05/05/2014 Top 100 Colleges for Hispanics. by Hispanic Outlook on Education Magazine

MAY 05, 2014

www.HispanicOutlook.com

Opportunities for Low-Income Students

VOLUME 24 â&#x20AC;˘ NUMBER 15

What Happened to Immigration Reform

by Carlos D. Conde

LATINO KALEIDOSCOPE

Jeb Bush Is Not a Shrub

The

late, irreverent Texas journalist, Molly Ivins, a flaming liberal hero, delighted in calling former President George W. Bush, a shrub, and she didn’t think much of his father either. She died shortly before Jeb Bush, the youngest son, was elected governor of Florida in 2008, so she never got the chance to tee off at him although she might have had a problem in skewing his political philosophy and record. Whatever the biases against the Bush political family and the disparagement of their father and son presidencies, particularly the son’s, there may be a third Bush on the path to the Oval Office and this one is no shrub. I could say the Republicans desperately need to find a suitable candidate to take on the likes of Hillary Clinton, a can’t-miss presidential nominee for the Democrats, but desperation is not what would make Jeb Bush the best GOP to take on Hillary. Surveying all the potential Republican aspirants at this juncture, it’s not too early to start processing the name of Jeb Bush, realistically, the GOP’s best overall candidate and someone who gives balance to a party teetering nowadays with various ideologues. It’s hard to find serious blemishes in Jeb Bush’s political trajectory. There are no traces of political malfeasance or party perfidy and, all things considered, he did have a commendable record during his two terms as Florida’s governor. He’s articulate, politically well balanced and most of all, tries to publically portray that he’d rather go to Disney World than Washington. In other words, no thanks, but initially that’s always part of the script. Most prospective candidates for the nation’s highest office express reluctance or disinterest at the start, not wanting to show their ambitions too openly or too early and lose some of their luster when the political knives come out. Jeb Bush is as good, or better than his kin at figuring out the calculus of state and national politics even though he has never played in the big arena. At this stage many of the GOP’s powerbrokers have not bothered to make a ‘draft Jeb’ part of the conversation or publically assessed Bush’s potential. For now they conveniently take him at his word that’s he’s not interested but also know that a politician’s mind can become malleable under the right circumstances at the proper time. The Republicans biggest challenge is finding someone with a credible chance against Hillary and the likes and one that is palatable to game changers like the Latino constituency which is becoming more and more the kingmaker than a swing vote.

The Clintons have been very good at working up Latino allegiances when initially, they hardly had any credibility with this minority group and scant knowledge or involvement until they reached Washington. The Latino vote clobbered the Republican candidate in the 2012 election with almost two-thirds voting for Obama albeit the Latino vote was less than 10 percent, not exactly a swing vote or game-changer. What gives the Latino vote its potency in a national election is that their strength is situated in key states like California, Texas, Florida and Illinois where the Latino support is vital. Jeb was born in Texas and moved to Florida where he is part of the Cuban crowd. During his governorship, he reached out to other constituencies, particularly the Jewish community, which should serve him well on the national stage. There’s a lot of Latino in Jeb. Besides his laudable political record, Jeb can serve up some solid ethnic involvement. At 17, he went to Mexico to teach English as part of a student exchange program and speaks Spanish fluently. He married a Mexican—his kids look Mexican, honestly—and their granddaddy once lovingly referred to as “my little brown ones.” First-term Florida Sen. Marco Rubio, a Cuban whom Jeb yielded to in the senatorial race, and is the darling of the ultra-conservative Tea Party, also thinks he’s presidential stock but that appraisal is in the minority. So does another Cuban newcomer, considered by some to the right of the Neanderthal man, first-term Texas Sen. Ted Cruz, mimicking Obama’s ascendency of “if him, why not me?” Cruz, to some, is a political genius and statesman and that’s how he sees himself, too. Both matched up against a Jeb Bush as the GOP standard-bearer, and as the Latino’s candidate, are no contest. Jeb’s the one.

