino Diaspora transforming the U.S. in some areas into a look-alike, doalike Latino environment. Obama praised Brazil and its president, Rousseff. Brazil recently became the eighth-largest economy in the world and the seventh-largest in purchasing power, overtaking Spain and Brazil, and Ms. Rousseff lectured Obama on some slights. Ms. Rousseff said Brazil wants parity among the world’s leaders and a relationship of equals. You could almost hear Obama saying to be patient, echoing that old saw that Brazil is the country of the future, etc. President Rousseff said Brazil had earned and deserves a permanent United Nations Security Council Seat and wants Obama to endorse it as he recently did for India. The best Obama could do was have his staff issue a statement that “President Obama expressed appreciation for Brazil’s aspiration to become a permanent member of the Security Council.” The feisty Brazilian lady president added, “In the past, our relations were often characterized by empty rhetoric that papered over what was really at stake between us.

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“I am equally concerned with the slow pace of the reforms in the multilateral institutions that still reflect an old world,” she said. It didn’t get much better in Chile for President Obama, but maybe a little sillier. The president was greeted by protesters still seething over the U.S. support of Gen. Augusto Pinochet’s overthrow of Salvador Allende and seeking apologies. Other than that, Chile’s recently elected president, Sebastián Piñera, seemed hard pressed to bring up any issues to chide President Obama, so he took the charm route. “The first lady is a very pretty lady,” Piñera said in his remarks. “So is your wife,” Obama replied. Piñera added they had a lot in common, like both studying at Harvard, both are left-handed, and both are “sportsmen.” Then on to El Salvador, which still has observers searching for motive, other than the fact that this little Central American country is a poster child of illegal immigration to the United States that sprouts violent youth gangs, so what better setting for Obama’s discourse on immigrant issues. The president had little to offer, except that he was committed to comprehensive immigrant reform, and cut his trip short, saying he had a growing crisis on his hands – Gaddafi – and needed to return home. The president and his family passed on their tour to the Mayan ruins. Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® MAY 02, 2011

CONTENTS TOP 100 Colleges for Hispanics – Texas Universities Boast Greatest Percentage of Hispanic Degree Earners by Mary Ann Cooper

Westminster College a Unique Environment for Learning by Krista DeAngelis

Upcoming UT-Austin Symposium Will Address the “Vanishing” Hispanic Male by Jeff Simmons

Excelencia Reports America’s Future Tied to Latino 38 College Graduation Rates by Angela Provitera McGlynn Miami 2011? Geography Is Destiny!

by Mark B. Rosenberg

Page 8

42 TCU’s Recruitment Strategies Yielding More Hispanic Students – and Retaining Them by Gary M. Stern Latinas Still Struggling to Manage Education and Family Demands by Marilyn Gilroy

48 Creating the New “Culture of Giving”: Linking Philanthropy, Diversity and Latinos byYolanda R. and HenryT. Ingle Can American Colleges Boost Grad Rates? by Peggy Sands Orchowski

Online Articles Central Valley’s Manuel Muñoz on the Right Page by Clay Latimer To view this and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Political Beat

by Carlos D. Conde

Why Chicago When There’s Always Río

In the Trenches ...

Uncensored

by Bonne August

An Alliance of Geeks and Poets?

Interesting Reads and Media... by Peggy Sands Orchowski

Book Review

by Gustavo A. Mellander

The Other Side of the Fence: American Migrants in Mexico

Hi gh S cho ol For um

Bridging the High School and College Achievement Gap for Hispanics – It All Begins at Home

Page 40

by Mary Ann Cooper

FYI...FYI...FYI...

Hispanics on the Move

Targeting Higher Education: Value of a College Education and New Goals by Gustavo A. Mellander (Online only)

Priming the Pump...

by Miquela Rivera

Public Speaking Helps Latino Students Prepare for Higher Education

Back Cover

Page 46

HO is also available in digital format; go to our website: www.HispanicOutlook.com. 0 5 / 0 2 / 2 0 1 1

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Colleges for Hispanics

RANKINGS

Texas Universities Boast Greatest Percentage of Hispanic Degree Earners

The

by Mary Ann Cooper Hispanic Outlook has compiled the Top 100 institutions for Hispanics based on degrees awarded. This information is made available by the U.S. Department of Education’s National Center for Education Statistics (NCES). Florida schools were dominant, with Florida International University (FIU) topping the list of Top 100 schools conferring both bachelor’s and master’s degrees. FIU also scored the highest percentage of Ph.D. recipients. Nova Southeastern led the list of schools conferring the most doctoral degrees. However, Texas schools had the highest percentage of degree earners in the areas of bachelor’s and master’s degrees. Here Are Highlights from Each Grouping The latest figures reveal that Florida International University awarded the most bachelor’s degrees to Hispanics – 3,918 in 2010. This represents 63 percent of the 6,266 degrees granted by FIU. In 2009, FIU awarded 3,555, which also represented 63 percent. FIU leads the list of top schools for master’s degrees as well, 1,014 degrees conferred on Hispanics, representing 43 percent of the master’s degrees it granted. For the third year in a row, Nova Southeastern University earned the top spot on the Top 100 list for doctoral degrees, with 266 degrees conferred on Hispanic students out of the 1,806 conferred there, representing 15 percent of Nova’s Ph.D.s granted. More Hispanic females than Hispanic males obtained master’s degrees in 2009. In fact, Hispanic females outnumbered Hispanic males achieving master’s degrees in more than 90 percent of the schools on our Top 100 list. Latinas were shown to earn more bachelor’s degrees than Latinos too. More than 95 percent of the Top 100 schools for bachelor’s to Latinos had more Latina than Latino recipients. Four schools stand out for their high percentage of Hispanic degree earners. Two are part of the University of Texas system. As for bachelor’s degrees, among the top 10 schools, the University of Texas-Pan American (UTPA) and the University of Texas-Brownsville had large percentages of Hispanics obtaining bachelor’s – 90 percent for each school in 2010 – but another Texas school, Texas A&M International University, had the highest percentage of Hispanic bachelor’s degree recipients, 93 percent. The University of Texas-Pan American had the highest percentage of Hispanic master’s degree earners at 78 percent. Florida International University had the greatest percentage of Hispanic doctoral degree conferees at 38 percent. Part of the reason for UT’s success in recruiting and graduating more Hispanics are the programs the school conducts to attract and prepare graduate students. For instance, at its annual grad fair, the University of Texas-Pan American gathers all of its graduate programs under one roof to offer a one-stop shop to learn about the many master’s, doctoral and graduate certificate programs it offers. “At the fair, prospective students can not

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only learn about more than 60 graduate programs UTPA offers to further their education but also about a number of graduate certificate programs the university offers for working professionals seeking to gain professional development and added expertise in their field,” said Denisse Cantu, graduate student recruiter. UT has a diverse faculty in terms of ethnicity and race. More than half of UT-Pan American faculty in the Ph.D. program in business administration are of color. Whites make up 26 percent of the faculty, another 26 percent are Hispanics, 26 percent are Asian-American, and 5 percent are Black. International instructors make up 5 percent of the faculty at UT-Pan American. In the Doctor of Education program, Hispanic faculty make up 43 percent of Ph.D. recipients, while Whites are 36 percent of the faculty in that program. UT-Brownsville’s high percentage of Hispanics earning master’s degrees, 76 percent, might be due in part to its special Graduate Tuition Incentive Scholarship. The school offers to provide tuition support for graduate students pursuing their first master’s degree. Students who are residents of Texas with satisfactory GRE scores and an undergraduate GPA of 3.0 or better, or any graduate student who has completed 12 semester credit hours with a graduate GPA of 3.0 or better, are eligible to apply. The scholarship is a one-course-per-semester award of tuition for up to six courses or 18 semester credit hours of a graduate degree. In the area of bachelor’s degrees granted by academic program, California schools scored a perfect ten in Hispanic studies. All 10 schools in that category are California schools. The University of California (UC) system locked in the first five schools in Hispanic studies with UC-Santa Cruz ranked No. 1 and San Francisco University, UC-Irvine, California State University-Northridge, San Diego State University and Cal State Los Angeles ranked Nos. 6 through 10, respectively. Texas, on the other hand, missed a clean sweep of bachelor’s degree recipients for the multi/ interdisciplinary academic program when Arizona State University ranked ninth on that top 10 list. Five of the nine Texas schools in that category are from the University of Texas system. A final note on the compilation of the lists: data are derived from various lists compiled by NCES and its Integrated Postsecondary Education Data System (IPEDS). NCES recently made the 2010 degree recipient figures available, rather than release this information every two years, as originally scheduled. Also, NCES has created a new data-gathering system. Under the new system, not all schools are on every data list. For instance, there are now not one but three doctoral degree categories, including one for professional practice only. Schools have been given two years to comply with the new system. The Hispanic Outlook has combined available data from all NCES lists to try to give fair representation to all institutions during this transition.

Top 10 Four-Year Schools Awarding the Most Associate Degrees to Hispanics This year, HO has singled out 10 outstanding schools that have flourished in the community college ranks for years awarding the most associate degrees to Hispanics but might have been overlooked as they establish themselves as pioneering colleges – now designated as class 1 (four-year colleges) instead of class 2 (community colleges) schools by NCES’ IPEDS ranking system – also awarding more and more bachelor’s degrees. As a school such as the No. 1-ranked school, Miami Dade College, continues to make inroads in its awarding of bachelor’s degrees to Hispanics, special note must be made of the great number of associate degrees it continues to confer on its Hispanic students. The evolution of these community-serving pioneering schools was profiled nationally in a May 2009 New York Times article, “Community Colleges Challenge Hierarchy with 4-Year Degrees.” The article explains the change that has taken place that has “blurred the line” between community colleges and four-year colleges as a result of new rules enacted by a number of states that authorize community colleges to offer bachelor’s degrees as well as associate degrees. As of 2009, Florida had the most community colleges authorized to offer bachelor’s degrees. As of that year, 14 were permitted to do so, and 12 had already put such programs into place in fields such as fire safety management and veterinary technology. In the case of Miami Dade College, bachelor’s degrees were instituted there initially in the areas of nursing, teaching and public safety management. The idea behind these choices was best expressed by Miami Dade’s president, Eduardo J. Padrón, who explained that it was part of his school’s mission to serve the greater Miami community and told the Times, “We supply the area’s nurses and the teachers, and we respond quickly to new work force needs in our community, training people for real jobs. You won’t see us starting a B.A. in sociology. We’re offering degrees in things the universities don’t want to do.” For those who might be concerned that a bachelor’s degree issued from a college that has a longstanding reputation for conferring associate degrees on its students might be a bachelor’s “lite” degree, Padrón and others insist that their bachelor’s programs have the same level of general education courses required as traditional four-year schools offer for the same or similar degrees. The difference, Padrón told the Times, is, “We have an open-door policy, and we serve 62 percent of Miami-Dade district graduates who go to college [referring to the local public school system]. Eighty percent of our students work, and 58 percent of them come from low-income families. Ours is a mission of rescue. The universities that handpick their students based on SATs and grades get three times the funding we do. We are the underfunded overachiever.” As of 2009, Miami Dade College had more than 1,000 students enrolled in baccalaureate programs. The average age is 33, three-quarters are women, and slightly more than half are Hispanic. The idea of community colleges offering targeted bachelor’s degrees – many aimed at specific career training – is spreading across the nation. More than 17 states, including Nevada, Texas and Washington, permit their community colleges to award associate and bachelor’s degrees. As a result of these statewide actions, some community colleges have transformed themselves into traditional four-year institutions. This is not a radical or new phenomena in higher education, however. Christopher J. Lucas, an education professor at the University of Arkansas, told the Times that although he had some concern about community colleges losing their identity, it seemed to him to be something like the natural transition schools made in the 19th and early 20th century. “From the 1840s to the 1940s, we had the sequence where normal schools, founded to train teachers, became teachers’ colleges, then abandoned that role to become colleges, and then the ball would keep rolling and they would become universities.” This pattern was prevalent in states like New Jersey where a school like William Paterson University started as Paterson Normal School, a teacher training school, then became Paterson State College and, finally, William Paterson University. But schools like Miami Dade specifically self-identify as a “community college” that offers bachelor’s degrees as well as associate degrees. They have no plans, says Padrón, of changing the way they view themselves. That brings us to the very reason why we are spotlighting the following 10 schools and offering an explanation for their special ranking. While Miami Dade and schools like it take great pride in their associate degrees numbers – especially when it comes to their Hispanic graduates – they are no longer viewed as a community college in the eyes of NCES’ IPEDS survey rankings. Once schools like Miami Dade begin issuing bachelor’s degrees, their designation is changed from a class 2 school (two-year community college) to a class 1 school (four-year college or university). As such, schools like Miami Dade aren’t recognized for their outstanding numbers of associate degrees awarded to Hispanics. And they do not appear on lists of top four-year schools awarding the most bachelor’s degrees. HO has created this list of the Top 10 schools awarding the most associate degrees, bachelor’s degrees and certificates (combined) to Hispanic students to applaud their efforts. As these schools boldly go where few community colleges have yet to venture, HO congratulates them on their diverse students and programs.

A.A.s, B.A.s, Certificates (Combined) Granted to Hispanics H I S P A N I C

RANK INSTITUTION NAME

State

South Texas College

National University

Florida National College

Miami Dade College

Broward College

5. 7.

Florida Career College

Palm Beach State College

11,233

Males

4,583

Females 6,650

Total

5,790

2,438

3,352

1,668

2,669

851

1,818

1,219

5,062

2,155

2,907

3,700

949

2,751

Monroe College-Main Campus

10.

Robert Morris University Illinois

Keiser University-Ft. Lauderdale

Total

2,922

8,014

1,337 1,732 2,752

1,145 2,702 380 459 966

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1,777 5,312 957

1,273 1,786

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Males

Females

2,728

2,984

1,050

4,133

1,253

710

1,678

63%

431

958

822

29%

798

46%

7,117

1,123

421 252

871

93% 16% 84%

947

378

569

19%

819

226

593

22%

849 678

237 187

H I S P A N I C

612 491

49% 25%

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RANKINGS

Ba ch e lo r’s D e g rees H I S P A N I C RANK INSTITUTION NAME

Florida International University, FL

University of Texas-Pan American, TX

University of Texas at El Paso, TX

University of Texas at San Antonio, TX

Arizona State University, AZ

University of Texas at Austin, TX

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23. 24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

2,618

2,360

831

1,529

595

1,085

11,810 7,009

8,838

University of Florida, FL

9,301

6,841

California State University-Northridge, CA

6,426

University of Central Florida, FL

9,969

University of New Mexico-Main Campus, NM

3,096

Texas State University-San Marcos, TX

5,293

University of Houston, TX

California State University-Los Angeles, CA

Texas A&M University, TX

University of Texas at Brownsville, TX

1,464

1,438

1,384

1,356

1,348

1,296

1,109

1,098

8,451

1,031

3,455

973

1,059

5,005

University of Arizona, AZ

New Mexico State University-Main Campus, NM California State University-San Bernardino, CA

651

376

683

465 494

383

398

332

383

611

537

609

575

631

555

6,598

817

2,336

1,617

831

830

829

825

796

795

791

782

756

745

742

387

329

312

357

315

390

338

290

292

332

220

244

203

574

506

519

473

514

435

458

505

501

407

26%

301

376

42.

California State University-Sacramento, CA

University of California-San Diego, CA

45.

University of the Incarnate Word, TX

44. 46.

47.

48.

49.

50.

CUNY/John Jay College Criminal Justice, NY University of Southern California, CA

Texas A&M University-Corpus Christi, TX

Montclair State University, NJ

University of California-Santa Cruz, CA

O U T L O O K

1,769 997

4,259

1,335

2,784

3,488

Texas Tech University, TX

H I S P A N I C

5,014

5,857

4,454

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650

619 594

561

553

538

532

522

504

243

258 234

152

262

190

163

221

249

32%

17%

677

263

11%

433

5,962

670

13%

25%

46%

University of California-Irvine, CA

2,581

13%

23%

539

40.

254

18%

16%

93%

419

687

11%

536

450

285

4,159

41%

63%

704

43.

90%

19%

499

6,369

University of Miami, FL

28%

15%

893

848

337

University of California-Davis, CA

41.

12%

13%

519

7,926

7,092

University of Texas at Arlington, TX

23%

35%

911

38. 39.

36%

21%

622

1,247

University of Houston-Downtown, TX

677

447

21%

13%

281

5,996

CUNY/Lehman College, NY

432

874

775

15%

20%

903

3,190

Texas A&M International University, TX

474

521

789

849

21%

16%

2,604

California State Polytechnic University-Pomona, CA 3,656

University of California-Berkeley, CA

595

507

897

771

14%

16%

4,511

Texas A&M University-Kingsville, TX

567

667

1,000

46%

26%

536

5,061

University of North Texas, TX

651

995

78%

90%

389

San Jose State University, CA

University of California-Riverside, CA

963

938

784

1,465

63%

925

5,562

University of South Florida-Main Campus, FL

992

917

2,414

5,827

2,249

San Francisco State University, CA

Florida Atlantic University, FL

1,651

1,068

University of California-Santa Barbara, CA

Florida State University, FL

1,779

1,680

1,076

7,543

California State University-Fresno, CA

2,382

4,764

3,069

University of California-Los Angeles, CA

Females

1,504

3,881

California State University-Long Beach, CA

Males

3,918

6,481

San Diego State University, CA

Total

6,266 3,061

California State University-Fullerton, CA

6. 7.

All Bachelor’s

11%

407

13%

360

34%

291

13%

361

409

348

369

301

255

11%

56%

40%

19%

15%

11%

Award e d t o H i s p a n i c s H i s p a n i c RANK INSTITUTION NAME 51.

University of Illinois at Urbana-Champaign, IL

53.

CUNY/Hunter College, NY

52. 54. 55. 56. 57. 58. 59.

60.

2,659

491

146 124

347 367

34%

288

13%

3,627 3,400 3,345

Rutgers University-New Brunswick, NJ

5,905

CUNY/City College, NY

1,640

California State University-Bakersfield, CA

1,286

Park University, MO

2,441 5,686

Sam Houston State University, TX

3,241 2,374

Barry University, FL

1,308

CUNY/Queens College, NY

2,639

66.

California Poly. State University-San Luis Obispo, CA 4,030

68.

CUNY/Bernard M Baruch College, NY

69. 70.

71.

Northeastern Illinois University, IL

1,515

University of Washington-Seattle Campus, WA

7,753

University of Maryland-College Park, MD

Pennsylvania State University-Main Campus, PA

74.

Nova Southeastern University, FL

73. 75. 76.

DePaul University, IL

84.

85.

86.

3,324 1,342 1,069 2,169

3,219

University of Michigan-Ann Arbor, MI

6,457

University of Colorado at Boulder, CO

5,509

St. Mary’s University, TX

443

Saint Edward’s University, TX

989

Monroe College-Main Campus, NY

655

Brigham Young University, UT

6,742

89.

Loyola Marymount University, CA

1,350

92.

93.

94.

Metropolitan State College of Denver, CO

2,751

Rutgers University-Newark, NJ

1,361

Texas Woman’s University, TX

1,756

University of Connecticut, CT

4,606

Stony Brook University, NY

3,525

New York University, NY

University of Texas at Dallas, TX

2,340

California State University-East Bay, CA

2,495

100.

Mercy College, NY

1,053

Northern Illinois University, IL

4,243

Source: NCES - IPEDS 2010

0 5 / 0 2 / 2 0 1 1

•

148 197 213 197

259

13%

116

288

25%

175

115

176 242

211

269

157

225

145

232

107 132

181

203

324

146

310

295

294

152

120

109

148

287

105

283

285

283

282

281

101

112

278

112

265

10%

178 161

5% 6%

70%

210

45%

186

146 182

30%

11%

184

10%

184

21%

187

264

169

166

168

177 150

260

179

H I S P A N I C

19%

190

180

105

180

111

257

33% 34%

11%

250

261 260

16%

130

313

27%

211

333

146

15%

27%

243 206

10%

258

134

326

31%

247

100

338

17%

139

358 343

282

15%

198

350

274

35%

288

379 377

333

107

144

382

158

386 384

14%

18%

213

386

265

14%

270

389 386

281

18%

167

132

395

336

29%

414 404

259

271

113

149

417

264

97.

Colorado State University, CO

199

423

4,211

4,159

99.

437

277

Boston University, MA

98.

446

5,040

95. 96.

468

1,794

2,709

91.

478

California State University-San Marcos, CA

1,001

Baylor University, TX

90.

478

340

87.

88.

484

4,202

California State University-Chico, CA

83.

11,496

487

George Mason University, VA

80. 82.

6,569

St. John’s University-New York, NY

University of La Verne, CA

81.

1,429

New Jersey City University, NJ

78. 79.

2,572

California State University-Stanislaus, CA

72.

77.

e Colleg Mercy

Females

493

245

University of Illinois at Chicago, IL

Kean University, NJ

67.

rsity Unive Kean

Males

1,453

504

Northern Arizona University, AZ

63. 65.

Total

University of Nevada-Las Vegas, NV

Ashford University, IA

64.

7,422

California State University-Dominguez Hills, CA

61. 62.

All Bachelor’s

21%

16%

5% 6% 6%

11%

196

25%

152

O U T L O O K

10%

RANKINGS

Ma s te r ’s D e grees H i s p a n i c RANK INSTITUTION NAME

2. 3.

All Master’s

Florida International University, FL

Nova Southeastern University, FL

1,014

653

511

4,269

University of Texas-Pan American, TX

University of Texas at El Paso, TX

10.

11.

12.

13.

14. 15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

2,962

3,914

California State University-Long Beach, CA

1,816

California State University-Northridge, CA

1,702

University of Texas at San Antonio, TX

879

New York University, NY

6,277

University of Florida, FL

3,751

Azusa Pacific University, CA

1,245

Touro College, NY

2,696

Columbia University in the City of New York, NY

6,052

University of California-Los Angeles, CA

2,707

University of La Verne, CA

992

San Jose State University, CA

2,743

University of Texas at Austin, TX

2,906

Texas A&M University-Commerce, TX University of Miami, FL

University of New Mexico-Main Campus, NM

1,699 787

1,231

1,274

1,394

Texas A&M International University, TX

343

332

306

295 274

267

117

112

117 92

320

225

224

221

216

215

210

205

203

194

283

256

106

19%

57% 14% 10%

28%

268

12%

231

19%

234

215

214

196

264

249

345

112

252

324

215

266

264

543

139

Northern Arizona University, AZ

California State University-Fullerton, CA

352

351

118

225

845

Texas State University-San Marcos, TX

374

146

844

2,241

Mercy College, NY

491

136

University of South Florida-Main Campus, FL

New Mexico State University-Main Campus, NM

78%

249

1,852

Barry University, FL

355

255

993

1,006

San Diego State University, CA

156

184

1,351

Lamar University, TX

43%

467

California State University-Los Angeles, CA

Arizona State University, AZ

644

4,732

Females

182

3,426

370

506

National University, CA

University of Southern California, CA

798

Males

894

5. 6.