L K

A T I N O

A L E I D O S C O P E

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 05, 2014

CONTENTS

TOP 100 Colleges for Hispanics A Recovering Economy Slows Increases in Tuition by Mary Ann Cooper

Colleges for Hispanics

Page 9

Page 18

Colleges Offer Lessons in Improving Success 18 Rates for Low-Income Students by Marilyn Gilroy College Opportunity for Low-Income Students Becomes Priority by Michelle Adam

Positive News on Hispanic High School Graduation and College Enrollment Rates by Angela Provitera McGlynn

What’s Happened to Comprehensive Immigration Reform? by Peggy Sands Orchowski

Study Finds College Brochures Distort Diversity by Frank DiMaria

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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.”

Executive Editor – Marilyn Gilroy

Managing Editor – Suzanne López-Isa News & Special Project Editor – Mary Ann Cooper

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Washington DC Bureau Chief – Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

DEPARTMENTS Latino Kaleidoscope

Avedis Derbalian

by Carlos D. Conde

Jeb Bush Is Not a Shrub

Interesting Reads

Book Review

Scholars’ Corner Uncensored

by Jesica Siham Fernández

by Peggy Sands Orchowski

Priming the Pump... The Power of the Plan

by Miquela Rivera

Joanne Aluotto

Sr. Advertising Sales Associate – Angel M. Rodríguez

Article Contributors

Frank DiMaria, Jesica Siham Fernández , Angela Provitera McGlynn, Miquela Rivera

by Mary Ann Cooper

Our Hispanic Roots: What History Failed to Tell Us

Graphic Designer –

22 23 Back Cover

Editorial Policy

The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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Esquina E ditorial

hanges are coming – big changes. That’s the prevailing message coming out of higher education as we present our annual Top 100 issue celebrating the colleges and universities that have enrolled and bestowed degrees upon the most Hispanics. In the next years the lists we feature might look very different than they do now. That’s because of a major change announced earlier this year by the College Board to overhaul the SAT test. The redesigned exam will, among other things, no longer have vocabulary students might not have heard before and are likely not to hear again. The essay portion of the writing section will no longer be required and there will be no penalty for wrong answers. How this will affect future Top 100 lists in closing the ethnic and gender gap in enrollment and degrees granted is anyone’s guess, but the College Board’s decision is aimed to directly confront one of the greatest inequities linked to college entrance exams, namely the culture and practice of high-priced test preparation. Khan Academy, a company whose name will soon be well-known to prospective college students and their parents, is partnering with the College Board to provide the world with free test preparation materials for the redesigned SAT for launch in spring 2015. This means for the first time ever, all students who want to take the SAT will be able to prepare for the exam with sophisticated, interactive software that gives students deep practice and helps them diagnose their gaps at absolutely no cost. Will this be the game-changer that enhances the chances of Hispanics and minorities to find a level playing field in higher education? Only time will tell. ¡Adelante! Suzanne López-Isa Managing Editor

The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America, has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics in higher ed online and digitally, our exposure is now global. Visit us online or download our free app for your iPad, iPhone or Android devices.

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Interesting Reads

Our America: A Hispanic History of the United States by Felipe Fernández-Armesto. The United States is still typically conceived of as an offshoot of England, with our history unfolding east to west beginning with the first English settlers in Jamestown. This view overlooks the significance of America’s Hispanic past. With the profile of the United States increasingly Hispanic, the importance of how Hispanics added to our national story has never been greater. This book fills in that part of the American story. 2014. 416 pp. ISBN: 978-0393349825. $16.95 paper. W. W. Norton & Company; New York, N.Y., (212) 354-5500. www.wwnorton.com. Hunting Season: Immigration and Murder in an AllAmerican Town by Mirta Ojito This is the true story of an immigrant's murder that turned a quaint village on the Long Island shore into ground zero in the war on immigration. In November 2008, Marcelo Lucero, a 37-year-old undocumented Ecuadorean immigrant, was attacked and murdered by a group of teenagers as he walked the streets of the Long Island village of Patchogue accompanied by a childhood friend. Lucero, an unassuming worker at a dry cleaner’s, became yet another victim of anti-immigration fever. 2013. 264 pp. ISBN: 978-0807001813. $24.95 cloth. Beacon Press, Boston, Mass., (617) 742-2110. www.beacon.org. Debating American Identity: Southwestern Statehood and Mexican Immigration by Linda C. Noel In Debating American Identity, Linda C. Noel examines several nation-defining events – the proposed statehood of Arizona and New Mexico, the creation of a temporary worker program during the First World War, immigration restriction in the 1920s, and the repatriation of immigrants in the early 1930s. Debating American Identity resonates with current discussions, resulting in a well-timed look at 20th century citizenship. 2014. 264 pp. ISBN: 978-0816530458. $55.00 Cloth. University of Arizona Press. Tucson, Ariz., (800) 621-2736. www.uapress.arizona.edu.