Total

2,341

156

38%

18%

5% 8%

22%

221

10%

209

27%

154

166

10%

113

25%

126

27%

187 143

140

135

149

169

162

145

147

176

145

137

9% 9%

22%

12%

10%

26%

13%

27%

17%

16%

15%

61%

34.

California State University-San Bernardino, CA

784

190

133

24%

36.

California State University-Dominguez Hills, CA

856

188

137

22%

35.

37.

38.

39.

CUNY/Lehman College, NY

Texas A&M University-Kingsville, TX

California State University-Fresno, CA

New Mexico Highlands University, NM

42.

Harvard University, MA

41.

1,936 357

Loyola Marymount University, CA

705

43.

Our Lady of the Lake University-San Antonio,TX

45.

CUNY/Hunter College, NY

44.

46.

47.

48.

49.

50.

485

904

University of Central Florida, FL

40.

850

Florida Atlantic University, FL

3,850 305

1,183

1,577

188

186

178 173

162

159

158

51 49

113

H I S P A N I C

O U T L O O K

•

0 5 / 0 2 / 2 0 1 1

150

52%

13%

76%

106

15%

150

23%

111

151

1,016

102

48%

1,709

3,664

114

21%

10%

University of Houston, TX

CUNY/City College, NY

38%

127

George Washington University, DC

132

22%

156

151

135

102

1,690 198

129

University of North Texas, TX

University of Texas at Brownsville, TX

143

9% 9%

San D iego S tate

Unive rsity

Award e d t o Hi s p a n i c s H i s p a n i c RANK INSTITUTION NAME

Brandman University - Chapman Univ. System, CA 1,027

Total

53.

San Francisco State University, CA

1,534

55.

Fordham University, NY

1,764

51.

52.

54.

University of Arizona, AZ

University of the Incarnate Word, TX

58.

Florida State University, FL

59.

60.

61.

74.

75.

76.

77.

78.

79.

80.

140

113

142 139

45 45

48%

117 88

13%

2,203

National-Louis University, IL

2,129

139 131

49 18

University of Houston-Clear Lake, TX

1,022

130

DePaul University, IL

2,648

125

1,690 3,596

Johns Hopkins University, MD

3,972

CUNY/Queens College, NY

1,205 445

126 124 124 123

122

30 59 64 26

113 96 65 60 97

University of California-Berkeley, CA

2,046

122

University of Washington-Seattle Campus, WA

2,922

121

St. John’s University-New York, NY

1,271

118

560

Texas A&M University, TX

2,051

Pepperdine University, CA

1,395

American Public University System, WV

1,688

University of Denver, CO

1,947

Carlos Albizu University-Miami Campus, FL

159

Boston University, MA

3,816

Sul Ross State University, TX

242

Sam Houston State University, TX

728

California State University-Sacramento, CA

962

121

120

118

116

111

110

86.

Northern Illinois University, IL

89.

CUNY/Brooklyn College, NY

1,127

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

University of San Francisco, CA

1,104

Saint Thomas University, FL

262

The New School, NY

1,039

Grand Canyon University, AZ

4,670

CUNY/John Jay College Criminal Justice, NY

579

Regis University, CO

1,564

Ashford University, IA

1,739

Stony Brook University, NY

1,710

California State University-Bakersfield, CA

368

University of Chicago, IL

2,595

CUNY/Bernard M Baruch College, NY

1,387

Source: : NCES - IPEDS 2010

0 5 / 0 2 / 2 0 1 1

•

3,074

2,783

University of Illinois at Urbana-Champaign, IL

100

University of Maryland-University College, MD

1,626

87.

88.

104

101

H I S P A N I C

11%

1,768

105

1,802

46%

2,063

University of Texas at Dallas, TX

Stanford University, CA

University of Colorado Denver, CO

27%

73%

83. 84.

10%

106

2,856

22%

1,264

George Mason University, VA

University of Nevada-Las Vegas, NV

85.

81. 82.

11%

134

University of Redlands, CA

73.

148

1,411

69.

72.

145

Texas Woman’s University, TX

Texas A&M University-Corpus Christi, TX

71.

15%

67.

70.

119

University of Michigan-Ann Arbor, MI

68.

139

64. 66.

292

Males Females

1,888

Rutgers University-New Brunswick, NJ

65.

2,010

149

University of Texas at Arlington, TX

62. 63.

1,327

University of Illinois at Chicago, IL

56.

57.

llege an Co /Lehm Y N U C

All Master’s

73 45

15%

8% 4% 5% 6% 6%

36%

16%

25%

O U T L O O K

6% 5%

RANKINGS

D oc to r al D eg rees H i s p a n i c RANK INSTITUTION NAME

4. 5.

Nova Southeastern University, FL

All Doctorates 1,806

Total 266

Males 86

Females 180

15%

University of Texas at Austin, TX

1,382

145

10%

13%

University of Florida, FL

2,127

University of Southern California, CA

1,459

University of Miami, FL

860

Florida International University, FL

290

University of New Mexico-Main Campus, NM

University of California-Berkeley, CA

10.

Univ. of Texas Health Science Cntr at San Antonio, TX

11.

12. 13.

14.

15. 16.

17. 18.

19. 20.

21. 22. 23.

24.

25.

26. 27. 28.

29.

30.

31. 32.

33.

34.

35.

36.

37.

38.

Columbia University in the City of New York, NY Saint Thomas University, FL Stanford University, CA

University of Illinois at Chicago, IL

421

St. Mary’s University, TX

242

452

682

Barry University, FL

342

Loyola Marymount University, CA

401

University of California-San Diego, CA

633

University of California-Irvine, CA

468

Cornell University, NY

69 68

67 67

63 63

29 40

23 29

26 30

779

53 53 51

42 42

28 24 25

20 21

41.

Stetson University, FL

349

44.

45.

950

St. John’s University-New York, NY

632

Duke University, NC

820

University of Iowa, IA

920

1,144

47.

University of Illinois at Urbana-Champaign, IL

1,066

49.

Hofstra University, NY

389

48.

50.

University of Washington-Seattle Campus, WA University of San Diego, CA Florida State University, FL

H I S P A N I C

O U T L O O K

1,224 375

683

•

0 5 / 0 2 / 2 0 1 1

Temple University, PA

46.

36 34

7% 6% 6% 7%

9% 4%

24%

11%

29 26

4% 4%

10%

12%

20 20

10%

11%

Bar

43.

891

42.

Northwestern University, IL

Georgetown University, DC

39.

40.

428

University of Chicago, IL

33%

703

Loma Linda University, CA

678

Texas Tech University, TX

19%

891

656

Texas A&M University, TX

1,355

Emory University, GA

1,212

Arizona State University, AZ

581

38%

21%

1,005 531

824

1,444

University of Wisconsin-Madison, WI

New York University, NY

University of Pennsylvania, PA

978

713

Fordham University, NY

1,534

University of California-Davis, CA

University of Michigan-Ann Arbor, MI

American University, DC

107

210

757

George Washington University, DC

1,295

1,401

University of Arizona, AZ

109

1,358

Harvard University, MA

University of the Pacific, CA

110

100

965

University of Houston, TX

121

471

1,245

University of California-Los Angeles, CA

175

Unive rsity o f Miam i

Award e d t o H i s p a n i c s H i s p a n i c RANK INSTITUTION NAME 51.

Rutgers University-Newark, NJ

53.

DePaul University, IL

52.

54. 55.

56. 57. 58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

r r y Univ ersity

71.

72.

79.

80.

81.

82.

83.

84.

rsity

Unive A&M Texas

85.

Females

10%

308

10%

1,596

Boston University, MA

1,097

752

University of Minnesota-Twin Cities, MN

1,618

Texas Wesleyan University, TX

231

Southern Methodist University, TX

324

Texas Tech University Health Sciences Center, TX

332

University of the Incarnate Word, TX

University of Colorado at Boulder, CO

508

Northeastern University, MA

599

Tufts University, MA

553

Rutgers University-New Brunswick, NJ

642

Indiana University-Bloomington, IN

718

University of Denver, CO

473

Loyola University Chicago, IL

519

University of Colorado Denver, CO

549

Indiana University-Purdue University-Indianapolis, IN 751 Michigan State University, MI

921

University of North Carolina at Chapel Hill, NC University of Tennessee, TN

78.

Males

399

Yale University, CT

75.

77.

Total

Ohio State University-Main Campus, OH

University of La Verne, CA

76.

321

University of South Florida-Main Campus, FL

73.

74.

All Doctorates

1,155 166

Loyola University New Orleans, LA

280

627

Santa Clara University, CA

313

University of Notre Dame, IN

332

University of Nevada-Las Vegas, NV

363

Suffolk University, MA

Louisiana State Univ. and Agri. & Mech. College, LA Pennsylvania State University-Main Campus, PA University of Kansas, KS

555

563

718

819

University of Virginia-Main Campus, VA

861

Tulane University of Louisiana, LA

520

Pepperdine University, CA

272

86.

University of California-Santa Barbara, CA

299

88.

Boston College, MA

409

87. 89. 90. 91. 92. 93. 94. 95.

96.

Marquette University, WI

387

University of Utah, UT

632

University at Buffalo, NY

919

Drexel University, PA

572

Purdue University-Main Campus, IN

845

University of San Francisco, CA

233

University of Connecticut, CT

746

University of Texas at El Paso, TX

Palm Beach Atlantic University-West Palm Beach, FL

11 5

12 18

19 19 19 19 18 18 17 17

3% 2% 8%

14 9

9 4

10 8

14%

31%

11 9

12%

6% 5% 3% 2% 3% 2% 7% 2%

29%

19%

267

Seattle University, WA

336

Source: NCES - IPEDS 2010

99.

Vanderbilt University, TN

195

100.

University of California-Riverside, CA Pace University-New York, NY

97. 98.

633

16 16 16

8 9

8 7

8% 5% 3%

This year, NCES changed its doctoral degree criterion to combine research/ scholarship, professional practice, and other doctoral degrees granted for 2010. 0 5 / 0 2 / 2 0 1 1

â&#x20AC;˘

H I S P A N I C

O U T L O O K

RANKINGS

F irst Professional

DEGREES AWARDED TO HISPANICS b y A ccaa ddem e mii c P ro gr am

DENTISTRY

Hispanic

1. 2.

Nova Southeastern University, FL 36 University of Texas Health Science Center at San Antonio, TX 18 3. University of Florida, FL 15 4. University of Southern California, CA 12 5. Texas A&M Health Science Center, TX 12 6. University of the Pacific, CA 11 7. University of Illinois at Chicago, IL 11 8. Tufts University, MA 11 9. Columbia University in the City of New York, NY 11 10. University of Texas Health Science Center at Houston, TX 11

MEDICINE (MD)

1. 2.

University of Texas Medical Branch, TX 38 University of Texas Southwestern Medical Center at Dallas, TX 37 3. University of Illinois at Chicago, IL 33 4. University of Texas Health Science Center at San Antonio, TX 30 5. University of Medicine and Dentistry of New Jersey, NJ 27 6. University of Texas Health Science Center at Houston, TX 27 7. Baylor College of Medicine, TX 21 8. Stanford University, CA 19 9. Loma Linda University, CA 16 10. University of Southern California, CA 16 University of Miami, FL 16

OPTOMETRY

1. 2. 3. 4. 5.

University of Houston, TX Nova Southeastern University, FL Salus University, PA Southern California Coll. of Optometry, CA University of California-Berkeley, CA

10 7 7 6 3

Male

Female

8 6 4 5 5 3 6 8 7

21 17 15 13

11 11 12 7 10 8 1 1 2 1 0

10 9 8 7 6 8 5 3 4

16 16 15 14

16 10 7 9 6 8 9 6 5 5 3

6. 7. 8. 9. 10.

Hispanic Male

SUNY/College of Optometry, NY Illinois College of Optometry, IL Northeastern State University, OK Ohio State University-Main Campus, OH Pacific University, OR University of Missouri-St. Louis, MO

2 1 1 1 1 1

OSTEOPATHIC MEDICINE/OSTEOPATHY 1. 2. 3.

Lake Erie College of Osteopathic Med., PA Nova Southeastern University, FL University of North Texas Health Science Center, TX 4. Midwestern University, AZ 5. New York Institute of Technology -Old Westbury, NY 6. University of Medicine and Dentistry of New Jersey, NJ 7. Western Univ. of Health Sciences, CA 8. Philadelphia Coll. of Osteopathic Med., PA 9. Touro College, NY 10. Edward Via Virginia College of Osteopathic Medicine, VA

0 0 0 0 0 0

Female 2 1 1 1 1 1

18 17

11 9

7 8

13 9

9 7

4 2

8 8 7 7

2 5 6 4

6 3 1 3

University of Florida, FL 57 University of Texas at Austin, TX 34 University of Illinois at Chicago, IL 11 Texas Tech University Health Sciences Center, TX 9 5. University of Southern California, CA 9 6. Northeastern University, MA 7 7. Temple University, PA 4 8. University of California-San Francisco, CA 4 9. University of Nebraska Medical Center, NE 4 10. University of South Carolina-Columbia, SC 3

20 11 2

37 23 9

2 1 0 2 2 0

11 9 10 8 5 5

0 1

3 2

PHARMACY

1. 2. 3. 4.

VETERINARY MEDICINE

1. 2. 3. 4. 5. 6. 7.

University of California-Davis, CA 13 Cornell University, NY 10 Texas A&M University, TX 10 University of Florida, FL 10 Colorado State University, CO 7 Michigan State University, MI 5 Louisiana State University and Agri. & Mech. College, LA 4 8. University of Georgia, GA 3 9. University of Wisconsin-Madison, WI 3 10. Virginia Polytechnic Institute and State University, VA 3 Washington State University, WA 3 Western University of Health Sciences, CA 3

1 3 2 1 1 2 2

1 0 2

8 6 5 3 3 2 1

3 3 1

Source: First Professional Degrees in all fields conferred between July 1, 2009, and June 30, 2010, to Hispanic men and women using derived traditional IPEDS criteria

H I S P A N I C

O U T L O O K

â&#x20AC;˘

0 5 / 0 2 / 2 0 1 1

RANKINGS

B ACHELOR’S

DEGREES AWARDED TO HISPANICS b y A ccaa d e mi c P ro gr g raam m

AGRICULTURE 1. 2. 3.

4. 5. 6. 7. 8. 9. 10.

Hispanic

Texas A&M University, TX University of Florida, FL California Polytechnic State UniversitySan Luis Obispo, CA University of California-Davis, CA California State Poly. Univ.-Pomona, CA Cornell University, NY Texas A&M University-Kingsville, TX New Mexico State Univ.-Main Campus, NM Univ. of Illinois at Urbana-Champaign, IL California State University-Fresno, CA

96 75

41 39 38 28 25 23 19 17

Male Female 52 37

18 14 7 11 12 9 7 9

44 38

23 25 31 17 13 14 12 8

BIOLOGICAL AND BIOMEDICAL SCIENCES Hispanic

1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

University of Texas at San Antonio, TX Florida International University, FL University of Houston, TX California State Poly. Univ.-Pomona, CA Florida Atlantic University, FL California Polytechnic State UniversitySan Luis Obispo, CA University of Florida, FL University of Illinois at Urbana-Champaign, IL Texas Tech University, TX University of Texas at Arlington, TX

36 31 30 29 29

22 16 20 18 22

14 15 10 11 7

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of California-Santa Barbara, CA University of California-Berkeley, CA University of California-Santa Cruz, CA University of California-Los Angeles, CA University of California-Davis, CA University of Washington-Seattle Campus, WA University of Texas at Austin, TX San Diego State University, CA San Francisco State University, CA University of Arizona, AZ

79 68 63 58 42 37 34 22 22 21

25 24 22 16 20 14 8 8 5 9

54 44 41 42 22 23 26 14 17 12

AREA STUDIES

87 62 42 41 37

55 33 19 27 22

32 29 23 14 15

Female

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas-Pan American, TX University of Texas at El Paso, TX Florida International University, FL University of Texas at San Antonio, TX University of California-Davis, CA Texas A & M University, TX University of Texas at Austin, TX University of South Florida, FL University of Miami, FL University of New Mexico, NM

176 167 147 147 117 98 97 96 92 88

67 62 51 63 52 38 47 42 42 34

109 105 96 84 65 60 50 54 50 54

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Florida International University, FL 1,163 University of Texas at San Antonio, TX 439 University of Texas at El Paso, TX 409 University of Texas-Pan American, TX 402 University of Central Florida, FL 351 California State University-Fullerton, CA 339 University of Houston-Downtown, TX 318 University of Houston, TX 302 CUNY/Bernard M Baruch College, NY 292 Florida Atlantic University, FL 259

523 233 198 183 169 174 135 138 112 122

640 206 211 219 182 165 183 164 180 137

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

California State University-Fullerton, CA University of Texas at Austin, TX Florida International University, FL University of Florida, FL Arizona State University, AZ University of Texas at El Paso, TX University of Texas-Pan American, TX California State University-Northridge, CA San Francisco State University, CA University of Houston, TX

73 91 36 24 37 51 24 45 34 27

157 118 165 101 85 60 82 57 54 57

BUSINESS AND MARKETING

COMMUNICATIONS

ARCHITECTURE

Male

0 5 / 0 2 / 2 0 1 1

•

H I S P A N I C

230 209 201 125 122 111 106 102 88 84

O U T L O O K

COMPUTER SCIENCE

Hispanic

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Florida International University, FL University of Texas at El Paso, TX CUNY/Lehman College, NY Pennsylvania State University, PA Westwood College-Los Angeles, CA South Texas College, TX University of Maryland-University College, MD New Jersey Institute of Technology, NJ University of Texas at San Antonio, TX University of Texas at Brownsville, TX

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas at El Paso, TX Florida International University, FL Texas A&M International University, TX Arizona State University, AZ University of New Mexico, NM California State University-Fullerton, CA New Mexico State University, NM Northern Arizona University, AZ Florida Atlantic University, FL University of Central Florida, FL

EDUCATION

Male Female

ENGLISH LITERATURE

Hispanic

78 33 31 30 30 29 28 27 27 26

63 26 24 26 20 21 19 23 23 18

15 7 7 4 10 8 9 4 4 8

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas-Pan American, TX 152 California State University-Long Beach, CA 121 San Diego State University, CA 92 Florida International University, FL 86 University of Texas at San Antonio, TX 81 University of California-Los Angeles, CA 77 CUNY/Hunter College, NY 74 University of Texas at El Paso, TX 71 California State University-Northridge, CA 70 University of Texas at Austin, TX 64

38 47 27 20 30 23 8 19 24 27

114 74 65 66 51 54 66 52 46 37

382 239 201 192 138 127 117 112 101 91

35 22 14 28 29 11 26 14 8 15

347 217 187 164 109 116 91 98 93 76

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas-Pan American, TX University of California-Santa Barbara, CA University of Texas at Austin, TX University of California-Los Angeles, CA University of Texas at Arlington, TX University of Arizona, AZ University of California-Davis, CA Arizona State University, AZ San Diego State University, CA Kean University, NJ

97 77 71 51 46 46 45 41 41 34

18 21 28 15 13 16 11 10 9 7

79 56 43 36 33 30 34 31 32 27

1. 2. 3.

155 48 44 38 29 26 25 24 23 21

41 16

14 9 23 6 5 2 5 4

114 32

4. 5. 6. 7. 8. 9. 10.

Florida International University, FL California State University-Fresno, CA University of Texas Health Science Center San Antonio, TX California State University-Fullerton, CA TUI University, CA California State University-Northridge, CA University of Central Florida, FL Texas A&M University, TX University of Florida, FL University of Texas at San Antonio, TX

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of California-Santa Cruz, CA University of California-Santa Barbara, CA University of California-Davis, CA University of California-Los Angeles, CA University of California-Berkeley, CA San Francisco State University, CA University of California-Irvine, CA California State University-Northridge, CA San Diego State University, CA California State University-Los Angeles, CA

52 48 36 30 16 15 13 12 12 11

20 14 19 10 7 3 3 7 4 5

32 34 17 20 9 12 10 5 8 6

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

CUNY/John Jay College Criminal Justice, NY Florida International University, FL The University of Texas-Pan American, TX Sam Houston State University, TX San Diego State University, CA California State University-Long Beach, CA California State University-Los Angeles, CA University of Texas at El Paso, TX University of Texas at San Antonio, TX California State University-Fullerton, CA

286 191 162 114 112 110 110 108 104 103

150 92 84 44 67 47 55 50 46 45

136 99 78 70 45 63 55 58 58 58

1. 2. 3. 4. 5.

University of Texas at El Paso, TX University of Texas at Austin, TX University of Texas-Pan American, TX University of Texas at San Antonio, TX California State Univ.-San Bernardino, CA

29 27 26 22 19

13 21 13 13 8

16 6 13 9 11

FOREIGN LANGUAGES

HEALTH SERVICES/SCIENCES

HISPANIC STUDIES

ENGINEERING/ENGINEERING TECH

1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

Florida International University, FL University of Texas at El Paso, TX University of Florida, FL Texas A & M University, TX University of Texas at Austin, TX California Polytechnic State UniversitySan Luis Obispo, CA California State Poly. University-Pomona, CA University of Texas-Pan American, TX University of Texas at San Antonio, TX Georgia Institute of Technology, GA

H I S P A N I C

O U T L O O K

Male Female

190 178 169 130 120

100 98 95 90 84

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HOMELAND SECURITY

147 133 122 91 88 78 86 78 78 68

43 45 47 39 32

22 12 17 12 16

0 5 / 0 2 / 2 0 1 1

MATHEMATICS AND STATISTICS

30 29 6 20 20 22 18 17

Hispanic

6. 7. 8. 9. 10.

University of California-San Diego, CA University of California-Los Angeles, CA University of Arizona, AZ California State University-Los Angeles, CA University of California-Santa Barbara, CA

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas-Pan American, TX University of Texas at Brownsville, TX University of Texas at San Antonio, TX Texas A & M University-Kingsville, TX University of North Texas, TX University of Texas at El Paso, TX Texas State University-San Marcos, TX University of Houston-Downtown, TX Arizona State University, AZ University of Texas at Arlington, TX

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas at San Antonio, TX University of Texas at El Paso, TX California State University-Fullerton, CA San Diego State University, CA Texas State University-San Marcos, TX University of Texas-Pan American, TX University of Texas at Brownsville, TX Florida International University, FL Florida State University, FL Texas A&M University, TX

1. 2.

19 17 14 14 14

Male Female 11 11 10 10 9

8 6 4 4 5

298 249 220 219 155 140 138 123 108 100

37 20 18 44 35 65 24 5 57 20

261 229 202 175 120 75 114 118 51 80

89 76 67 63 61 59 55 45 44 44

56 40 38 34 33 39 38 29 14 28

33 36 29 29 28 20 17 16 30 16

Florida International University, FL 373 CUNY/John Jay College Criminal Justice, NY 156

64 34

309 122

MULTI/INTERDISCIPLINARY STUDIES

PARKS RECREATION LEISURE AND FITNESS

PSYCHOLOGY

3. 4. 5. 6. 7. 8. 9. 10.

San Diego State University, CA University of Texas-Pan American, TX California State University-Northridge, CA University of Texas at San Antonio, TX California State Univ.-San Bernardino, CA California State University-Fullerton, CA University of Central Florida, FL Park University, MO

151 143 141 133 128 119 118 116

30 40 35 28 22 21 21 19

121 103 106 105 106 98 97 97

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

California State University-Fullerton, CA California State University-Los Angeles, CA San Diego State University, CA Florida International University, FL Springfield College, MA University of Texas-Pan American, TX California State University-Fresno, CA CUNY/Lehman College, NY Boricua College, NY California State University-Sacramento, CA

112 94 81 71 64 64 63 63 58 40

11 5 24 18 8 10 15 7 6 4

101 89 57 53 56 54 48 56 52 36

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Columbia College Chicago, IL 105 Arizona State University, AZ 103 Florida International University, FL 95 Texas State University-San Marcos, TX 95 University of Texas-Pan American, TX 89 University of Texas at El Paso, TX 81 California State University-Long Beach, CA 78 San Francisco State University, CA 71 California State University-Fullerton, CA 67 California State University-Northridge, CA 64 University of North Texas, TX 64

55 49 26 41 43 38 29 37 28 34 30

50 54 69 54 46 43 49 34 39 30 34

PUBLIC ADMINISTRATION AND PUBLIC SERVICE

VISUAL AND PERFORMING ARTS

Source: Bachelor’s degrees in all fields conferred between July 1, 2009, and June 30, 2010, to Hispanic/Latino men and women using derived traditional IPEDS criteria

TOGETHER WE PLEDGE:

commitment The St. Mary’s University Four-year Pledge is a partnership. While you commit yourself to excel in the classroom, St. Mary’s will back your four-year graduation goal. Together, we’ll help you save money on tuition and get a jump on the job market or grad school. www.stmarytx.edu/four yearpledge

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A Catholic and Marianist Liberal Arts Institution San Antonio, Texas

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knowledge. skills. ethics.

Cooley Students Win 2011 ABA National Client Counseling Competition Cooley students Erin Moss and LaToya Palmer bested teams from 95 U.S. law schools with a first place finish in the American Bar Associations (ABA) National Client Counseling Competition to compete in the International Client Consultation Competition. Cooley students receive a legal education that provides them with the knowledge, skills, and ethics that distinguishes Cooleyâ&#x20AC;&#x2122;s over 15,000 graduates worldwide. ! "! $ # ! $ " & $ !! ! ! # & " ! ! ! ! & ! !" !& " ! ! " ! & & ! ! $ ! ! ! & & ! ! $ # ! !' $ ! ! " !& !" !& " ! " & ! " !& ! $ ! "! ! ! ! ! %" ! ! !& ( ICG.0411.037.AD

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Empowering mpowering Mel Ferrari is not your typical small-town girl. As a first-generation college student and president of Texas State’s Associated Student Government, she’s building school pride from the Quad to the Capitol. And she’s just getting started. Texas State’s Rising Star MEL FERRARI: President, Visionary, Pioneer. For more of Mel’s story: txstate.edu/rising-stars

A member of The Texas State University System

The U.S. Department of Education has certified that Texas State University-San Marcos has met the standards for designation as a Hispanic-Serving Institution, making the university eligible for federal grants that benefit the entire campus.

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T H E

S A N

F R A N C I S C O

S T A T E

O F

M I N D

Unity In Diversity

Uniting diverse communities through rigorous academic inquiry: just one more expression of the commitment to equity and social justice that defines the San Francisco State of Mind.

www.sfsu.edu 22

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In 1969, a new academic discipline took wing at San Francisco State University, signaling momentous change not only in academia but also in society at large. Today, with 1,500 full-time equivalent students, the first College of Ethnic Studies is still unique, weaving together the diverse intellectual traditions, but often similar experiences, of Asian, African, Latino and Native Americans.

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Dr. Ricardo R. FernĂĄndez, President, and the Students, Faculty, and Staff of Lehman College

Celebrate

Hispanic Achievement in Higher Educ ation CUNYâ&#x20AC;&#x2122;s only senior college in the Bronx, Lehman College enrolls more than 12,000 students and offers over 100 undergraduate and graduate degree programs, including the boroughâ&#x20AC;&#x2122;s only graduate programs in educational leadership, public health, and social work. The College has a dual-degree program with Sungshin Womenâ&#x20AC;&#x2122;s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. In 2010, it was rated by U.S. News & World Report as a Tier 1 and Top 50 Public College for Regional Universities (Northeast). Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical *DUGHQ $ QHZ PLOOLRQ EXLOGLQJ RSHQLQJ LQ LV WKH Ă&#x17E;UVW SKDVH RI D WKUHH SKDVH qFDPSXV ZLWKLQ D FDPSXVr GHYRWHG WR WKH sciences. Other new facilities include a state-of-the-art $16 million Multimedia Center, which is the most advanced academic facility of its kind in the region.

LE H MAN COLLEG E

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#1 The

Hispanic Outlook MagazineÂŽ

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WWW.TTU.EDU/Diversity

Through recruitment of outstanding faculty, encouragement RI D GLYHUVH VWXGHQW ERG\ DQG WKH VXSSRUW RI GHGLFDWHG VWDĹ˛ Texas Tech University is committed to being an institution WKDW H[HPSOLĂ&#x20AC;HV LQFOXVLYH excellence. s 4EXAS 4ECH IS RECOGNIZED IN THE 4OP 3CHOOLS FOR (ISPANICS RECEIVING "ACHELOR S $EGREES BY (ISPANIC /UTLOOK

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Located in South Texas, UTB/TSC has a unique bicultural atmosphere with programs for students at every stage of their careers, including: r r r r r r

0O DBNQVT BOE POMJOF 6OEFSHSBEVBUF BOE HSBEVBUF #JMJOHVBM UFBDIJOH EFHSFFT . &E BOE &E % # " JO 4QBOJTI USBOTMBUJPO 0OMJOF . " JO 4QBOJTI translation

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The University of Texas at Brownsville and Texas Southmost College May 2011 A11-85 Hispanic Outlook

Rated the best regional College in Chicago! EXPERIENCE

@ RMU!

Samuel Merritt University, founded in 1909 and located in Oakland, California, educates health science practitioners to be highly skilled and compassionate professionals making a positive difference in diverse communities. Over 1,400 students are enrolled at SMU, with campuses in Oakland, Sacramento, San Francisco and San Mateo. The University offers an undergraduate degree in nursing; masterâ&#x20AC;&#x2122;s degrees in a variety of nursing fields, occupational therapy, and physician assistant; and doctoral degrees in physical therapy and podiatric medicine. For more information visit the SMU website:

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Persons of color are encouraged to apply. Samuel Merritt University is an Equal Opportunity Employer

REPORTS

Westminster College a Unique Environment for Learning Z

by Krista DeAngelis

eke Elias, born in Colombia and raised in Mexico City, craved something different for college. “I wanted a challenge, and I wanted a new experience. And from the moment I walked in the door, I felt at home. I felt welcome.” Now a sophomore at Westminster College in Salt Lake City, Utah, majoring in flight operations and business management, Elias has not been disappointed. “My favorite part of the campus is the community,” he explained. “My professors don’t just know my name; they often eat lunch with me, and there’s always something to do around here.” Walking around the Commons at Westminster College, it doesn’t take long to realize something’s different. This isn’t what you expected, not from a school in Utah and not from college in general. On a percentage basis, Westminster is Utah’s most diverse campus – and that’s just a start to what makes the campus community unique. Founded in 1875 as a prep school, Westminster today is a private nondenominational liberal arts college, accredited by the Northwest Commission on Colleges and Universities – the only accredited liberal arts college in the state and one of the few in the Intermountain West. Westminster describes itself as an inclusive and active community of learners, with a robust array of financial aid and other programming that support on-campus multiculturalism, Hispanic students as well as students from a host of backgrounds. Students, faculty and staff represent different ethnicities, different religions, different ideologies. At Westminster, how you learn and who you learn with shapes your college experience. The college aims for classes that are active and experiential, with professors who challenge and inspire. More than 70 academic programs, from political science to aviation, are offered through its four schools – Arts and Sciences, the Bill and Vieve Gore School of Business, the School of Education, and the School of Nursing and Health Sciences. A new program within the School of Business will offer community education, undergraduate and graduate degrees in entrepreneurship. The Princeton Review and U.S. News & World Report have given it high rankings as an excellent educational value and for its quality of life. As a student at Westminster, it wouldn’t be unusual to take a class on campus in the morning, be in downtown Salt Lake for an internship in the afternoon and head to Park City to do some star-spotting at the Sundance Film Festival in the evening. On weekends, there’s plenty of studying to do, but also countless service-learning opportunities and the chance to visit one of 10 nearby mountain resorts for skiing or snowboarding. With the boom of the Hispanic population in the U.S., Western schools are especially poised to experience strong enrollment. Of the 540 freshmen who came to the Westminster campus for the first time in fall 2010, more than 20 percent were students of color or international, and more than 10 percent were Hispanic. Still, it’s the level of active and engaged learning that sets Westminster apart.

Westminster is Utah’s home to the McNair Scholars program, designed to prepare undergraduate students from underrepresented communities to succeed in graduate programs. Students in the program receive personalized support throughout their undergraduate years and during the transition to graduate school, with the ultimate goal of increasing faculty diversity in colleges and universities. That means McNair scholars benefit from well-funded summer research, extensive faculty mentorship opportunities and shoulder-to-shoulder support when applying to graduate programs. Westminster’s Diversity and International Center is the campus’ home for community building, educational programming and support services for first-generation college students and students of color. It also houses the Latin@ Westminster club that promotes understanding and awareness throughout the campus of Latino/Latina and Hispanic cultures through a continual stream of cultural events, lectures and discussions that are open to everyone. Easing the financial burden of an excellent education is a top priority at Westminster. At a time when tuition costs are pushing college further out of reach for more Americans, Westminster strives to open the door of opportunity for more young adults. In 2008, the college began the Westminster College Somos Scholarship Award. In partnership with the Business Leadership Foundation of the Utah Hispanic Chamber of Commerce, Westminster awards a full scholarship to a first-generation undergraduate student of Hispanic descent who shows great potential in high school. A second full scholarship aids one National Hispanic Scholar. Three Exemplary Achievement Scholarships are available to top students who have overcome hardships, difficult personal situations or a disability. Hispanic students can also benefit from the college’s half-tuition scholarships, available to National Merit Semi-finalists or National Achievement Semi-finalists. More than 98 percent of Westminster students receive some form of financial aid, and the average award is more than $22,000. To learn more, visit www.westminstercollege.edu.

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Upcoming UT-Austin Symposium Will Address the “Vanishing” Hispanic Male In

by Jeff Simmons

just a few weeks, education and community leaders will gather at the University of Texas (UT)-Austin with hope of addressing a troubling trend on campuses across the nation: the vanishing numbers of Hispanic males in higher education. The UT-Austin Latino Male Symposium on June 24 will bring together policymakers, researchers, faculty and students to explore the reasons and brainstorm about short- and longterm solutions to address the problem. “Ultimately, we will use this platform to enlist support from our partners across education and the community,” said Dr. Victor B. Sáenz, assistant professor, Higher Education Administration, and faculty fellow within the Division of Diversity and Community Engagement (DDCE) at UTAustin. “Part of the aim of the symposium is not only to raise awareness but to enlist support and advocacy of multiple stakeholders.” For Sáenz, the summit is both an opportunity to examine the disturbing trend but also a chance to promote – and formally launch – a relatively new program on campus called Project MALES, which stands for Mentoring to Achieve Latino Educational Success. The project, part of the university’s Academic Diversity Initiatives’ DDCE, is a researchinformed model that emphasizes mentoring as a way to leverage social capital among Hispanic males. Specifically, the project has been exploring ways to establish a support network for Hispanic male students and promote mentoring links between Hispanic male role models, current UT Hispanic male students and younger Hispanic males within the surrounding Austin communities. The project places a strong emphasis on leadership development, community engagement

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and service; these are the three areas considered critical to the academic success and retention of male students of color in both secondary and postsecondary education. The project’s mission is twofold: focus on research and on involvement. In the first realm, the project involves research exploring the complex experiences of Hispanic males in higher education. The project’s website serves as a clearinghouse for emerging research on Hispanic males in higher education as well as a resource for researchers and practitioners looking to learn more about this important issue. It also offers a way to link with partners and other programs engaged on issues related to males in education. In the second realm, it involves a pilot project aimed at reaching out to Hispanic males on campus and off – often through mentoring. “As you can see from the acronym, we are really focused on the issue of mentoring to achieve Latino male success,” Sáenz said. “We are looking to engage University of Texas male alumni, other leaders, allies within the community, and have them serve as mentors. We also will train current UT Latino males to serve as mentors and work with younger boys in middle and high schools in the surrounding areas. The idea is to pay it forward, if you will.” Project MALES, the seeds of which were planted in late 2010, was an important step to address the growing educational attainment gap between Hispanic males and females. In 2009, Sáenz and Dr. Luis Ponjuan of the University of Florida wrote “The Vanishing Latino Male in Higher Education,” which explored the complex sociocultural factors, peer dynamics and labor force demands that diverted Hispanic males away from college campuses.

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“The short answer is ‘no,’” Sáenz said when asked if much attention had been paid to this disturbing pattern. “There has been a growing chorus of attention brought to this issue recently by the College Board. We really need an organization like that to take on the role of being an advocate and push an agenda to raise awareness and instigate more research on this issue.” The two professors, in a detailed report exploring theoretical and sociocultural explanations, unearthed some complex reasons why Hispanic males are losing ground in accessing higher education and disappearing from the ranks of secondary and postsecondary education. Among the troubling figures both cited: In 2005, according to the National Center for Education Statistics, more than 1.9 million Hispanic males ages 18 to 34 were enrolled in or had finished a postsecondary education, representing about 28.1 percent of all Hispanic males within this age group. Meanwhile, 2.1 million Hispanic women 18 to 34 were enrolled or completed such education, representing 35.4 percent of the Hispanic women in that age group. In 2005, 51.8 percent of 18- to 19-year-old Hispanic males and 57.2 percent of 18- to 19year-old Hispanic females were still enrolled in some form of schooling – a gap that increases when representing 20- to 21-year-olds, a more traditional college-going age group. Among 16- to 24-year-old Hispanic males in 2005, the proportion of high school dropouts was 26.4 percent compared with 18.1 percent for Hispanic females – figures that were both above White male and female counterparts. Hispanic males in this age group were four times more likely than White male counterparts

to drop out. Hispanic male and female students who enroll in higher education are disproportionately over-enrolling in community colleges while remaining underrepresented in selective fouryear institutions, they indicated. While raw numbers of Hispanic males in higher education might be increasing, they have continually lost ground to Hispanic females in four-year institutions. “It is essential to recognize and acknowledge that we can no longer remain silent about this growing epidemic,” the authors concluded. “This crisis is real, yet it remains ambiguous and undefined, a point that is all the more disconcerting considering the economic and social consequences that it could portend. The sobering statistics are a clarion call for proactive action.” The two, citing a number of reasons why Hispanic males lagged substantially behind Hispanic females at nearly every critical juncture of the higher education pipeline, addressed the pattern of Hispanic males joining the work force and the military, or having a significant presence in the prison system. “There are many salient reasons,” Ponjuan said. “There are family obligations. Latino males have a strong ethos to not only contribute to their well-being but to their families’ well-being. They have an expectation to contribute to the livelihood of their family.” Additionally, there is peer pressure, machismo that prevents a number of younger Hispanic males from seeking help and therefore believing they have exposed a weakness. And, he noted, Hispanic males have shown a general malaise when compared with Hispanic females, and often pursued work immediately after high school for “quick satisfaction and a quick buck, rather than investing in themselves and going to college.” Despite painting a disturbing picture, the two professors detailed a number of promising efforts at different organizational levels to assuage the declining trend, within K-12, postsecondary, federally funded and private-sector outreach programs. All were rooted in goals similar to Project MALES and aimed at improving access, recruitment, retention and building stronger educational pathways for Hispanics. “There have been pockets of folks who have done some work in this area, but it had really been outdated,” Ponjuan said of the research.

Dr.Victor B. Sáenz, Assistant Professor, UT-Austin

Dr. William Serrata,VP, South Texas College

Manuel A. González, Second-Year Doctoral Student in Higher Education Administration, UT-Austin

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“There is a large contingent and very strong grass-roots approach from the African-American community. A lot of folks clearly are interested in and investing in the African-American male phenomenon, the issues surrounding them, but the same cannot be said about Latino males. He added: “We needed to continue to raise this at a higher level because we feel that Latino males deserve their time in the limelight.” That was the inspiration for Project MALES. For Hispanic males to succeed in the varied academic pathways, organizers of Project MALES insist that researchers, policymakers, public officials, private-sector leaders and Hispanic families and communities must work together. Dr. William Serrata, vice president for student affairs and enrollment management at South Texas College, said he had sought to understand the problem better. His campus is 96 percent Hispanic – with female Hispanics comprising about 60 percent of the school’s enrollment. Yet, in the surrounding general population, Hispanic males outnumbered Hispanic females. “This was a crisis in waiting,” he said. “If we didn’t get more Latino males into higher education, we were headed for an economic crisis.” He discussed the issue with colleagues and started to explore the problem and found that many Hispanic males talked about the lack of mentoring and role models. “They needed someone to help them along,” said Serrata, who subsequently applied for a grant. Although he didn’t receive the grant, he continued to push the need to address this and together with Sáenz developed the Project MALES program. “We have to get them into the pipeline, have to get them into college and have to get them to graduate.” The program, which also is at a third college, Lone Star College in Houston, is still largely in its infancy. But, as with Sáenz, Serrata has institutional support. “We have a department that leads the initiative, but we are looking at our campus so we do not have to reinvent the wheel, and we will implement initiatives strategically within all programs,” Serrata said. During this period, the recruitment of mentors is pivotal and growing incrementally. Serrata stressed the importance, for example, of identifying appropriate faculty members who recognize the day-to-day responsibilities and obligations that come with being an instructive mentor. “The Latino males immediately know if a faculty member cares for them,” Serrata said. “If

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they feel they don’t, then they won’t put their best effort forward in class. Male students we interviewed said they could not get their questions in because their female counterparts were very assertive in asking their questions. So we started to ask faculty to call on the males in their class in particular. We have been asking faculty members to make sure they have a warm environment.” “It’s small incremental moves that in the end will have a large effect,” he said. Manuel A. González, a second-year doctoral student in higher education administration at UT-Austin, became involved in the program by his association with Sáenz. “We had a mutual interest in the vanishing Latino male in higher education,” González said. “Part of it was selfserving because I saw these issues myself.” González, born and raised in inner-city Houston, said he looked back at his education in elementary, middle and high school and realized that there were very few Hispanic men who were supportive. Both of his parents were immigrants from Mexico who came to the United States in hope of a better life. His parents stressed the importance of education and worked two jobs to send him and his brother across town to a private school. González attended Trinity University in San Antonio, where he received an undergraduate degree in business management and Spanish, and is currently in his fourth year of graduate work at UT-Austin. He credits his father as one of the only Hispanic male role models to foster his success. “It was a stark reality,” he said. “Thankfully, it wasn’t until graduate school with Dr. Sáenz, when I had a faculty member who identified as Latino. There was a void of Hispanic male mentors who emphasized the importance of education.” Project MALES, he said, strives to raise awareness among other universities and colleges. But, he said, it’s not enough. Community leaders, neighborhood organizations and social clubs – anywhere Hispanic males might congregate – need to emphasize an education track. “They need to understand that mentoring these Latino males is a key component of their success,” he said. Such leadership is needed to make a difference, in the private and public sectors. UT-Austin’s conference next month is crucial but not alone in attempting to address the prob-

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VDOE’s T/TAC AT VCU Program Specialist in Secondary Transition and Curriculum and Instruction Grades 9-12 The Virginia Department of Education’s Training and Technical Assistance Center (T/TAC) at Virginia Commonwealth University (VCU) is seeking an experienced and dynamic professional to serve as a program specialist for personnel serving children and youth with disabilities. This person will join a team of Program Specialists who provide training and technical assistance to schools, school divisions and state operated programs in the central and southside Virginia regions. This is a twelve-month nontenure track position that is grant funded through June 30, 2012. The position is located at the T/TAC office in Richmond. Requirements include: a Master’s degree in Special Education, Vocational Special Needs or Transition; a valid Virginia teaching license appropriate for teaching/working with students, or similar license from another state; a minimum of seven years of teaching experience with students with disabilities at the secondary level with emphasis on transition planning. Salary will be determined by experience in the field and educational degrees obtained. Full benefits will accompany the position.

Program Specialist in Curriculum and Instruction for Middle School Grades 6-9 The Virginia Department of Education’s Training and Technical Assistance Center (T/TAC) at Virginia Commonwealth University (VCU) is seeking an experienced and dynamic professional to serve as a program specialist for personnel who are teaching middle school content. This person will join a team of Program Specialists who provide training and technical assistance to schools, school divisions and state operated programs in the central and southside Virginia regions. This is a twelve-month nontenure track position that is grant funded through June 30, 2012. The position is located at the T/TAC office in Richmond. Salary will be determined by experience in the field and educational degrees obtained. Full benefits will accompany the position. Requirements include: a Master’s degree (MEd, MT, MA) in curriculum and instruction, reading, special education or administration & supervision; a valid Virginia teaching license or similar license from another state; and a minimum of seven years of teaching students in grades 6-9. Salary will be determined by experience in the field and educational degrees obtained. Full benefits will accompany the position. All candidates must have demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU. Your application should include: 1) an application letter describing the Position Title you wish to apply for and how your education and employment experiences meet the required qualifications, 2) a complete and current vita, 3) three references whom we may contact directly (including telephone numbers and email addresses). Please send all application materials to: cebishop@vcu.edu or Cheryl Bishop, Office Manager, VCU T/TAC, 10 E. Franklin Street, Suite 200, Richmond, Virginia 23219. Hand-delivered applications may be brought to the office at the same address. Virginia Commonwealth University is an Equal Opportunity/Affirmative Action employer. Women, minorities and persons with disabilities are strongly encouraged to apply.

lem. Ponjuan has planned a symposium at the University of Florida on June 13 – 11 days before the Texas event. Collectively, Ponjuan and Sáenz hope that further research and provocative discussions will not only engage people and organizations but inspire greater participation in Project MALES. Said Sáenz: “The symposium will be our

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coming-out party, if you will. We are planning for it to be a mixture of the scholarly and actionoriented, bringing people to the table to share good and promising practices to serve the needs of these students.”

In the Trenches...