Our Hispanic Roots: What History Failed to Tell Us by Carlos B. Vega 2013. 454 pp. ISBN: 978-1596412842. $34.95 paper. Janaway Publishing, Inc. Santa Maria, Calif., 93454. (805) 925-1038. www.janawaygenealogy.com/

art of the reason there is such pushback to immigration reform is because there is a segment of the population – especially in areas where there is a growing Hispanic population – that have long held onto the belief that Hispanics are intruders, interlopers who have suddenly come out of nowhere to storm the border and take away American jobs. There is little to no understanding among many of the non-Hispanic population that Hispanics have made a major contribution to the formation and development of United States. Their accomplishments have been largely ignored by mostly non-Hispanic historians. Our Hispanic Roots: What History Failed to Tell Us by Carlos B. Vega seeks to correct the record. The author prepared this book by combing through historical documents and information that has been in plain view, but overlooked or disregarded for many years, that paints a picture of how Hispanics have affected the national narrative and society in which we live. To complete the historical record, Vega insists that readers go back to the real origin of America. The beginning, he insists, is not 1607, and not when America was confined to 13 colonies hugging the East Coast. Instead, he sends the reader back to 1513 when the Spaniard Juán Ponce de León landed in Florida, and tracks the early Hispanic impact in America well past 1776, the year of the Declaration of Independence. Vega thinks it is essential for us as a society to know the whole story about who we are as a people by examining the sum of our parts. The book makes it clear that the Hispanic culture has contributed mightily to the creation, formation, and development of the United States – and continues to do so. In writing the book, Vega did extensive research for over five years and relied on the scholarly work of well-respected historians, many – but not all – of whom are Americans. Each of the facts is well-documented and accepted among these historians. The result of this extensive research is an engrossing, compelling and riveting read filled with hundreds of never-before disclosed and published facts. The author has written Our Hispanic Roots: What History Failed to Tell Us in a straightforward, easy to understand narrative that could be used by history teachers and students to further the dialogue about true nature of society and importance of immigration reform. Most importantly, it is an informative book for all, including the U.S. Hispanic community. Reviewed by Mary Ann Cooper

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Hispanic Outlook Congratulates all the institutions

that made the Top

100

lists and their efforts to improve diversity by enrolling & graduating Hispanics.