An Alliance of Geeks and Poets? by Bonne August

“This alliance of geeks and poets has generated exhilaration and also anxiety. The humanities, after all, deal with elusive questions of aesthetics, existence and meaning, the words that bring tears or the melody that raises goose bumps. Are these elements that can be measured?” – Patricia Cohen, “Digital Keys for Unlocking the Humanities’ Riches,” The New York Times, Nov. 17, 2010

This

short excerpt from Patricia Cohen’s article offers so many tantalizing jumping-off points that it is hard to know where to start. As we at New York City College of Technology, with the help of Title V, initiate our “Redesign of General Education for a 21st Century College of Technology,” the context for the study of the humanities, nationally and internationally, is undergoing profound change. Some aspects of this change, including the introduction of digital tools and methods, promise new discoveries and knowledge, as well as opportunities for new forms of collaborative work. On a smaller, local scale, City Tech’s Title V grant will implement a digital platform, enabling students to represent their own experience and understanding of the liberal arts and link their general education meaningfully and personally to their career studies. Our faculty will collaborate across disciplines to redefine general education for a 21st-century college of technology. It would be a gross oversimplification, though, to characterize this cross-disciplinary faculty collaboration simply as “an alliance of geeks and poets.” In fact, the City Tech faculty defies this or any other facile characterization. Humanities scholars at our college have long since embraced their inner geeks, demonstrating not only a high level of theoretical sophistication but also well developed technical skill. Nor are our scientists, engineers, architects and health professionals divorced from aesthetics or the humanities. The Core Text project and the two NEH-funded projects that paved the way for the current work in Gen Ed were led by faculty from across the range of disciplines, reflecting their commitment to broad educational values. The role of the liberal arts at City Tech is not simply foundational or instrumental; it is an essential facet of the education that we offer our students, who will be not only workers but also parents, citizens, artists, innovators and leaders. They will need to make moral choices, evaluate complex situations and tread turbid emotional waters. Seeing their professors engage in conversations and investigations

across disciplines about difficult and complicated subjects – and themselves engaging in such conversations and investigations – might be the most important opportunity we can give our students. This is how they learn the value of different disciplinary perspectives, as well as the need to be both deeply informed about one’s own field of expertise and also able to converse with those from other fields or who hold different views. Across the nation, however, extended study in the humanities is being curtailed as programs are being closed down in response to fiscal constraints. Universities are reducing duplication of programs in some cases; in others, however, they may be impoverishing their curricula by eliminating instruction in subjects that are not financially profitable but are educationally priceless. In part, decisions to close humanities programs are related to rising interest in areas of study that appear to lead more directly or obviously to employment. When employment is tight, business and nursing seem safer or more practical choices than history, foreign languages or philosophy. And proficient graduates in these fields are surely needed. But when the practical arts are divorced from the liberal arts, or the latter are dismissed as being impractical, education is in danger of becoming merely training, useful perhaps in the short term but not for the long haul, for the narrow purpose but not the broad spectrum. As long ago as 1854, in his satirical novel Hard Times, Charles Dickens contrasted a purely utilitarian education, a reliance solely on “Fact,” with the need for “Fancy,” the power of imagination. More recently, in The Call of Stories and other writing, Harvard psychologist Robert Coles demonstrated the value of using fiction – novels and short stories – in the training of physicians, to develop empathy and emotional awareness. We cannot afford to ignore the “elusive questions of aesthetics, existence and meaning.” And as much or more than ever, we need the “words that bring tears ... the melody that raises goose bumps.”

Dr. Bonne August is provost and vice president for academic affairs at New York City College of Technology/City University of New York (CUNY). Previously, she was chair of the English department and professor of English at Kingsborough Community College/CUNY.

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Excelencia Reports America’s Future Tied to Latino College Graduation Rates REPORTS

by Angela Provitera McGlynn

Proportional Distribution of Racial Groups in the Educational Pipeline

irst, some background. President Obama set a goal in 2009 known as the American Graduation Initiative. It proposes that by the year 2020 America will lead the world again in higher education by increasing community college graduates and certificate completers. To reach this goal, the federal government has strengthened Pell Grants, simplified the application for financial aid and created competitive grants to improve and expand reforms that have been effective. The initiative is a response to the latest international figures showing America slipping from first place to 12th place in degree completion among 36 industrialized nations. The initiative states that jobs requiring at least an associate degree are projected to grow twice as fast as those requiring no college experience. The plan to reform our nation’s community colleges calls for an additional five million community college graduates by 2020. President Obama described new initiatives to increase the effectiveness and impact of community colleges, raise graduation rates, modernize facilities and create new online learning opportunities. He said, “These steps – an unprecedented increase in the support for community colleges – will help rebuild the capacity and competitiveness of America’s work force.” Deborah Santiago, co-founder and VP of policy and research, Excelencia in Education, and Patrick Callan, founding president, National Center for Public Policy and Higher Education, are co-authors of Ensuring America’s Future: Benchmarking Latino College Completion to Meet National Goals: 2010 to 2020, published in September 2010. Santiago and Callan say that currently in the United States 39 percent of adults aged 25 to 64 have earned an associate degree or higher, and with expected growth at the current rate, by the year 2020, 44 percent will have a two-year degree or higher. In contrast, Canada, already the world leader in college degree attainment, will be at 50.8 percent by 2020. To pass Canada by the target date and once again lead the world, America would have to produce an additional 13.3 million degrees by 2020. That goal cannot be reached without closing the White-Hispanic achievement gap in higher education attainment. The report says that while all groups will need to increase college degree attainment to meet the president’s goal, the target cannot be reached without improving Hispanic degree attainment. Latinos now have the lowest college completion rates of any group. According to the U.S. Census in 2008, only 19 percent of Latino adults had earned an associate degree or higher. The Census shows White degree attainment at 39 percent and Black attainment at 28 percent. For Asians in America, 59 percent had earned an associate degree or higher in 2008. With the demographic shifts in our population and the great increase of Hispanics in America, educating this group is critical to our standing in the world not only in terms of education but also in terms of the global econo-

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16% 21%

13%

10%

13%

11%

74%

77%

76%

63% ? White ? Latino ? Black 9th grade

2008 H igh School Enroll in College Tot al Degrees and Graduat es Certificates Note: Percentages are from total White, Latino and Black students and do not include other racial groups. Sources: U.S. Census Bureau Current Population Survey, October 2008; NCES, IPEDS, 2008 Headcount and Completions Files.

Current Disparities in Degree Production Associate and Bachelor’s Degrees Awarded per 1,000 18- to 29-Year-Olds (2007-08) 58.9 49.1

32.0

40.5 Gap Between Whites and Latinos 21.7

Whites

Black

Latino

Native American

Asian/Pacific Islander

Source: U.S. Census Bureau, Current Population Survey, October 2008; NCES, IPEDS 2007-08: Completions Final Release Data File.

Current Disparities in Degree Production Associate and Bachelor’s Degrees Awarded per 1,000 25- to 64-Year-Olds (2007-08) 15.9

17.1

14.0 12.0

Whites

Black

Gap Between Whites and Latinos 8.9

Latino

Native American

Asian/Pacific Islander Source: U.S. Census Bureau, Current Population Survey, October 2008; NCES, IPEDS 2007-08: Completions Final Release Data File.

my. By the year 2020, Latinos are projected to represent about 20 percent of the 18- to 64-year-old population. In 2008, Latinos made up 15 percent of the American adult population. The young Latino population will grow even more rapidly. The projections for 2020 put Latinos at 25 percent of the American population aged 18 to 29 years old. At the same time that we see this growth in the Latino share of the population, we also see that competitive jobs in the U.S. will increasingly require postsecondary education. For these reasons, increasing the number of college graduates overall must focus on improving Hispanic students’ degree-completion rates or the nation’s goals will never be met. Excelencia in Education, with support from the Bill & Melinda Gates Foundation, contributes to the nation’s challenge by focusing on young adults generally and Latino students in particular. To inform policy and practice in higher education and thereby create a kind of roadmap, Excelencia plans to release an update on progress towards college degree completion each year from 2010 to 2020. This will bring attention to the national college completion agenda, and Excelencia will disaggregate projections by race/ethnicity, to work toward eliminating education attainment gaps among groups. The report provides informative snapshots showing the current condition of Latinos in education. Looking at the education pipeline, Latinos make up 21 percent of ninth-graders but only 13 percent of high school graduates. Then again, there is a drop-off of Latinos in college. While 13 percent of Latino high school graduates enroll in college, only 11 percent earn a certificate, a two-year or a four-year degree. Contrast Latino attainment with that of White students. The percentage of White students increases along the education pipeline – a greater percentage of White students makes it through high school and completes college (See “Proportional Distribution of Racial Groups in the Educational Pipeline”). Degree completion clearly shows attainment gaps between Whites and Hispanics, but it is markedly sharper for young adults 18 to 29 years old, the traditional college age, than for all adults 25 to 64 years old. Compare the graphs for “Current Disparities in Degree Production Associate and Bachelor’s Degrees Awarded per 1,000 18- to 29-Year-Olds (2007-08)” with the same graph for 25- to 64-year-olds for the same year. Among college-age adults (18- to 29-year-olds), the White-Latino gap was almost 27 percent, the difference between attainment for Whites in this age group (49.1 percent) and Latinos (21.7 percent). The gap between Whites and Latinos for the all-adult category (25- to 64-year-olds) was about 5 percent; the difference between Whites, 14 percent; and Latinos, 8.9 percent. The Excelencia report tracks the progress of degrees awarded by state for the last three years as well as nationally. These data are crucial for lowering education attainment gaps. The report states that the increase of undergraduate degrees earned nationally from AY 2005-06 to AY 2007-08 was 6 percent. Further, in that three-year period, Hispanics had the largest growth in undergraduate degrees (12.5 percent) earned by any demographic group. The data show that of this total Hispanic degree growth, in 2008, 60 percent of the additional degrees earned for Hispanics clustered in three states – California, Florida and Texas. Over the next 10 years, there will be continued significant Latino population growth in these states. Indeed, California and Texas are projected to become majority minority population states by 2020. In raw numbers, California is expected to see a population growth of eight million Latinos; and Texas, a 1.3 million Latino population growth over the next decade. And as these states’ Latino populations expand, they will see their college populations increase because 80 percent of Latinos stay in state to

attend college. Thus, the focus on California, Florida and Texas is crucial for these two reasons – they will experience some of the largest increases in the Hispanic population, and the majority of college-age Hispanics will stay in state for college. The increase in Hispanic students’ degree attainment in California, Texas and Florida might be attributed in part to an increase in enrollment numbers. Additionally, these states might be showing positive effects of state initiatives, as in the case of California. (Colleen Moore and Nancy Shulock at the Institute for Higher Education Leadership & Policy at California State University-Sacramento discussed California’s model for narrowing attainment gaps in a report titled Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges, October 2010.) Looking at the top 10 states with increased undergraduate degrees conferred on Latinos and for all races/ethnicities from 2005 to 2008, California leads the way with an increase for Latinos of 8,605; Texas follows with 4,436; Florida, 3,932; Arizona, 828; Illinois, 739; New Jersey, 679; Massachusetts, 568; Pennsylvania, 559; Virginia, 545; and Colorado, 542. These represent percentage increases ranging from 6.6 percent in Illinois to 28.3 percent in Virginia. The report provides tables of the most recent public data available not only on graduation rates, but also degree completions per 100 FTE students, the equity gap in completion for Latinos and Whites for the nation, analysis of degree completion data for the top three states mentioned above, and degree completion data analysis for a host of other selected states. All these metrics can help guide our nation in its effort towards general expansion of degree completion and the more specific goal of eliminating race/ethnicity gaps in educational attainment. Ensuring America’s Future by Increasing Latino College Completion is an initiative that brings the public’s attention to the role Latinos play in meeting the nation’s college degree completion role. How exactly will the challenge be met? There are many stakeholders that will continue to play a role: community-based and national organizations in education, business and the work force, Latino advocacy groups, media, and high-level postsecondary and public policy leaders. Excelencia’s initiative analyzes data that benchmark national and statelevel Latino college degree completion. It can use its unique national position to engage stakeholders at national, state and institutional levels in deliberations geared toward implementing an outcomes-driven plan promoting effective policies and practices in education. According to the report, accelerating Latino college degree attainment involves four basic requirements: intentionality in serving Latino students; delineation of degree completion goals and measures of progress; commitment to practices and policies that produce positive results; and clarity about the federal, state and institutional policy environments that affect Latino student success. The competitive/education-based global economy and the demographic changes in America necessitate producing more earners of certificates and two- and four-year degrees in general, and greatly increasing certificate and degree completion among Latinos. The full report is available online at www.edexcelencia.org/ research/EnsuringAmericasFutureBenchmarking. Angela Provitera McGlynn, professor emeritus of psychology, is currently a national consultant on teaching and learning.

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COMMENTARY

Miami 2011 Geography Is Destiny L

by Mark B. Rosenberg iving in Miami, there are constant reminders that our geography is our destiny. One of the major challenges that we confront in South Florida involves turning the region’s particularities into strategic advantages in educating our students and engaging our community. There is little original about the notion that geography is destiny. The often-told joke about Miami being the Latin American city closest to the United States resonates. In the early 1990s, when I was director of the Latin American and Caribbean Center at Florida International University (FIU) in Miami, I wrote about a promising future for Florida and Miami, if we dared to seize the opportunities that our location and demographics were presenting. Then, as now, it was necessary to embrace our identity – who we are, and our location – where we are. In a world in which rapid change is a constant and economic wellbeing is up for grabs, there is even greater importance in understanding how geography as destiny can work for the university. FIU is in a strong position to help shape the destiny of its broader community. No doubt we must find a way to wrap our research, creative talents and engagement initiatives around our identity and our location. The blessings of our geography give us an opportunity to distinguish ourselves, not just to do well, but to do good for our diverse and rapidly changing community. As a public institution with a community trust, dependent on taxpayer support, there is no greater urgency than to demonstrate our value in helping our community work through its uncertainty and challenges. Who We Are With a student body of nearly 44,000, FIU is one of the largest Hispanic-serving universities, with more than 24,000 undergraduate and close to 4,000 graduate Hispanic students. Our student body reflects the vibrant diversity of South Florida: more than 60 percent of FIU students are Hispanic; 14 percent are White Non-Hispanic; 13 percent are Black; 4 percent are Asian or Pacific Islander; 9 percent are members of other minority groups. FIU draws strength from the diversity and global connections of the local population. We welcome the anchor role that our location and our identity have thrust upon us. To paraphrase New York Times columnist David Brooks, we understand that our institution gives meaning, identity and identification to tens of thousands of students, many of whom are the first in their families to receive a university degree. Our students’ desire to attend college, their efforts to attain their degrees despite difficulties and their drive to succeed in becoming professionals, creating businesses and contributing to our community intensify our resolve to provide access to a high-quality education. Nearly 50 per-

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cent of all undergraduate students at FIU receive financial aid, and nearly 60 percent of those recipients come from families with annual household incomes under $30,000. Still they persevere, and FIU has the distinction of having awarded more bachelor’s degrees (27,336) and master’s degrees (7,261) to Hispanic students over the last 10 years in critically needed areas of science, technology, engineering and math (STEM) than any other U.S. university. Like most institutions in the U.S., FIU is working to increase its graduation rate and to reduce the time to degree for all students. Faculty and staff are developing new ways to teach in the STEM areas in particular. FIU has been blessed with external funding to underwrite many of these pedagogical initiatives. While there is much to do and improve, FIU is pleased to have the highest six-year Hispanic graduation rate in the nation among large Hispanic-Serving Institutions. As the top U.S. grantor of degrees to Hispanic undergraduates in engineering, physical sciences, health professions, and similar high rankings in other fields, FIU embraces its leadership role among minority-serving institutions, proud to demonstrate the high return on investment in higher education and research funds at our university, seen in no small part by the more than 140,000 FIU alumni who live and work in South Florida. Where We Are Our location gives us distinct challenges. While Miami is one of the world’s most dynamic and creative cities, poverty continues in neighborhoods throughout the Greater Miami Metropolitan area. If FIU is to exceed its own expectations, it must recognize the urgency and challenge of contrasts in its community. To address challenges relating to health disparities, inadequate transportation and diminishing potable water in a context of globalization, we have developed curricula and programs that provide a high-quality practical education for the 21st century – what we have branded “Worlds Ahead.” As Miami’s first and only four-year public research university, FIU positions itself for a globally oriented, purposeful education that offers practical experience through engagement in win-win initiatives with the community. Our new College of Medicine pairs each medical student with a lowincome family, from the first semester in medical school until graduation. This innovative approach to medical education places future doctors within a team of health and human services professionals with an emphasis on social determinants of health, on a household-by-household basis. The focus is on preventive care for individuals and families, to improve the health of the community, reduce health disparities and reduce the mount-

ing health care costs of the existing system. Our decade-old College of Law explicitly takes a comparative and international approach to legal education, with a first-year curriculum that fosters understanding of legal issues locally and globally. Our College of Law capitalizes on its location by training lawyers in the fields of immigration and international law. Like our medical students, FIU law students engage in a curriculum that provides community service and hands-on experience addressing complex issues pertaining to immigration. After the catastrophic January 2010 earthquake in Haiti, when the U.S. announced that it would provide Temporary Protective Status (TPS) to Haitians living in the U.S., FIU College of Law faculty and students mobilized to provide Haitian residents in South Florida with legal services to complete documents and comply with immigration requirements. Training was also offered to law students and individuals from around the country to provide this service for Haitians living in their respective communities. A newly designed set of courses that emphasize global perspectives, for both lower- and upper-division undergraduates, reinforces the “international” in FIU and its crossroads location. Our liberal arts and sciences have a nationally recognized Latin American and Caribbean studies center, international business is a core competency of the business school, and a new School of International and Public Affairs is now fostering a robust cross-disciplinary teaching and research agenda that spans continents and subject areas. Our new Master of Arts in Global Governance (magg@fiu.edu) will welcome its first cohort of students in fall 2011 (http://international.fiu.edu/). FIU has a tradition of welcoming presidents and world leaders to campus and provides students, faculty and the South Florida community an open environment for the exchange of ideas and divergent views in and outside the classroom. Building Alliances and Partnerships We have chosen to engage in the development of partnerships to provide solutions to continuing issues in our community. We recognize the Biblical precept: “Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.” Key partnerships have been built with the Miami Dade County Public Schools, Metropolitan Miami Dade County, Public Health Trust, Metropolitan Transportation Authority, and the city of Sweetwater, where our Honors College students work in city hall and in community centers. We have also initiated a unique new partnership with Florida Power and Light (FPL), establishing a student-run call/care center on campus that provides FIU interns with fast-track management experience right into FPL. We are blessed to partner with numerous private-sector companies, such as U.S. Century Bank and JP Morgan. Both institutions see the value in a strategic alliance with our university, and we could not engage the community as deeply without their support. Throughout my career, I have spoken frequently about the life of the mind and how fortunate we are at FIU to have the privilege of cultivating this gift. By designing innovative programs that embrace our location – the resources and the challenges that South Florida presents, embracing our identity and building alliances and partnerships, we are providing education for personal and social responsibility: applying the life of the mind to the work of the world. Miami? Our geography is our destiny, and we eagerly embrace not just who we are but where we are.

About the Author Dr. Mark B. Rosenberg is the fifth president of Florida International University. He brings 30 years of experience in higher education leadership to this post. The author of seven books and numerous scholarly articles on Latin America, Rosenberg was one of the principal architects of FIU’s growth and expansion during the past decade and played a lead role in development of FIU’s new Herbert Wertheim College of Medicine. Most recently, he served as chancellor of the State University System of Florida and was instrumental in developing a new financial strategy to support the continuing development and expansion of the State University System. Rosenberg holds a Ph.D. from the University of Pittsburgh and a B.A. from Miami University of Ohio, where he was Phi Beta Kappa. He is a Fulbright Research Scholar and a member of the Council on Foreign Relations in New York.

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TCU’s Recruitment Strategies Yielding More Hispanic Students – and Retaining Them

by Gary M. Stern the fall of 1999, administrators at Texas Christian University (TCU), located in Fort Worth, Texas, met to devise a strategy to attract more African-American and Latino students. At that time, only 5 percent of its students were Latino; and 4 percent, AfricanAmerican. After initiating a task force, TCU stepped up its efforts to diversify its campus. Ten years later, the TCU campus has become more reflective of the Fort Worth and Dallas area

Darron Turner, Assistant Vice Chancellor of Student Affairs, TCU

and its rising Hispanic and minority population. Of the 9,140 undergraduates enrolled at TCU in fall 2010, 9 percent were Hispanic and 5 percent were African-American. In a decade, the number of Latino students had nearly doubled while African-Americans showed a modest gain. All of this was accomplished despite a 1996 Texas court ruling prohibiting targeted minority financial aid, later reversed for private colleges. The task force was established because TCU needed to “respond to changing demographics,” explained Darron Turner, assistant vice chancellor of student affairs, who has been at TCU for 17 years.

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To attract a multicultural student population, the university took several steps, including: 1) establishing a diversity grants program, 2) targeting high schools with large minority populations, and 3) devising a special scholarship program (more about that below) to boost its multicultural population. In addition, it broadened its marketing efforts, putting minority students on the cover of brochures and emphasizing on billboards minority students beyond high-profile TCU football players. Turner said that TCU had to “change the perception” of the local minority community. “TCU was not seen positively in the community of color,” he admitted. TCU and its admissions staff targeted minority high schools, worked with community-based organizations and even invited elementary students on campus to take standardized K-12 tests to provide exposure to TCU. When TCU admissions staff ventured into the community, “We didn’t go in as being experts in everything. We needed to find out what was going on and see how we could help,” Turner said. To connect with the Latino population, several admissions staff took classes in Spanish so they could relate to the Hispanic community. “When admissions spoke to local community folks, they had some understanding of Spanish, though they weren’t bilingual,” Turner said. During TCU’s orientation program, a workshop on dealing with a diverse student campus was on the agenda. Many TCU freshmen attended high schools that were homogenous, mostly White, Hispanic or African-American, so preparing them to deal with a multicultural campus was deemed necessary. Since TCU is a private college and costly to working-class students, Turner said it is “aggressive at putting together financial aid packages.” The college has been successful at fundraising, enabling it to raise scholarship money and offset

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the full tuition price for many students. Indeed, 70 percent of TCU students receive some type of financial help from its Office of Financial Aid. Creating a more diverse student body is part of the college’s overall mission, explained Timeka Gordon, director of the Community Scholars program at TCU. “We’re trying to develop ethical leaders in a global society,” she said. This goal can only be achieved if majority students interact and engage with students who are

Timeka Gordon, Director, Community Scholars Program, TCU

different from them and reflect the global population. Since the Hispanic population in Texas is growing by “leaps and bounds,” it was imperative to attract more Latino students, she said. The neighborhood surrounding the college campus is extremely multicultural, Gordon noted. “When you step on campus, it’s not as diverse. We’re in this glass bubble. We wanted the campus to reflect the community,” she said. Part of the job of the admissions department was “getting into the minority communities,” explains Gordon. “It’s not always about minority students coming to us; we have to come to them,” she offered. Many low-income students

don’t own cars, and traveling to campus can be difficult. A Special Scholarship Program One of TCU’s first steps in 1999-2000 was establishing the Community Scholars Program, which provided scholarships for “promising students of color from local high schools within the Fort Worth/Dallas area,” noted Gordon. The scholarships made TCU affordable and enabled it to attract some of the best and the brightest of minority students from cities in proximity to campus. Since its inception, 200 students have participated. Scholarships have increased over the years. At first, four full scholarships were offered to inner-city Fort Worth high school graduates, but by 2010 that number had grown to 30 Community Scholars, though scholarships were partial. Funding for the scholarships started at $186,000, rose to $400,000 in 2000, and by 2003, when four full classes of Community Scholars were attending TCU, the budget reached $1.2 million. Earning a scholarship is competitive. Last year, 300 students applied for the 30 Community Scholars awards. Winners are in the top 5 percent of their high school graduating class and average 1640 on the SATs or 26 on the ACTs, criteria that must be met by all incoming TCU students. Student essays, extracurricular participation, counselor’s evaluation and special talents are also taken into consideration. Of the 113 Community Scholars currently enrolled at TCU, 52 are Hispanic, 39 are AfricanAmerican, 17 are Asian-American, two are White, and three are other. Though scholarships are worth $26,000 a year, annual fees at TCU are $41,000, including room and board (and will rise 8 percent to about $44,000 a year in 2011). Hence only about 60 percent of costs are covered by the scholarships so that students need to obtain additional financial aid, grants or take out loans to finance the rest. Before their freshman year, Community Scholars participate in a two-day orientation on campus. Included is a workshop, “Bridging the Gap,” in which faculty and staff discuss social adjustments that students must make when living and studying on a diverse campus. To retain their scholarships, students must maintain a 2.75 GPA and meet other criteria. One distinctive requirement of becoming a Community Scholar is that students must live in dormitories throughout the scholarship. “We

want students to be visible and engaged in the community throughout the scholarship’s four years,” Gordon explained. Scholars must also take four noncredit leadership courses and devote 30 hours of community services a year. Gordon noted that many Community Scholars volunteer at the KinderFrogs School, an early childhood education program for children with Down syndrome, on campus and at YMCAs in Fort Worth. TCU’s Community Scholars hold an outstanding record of retention with 97 percent graduating. As associate director, Gordon meets with freshman and sophomore scholarship winners one-on-one weekly to oversee their academic progress, deal with any extracurricular issues

scholarship winner’s absences and academic progress. If any academic problems arise, Gordon involves Student Support Services to provide tutors at no cost. Scholarship winners are eager to give back to TCU. “They become ambassadors for the college,” Gordon says. Community Scholars accompany admissions staff to their high school to discuss TCU and explain how minority students fit into the campus. In 2011, the Community Scholars program will undergo change. It will offer a full scholarship, but the number of students in the program will be reduced from 30 to between 20 and 25 students. The change was made because the college recognized that “As tuition went up, schol-

TCU’s Community Scholars hold an outstanding record of retention with 97 percent graduating.

Class of 2013

and serve as a mentor. Gordon says scholarship winners “call me mom, big sister or auntie.” Having one person oversee the program has been an instrumental role in retaining students. Gordon creates an individual academic plan to ensure that each student is on target to pass classes and progress toward graduation. Faculty provide mid-term reports on each

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ars were paying more money, which created financial issues. We didn’t want them to spend too much time working off campus, so we decided to return to offer full scholarships but fewer of them,” Turner said. Targeting Minorities But the Community Scholars program is only

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one way that TCU targets minority students. TCUâ&#x20AC;&#x2122;s Office of Inclusiveness and Intercultural Services hosts a two-day Minority High School conference aimed at local sophomores and juniors within a 30-mile radius to provide a taste of campus life. Minority students are assigned a mentor, sit in on classes, dine in the cafeteria and meet with faculty and administrators. â&#x20AC;&#x153;It exposes TCU to students and provides a day in the life of a college student,â&#x20AC;? Gordon said. TCU Admissions also hosts Hispanic Senior Experience and Black Senior Weekends on campus. Students stay overnight on campus, are assigned a mentor in their expected major and meet with staff. Gilbert VĂĄsquez, a sophomore biology major interested in becoming a physician, knew about TCU from growing up in Fort Worth and attending North Side High School, where he was class valedictorian. When he was named a Community Scholar, he â&#x20AC;&#x153;saw it as an opportunity. Someone was investing in me to succeed,â&#x20AC;? he said. If it werenâ&#x20AC;&#x2122;t for earning the scholarship, he likely couldnâ&#x20AC;&#x2122;t afford TCU and might have had to attend a community college. VĂĄsquez finds the academic programs at TCU challenging and extremely competitive in pre-

Gilbert VĂĄsquez, Sophomore Biology Major, Community Scholar, TCU

med. But he feels enriched by his courses in biology, history and â&#x20AC;&#x153;Death and Dying,â&#x20AC;? a social work class. â&#x20AC;&#x153;That class will help prepare me for dealing with patients or a death in the family,â&#x20AC;? he said. But not everything socially at TCU has been smooth and easy. When VĂĄsquez first met his roommate, that roommate wasnâ&#x20AC;&#x2122;t thrilled with having a Latino in his suite. Gradually, they talked things out, and his roommate came to

The Hispanic Outlook Is Now Also

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accept him as a person and became a friend. Now VĂĄsquez feels that he and the other Community Scholars have formed a â&#x20AC;&#x153;familyâ&#x20AC;? on campus. â&#x20AC;&#x153;We see each other every day and depend on each other,â&#x20AC;? he said. While TCU has been successful at attracting more Latino students, it hasnâ&#x20AC;&#x2122;t produced the same results with African-American students. Why not? Turner, who is African-American, admitted, â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;ve been struggling with that for a long time and donâ&#x20AC;&#x2122;t have an answer. The same programs that have addressed Latinos were put in place for African-Americans,â&#x20AC;? he said, but havenâ&#x20AC;&#x2122;t garnered the same results. In 10 years, TCU has doubled the number of its Latino students and expects to increase that percentage in the future. Gordon explains this increase by saying, â&#x20AC;&#x153;Itâ&#x20AC;&#x2122;s the responsibility of the university to go into the neighborhoods and communities where talented minority students are located. We canâ&#x20AC;&#x2122;t expect them to come to us.â&#x20AC;? And once minority students are on campus, the university must welcome, embrace and challenge them.

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UNCENSORED

by Peggy Sands Orchowski

OBAMA WANTS HIGHER GRAD RATES – BUT DO COLLEGES? – Cal State universities are typical. When students are accepted as freshmen, they get a letter advising that it will probably take five or more years to get a four-year degree because of scheduling limitations. In their junior year, three or four years later, students often decide they want to tweak their major – from creative writing, say, to grant writing, or from civil engineering to computer (note: these are real examples!) – but it will take an extra year. Need one more class to graduate? The course isn’t offered till next year, and you’d better take a full load to qualify for grants and loans. Result: most college grads take five to six years to graduate, often with dozens of more credits than are needed and thousands of more dollars in costs and debt. The Obama administration is stressing the goal to double the graduation rate of American college students. But are colleges motivated to do that? “It’s a big problem at many (so-called) four-year degree colleges,” Eduardo Ochoa, new U.S. assistant secretary for postsecondary education, admitted to me in February. “It’s something we struggled with at Cal State when I was VP there.” Can he do something about it now that he is working on the national level to promote graduation rates? “We’re open to new ideas for initiatives that would reward institutions who commit to students’ completing quality degrees in four years,” he said. But no punishment is planned if they don’t. Of course, it’s all about money, and for now, it’s clear – more money is made by keeping students on campus.

PHILOSOPHY PROFS MIGHT WINCE AT DUNCAN’S PHILOSOPHY – “Every high school graduate must know about how postsecondary courses they are pursuing can help them get a job! They need to choose courses that tend towards a career and are not dead end,” U.S. Secretary of Education Arne Duncan told a packed audience of college administrators in Washington, D.C., last February at the launch of a Harvard School of Education report, Preparing for Prosperity. No one in the audience visibly fainted. But it was probable there were no philosophy professors in attendance. Not all is lost however. Some departments will have to revise their course marketing to the new “job utility” philosophy: “Aristotle in the Market Place?” anyone?

BILL GATES IRKS TEACHERS’ UNIONS – Bill Gates is not just the founder of Apple computer company and one of the wealthiest people in the world. He is also America’s greatest philanthropist in education reform and therefore has major influence on education policy. When he appears at a congressional hearing, he is the single witness. When congressmen address him, they all sound like they are making proposal pitches (oh wait, actually, they are!). When he speaks, education administrators and policymakers listen. And unions

shudder. In March, Gates proposed that public school budget reform should include ending traditional teachers’ bonus pay for seniority and earned advanced degrees, and granting it mainly on merit and performance. He also favors increasing class size after grade three. He’d prefer that such changes be done incrementally, but the state and local budget crisis facing American schools now makes that almost impossible, he says. Now the changes are urgent.

TOUT CA CHANGE, TOUT C’EST LA MEME CHOSE – A new Rutgers University report (including findings of an undercover investigator) confronts the current jobless recession dilemma by recommending tying together postsecondary education institutions, business employers, labor reps and private and for-profit organizations to develop training programs that will fit available jobs. Big idea: combine Labor Department work force development money with Education Department programs. Thirty years ago, I was the Southern CA Director of a nationally funded program of consortium of health manpower trainers and employers. Our big idea: combine HEW manpower development money with Labor Department programs. The consortia were de-funded in the 1980s; the term “manpower” killed by PC. Now in 2011, report presenters at the Center for American Progress in March are extremely enthusiastic about their creative new approach. I guess good ideas never die.

WOMEN AMBASSADORS REDEFINE “OLD BOYS CLUB” – At an informal discussion at the National Press Club in March with women ambassadors from Colombia, Holland and India, they agreed on one thing despite their widely diverse backgrounds: women foreign ministers (Colombia has had five recently) and ambassadors have redefined what used to be considered the ultimate “Old Boys Club.” “In fact, our last female foreign minister from Colombia is now serving on the United Nations Security Council,” said the Honorable Carolina Barco. Her Excellency Meera Shankar laughed when she said, “We’ve had so many women foreign ministers in India that my young daughter asked me, ‘Mother, is it possible for a man to be prime minister?” 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.

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Latinas Still Struggling to Manage Education and Family Demands REPORTS

How

by Marilyn Gilroy

do Latinas who grow up with a strong familismo cultural orientation balance their sense of family obligations with a desire for higher education, especially when they are facing the rigors of a doctoral program? “These women are caught between the demands of two cultures and have to deal with all of the conflict and tensions they experience from the pressure of fulfilling multiple and often competing roles,” writes Dr. Roberta Espinoza, assistant professor of sociology, California State University-Fullerton (CSUF), in her recent study, The Good Daughter Dilemma: Latinas Managing Family and School Demands. Espinoza interviewed a cohort of Latina doctoral students to find out what strategies the women used to maintain family relationships and their status as a “good daughter” while handling the substantial workload of graduate school. The question intrigued Espinoza, who says there has been documentation about barriers Latinas face within the public education system, such as attending poor, overcrowded schools and not having access to advanced courses and good teachers, but not enough investigation into the influence of home and family experiences. Although it has been shown that Latinas enroll in college at the same rates as their nonLatina counterparts (60 percent), they are less likely to earn college degrees and go on to graduate or professional school. As Espinoza points out, only a small number of Latinas finish at the very top level of the educational ladder, thus

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Dr. Roberta Espinoza, Assistant Professor of Sociology, California State University-Fullerton

constituting a fraction of the percentage of Ph.D. degrees that are conferred annually by the nation’s universities. In 2006, only 5.4 percent of female doctoral recipients in the United States were earned by Latinas, up slightly from 4.1 percent a decade ago, according to the U.S. Census Bureau. With so few Latinas successfully navigating the educational pipeline into doctoral education, it is extremely important to understand their personal experiences and strategies for academic success, says Espinoza. “We know that many Latinas in college mention their connections to family as a key component to their academic success, but those connections can conflict with school demands,” she said. Her findings indicate that Latina doctoral students balance their school and family life in two different ways. On one hand, there are the integrators, those who manage family expectations and obligations by explicitly communicating with family members about their school responsibilities. “The integrators blend family and school by first explaining the nature of their school demands, then enlisting their family’s support to enhance their academic success,” writes Espinoza. She offers the examples of Veronica, Dolores and Anna, who used the integrator strategy to manage family expectations concerning holiday and weekend visits or care of siblings. All three women chose to explain the nature of their school demands to their parents as a means of negotiating compromises and enlisting support for their educational endeavors. The second group of doctoral students con-

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sists of the separators, who actively organize their daily lives to keep family and school separate in order to minimize tension and conflict. “Although the separators prioritize family similar to their integrator counterparts, they often feel they have to keep their schooling experiences separate to protect their relationships with family members,” said Espinoza. As examples, the study describes Rosa, Celia and Luciana, who chose to maintain a divide between their academic and personal life. These women found ways to meet family obligations, such as being home for birthdays or helping siblings, by compartmentalizing and separating demands, thus minimizing or avoiding cultural conflicts. Espinoza is one of several researchers to examine the clash between values and culture that Latina women experience as they forge their identities as women and scholars. In 1996, Rosa María Gill and Carmen Inoa Vázquez, two psychotherapists, published The Maria Paradox: How Latinas Can Merge Old World Traditions with New World Self-Esteem. They described how marianismo, modeled on the Catholic Virgin Mary and focusing on purity and passivity, defines the traditional roles of Hispanic women and often prevents them from seeking professional advancement through education and successful careers. The book contained practical suggestions to help Latinas build their selfesteem and redefine roles while integrating the positive aspects of Hispanic home culture with new and more modern beliefs. Other experts describe how many Latinas

become bicultural and modify their behaviors and actions in order to coexist in new and old cultures. By embracing elements of both cultures, Latinas are able to assert themselves in the world of higher education but also retain their interdependence and connections with family. Espinoza’s study draws on Chicana feminist theory regarding multiple identities that women assume over time. Essentially, scholars such as Gloria Anzaldúa have described the “new mestiza” model adopted by Chicanas who experience the process of conflicting and meshing with two cultures. Anzaldúa drew on her own experiences growing up in South Texas and working on a farm near the Mexico/Texas border. It appears that the current generation of Latinas is benefiting from the voices of earlier scholars and researchers as younger Latinas modulate their roles in today’s society. “My research illuminates that gender roles for Latinas are definitely changing and women are active agents in redefining those roles,” said Espinoza. “For women pursuing higher education, being a good daughter is constantly renegotiated with family as women make their way through the educational pipeline. The different strategies they employ demonstrate how they are choosing to balance family obligations with school in a way that is aligned with how they see their role as Latina daughters.” Not only are Latinas finding new paths to empowerment, but they also are paving the way for their siblings by breaking new ground in their families. Espinoza says many of the women she interviewed acknowledged that part of being a good daughter was tied to being a role model for younger brothers, sisters, cousins and nieces/nephews. “These women clearly are trailblazers in their families,” she said. “They expressed that their families counted on them to talk to younger family members about the importance of doing well in school and going to college. The fact that these women’s families expected them to excel in school contradicts the literature that often attributes Latinas low academic achievement to a culture that does not value school success.” Although this study centered on female doctoral students, Espinoza’s previous research has focused on broader issues in which she examined the role of social and cultural capital in the educational advancement and success of firstgeneration college students. Before joining CSUF, she worked at various research institutes, including the University of California (UC)-Berkeley Center for Working Families; the University of California-Los Angeles Center for Research on

Evaluation, Standards and Student Testing (CRESST); the National Institute of Psychiatry (social sciences division) in Mexico City, Mexico; and the Tomás Rivera Policy Institute. Espinoza received a doctorate in sociology from UCBerkeley in 2007. As might be expected, her own pathway to a Ph.D. echoes many of the experiences of her study participants. “The good daughter dilemma of balancing family and school hits very close to home for me,” she said. “I grew up in a poor, single-parent family with my Mexican father. My family was on welfare most of my life, which was a very humbling experience. Although it was clear doing well in school was my first priority growing up, I still had many family responsibilities, such as cleaning the house, paying bills and filling out government paperwork.” As the first generation in her family to attend college and earn a Ph.D., Espinoza knows how important parental support is in achieving educational goals. “Although my dad only had a third-grade education, he always encouraged me and my sister to do well in school,” she said. “We grew up hearing that we need to earn a college degree because ‘no one can ever take away your education.’ My dad was very proud of our academic accomplishments and never failed to attend events where we received awards.” Hispanic men can play a key role in helping young Latinas reach their goals. Fortunately, says Espinoza, the old machismo values are changing among fathers, brothers and husbands. She sees the changes in her classes at CSUF. “I think the stereotypical ‘macho’ gender role that has been attributed to Latino men is a thing of the past,” said Espinoza. “Young Latino men today are more progressive and are less likely to subscribe to traditional gender roles. “Many of the women I interviewed were encouraged and supported by fathers, brothers, uncles, boyfriends and domestic partners to excel in school. This finding shows that Latino men embrace the changing role of women as strong and educated. Latino men also seem to have a more egalitarian view of gender roles in both relationships and families. This is why we are seeing increasing numbers of Latinas in leadership positions and at the forefront of activism and social change in their communities.” But colleges and universities also need to take steps to ensure that Latinas are getting the support they need to persist and succeed in getting advanced degrees. Research has shown that Latinas often are not prepared for the differences between undergraduate and graduate school,

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especially the increased amount of work and expectations of faculty. On the other hand, Latinas are disappointed when faculty members show no understanding of their history or culture. Espinoza’s study contains two recommendations that could ease family-school dilemmas still faced by many Latinas. She calls for increased communication to Latina students and more formalized efforts to educate faculty and staff about these challenges. The final section of her study suggests that universities should improve their outreach efforts to inform Latina students of the various support services available to them even before they start graduate school. “It is imperative that they [Latinas] are immediately connected with supportive organizations, educators and peers that can help them adjust to their new school environment,” she writes. “Institutions and departments need to be proactive in providing Latinas with information and experiences that make them feel a sense of belonging and connectedness to their new academic homes. These efforts will greatly diminish the balancing act that Latinas engage in, thus freeing them to better engage in school and their departments.” In addition, Espinoza says faculty who work closely with Latina students should attend informational workshops that highlight the challenges Latinas face when entering the university. She believes that as educational agents, professors need to understand the positive impact they can have as academic role models by helping Latinas through the various hurdles of graduate school while simultaneously legitimating their familismo. “Faculty members often overlook having a life outside of school, which alienates students who have other obligations and responsibilities outside the university,” she said. These recommendations, plus those that have called for more mentoring of Latinas through what has been dubbed “the politics of graduate school,” could go a long way in helping Latinas through the personal and professional obstacles encountered in doctoral programs. Espinoza sees hopeful signs that institutions are starting to pay attention to the educational adjustment and overall well-being of Latinas in higher education. “I think universities, especially HispanicServing Institutions, are starting to create outreach and support programs that meet the needs of Latina students,” said Espinoza. “Implementing these programs is of critical importance since Latinas are going to college at higher rates than their male counterparts.”

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Creating the New “Culture of Diversity and Latinos COMMENTARY

The tools of institutional philanthropy – private and community foundations, endowments and other mechanism and devices – have long been largely the province of affluent white donors. That is changing, and it is changing in exciting ways. Increasingly, members of “minority” groups are developing the resources to engage in more institutional philanthropic enterprises than they had before. They are adapting the tools of institutional philanthropy to their own ends, shaping those tools to fit their own heritage and traditions and greatly benefiting their communities and their nation in the process. – Joanne Scanlan, Council on Foundations Research Paper, Council’s Inclusive Practices Program, 1993

This

Henry T. Ingle, Ph.D., Sr. Partner,

Public-Private Sector Partnerships, The Knowledge-Brokers Inc. Yolanda R. Ingle, Ph.D.,

Assistant Vice President, Constituent Relations, University of San Diego

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article is focused on promising new directions for securing resources and the necessary “wherewithal” to bring about strategic improvements in educational access and quality instruction for all students. More specifically, the concern is with Latino student success and turning around the dismal college/university graduation rates of one of the youngest, largest and fastest-growing student groups in America’s educational system. However, as America’s future work force, there is need to change one major limitation within the country’s Latino communities, and that is the lack of success in our educational institutions, which has given Latinos the most dubious designation of “least educated status.” Latinos in the United States are in need of more focused educational attention since they represent one of the future windows of opportunity for maintaining and strengthening the quality of life and socioeconomic wellbeing of the country. Such an effort will require financial and people resources that heretofore have not been as readily available. With this outcome in mind, this article explores options for expanding diversity participation in philanthropy and charitable giving while also promoting greater inclusiveness in this effort across our colleges and universities. Higher education must genuinely reach out to Latino donors and other members of the “minority giving community” to better understand their charitable giving behavior. There is need to build the knowledge base both to inform practice and work to change erroneous perceptions that Latinos do not give. They often are inappropriately classified as charity recipients and not as donors. The fundraising cultivation effort, therefore, has not been routinely carried out with minority populations, and in particular Latinos, to the point that neither the development officers doing the fundraising nor the larger community have placed a positive value on these efforts. This situation has to change in dramatic ways, both for the good of the country and the re-shaping of the “culture of giving” in America. There is need to seriously consider the upward socioeconomic mobility, diversity and multicultural shifts taking place across the country (2010 U.S. Census and reports from the Pew Research Center and other national centers

Giving”: Linking Philanthropy, by Yolanda R. Ingle and Henry T. Ingle monitoring the changing demographics). This window on America’s diversity presents as yet uncharted opportunities for a new “culture of giving.” Rationale for Shaping a New “Culture of Giving” Higher education must begin building stronger and more culturally relevant links to this new culture of giving, which might well change the future college and university student pipeline in America. It will increasingly require genuine outreach efforts to cultivate economically diverse and under-resourced minority communities, and in particular Latinos, to grow this new university donor base. The investment of time, attention and effort represents a very strategic and enlightened pathway because alumni gifts, as this article will highlight, in both big and small donations, make up a significant and growing source (reported in Council for Advancement and Support of Education, or CASE, newsletters to be about a quarter or 25 percent) of all giving to higher education. In a very real sense, embarking in this direction is both timely and on the mark in light of the current economic challenges facing higher education institutions and the country’s future economic outlook. Amidst a climate of severe cutbacks in the support for higher education from state legislative bodies and at the federal government level, public colleges and universities across the country, where the largest concentration of Latino students are studying, are turning to their alumni. The effort is giving rise to a deeper understanding of and appreciation for what this multicultural and ethnic diversity of students might represent as they graduate, become alumni and form the new American work force. Higher education must tap the passion for education across these communities, provide credible guidance in available options for schooling and, thereafter, transform these actions into student success, college completion and graduation that can, in turn, translate into participation and gift giving. For this purpose, we think that the immediate first step will be to reach out to Latinos to get them involved without asking them for money, but rather to give of their time, energy and intellect as volunteers. The expectation will be that as a result of this activity and engagement, these students will eventually be inspired to give financially, as well, as best they can. In a recent New York Times article (Jan. 16, 2011, “Amidst Cuts, Public Colleges Step Up Appeals to Alumni” by Lisa W. Foderaro), we learn that alumni giving is an arena that private colleges and universities have traditionally pursued with much vigor and success. For several decades, the ethos of “giving back” and the cultivation of alumni participation have formed a timehonored practice at most private colleges and universities as they have worked to grow an overall fundraising strategy. It is no wonder, therefore, that the research and best professional practices coincide at this point in time. Economic necessities and exigencies have prompted more innovative thinking in the institutional development career fields. Public higher education institutions are beginning to reach out to their growing number of graduates in the alumni ranks from diverse backgrounds, including a new

generation of successful Latino alumni. Recent research findings from Giving USA also support the practice, indicating that charitable donations from individual donors have consistently been one of the largest sources of funding and are expected to increase even amidst the current operating economic conditions and student population challenges at all levels of the educational pipeline. The quest for needed resources increasingly will need to focus on the individual person-to-person sector of giving, which today is accounting for well over three-fourths (75 percent) of the national giving portfolio. It is a

new venue that our higher education institutions with large Latino enrollment need to study and emulate to the extent that it is feasible. It will require new, culturally sensitive staffing patterns and openness to embracing the value of this changing student demographic. Attention also needs to be focused on improving the methods and means of attracting funding support from America’s growing diversity in a culturally relevant and appropriate manner. If successful, the effort will garner the necessary resources and participation rates from Latinos to bring about agreed-upon educational improvements through their own commitment to the “culture of giving.” The fundraising agenda becomes one of better defining the why, the what and who needs to be taught, and when, where and how the teaching-learning process should best be handled for a population that in a rather short period of time has moved from minority status to become one of the nation’s majority population groups. The emergent new message at the forefront needs to underscore the fact that the very economic fabric of the country will be challenged if this population is not able

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to benefit from a quality education and transition to assume economically viable roles in the American society. This message can promote the practice of inclusiveness and highlight the benefits for the greater good in terms of shaping conditions for the future quality of life for all Americans. Our higher education institutions must expand the circle of stakeholders to support these efforts and in the process also pinpoint the most promising of these practices for widespread application and use. This is a particularly challenging endeavor in an era of dramatic economic disparities, ever so many competing demands for the available limited resources, and polarized perspectives, ignorance and stereotyping of diversity and immigration across mainstream America. We perceive, however, that the U.S. Latino community represents an untapped resource that we are just beginning to understand and value in terms of its potential contributions to the future well-being of America and to the creation of a new culture of giving to replace mistaken perceptions of just “who gives” and “who receives.” Changing the Mindset About Latinos and the Culture of Giving Today the Latino community in America has grown to represent just under 25 percent of the country’s population, and it is characterized as having a purchasing power of well over $600 billion annually, according to HispanTelligence, a research division of Hispanic Business Inc. According to 2010 U.S. Census data, Latino households in America earning more than $100,000 annually are reported to be growing. In this respect, Latinos are unique and, as a result, represent a potentially strong group of prospects for the “culture of giving.” In the education arena, traditionally, the Latino community has relied heavily on federal, state and local government grants and contracts to bring about change in the status quo and more pointedly address issues of student access, retention and graduation. Subsequently, foundations and philanthropic agencies have been targeted for resources for these efforts, which in turn have been augmented by nonprofit agencies and the business sector. At the same time, there is a prevalent myth in many circles of the development fundraising community that Latinos do not give, with implications that we are merely the takers or recipients of resources from others. There is enough evidence to put forth strong arguments that challenge these assertions, based on our working experience in brokering fundraising initiatives and creating a “culture of giving” across our communities and the agencies that represent them. And today, amidst an expanding middle class of successful Latino college and university graduates, it can be persuasively argued that strategic, well-thought-out, and culturally relevant appeals to the growing middle-class, college-educated and successful business segment of the U.S. Latino community needs to be cultivated to create this new “culture of giving” in a more globally oriented and multicultural manner. Collectively, these stakeholders also represent one of the most promising new developments for brokering important public-private sector partnerships because of their small- to medium-size business ownership in the economy. Potentially, it represents a “win-win” outcome for both the donors and recipients of these resources in terms of expanding the “culture of giving” to those that can give, as well as those that at one time or another in the past have been most in need. Money is not the only answer, but it is an essential and important ingredient to bring about change. To this end, there are a number of critical questions that need to be asked to get to the right answer and promote new levels of involvement that can highlight Latinos as they work to become both “givers” and “receivers” of the needed resources. The areas that might profitably be explored for this purpose are embed-

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ded in our collective answers to the following questions, which are highlighted throughout the body of this article. They include considerations, such as: How does one go about creating a genuine “culture of giving” that reaches out to both the Latino community and the external circle of likely donors and givers? What are the most persuasive socioeconomic arguments to put forth in locating funding for the nation’s Latino communities in need of assistance? And who are the community spokespersons to carry the message to make it happen? What segments of the resource-giving agenda should the federal, state and local government agencies handle? And also, what are the particular new roles that the foundation and philanthropic sectors can best play? How should the business community and nonprofit sectors be brought on board in the shaping of this “culture of giving” for Latino educational improvements? What expectations and roles should we put in place for Latino students and alumni from our colleges and universities in terms of the new fundraising and culture of giving agenda? Finally, and most important, How should we work to debunk the stereotyped and prevalent perceptions that Latinos do not give and are merely takers or recipients of resources that in the minds of many have promoted a “welfare recipient” mindset? Observations and Considerations for Shaping the New Culture of Giving As earlier stated, the largest growth area across the “culture of giving” and philanthropy today, and for the foreseeable future, will be that of cultivating individual person-to-person donations. This contrasts sharply with past practices in which the largest sums of money came from foundations, corporate and business groups, and the contracts and grants sector from federal and state government sources. As a result, there is now an opportunity to expand this “culture of giving” from the more traditional sources on which Latinos have relied to also focus attention on individual givers within the more affluent and better-educated segments of the diverse Latino communities, as regularly profiled in Hispanic Business and The Hispanic Outlook in Higher Education magazines and by the Hispanic Scholarship Fund, the Hispanic College Fund, Hispanics in Philanthropy and other Latino philanthropy publications and organizations, as well as CASE and the Association of Fundraising Professionals. Latinos who have completed a university education and, more likely than not, are now successful working professionals represent a group of donors who are in a position to be significant “givers of resources” to respond to the challenges of increasing the number of Latinos completing higher education. The present noncompletion and dropout rates will severely impact the U.S. economy if there is not a major push to more effectively educate Latinos who now and for the foreseeable future represent the largest segment of growth in the population of the country. These evolving circumstances represent an opportunity or “tipping point” to underscore the enduring value of the Latino community as a “culture of giving and caring” and, in the process, provide persuasive and convincing messages to mainstream America on the benefits gained in better educating Latinos. Major Tasks to Be Undertaken & Expected Outcomes and Results Within this context, there are some major tasks that all of us collectively and individually need to address in developing a cohesive framework and strategic plan to communicate these new messages across America. It represents a priority effort to raise the kinds of funds and resources that can make a major difference in Latino student success considerations across the United States. Latinos in the United States need to focus group attention on five major areas of concern: 1) Revamping and Updating a Statement Identifying Who We

Are and What We Seek and Do (in a clearly understood and easy to remember statement); 2) Developing a Realistic Fundraising Framework and Set of Expectations Across Those Members of Our Latino Communities Best Positioned to Give; 3) Shaping of the Compelling/Significant Messages that Need to be Communicated; 4) Identifying the Channels for Communicating the Fundraising Messages Along with Identification Procedures for Likely Donors; and 5) Setting up a More Viable Structure for the Management, Stewardship and Accountability of the Fundraising Efforts and the Results Achieved. In the most recent 2009-10 reports from the Giving USA Foundation, $315.08 billion were raised by private donor groups, including the corporate sector, corporations, foundations and individuals. Of this sum, corporations contributed 4 percent; foundations, including family foundations, 13 percent; and individuals, $251.21 billion, 75 percent; and bequests, 8 percent. These data convincingly underscore the assertion that, by far, it is the individual person-to-person sector that is providing the highest percentage of contributions, particularly when individual donations and bequests are combined. It documents that these two groups contributed approximately 83 percent of the total “Giving Agenda” made in the 200910 period reviewed, as opposed to the approximate 17 percent from the other two major entities – corporations and foundations. The total amount of contributions was $303.75 billion, which suggests that “the culture of giving” has become a major business development activity across all sectors of the economy and the society. Because the largest percentage of donations is coming from individual donors, the fundraising and cultivation effort requires a greater investment of time, genuine commitment and dedicated institutional resources and staff support to successfully respond to this “people-to-people” agenda. It is a labor-intensive effort.

Much Is Expected from Those Who Have Received in the Past Gifts from the growing number of individual family foundations within the philanthropic category could ostensibly be added to the individual giving percentages. Here again, the resulting data reinforce the importance of a new strategy focused on tapping individuals on a one-to-one basis for financial support in a reinvigorated “culture of giving.” This strategy might initially be focused on a growing segment of Latino college graduates or alumni as professionally successful individuals with a certain degree of disposable income and motivation to give. We need to live by the adage that “much is expected from those who have received in the past.” Higher education institutions need to focus on increasing the Latino participation percentages of successful students and donors, and we as Latinos need to join the participation ranks in greater numbers to become part of the “culture of giving back” at whatever levels our socioeconomic means allow. The mistaken public images of Latinos as a “drain on the society” with terrible patterns of underachievement need to be turned around. We face the challenge of creating a revitalized “culture of giving” both from within the Latino community and in partnership with other significant segments of the society. As a Latino/a alumnus from a college or university, each of us can make a difference in the educational arena of the next generation of Latinos through our own personal and active participation in a new “culture of giving.” In short, we need to become part of the Malcolm Gladwell (2000) “tipping point” to bring about this important societal change. Most assuredly, individual little things we do can indeed make a big difference.

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COMMENTARY

Can American Colleges Boost Grad Rates? B by Peggy Sands Orchowski

oosting college completion rates in the U.S.A. in order that we are once again “the most educated country in the world” has become an almost mantra-like goal among education policymakers, especially in Washington, D.C. But can we do it? That is the question. What policy changes would be needed, and what obstacles stand in the way? To find that out was the charge of some two dozen leading postsecondary education policymakers and advisors who were summoned by the American Enterprise Institute (AEI), a right-ofcenter think tank in Washington, D.C., to write and report on cutting-edge research about the Degrees of Difficulty: Can American Higher Education Regain Its Edge? Their conclusion, presented at AEI on Feb. 15, was a qualified “yes.” That is, they agreed that a large proportion of the U.S. population could achieve some college education attainment during their lives, at different levels and even at different ages. In fact, the unique openness of America’s postsecondary education institutions toward widely diverse students (from teenagers to adults and senior citizens of all backgrounds), structures (private, public, for-profit, nonprofit, community, state, national and global, on-site, online, real and virtual), offerings and degrees of all kinds was the (perhaps unintended) theme of the 11 reports, four panels and some 20 experts who appeared in the daylong conference. Diversity represents the obstacles, challenges and probable likelihood of America educating its widely different growing population. The conference was moderated by the always well-organized, charismatic, often wryly funny Mark Schneider of AEI and the American Institute for Research. Four panels considered “Where We Stand,” “Sub-Baccalaureate Programs,” “Policy Problems and Solutions” and “Reform Lessons from the States.” The central question of the conference – “how does college attainment matter?” – was perhaps best summarized by the Lumina Foundation’s Dewayne Matthews. “In the end, it’s about the quality of what is offered,” he said. Quality of the teachers, the institution, the col-

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lege experience, the course content, the remediation before, the computer-enhanced education during, the degrees earned, the shift from creditbased to skills-based learning, the job perhaps to be won from it all – in the end, it’s the quality of each of these segments that makes postsecondary educational achievement matter, he said. Another agreement was that there is a perceptible shift of the goal of education. It’s increasingly about preparing for the jobs to follow, about increasing skills learning that gives access to a wide range of posts, positions, professions and leadership. “We have to produce more educated workers at all levels,” said Travis Reindl of the National Governors Association. “A lot of our growth will have to be in the sub-baccalaureate programs.” America’s community colleges are unique to this end (according to Columbia University’s Thomas Bailey, who presented a report at the conference). They are being seen widely as a solution to the goal of increasing college attainment. But it’s other sub-baccalaureate programs such as career education (often offered by forprofit colleges), internships (usually unpaid and college-supported) and apprenticeships (usually paid and business-supported) in various states as well as in other nations (like Switzerland) that are being studied and duplicated. These were analyzed in several papers, such as the one by Diane Auer Jones of the Career Education Corporation. Similarly, Brian Bosworth, founder and CEO of Future Works, a postsecondary regional economic development and education program, focused on the value of certificate programs. His views came from a decade in international development assistance work in Latin America; his organization is based out of Seattle, Wash., and works with national and state organizations to implement labor market and college achievement success for low-income youths and working adults. Because of the wide range of postsecondary educational players, the panel on problems spent some time examining the challenge in the United States of credit portability. “While solutions are usually focused on streamlining credit transfer laterally between institutions (say from a

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community college to a four-year degree institution), there is no empirical evidence to suggest that that will increase degree attainment,” Josipa Rokas of the University of Virginia argued. “Neither does streamlining credit transfer between states. Best are alternative ways of earning credit, such as by examination, credit for work experience, military training and prior learning even living abroad.” A big problem connected with students dropping out before attaining degrees is the amount of time it might take to find a required course in a major. Some students graduate with dozens of unneeded credits (and costs) that they undertook in order to maintain full-time status while waiting to take one course to finish a degree. “This could reflect a number of underlying issues from poor advising to what has recently been described as a ‘motivated, even ambitious but directionless generation that have few if any concrete plans,’” writes Rokas. But he also sees it as a challenge for college policymakers to “push the boundaries of our thinking about higher education from a focus on credit hours and granting degrees based on hours in a classroom.” Instead, he suggests, the focus should be on whether students have learned anything or have any specific skills. “What do degrees really mean?” Rokas asks in his paper Equalizing Credits and Rewarding Skills. “What specific competencies do they represent is a question that should be asked by higher education as a whole.” That gets back to the quality question raised by the Lumina Foundation, which Rokas also credits with raising the questions about degree relevancy. “Higher education is not simply about ‘time in the seat.’ It’s about what students can do and know at the end. It is possible that nothing short of a fundamental transformation of our understanding of the day-to-day business of higher education will be necessary to increase the production and attainment of college-end rewards that will also in the end garner labor market rewards.”

Interesting Reads Academic Turnarounds: Restoring Vitality to Challenged American Colleges/Universities By Terrence MacTaggart This book explains how institutions get into trouble and recover. Its lessons promise to be applicable to a wide range of public and private colleges and universities. 2010. 144 pgs. ISBN 978-1607096603. $25.95 paper. Rowman & Littlefield Publishers, Inc. www.rowmanlittlefield.com. (301) 459-3366.

Amigoland By Oscar Casares In a small town on the Mexican border, two brothers, Don Fidencio and Don Celestino, face the facts: they are old, and they have let a family argument stand between them for too long. Don Celestino’s housekeeper encourages him to make amends – while he still can. 2009. 368 pgs. ISBN 978-0-316-15969-2. $23.99 cloth. Little, Brown and Company. (212) 364-1100. www.hachettebook group.com.

Political Struggle, Ideology and State Building: Pernambuco and the Construction of Brazil By Jeffrey C. Mosher This book delves into the history of the province of Pernambuco, Brazil, to illuminate the interplay between local and provincial social and political struggles and the construction of the nation-state. 2008. 360 pgs. ISBN: 978-0-8032-3247-. $50.00 cloth. University of Nebraska Press. (402) 472-3581. www.nebraskapress.unl.edu.

and Media...

Hugo Chavez

This program details the rise of Hugo Chávez’s government. It includes commentary from Venezuelan journalists, academics and opposition leaders – as well as in-depth interviews with Chávez himself. 2005. DVD (54 minutes). ISBN 978-1-4213-4930-5. $169.95. Films for the Humanities and Sciences. (800) 257-5126. www.films.com.

The Other Side of the Fence: American Migrants in Mexico by Sheila Croucher 256 pages. Austin: University of Texas Press, 2009. ISBN 978-0292-71975-0. $55.00 cloth.

ardly a week goes by that doesn’t include news stories of migrants entering the country from Mexico. Most come seeking work and fleeing poverty. Until that changes, the odds are that northerly migration will not cease. Buffeted by economic and political realities, it may vary from decade to decade, but it will not cease. This book addresses another migratory pattern: the growing number of Americans, many retirees, who are moving to enchanting Mexico. Its beach resorts, border towns and picturesque heartland serve as magnets. These migrants of privilege obviously are very different from those who come to America. Invariably well to do, they are not fleeing their homeland for financial reasons. They are also fully cognizant they can return home whenever they wish. Yet, although both sets of migrants are very different, they do share certain characteristics. Both tend to live in nationalistic enclaves; they are slow to learn the native language and thus normally communicate in their own native tongue. Native foods and customs are quaint – to be enjoyed – but not fully adopted. They consider themselves outsiders, are frequently treated as such and, in short, do not fully integrate into the host society. Americans in Mexico, for example, continue to celebrate purely American holidays such as Thanksgiving, Veterans Day and, of course, the Fourth of July. Many stores carry American products such as specialty granolas and Silk brand soymilk. In many townships, English-language newspapers have sprung forth and communal social clubs keep the ties to home alive. Integration moves along easily enough. But at times, it stalls for humans who don’t always want to change their habits, their way of life. Professor Sheila Croucher began her research in 2005 when, during a trip to San Miguel de Allende, she met a surprising number of U.S. migr’s. Subsequent visits to other parts of Mexico totaling a full eight months brought her into contact with the ever-growing number of expatriate Americans. Her book is the first ever to study the reverse migration phenomena. One of her findings is how, given readily available technology, cell phones and the Internet, to name two, immigrants can remain intimately connected to their former hometowns, friends and families. And in times of family emergencies or personal illness, it is easy enough for these well-to-do Americans to fly back to accustomed services and environments. These and other realities all add to the fact that residing in a foreign country doesn’t really mean one lives there. Most Americans are very happy in Mexico. But things never remain the same after “wealthy” foreigners land in small villages, lovely as they may be. There are consequences that diminish the very reasons why they came. For instance, real estate prices soar, inflation creeps into the economy, and formerly quaint villages become Americanized – which diminishes an important reason why so many migrated. Paradise may not be lost, but it is always changing. Reviewed by Gustavo A. Mellander

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HIGH SCHOOL FORUM

Bridging the High School and College Achievement Gap for Hispanics – It All Begins at Home

by Mary Ann Cooper ccording to the Pew Hispanic Center’s study Between Two Worlds: How Young Latinos Come of Age in America, Educational Expectations and Attainment (surveying Hispanics 16 years old and older), the high school dropout rate among Latino youths (17 percent) is nearly three times as high as it is among White youths (6 percent) and nearly double the rate among Blacks (9 percent). Nearly all Latino youths (89 percent) – Pew indicates that the term “youths” refers to 16- to 25-year-olds – and older adults (88 percent) agree with the statement that a college degree is important for getting ahead in life. However, just under half of Latinos ages 18 to 25 say they plan to get a college degree. The headline to explain this disconnect is that nearly 75 percent of young Hispanics (age 16 to 25) cite a lack of money as a major impediment to choosing to complete higher school or pursue higher education. But looking behind the headline tells another story. As in most instances, the devil is in the details. The same study notes that about half the respondents cite poor English skills. If language is a barrier to academic achievement for today’s high school student, the question that has to be asked is why and how schools can remove this obstacle to closing the achievement gap between Hispanic and White students. This Pew study examines how parental influence impacts student behavior and academic achievement in the Hispanic home. The inescapable inference to explain why 50 percent of Hispanics cite “poor English skills” as a deterrent to finishing high school or going on to college could be a lack of immersion and practice. And it starts in the home. According to Pew, “The way today’s young Latinos choose to describe themselves is linked to a series of identity and cultural signals they received from their parents. Young Latinos are more likely than older Latinos to say their parents socialized them more with a Hispanic focus than an American focus. Six in 10 (60 percent) of young Latinos say their parents often encour-

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aged them to speak Spanish, and less than half (47 percent) of older Latinos say that. At the same time, just 22 percent of young Latinos say their parents often encouraged them to speak only English, and more than a third (34 percent) of older Latinos say the same. These differences in parental encouragement of language use persist even when controlling for immigrant status. Young native-born Latinos are more likely than older native-born Latinos to have been encouraged often by their parents to speak Spanish – 51 percent vs. 40 percent. Among the foreign born, more than eight in 10 (84 percent) of young immigrant Latinos say their parents often encouraged them to speak Spanish, and only about seven in 10 (69 percent) of older immigrant Latinos say the same. The survey also finds that “today’s older Latinos report being raised by their parents with a stronger sense of pride in being American than today’s younger Latinos report receiving from their parents. Nearly four in 10 (39 percent) Latinos ages 26 and older say their parents talked often about their pride in being American; fewer than three in 10 (29 percent) young Latinos (ages 16 to 25) say the same.” But limited English does nothing to quell the desire for education or diminish its importance. According to the 2009 National Survey of Latinos, a whopping 97 percent of young Hispanics who are Spanish-language dominant rate a college education as important compared to 89 percent and 83 percent of bilingual and English-language youths. And while many of their parents encourage them to speak Spanish at home, these same parents view college as very important for their children’s success. More than three-quarters (77 percent) of Hispanic youths surveyed said that their parents believe going to college is the most important thing for them to do after they complete high school. That contrasts with just 11 percent of their parents who believe the most important thing for them to do after high school is to get a full-time job.

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But that’s where the numbers break down. Hispanic high school students and their families might value a college education, but Hispanic youths tend to set the bar lower for themselves, personally. Just 48 percent say they expect to get a college degree or more, compared with 60 percent of the overall U.S. population of non-Hispanic youths. Here again, there is a significant gap that appears between Hispanic youths who are Spanishlanguage dominant and those who are bilingual or Hispanic English-language dominant. About onequarter (24 percent) of Hispanic Spanish-dominant youths say they plan to earn a bachelor’s degree or higher while about half (49 percent) of bilingual Hispanic youths and more than six in 10 (62 percent) of Hispanic English-dominant youths share that ambition. Similarly, more than four in 10 (41 percent) of Hispanic Spanish-dominant youths say they have no further plans to continue in school after high school while 20 percent of bilingual Hispanic youths and 13 percent of Hispanic English-dominant youths feel the same way. While nearly 75 percent of all Hispanic youth survey respondents who dropped out of the education system during or immediately upon graduation from high school report they did so because they had to pitch in financially to support their family, the other reasons cited include poor English skills (about 50 percent) and “a dislike of school and a feeling that they don’t need more education for the careers they want” (each cited by about 40 percent of Hispanic youth respondents). The survey explains, “In 2007, 29 percent of all immigrant female Hispanics ages 16 to 25 were mothers, compared with 17 percent of native-born female Hispanics and 12 percent of White females. In addition, nearly two-thirds (64 percent) of all immigrant Hispanics ages 18 to 25 say they send remittances to family members in their country of origin ... and just 21 percent of their U.S.-born counterparts.” Hispanics 16 to 24 and 25 and older have differing opinions about why the rate of Hispanic academic success does not measure up favorably

in some categories to that of their non-Hispanic colleagues. Older Hispanics tend to lay the blame at the feet of the parents, poor English skills and the students themselves. Interestingly enough, older Hispanics don’t take teachers or schools as much to task for poor performance and a lack of follow through on education goals such as finishing high school or going on to further education. Overall, 38 percent of respondents think Hispanic students don’t work as hard as their fellow non-Hispanic students and see this as the major cause of the achievement gap between Hispanic and non-Hispanic students. Parents take a major hit from older Hispanics in this regard. Of Hispanics polled who were 26 years and up, 61 percent gave parents a failing grade when it came to playing an active role in the academic success of their children. They cite that as the major reason for the lackluster academic performance of Hispanics in high school and in college. When the survey isolated the Hispanic youth response to this, less than half of those polled (47 percent) agreed with their older counterparts. Some vehemently defend their parents. As

one 21-year-old Hispanic male put it, “Our parents are exhausted every time they come home. They don’t have time to be ‘oh you need help with your homework?’” Another 15-year-old Hispanic student points out how the economic times of crisis complicate the issue. “Parents expect so much and it gets ... overwhelming. You have to support your family and take care of your brothers and sisters. ... some people gotta grow up, and basically never really have a childhood.” Older Hispanics see English-language skills as more critical than the Hispanic youth do. Nearly 60 percent of Hispanics over 26 say the limited English skills of Hispanic students is a major reason for their education achievement gap, but just 43 percent of Hispanic youths agree. As the survey points out, “Older Latinos are also more likely than young Latinos to say Hispanic students not working as hard as other students is a major reason that Hispanics students are not doing as well in school as other students – 41 percent versus 31 percent. Immigrant young Latinos are about as likely as adult Latinos to blame parents, the English skills of Hispanic students, and student themselves for the poor academic performance of Hispanic students.

For example, 62 percent of immigrant youths say parents of Hispanics students are a major reason that Hispanic students do not do as well in school as others, similar to the share (61 percent) of older Latinos who say the same.” And it has become a generational divide for Hispanics. According to the survey, “Foreign-born young Latinos are more likely than second- or third-generation young Latinos to identify parents, the English skills of Hispanic students, teachers, and Hispanics students themselves for the poor performance of Hispanics students relative to other groups. More than half (51 percent) of immigrant young Latinos say that Hispanic students not working as hard as others is a major reason that Hispanic students do not do as well in school as others. This is more than twice the share (22 percent) of second-generation young Latinos, and nearly five times the share (11 percent) of thirdgeneration young Latinos who say the same.” One thing that everyone can agree on is that parental involvement is an important tool for narrowing the achievement gap for high school Hispanics. It might, in fact, be the best tool we have.

Theory into Practice When it comes to encouraging more Hispanics to finish high school and attend some form of higher education, it’s all hands on deck. The stakes are too high to allow the education gap between the White population and Latino population to continue or grow. It will take, however, a concerted effort to establish an education partnership with Hispanic parents to reverse course. Here are tools recommended in a Tomás Rivera Policy Institute (TRPI) report, Understanding Latino Parental Involvement in Education: Perceptions, Expectations and Recommendations by María Estela Zarate, Ph.D., assistant professor, University of California-Irvine, for policymakers, schools and teachers, whom it says can make a difference. TRPI’s Recommendations for Policymakers and Schools: • On a state level and federal level there should be a way to measure the involvement of parents in school matters surrounding their children, and that involvement should be quantified and made public. • There needs to be a commitment, through legislation if necessary, by local businesses and employers to allow parents and guardians to be available for reasonable school activities such as conferences, open houses and parent-teacher meetings. • While a greater effort has been made over the years to make sure vital information is provided in Spanish as well as English to students and their parents, there is no substitute for greater Spanish-language fluency among the staff and administration of schools to give parents a greater comfort level in academic settings. More active recruitment of Spanish-speaking staff is needed, according to this report. • Some part of local, state or federal education funding should be devoted to developing English literacy, language and computer skills of parents who only speak Spanish in the home. In this era of underfunding and budget cuts, this is a hard sell but would pay great dividends if it results in higher Hispanic achievement in schools. • Just as schools develop curricula and lesson plans, they need to come up with goals for increasing parental involvement for all students, particularly Hispanics. These goals should be delineated and made public, along with providing objective means to measure the success or failure of the plan to reach those goals. • There should be a heightened sensitivity in scheduling school events and activities that would benefit parents and parents’ participation in schools so that they are planned for days and times most convenient for working parents. Teachers and staff should be in some way recognized for extra efforts in this regard. As the report stated, “Flexible meeting times place demands on teachers and counselors and need to be recognized in the distribution of class or student load.” • Parents need their own space in their children’s school. A classroom, an office, a conference room can be converted to become a welcoming place for parents to assemble. It can be used for parent get-togethers, English classes and naturalization workshops, for example. It should be available some evenings and weekends. • Schools should be in touch with parents for positive as well as negative developments in their children’s academic development. When a note goes home or the phone rings, a parent should not feel it’s a foregone conclusion that their child is in trouble. Good news encourages parental involvement.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

60 National Partners Release Roadmap for Latinos to Make America World Leader in College Degrees WASHINGTON, D.C.

Rep. Charles González, chairman of the Congressional Hispanic Caucus, former Secretary of Education Richard Riley and Dr. Eduardo J. Padrón, chairman of the White House Initiative on Educational Excellence for Hispanic Americans, recently joined Excelencia in Education and its 60 national partner organizations for a Capitol Hill event to release the Roadmap for Ensuring America’s Future. Sarita Brown and Deborah Santiago, cofounders of Excelencia in Education, presented findings and recommendations from the Roadmap, which is a result of a collaborative effort led by Excelencia in Education and supported by the Bill and Melinda Gates

Share of Minority S&E Degrees from MSIs Has Declined ARLINGTON, Va.

More than 45 years after the Civil Rights Act of 1964, National Science Foundation (NSF) statistics show minority academic institutions still enroll a substantial number of minority students, but the percentage of minorities earning bachelor’s degrees in science and engineering (S&E) from minorityserving institutions has declined over time. Statistics published in February in a report titled Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011 show that 26 percent of 56

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Foundation, the Lumina Foundation for Education, and the Kresge Foundation. The Roadmap includes a rigorous statistical analysis of completion to create benchmarks to measure America’s progress toward becoming the world leader in college degrees. Based on this research, Latinos will have to earn 5.5 million college degrees by 2020 for America to reach 51 percent degree attainment and become the world leader. Research presented at the event also revealed that Latino students are more likely to be nontraditional students – enrolled part time, later in life, and at two-year institutions – and they tend to enroll where they live, so state and institutional initiatives that center on those students can make a big difference. The plan recommends that colleges and universities focus on policies that increase retention for working students in good standing, increase early college high schools and dual-enrollment programs, and guaran-

tee need-based aid for qualified students. At the state level, the Roadmap suggests that leaders simplify the transfer pathway between two-year and four-year colleges, make college accessible and affordable for students of all economic backgrounds and ensure state higher education leaders specifically address strategies to expand college completion among underrepresented groups. While institutional and government policy play critical roles, the plan recommends that community leaders do more to inform parents and family members about the pathway to college and to engage their community in supporting college access and degree attainment. “America cannot become the world leader in college degrees, nor will it have a globally competitive work force in the future, if it does not focus on improving Latino college completion,” said González. “The Roadmap for Ensuring America’s Future is a critical tool that provides us with a clear path forward to achieve that future.”

Blacks earned S&E bachelor’s degrees from Historically Black Colleges and Universities (HBCUs) in 2000 while only 20 percent earned them from HBCUs in 2008. Published by NSF’s National Center for Science and Engineering Statistics (NCSES), formerly the Division of Science Resources Statistics, the report charts the participation of women, minorities and persons with disabilities in science and engineering education and employment. According to the report’s findings, underrepresented minorities – Blacks, Hispanics and Native Americans – are less likely than Whites to attend college or to graduate. About 53 percent of Blacks and 35 percent of Hispanics versus 68 percent of Whites attend college while 19 per-

cent of Blacks and 12 percent of Hispanics versus 37 percent of Whites graduate. But for those underrepresented minorities who do graduate, the degree patterns are similar to those of Whites. In fact, the shares of S&E bachelor’s and master’s degrees for underrepresented minorities have been rising for two decades since 1989. This report is available online through the NCSES homepage of the National Science Foundation’s website. NSF supports all fields of fundamental science and engineering, except for medical sciences, by funding the research of scientists, engineers and educators directly through their own home institutions, typically universities and colleges.

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The Hispanic Outlook In Higher Education

ISI: College Fails to Produce Engaged Citizens WILMINGTON, Del.

Typical college mission statements normally include aspirations to cultivate informed citizens who are politically active and engaged. A new report on civic literacy statistically says that these goals are not achieved by U.S. colleges and universities. Intercollegiate Studies Institute (ISI), a nonprofit educational organization, released its fifth annual National Civic Literacy Report assessing how well America’s colleges and universities are preparing graduates for lives of informed and responsible civic duty. In this year’s report, Enlightened Citizenship:

Purdue Study: Location Plays Role in Immigrants’ Decision to Learn English WEST LAFAYETTE, Ind.

Whether immigrants to the United States are motivated to learn English depends on a variety of conditions, such as where they will live, how educated they are and whether they need to know the language for their job, a Purdue University study finds. Their ethnic background, gender and even whether they are married also can influence whether they learn English, said Brigitte Waldorf, Purdue agricultural economist and the study’s lead researcher. “The likelihood of speaking English well among the immigrant community is very much dependent on who the immigrants are,” Waldorf said. The study, The Role of Human Capital in Language Acquisition Among Immigrants

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May 02, 2011

How Civic Knowledge Trumps a College Degree in Promoting Active Civic Engagement, ISI seeks to answer the “Big Question” – is college capable of producing informed and engaged citizens? “Our study clearly shows that college has absolutely zero positive influence in encouraging graduates to become actively engaged in more consequential aspects of the political process, like expressing your views to elected officials, donating your time to candidates you believe in, and attending various political events,” states Dr. Richard Brake, co-chair of ISI’s National Civic Literacy Board. “Instead, becoming educated about American history and the fundamental principles that shape our Republic ensures citizens will do more to influence the electoral

process than simply casting a vote.” The report was based on a comprehensive survey that determined, among other things, whether respondents had engaged in passive (e.g. voting) and/or active (e.g. signing a petition, attending a rally) political and community activities at least once in their lifetime. Some key findings of ISI’s study include: • College fails to promote high levels of civic knowledge, with a bachelor’s degree exerting zero influence on a graduate’s “active” civic engagement. • Gaining greater civic knowledge trumps college as the leading factor in encouraging active civic engagement. The findings in the 2011 report are available at www.AmericanCivicLiteracy.org.

in U.S. Metropolitan Areas, analyzed 2000 U.S. Census data. Waldorf and her research team looked at Census questionnaires completed by 31,767 people ages 18 and older who were born in either Mexico or China, not attending school and living in Boston, Chicago, Dallas or San Francisco. Mexicans and Chinese comprise two of the largest immigrant groups, with the four U.S. cities representing traditional entry points. Just over half of the immigrants studied were proficient in English. Data suggested immigrants living in metropolitan U.S. cities with large immigrant communities were, on average, less likely to have learned English than immigrants settling in cities with smaller or no immigrant communities, Waldorf said. A Chinese immigrant living in San Francisco’s Chinatown or a Mexican immigrant residing in the large Hispanic areas of Chicago or Dallas could function within

those ethnic communities and never have to develop English skills, Waldorf said. “If a person from China thinks about immigrating to the United States, they are more likely to settle in San Francisco where chances are high they already know somebody and can rely on the ethnic network,” she said. “In a city like Boston where you don’t have a big Mexican community, it becomes difficult for those immigrants to earn a living or have social interaction without learning English.” Education also plays an important role in immigrant English proficiency. The Purdue study indicated that about 40 percent of Chinese and Mexican immigrants with a high school diploma were proficient in English, compared with about 23 percent of those with less education. About 70 percent of immigrants with college degrees were fluent in English. Census data did not indicate where immigrants earned their diploma or degree.

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HI S PAN I C S O N T H E MO VE CASE Honors UTSA President Romo

ognized for leadership in diminishing the risk of nuclear war.

District Four of the Council for Advancement and Support of Education (CASE) honored University of TexasSan Antonio (UTSA) President Ricardo Romo with an E. Joseph Savoie Chief Executive Leadership Award for his guidance in transforming UTSA from a regional campus to an emerging Tier One research university. The service award is one of the highest honors given annually to a university president, chancellor or other institutional CEO for successfully promoting education and institutional advancement.

Ariza New VP for Academic Affairs and Chief Diversity Officer at Quinnipiac Diane Ariza was appointed associate vice president for academic affairs and chief diversity officer at Quinnipiac University (Conn.). Ariza previously was an assistant professor of ethnic studies at Albion College in Michigan. She has a bachelor’s degree from Stetson University and a master’s and doctorate from Western Michigan University.

MDC President Padrón Becomes ACE Board Chair

Cabrera Named Director of UIC Latino Cultural Center

Eduardo J. Padrón, president of Miami Dade College (MDC) in Florida, has been named chair of the Board of Directors of the American Council on Education (ACE), the major coordinating body for all the nation’s higher education institutions. A former ACE board vice chair, Padrón succeeds John Sexton, president of New York University, and will serve a one-year term.

Rosa Cabrera, an anthropologist who works on issues of cultural understanding and environmental conservation, has been named director of the Rafael Cintrón-Ortiz Latino Cultural Center at the University of Illinois-Chicago (UIC). Cabrera comes to UIC from the Field Museum of Natural History. A senior urban anthropology manager since 2000, Cabrera has a Bachelor of Arts in design and a doctorate in anthropology from UIC.

Richardson a Harvard Institute of Politics Spring 2011 Visiting Fellow

Villanueva New Chief Business Officer at Compton CCD

Bill Richardson, governor of New Mexico from 2003 to 2011, recently served a Spring Visiting Fellowship at the Harvard University Institute of Politics. Richardson spoke in the John F. Kennedy Jr. Forum and delivered the 2011 Corliss Lamont Lecture, a lectureship featuring an individual widely rec-

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The Compton Community College District (CCCD) in California recently welcomed Daniel Villanueva as its new chief business officer. Villanueva previously served as the assistant director of Business Advisory Services for the Los Angeles County Office of Education for more than 10 years. He has

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a bachelor’s degree in management and administration from the University of Redlands and a Master of Business Administration from the University of La Verne.

SU’s Morales Appointed to NCORE Advisory Committee Linda Morales, Salisbury University’s (Md.) interim chief diversity officer, was named to a three-year term on the National Conference for Race & Ethnicity in American Higher Education (NCORE) Advisory Committee. Morales co-chairs the Washington Regional Task Force Against Campus Prejudice. She has a bachelor’s degree in communication/media and a master’s in English from the State University of New York-Fredonia.

Gaviria Speaks at Canisius College The William H. Fitzpatrick Institute of Public Affairs and Leadership at Canisius College (N.Y.) recently welcomed former Colombian President César Gaviria, who gave a lecture titled “Why Latin America Matters to the U.S.” Gaviria was elected president of Colombia in 1990. Following his four-year term, he was elected secretary general of the Organization of American States (OAS).

VICE CHANCELLOR FOR STUDENT AFFAIRS INDIANA UNIVERSITY NORTHWEST The Vice Chancellor of Student Affairs is the chief student officer for the campus and functions as the Dean of Students. As part of the campus senior leadership team, the VCSA is engaged in the strategic vision for planning that affects student life, success, and experiences on the campus. The VCSA is responsible for envisioning, planning, managing, and delivering services to meet the needs of the University’s undergraduate and graduate students, as well as prospective students; provides strategic leadership, appropriate support to academic goals and advice in the development and implementation of student policy. The VCSA has responsibility for developing, implementing, and coordinating campus-based programs that meet the varying needs of a culturally diverse student population and encourages the success of all students. The VCSA has a role in leading Admissions/Enrollment Management and Retention Services, in collaboration with the Office of Academic Affairs, to improve student academic success and degree-completion rates, both priorities of the campus. Other direct reports include student life and intercollegiate athletics, counseling, career services, and other student support offices. A successful candidate should have demonstrated leadership ability, experience with student advocacy, a record of involvement in community affairs; excellent communication skills; strong management and budgeting experience; knowledge in the areas of equity, diversity and ADA compliance; a strong understanding of academic issues, especially pertaining to academic integrity; ability to work with academic units to create co-curricular components that advance student learning outcomes; an excellent understanding of governmental programs, agencies, and laws that specifically address university and student issues and experience in administering and obtaining grants and scholarships. A PhD in Counseling and Guidance, Student Personnel Administration or other relevant field is required. Five or more years of experience in administration of student programs or related professional experience is expected. Additional experience should include supervisory roles, preferably on an urban campus that serves a broadly diverse student population. Candidates must possess excellent communication skills together with strong leadership, collaborative abilities, and financial management experience.

To apply, upload cover letter and resume/curriculum vitae containing contact information for three references to the IU Northwest online application (OLA) system at https://jobs.iu.edu, and applications received by April 28, 2011 will receive full consideration, but review of applications will continue until the position is filled. Preferred file format is pdf, but Microsoft Word documents are acceptable.

One of the eight comprehensive universities in the Indiana University system, IU Northwest is located in metropolitan Northwest Indiana, approximately 30 miles southeast of Chicago and 5 miles from the Indiana Dunes National Lakeshore. The campus has a diverse student population of 6,000 and offers primarily Baccalaureate and Master degrees in a variety of undergraduate and graduate programs in arts and sciences, business and economics, education, nursing and health professions, public and environmental affairs, and social work. IU Northwest emphasizes high quality teaching, research and service. As a student-centered campus, IU Northwest is committed to academic excellence characterized by a love of ideas and achievement in learning, discovery, creativity and engagement. IU Northwest is an equal employment opportunity, affirmative action employer with a commitment to recruiting and retaining a diverse faculty and staff by expanding employment opportunities for minorities, women and persons with disabilities.

ounded in 1956, the University of South Florida is a public research university

of growing national distinction. The USF System is comprised of two separately accredited institutions, USF and USF St. Petersburg. USF consists of the main

research campus in Tampa, which includes USF Health, the College of Marine Science in St. Petersburg, and two regional campus-USF Sarasota-Manatee, and USF

Polytechnic, located in Lakeland. USF is one of only three Florida public universities classified by the Carnegie Foundation for the Advancement of Teaching in the top tier of research universities. More than 47,000 students are studying on USF campuses and the University offers 228 degree programs at the undergraduate, graduate, specialty and doctoral levels, including the doctor of medicine. USF is a member of the Big East Athletic Conference. And, USF is listed in the Princeton Review as one of the nation’s 50 “Best Value” public colleges and universities.

The university is currently recruiting for the following positions; the number in parentheses represents the number of positions available to that specific title:

Administrative Positions:

Director Student Services (Engineering) Sr. Director of Development (Advancement) Associate Vice President, Student Affairs Associate Dean (Student Affairs) Regional Assistant or Vice Chancellor (St. Petersburg Campus)

Faculty Positions: College of Arts and Sciences

Center for Community Partner

Assistant/Associate Professor (1)

Assistant Professor (2)

Associate Professor (1)

Engineering

Marine Science

Chair/Associate/Full Professor (1)

Professor/Chair (1)

Assistant/Associate Professor (2)

Director, Urban Transportation Center

College of Public Health

PolyTechnic Campus

Associate Professor/ Professor (1)

Assistant/Associate Professor (5)

Associate Professor (4)

Assistant Professor (1)

Professor, Chair, & Center Director (1)

Sr. Associate Vice President (1)

College of Medicine

Assistant Professor (18)

College of Nursing

Associate Professor/Professor (3)

Assistant/Associate Professor (8)

Assistant Professor (2)

Professor/Chair (2)

Associate Professor/Professor (1)

Assistant/Associate Professor (2) Assistant Dean (1)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 9744373; 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 05/02/2011

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UNIVERSITY OF MARYLAND College Park, Maryland CHIEF DIVERSITY OFFICER AND ASSOCIATE VICE PRESIDENT Applications and nominations are invited for the position of Chief Diversity Officer and Associate Vice President (CDO/AVP) at the University of Maryland, College Park. The CDO/AVP reports to both the President and the Provost, serves on the President’s Cabinet, and sits on the Council of Deans. The CDO/AVP works closely with senior leaders, faculty, staff, students, and external constituencies to advance diversity, equity, and inclusion as core institutional values, central to the University’s missions of teaching, research, service, and community engagement.

Essential Duties: • Lead the University’s Office of Diversity, Equity and Inclusion, serving as the chief diversity spokesperson and providing active oversight, coordination, and assessment of programs and policies related to diversity, equity, access, inclusion, and affirmative action. • Oversee implementation of the 2010 Strategic Plan for Diversity at the University of Maryland (http://www.provost.umd.edu/Documents/Strategic_Plan_for_Diversity.pdf) and support the efforts of campus units to achieve their diversity goals. • Coordinate campus initiatives to recruit, retain, and advance diverse faculty and staff, and support programs that seek to increase the academic success and graduation of underrepresented students. • Create and assess initiatives that promote a campus climate of inclusion. • Coordinate and oversee campus-wide diversity training initiatives, leadership programs, and cocurricular programs aimed at building cultural competence and diversity-related skills. • Promote faculty-led research and scholarship that advance knowledge of race/ethnicity, gender, sexual orientation, disabilities, and other dimensions of diversity. • Strengthen campus connections with diverse communities in the region. • Ensure compliance with the University’s Code on Equity, Diversity, and Inclusion (http://www.ohrp.umd.edu/compliance/hrc/introl.html) and related federal/state policies and regulations. • Pursue opportunities to increase resources for the University’s diversity initiatives. Qualifications: Applicants should have a Master’s or doctoral degree and at least five years of experience in developing, implementing, and evaluating diversity programs. The successful candidate will have superior leadership, organizational, and communication skills; excellent human relations skills and proven ability to work effectively with diverse communities; and broad knowledge of equal opportunity, affirmative action, and other compliance regulations in higher education. Successful experience in strategic planning, staff supervision, and grant writing/grant management are highly desirable. Salary: Competitive and commensurate with experience. Position Available: Applicants should submit: (1) a letter specifically addressing the candidate’s qualifications for the position, (2) a current resume, and (3) the names, emails and telephone numbers of at least four persons who can be contacted by the search committee for references. Screening of applications will begin May 15, 2011 and will continue until the position is filled. More information regarding this position may be obtained by contacting: Dr. Lee Thornton, Interim Associate Provost for Equity and Diversity (phone: 301/405-6810; lthornton@ jmail.umd.edu). Applicants may submit materials online to: jobs.umd.edu/applicants/ Central?quickFind=54102

The Hispanic Outlook Magazine® is also available in a digital format

The University of Maryland, College Park actively subscribes to a policy of equal education and employment opportunities. Women and minority candidates are especially encouraged to apply.

www.hispanicoutlook.com for additional information

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For complete information on web advertising packages that suit your needs contact us at

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E-Mail us your text to: outlook@sprintmail.com Fax us at: (201) 587-9105 And Visit us on the web www.HispanicOutlook.com

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SCHOOL OF MEDICINE The University of California, Davis, School of Medicine is part of a nationally recognized, highly collaborative health system that excels in translating scientific discoveries and new technology into improved patient care and community health. Based in Sacramento, Calif., the UC Davis School of Medicine is seeking talented faculty to join an innovative environment infused with team learning, team research and team patient care. Academic positions are available at all levels in clinical and basic science departments with research, teaching, and/or clinical responsibilities in five academic series. To learn more about the exciting opportunities UC Davis has to offer, please visit http://provost.ucdavis.edu/jobs/ The University of California is an affirmative action/equal opportunity employer with a strong commitment to achieving diversity in its faculty and staff.

VICE PRESIDENT FOR UNIVERSITY COMMUNICATIONS

The University of Pennsylvania seeks an energetic, adept, and engaging communications professional with a demonstrated commitment to strategic planning, strong leadership, and thoughtful collaboration to serve as its next Vice President for University Communications. Reporting to the President, the VP will have a broad mandate to oversee, coordinate, and integrate internal and external communications targeting the University’s diverse constituencies, and will serve as the University’s spokesperson.

This position is a key strategic and leadership role in the Penn administration. Serving as a member of the President’s executive team, the VP will work closely with deans, faculty, and senior administrators to increase Penn’s visibility both nationally and internationally, and to communicate the University’s highest priorities by leveraging both traditional and evolving communication methods. To be successful, the VP must welcome the unique challenges and rewards of working as part of a leadership team at a major teaching and research university.

A member of the Ivy League, Penn is home to a distinguished faculty of 2,500 who integrate knowledge across disciplines and who have been recognized by nearly every major learned society and award committee. Penn’s 12 schools reside on a single, compact, urban campus; span the arts, sciences, humanities, and professions; and display a special commitment to local and global engagement. By promoting the strengths and accomplishments of Penn’s faculty and undergraduate, graduate, and professional schools to national and international audiences, the VP plays a critical role in advancing the University and cementing Penn’s reputation as one of the world’s foremost teaching and research universities.

The University has retained Heyman Associates to assist in this search, which will remain open until the position is filled. Nominations and expressions of interest should be sent via email to: pwm@heymanassociates.com The University of Pennsylvania is an equal opportunity affirmative action employer and is strongly committed to diversity. Minorities, females, veterans, and individuals with disabilities are strongly encouraged to apply.

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ADVERTISING INDEX POSITIONS

INSTITUTIONAL

CALIFORNIA

California State University, Fullerton

Pasadena City College

Florida International University

University of California, Davis

Kean University

Law School Admission Council

Lehman College/CUNY

Metropolitan State College of Denver

New Mexico State University

Northern Arizona University

Park University

Robert Morris University

St. Mary’s University

Salisbury University

Samuel Merritt University

San Francisco State University

Texas State University, San Marcos

Texas Tech University

Thomas M. Cooley Law School

University of Texas at Brownsville and Texas Southmost College

Virginia Commonwealth University

National Academy of Sciences (NAS)

FLORIDA

University of South Florida

ILLINOIS

University of Illinois

INDIANA

Indiana University Northwest

MARYLAND

University of Maryland, College Park

NEW JERSEY

Union County College

OHIO

College of Wooster

PENNSYLVANIA

University of Pennsylvania

VIRGINIA

CONFERENCES/FELLOWSHIPS

Virginia Commonwealth University

National Council of La Raza *To see all our “Employment and other Opportunities,”

including all Web Postings, visit our website at www.HispanicOutlook.com

Congratulates all of the institutions of higher learning that made the TOP 100 Lists 05/02/2011

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

P ri min g the Pump. ..

PUBLIC SPEAKING HELPS LATINO STUDENTS PREPARE FOR HIGHER EDUCATION

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

“There are certain things in which mediocrity is not to be endured, such as poetry, music, painting, public speaking.” – Jean de la Bruyere, 17th-Century French Moralist

Are

you among the millions who claim they fear public speaking more than death? For Latino students, training in effective public speaking should start early and continue consistently to prepare for higher education and beyond. Middle or high school students might consider speech class an “easy A,” or a class in which they will have to do nothing. Some may object it is too difficult or they will never do public speaking in the future. Build public speaking into every class. Appeal to the dream of fame that many youngsters harbor, even if it is only on YouTube. Watch a few bad YouTube clips together, and try paring down the number of bad broadcasts. Ask if they have attended a family funeral where the eulogy was so poorly presented that the mourners wanted to join the deceased. Are they still not convinced? Inquire about the last time someone pontificated at dinner while others fell silent. At that point, some students might claim that the ability to be an effective public speaker is genetic. Remind them it is a learned skill in high (and sometimes inescapable) demand. It is one more way of preparing to make it on your own. While school presentations are the most common experience Latino students have with public speaking, other types of training can be fun and effective. Many Latinos enjoy the spontaneity of impromptu speaking, with one minute of preparation and a four-minute speech on an assigned topic. It helps students organize their thoughts quickly and think on their feet. Debate, with its demand for logic, listening and quick thinking, teaches Latinos how to articulately convince others or defend themselves. Some Latino students enjoy oral dramatic interpretation, especially if they choose the piece and have a hospitable audience. Regardless of how or where public speaking is taught, Latino students must first understand that content is as important (if not more) than presentation. For Latinos, facility with words is also the key to being taken seriously in any group and overcoming stereotypes others may

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have. Latino students must rely upon word power to affect an outcome, especially when there is a clear goal but limited resources. Next step: the outline – the key to helping students think ahead and on their feet logically to avoid the public speaking jitters that come from lack of preparation. A research-based requirement in a public speaking assignment is also important to assure that students prepare the work and develop another skill. Since some students think they can fool a teacher by fabricating content or being charming, the research-based requirement reinforces the idea of objective preparation for public speaking. An instructor can support Latino students by requiring that the speech also be personally relevant to both the speaker and the audience. This might require additional instruction or coaching, but it helps the student put the topic in a familiar context, master the content and reach the audience more effectively. Articulation, enunciation, projection, inflection, gestures and mannerisms need to be addressed when working with Latino students, but feedback presented to primary Spanish speakers presenting in English must be provided sensitively. A good student-teacher relationship helps the student hear the feedback objectively and not take it personally. While teens enjoy teasing and using humor interactively, learning how and when to use humor is important. Finally, a Latino’s choice of clothing when speaking in public needs to be discussed sensitively but directly with students because of the implications clothing styles have with different audiences. When students resist changing their typical clothing or become adamant about their rights to stick with a style that might be misinterpreted by others, refocusing on the power of words and delivery of message can move the issue from a comment they take personally to a strategic, powerful, personal decision. Finally, focusing on audience engagement encourages Latino students to develop crucial observation and strategic skills – invaluable for getting one’s point across effectively to whomever is being addressed.

These articles appeared online only in the 05/02/11 Issue

TARGETING HIGHER EDUCATION

Value of a College Education and New Goals

by Gustavo A. Mellander

all accounts, partisan and otherwise, the world nearly drifted or exploded into a worldwide depression that would have rivaled the 1930s. Its economic and political ramifications would have changed life as we know it. As it turned out, the 2008 economic crisis sparked layoffs in virtually all occupations throughout the world. It was quite devastating. Revered and trusted companies simply went out of business. Unemployment or underemployment rose into the millions. College Grads Worldwide But in many nations, including the United States, college graduates were far less likely to lose their jobs than were their less-educated counterparts. Although many highly educated college-trained individuals were not immune from the economic hardship, they suffered less as a group. This and other interesting statistics on the effects of the economic downturn have been compiled by the Organisation for Economic Co-operation and Development (OECD). It reports that the unemployment rate among college graduates was between “two and four times lower than among workers with only a high school diploma.” The report, Education at a Glance 2010: OECD Indicators, is the latest in an annual series that analyzes data among the 31 member countries, which represent the world’s largest capitalist economies, and five non-OECD members, including Brazil and Russia. For the first time this year, the report also included a significant amount of data from China, India and Indonesia. Using data from 2008 and 2009, researchers were able to draw conclusions about the impact of the economic crisis and the relationship between employment and education. “In some countries, people with higher education were almost unaffected by the crisis, whereas the crisis really hit hard the people in the lower end of the spectrum,” said Andreas Schleicher, head of the unit that produces the Education at a Glance series. “That’s telling you something, that in a moment of crisis, in a high-wage economy, people who don’t really live up to those economies’ needs have a really hard time.” Younger workers were particularly affected. In Hungary, the unemployment rate among 15- to 29-year-olds with a college degree was about 2 percent, compared with about 12 percent among workers without a high school diploma. In Ireland, 7 percent of college graduates ages 15 to 29 were out of work, compared with 15 percent of those without a high school diploma, the report says. Shifts in Study-Abroad Destinations The study also examines trends in the internationalization of higher education. While the absolute number of students opting to study abroad continues to go up, their destination choices are shifting. The United States has witnessed by far the biggest drop in its market share. It fell more than seven per-

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centage points, from 26 percent to 18.7 percent, between 2000 and 2008. Meanwhile, Australia increased its share by one percentage point, to reach 6.9 percent in 2008, the latest year for which figures were available, and Russia, a relative newcomer to internationalization, increased its share by two percentage points to reach 4.9 percent in 2008. A mixture of foreign students has long been recognized as beneficial to the intellectual mix on a college campus. Australia has by far the largest proportion of foreign students among its college enrollments, a high 22 percent. By contrast, only 3 percent of students attending American colleges come from abroad. That is a significant decline and a disturbing one. Australia is way ahead because of its aggressive strategies to attract foreign students, both on the part of government and individual institutions. Many universities see those goals as an integral and important part of their agenda. The trend is not universal. Some countries are turning more inward. Following a huge increase in government support to create new universities in China, fewer Chinese students are studying abroad. Most countries recognize the personal and societal benefits of higher education. But some are beginning to ask, is there a limit? When is this going to level off? Will we see declining returns on educating so many? The report suggests that countries with historically high college enrollment, such as the United States, will have to invest in expanding enrollment if they don’t want to fall behind. In 1995, the United States had the world’s highest level of college enrollment. Now it is No. 14. As a result, “what many Americans consider high is now just average.” A bit chilling. Statistics indicate that many other nations are investing a greater percentage of their national budgets in higher education than we are. Clearly, many American states have cut back their investment. Classes have been cut, and programs of study have been eliminated while tuition and fees continue to rise much faster than the rate of inflation. Many students have been forced to attend part time since they have to work full time to afford to go to college. Others borrow far more than they should be expected to. And so it goes. Nonetheless, nationally and internationally, there is abundant proof that a college education is a good investment – for the person and for the nation. As noted above, graduates also suffered less than others during the recession. That is why it is so ironic to read that in state after state as well as in nation after nation, the cost of going to college is rising, and state

funding is being reduced. We saw the British government try to triple tuition a few months ago with resultant street riots in placid London. Other European and Latin American countries have pursued similar courses of action. In Puerto Rico, students have been locked in a battle with the government’s attempt to raise tuition from $1,300 a year to $2,100. Forget that most students receive commonwealth and federal assistance that would cover the increase; it is still a volatile issue. Concurrent tuition increases and program reductions have occurred in most states in the United States. The tempo has intensified in the past two years. It will not abate. All of that has led some scholars to recommend that students be charged tuition based on their ability to pay. A novel idea that is welcomed by some and scorned by others. Others suggest that if students could once again move along in a timely fashion and graduate in four years, millions of dollars could be saved. Nationwide, half of all college graduates take more than six years to graduate. Some observers contend that higher tuition and fees encourage students to graduate more quickly. That is seriously challenged by others. West Virginia, not usually considered a leader in higher education, has established a scholarship incentive that only rewards those students who pursue enough courses to graduate “on time.” It has been successful, with more students graduating within a four-year timeframe. For more on these issues and potential solutions, see Matthew Chingos et al., Crossing the Finish Line: Completing College at America’s Public Universities. Making College Affordable So what are the feds doing to address these problems? Actually, quite a bit. On Feb. 24, 2009, President Obama pledged, “We will provide the support necessary for you to complete college and meet a new goal: by 2020, America will once again have the highest proportion of college graduates in the world.” One of the vehicles utilized to try and reach that laudable goal was the Health Care and Education Reconciliation Act. It was to expand “educational opportunity for America’s students and families.” The legislation also strengthened the Pell Grant program, promised investments in community colleges and extended support for MinorityServing Institutions, primarily Black and Hispanic-Serving Institutions. Very importantly, it established guidelines so student borrowers could manage their student loan debt more effectively. A few years ago, it was thought it was less expensive to use existing banks and other institutions to coordinate student loans. But times change, and as Obama eloquently put it, “elections have consequences.” Guidelines have been developed to end government subsidies given to financial institutions that made guaranteed federal student loans. It is hoped that these new investments will be paid for by reducing the federal deficit. So what does the overall plan include? Larger Pell Grants The act invests more than $40 billion in Pell Grants “to ensure that all eligible students receive an award and that these awards are increased in future years to keep pace with the rising cost of college.” President Obama has promised to more than double Pell Grant funding. Pell Grant maximum awards are estimated to raise the award from $5,550 to $5,975 from 2013 through 2017. By the 2020-21 academic years, more than 820,000 additional Pell Grant awards are expected to be made.

ber of students that have enrolled. It is hoped Pell will be placed on more secure footing in the years ahead. Investments in Community Colleges As the largest part of the nation’s higher education system and long ignored, community colleges enroll more than six million students. They feature affordable tuition, open admission policies, flexible course schedules and convenient locations. Community colleges work with businesses, industry and government to provide programs that meet societal needs such as nursing, health information technology, advanced manufacturing and green jobs. The Reconciliation Act included $2 billion over four years for community colleges. These resources will help them develop, improve and provide education and career-training programs suitable for workers who are eligible for trade adjustment assistance. Increased Support for Minority-Serving Institutions While many colleges and universities are facing a host of challenges – shrinking endowments, decreasing state appropriations, deteriorating facilities and increasing costs – America’s Minority-Serving Institutions have been particularly hard hit. They account for nearly one-third of all degree-granting institutions and enroll nearly 60 percent of the 4.7 million minority undergraduates in our nation. They have done more with less and enroll higher proportions of low- and middle-income students. The act will provide $2.55 billion in funding for these institutions. Dollars that will hopefully be used to renew, reform and expand programs to help students rise to their full potential. Expanded Income-Based Repayment About two-thirds of college students take out loans; the average student debt rises to over $23,000. This debt is particularly burdensome for graduates who enter lower-paying public service jobs. Others who suffer unemployment or serious illness setbacks or fail to complete their degree are still saddled with sizeable debts. To ensure that Americans can afford their student loan payments, the act expands the existing income-based student loan repayment program. New borrowers who assume loans after July 1, 2014, will be able to cap their student loan repayments at 10 percent of their discretionary income and, if they keep up with their payments over time, will have the balance forgiven after 20 years. Public service workers, teachers, nurses and military servicepersons will have their remaining debt forgiven after just 10 years. More than 1.2 million new borrowers are projected to qualify for this program. Student Loans It is anticipated these education initiatives will be fully paid for by ending the government subsidies currently given to financial institutions that make guaranteed federal student loans. All new federal student loans will be direct loans, delivered and collected by private companies under performance-based contracts with the Department of Education. It is estimated that “ending wasteful subsidies will free up nearly $68 billion” over the next 11 years. These are bold new ideas. Hopefully they will work. Dr. Mellander was a college president for 20 years and a university administrator for 15 years.

More Stable Funding for Pell Grants The budgeting process for Pell Grants has often led to funding shortfalls. The current shortfall is particularly severe because of the large num-

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Central Valley’s Manuel Muñoz on the Right Page

FACULTY

uring a film studies class at Harvard nearly 20 years ago, Manuel Muñoz was watching a screening of Alfred Hitchcock’s Psycho when a background detail caught his eye. In the scene where Janet Leigh’s character is driving along a stark highway in California’s Central Valley, a sign appears bearing the name of Gorman, Calif., a small town located near Muñoz’s hometown, Dinuba. “I was shocked,” says Muñoz, a University of Arizona assistant professor. Muñoz decided to become a writer that day, and to write about the Central Valley, something that critics say he does brilliantly in his debut novel, What You See in the Dark, which arrived at bookstores in March with a starred review from Publisher’s Weekly. Not only does the novel flesh out Muñoz’s impressions of the area, it’s also based on the filming of Psycho in the late 1950s, when Hitchcock’s cast and crew rolled into town. “If you can find an entry point into art, it can trigger all sorts of wonderful things,” he says. “I learned that lesson when I saw Psycho at Harvard. Part of my affection for that film is that it reminded me I had a particular place and that my place mattered. It’s always been my fear – and remains my fear – the Central Valley will be forgotten.” Muñoz is on quite a roll. He’s the author of two collections of short stories: Zigzagger (Northwestern University Press, 2003) and The Faith Healer of Olive Avenue (Algonquin Books of Chapel Hill, 2007), which was shortlisted for the 2007 Frank O’Connor International Short Story Award. He received a 2008 Whiting Writers’ Award and a 2009 PEN/O. Henry Award for his story “Tell Him About Brother John.” He also received fellowships from the National Endowment for the Arts and the New York Foundation for the Arts. His work has appeared The New York Times, Rush Hour, Swink, Epoch, Glimmer Train, Edinburgh Review and Boston Review and has aired on National Public Radio’s Selected Shorts. But What You See in the Dark could become Muñoz’s commercial breakthrough, the novel that vaults him to the A-list of popular Hispanic writers. Among the reviews: “stellar first novel ... with a subtlety of Hitchcock himself.” (Publisher’s Weekly) “Refreshingly innovative. ... Muñoz has upended the conventional crime novel. ... Nice work.” (Kirkus Reviews) “[The characters’] voices will haunt me for some time to come.” (Julia

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by Clay Latimer

“But there’s a gesture to

bring the students in, and then there’s the infrastructure that needs to be in place to assist them.” Manuel Muñoz, Author, Assistant Professor, University of Arizona

Glass, author of The Widower’s Tale and Three Junes) Much of Muñoz’s life reads like a movie script. Growing up in Dinuba (population 15,000), he began working in the fields with his family in fourth grade, picking and packing fruit in heat that often climbed above 100 degrees. For relief, he jotted down “silly little” stories and buried his head in books, notably The Wizard of Oz as a child and Theodore Dreiser’s Sister Carrie as a teen. Both books opened with departures. In the late 1980s, Ivy League schools began recruiting in the Central Valley, which is how Muñoz found his way to Harvard. But he says his encounter with a Harvard rep at a local college fair set the tone for turmoil to come. “The Harvard rep was asking me what my goal was, which at the time was to be a high school teacher,” he says. “The rep was trying to convince me that for an ambition like that, a state university would be perfectly fine, that Harvard wouldn’t necessarily be the place to go to train as a high school teacher. That’s completely incorrect, of course. “The Yale rep overheard that and wooed me over to her table. I had never heard of Yale. I had no clue. I was a very naïve student. Very isolated. When you don’t have access, you don’t know.” Muñoz’s introduction to life outside the Central Valley was only beginning. Leaving the Fresno airport in tears, he had no idea how he was going to buy books. With just $100 in cash, he dropped $20 on the cab ride to Harvard Yard, then waded into a crowd of prep-school graduates. “My first semester was extraordinarily difficult,” he says. “I felt isolated from everything. It made it very difficult to make friends and speak up in class. That’s one of the things I’m cognizant of as a professor. I watch my students and their behavior and try to think of ways to keep them included and make them feel they have something to contribute. Many of them are very quiet in class and then turn in a piece of writing and it’s spectacular. “I credit the Ivies with starting the work to diversify their student bodies,” he adds. “But there’s a gesture to bring the students in, and then there’s the infrastructure that needs to be in place to assist them. Twenty years ago, it was a very lonely place for a kid of color.” For relief, he began writing short stories. “That’s one of the reasons the writing took off, because it’s such a private activity,” he says. Muñoz eventually found mentors at Harvard in two writers, Susan Dodd and Jill McCorkle, who encouraged him to consider an M.F.A. program. He picked Cornell, then had second thoughts until Cornell Professor Helena María Viramontes phoned his mother back in Dinuba. “She stepped in and made it very clear to my family that they were going to give me a lot of guidance,” he says. “She understood the family dynamic of a Chicano student and what I was facing.” Cornell was as liberating for Muñoz as Harvard had been inhibiting. He came out of the closet sexually, explored gay themes in his writing, vigorously defended his writing in the classroom and stretched his talents – all under the direction of Viramontes, whose mentoring skills influence him today at the University of Arizona. “One of the things I remember most about Helena is that she had a line of students outside her door who weren’t even English majors,” he says. “Word had gotten around that she was a professor who was open to talking to you as a young scholar. That’s been sort of my model as how to be of service to your students as a professor.” Muñoz moved to New York City after Cornell, took a job with a publisher, wrote during his free hours and started sending stories to editors. His first book of short stories, Zigzagger, received encouraging reviews:

“Muñoz has created a wholly authentic vision of contemporary California – one that has little to do with coastlines, cities or silicon,” novelist David Ebershoff wrote in the Los Angeles Times Book Review. “Muñoz’s Central Valley is a part of California – a part of America – that has yet to see many liberations: gay, women’s, or economic liberation from restrictions imposed for so long on people with brown skin. “If his vision is full of despair, so is the reality that his characters must endure; he is much too truthful a writer to present false hope. Zigzagger ... heralds the arrival of a gifted and sensitive writer.” Muñoz continued to expand beyond traditional Hispanic themes in The Faith Healer of Olive Avenue, his second collection of short stories. The Whiting Award confirmed Muñoz’s reputation as an elite young author, enabling him to focus on his first novel, which is set in Bakersfield. As the novel unfolds, a young aspiring singer falls in love with the most desirable young man in town. That’s the backdrop when an actress and legendary director arrive in Bakersfield. But an ill-fated love affair between the local residents soon overshadows the making of an iconic movie. Because the novel is based on Psycho and includes noir-ish elements, Muñoz says his pitch for the book met with initial resistance with some publishers, who hoped for a traditional immigrant novel. Lacking a conventional guidepost, Muñoz went through five drafts over five years, wondering at times if he was on the right course. He steered his way through the stress by recalling publishers’ objections to his first collection of gaybased short stories. “It can be very discouraging. You think ‘Maybe I’m doing something I shouldn’t be doing,”’ he says. “They felt as a Chicano writer I should have a certain set of concerns, and when those concerns weren’t necessarily evident in what I was proposing, they had no other way to read it. I was being typecast. “A very valuable lesson Helena instilled in me was an understanding for myself about why I was writing. If I was writing to be published, to be famous, that wasn’t a particularly good reason to commit yourself to art. If there are other diverse human reasons for what you’re doing, then you’re going to meet success no matter where you go or what happens to your writing.” Had he been born 20 years earlier, Muñoz says his options as a Hispanic writer would have been limited. But the game changed with the success of the first wave of Hispanic authors, who paved the way for Muñoz and his peers. “The generation before realized there had to be a way to reach down to the ones who were trying to come up. They opened the doors, and they’re pulling us through. That was tremendously important to me. It’s our obligation to help the next generation. The more we build the literature, the more the next generation will have access to different ideas. “I’m very hopeful.”

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