Colleges for Hispanics

RANKINGS

Colleges for Hispanics

A Recovering Economy Slows by Mary Ann Cooper Increases in Tuition

This

is the time of year HO takes a step back and offers a snapshot of the state of higher education in America as it applies to Hispanic students and their families. Each year brings a different set of variables that can affect the placement on any school on any of the Top 100 lists we publish each year. Fluctuations in tuition, the job market or federal legislation to change access to financial aid can suppress or elevate enrollment or degree attainment from year to year. One of the best predictors of trends in higher education comes from the College Board (CB) which conducts extensive surveys predictive of tuition, enrollment and completion of degrees in colleges and universities. In the past few years the impact of a sluggish economy has pushed up tuition to unprecedented levels, and suppressed enrollment and degree completion by Hispanics and other minorities. Has an uptick in the economy made any impact on the cost of higher education? The CB concludes that it has – at least on the rate of tuition hikes this past year. An improving economy has finally begun to bend the curve of tuition increases. But it’s a more complicated picture than just slowing the increase of tuition. According to the CB’s Trends in College Pricing, “The 2013-14 increase in published tuition and fees at public fouryear colleges and universities is the smallest we have seen in many years. This does not mean college is suddenly more affordable, but it does mean the rapid growth of recent years did not represent a ‘new normal’ for annual price increases. That said, after large increases in grant aid in 2009-10 and 2010-11, especially from the federal government, growth in this student assistance has not continued. As a result, many students are facing larger increases in the prices they pay, even in the face of smaller increases in published prices.” Drilling down on the numbers, the CB’s Trends report shows that a 2.9 percent increase in in-state tuition and fees at public four-year institutions in 2013-14 followed increases of 4.5 percent in 2012-13 and 8.5 percent in 2011-12 and was the smallest percentage increase in over 30 years. The average published tuition and fees for in-state students at public four-year institutions increased from $8,646 in 2012-13 to $8,893 in 2013-14. At $9,498, room and board charges account for more than half of the total charges for these students. The average published out-of-state tuition and fees at public four- year institutions rose by $670 (3.1 percent), from $21,533 in 2012-13 to $22,203 in 2013-14. Average total charges are $31,701, and average published tuition and fees at private nonprofit four- year institutions rose by $1,105 (3.8 percent), from $28,989 to $30,094 in 2013-14, making the average total charges to students $40,917.

The picture for two-year colleges is similar. The average published tuition and fees at public two-year colleges increased by $110 (3.5 percent), from $3,154 in 2012-13 to $3,264 in 2013-14. The estimated average tuition and fees for full-time students in the for-profit sector increased by about $70 (0.5 percent), from $15,060 in 2012-13 to $15,130 in 2013-14. The CB report puts the tuition increases in historical perspective. “After a 9.5 percent real increase in 2009-10, the growth rate in public four-year college tuition has declined in each successive year. Similarly, large increases from 2002-03 through 2004-05 were followed by more moderate growth in prices. The same pattern occurred in 1990-91 through 199394 and before that, in 1982-83 and 1983-84.” Has the rise of tuition impacted college enrollment since the Great Recession? According to the CB Trends report enrollment has grown rapidly in recent years. This is in part due to the industry and government’s efforts to mitigate tuition increases with creative financial packages and increasing grants and loans. So although enrollment slightly declined between fall 2011 and fall 2012, the rest of the decade from 2002-03 to 2012-13 showed an increase in the number of fulltime undergraduate students by 28 percent, from 9.1 million to 11.6 million. The number of part-time undergraduate students increased by 19 percent, from 5.6 million to 6.7 million. Another reason for the an enrollment increase disproportionate to the rate of tuition increases is due in part to the weak labor market that has made school a more appealing alternative and partly due to a recognition of the growing gap between the earnings of workers who have college degrees and those who do not. The CB report urges caution, however, to states as they determine how much they can fund higher education in their budgets. A weak labor market and federal loan programs are not enough to sustain continued growth in enrollment and degrees conferred. “The rapid enrollment growth in recent years was met by a significant decline in per student state funding. If we are to meet the needs of our citizens and our economy for increased postsecondary attainment, state budgets will have to give a higher priority to education in the coming years.” The report concludes with the recognition of a challenge to ponder as we spotlight the lists of this year’s Top 100 schools enrolling and awarding degrees to Hispanic students. “Efforts are well under way to develop lower-cost methods of delivering college courses. It is too early to say whether or not these efforts will revolutionize higher education, or which segments of our diverse and multipurpose postsecondary education system will be the most affected.” 0 5 / 0 5 / 2 0 1 4

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RANKINGS

Colleges & Universities Granting Colleges for Hispanics

H I S P A N I C RANK INSTITUTION NAME

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53.

H I S P A N I C

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All Degrees

Miami Dade College, FL Florida International University, FL El Paso Community College, TX The University of Texas at El Paso, TX The University of Texas-Pan American, TX Arizona State University, AZ The University of Texas at San Antonio, TX South Texas College, TX The University of Texas at Brownsville, TX California State University-Fullerton, CA University of Central Florida, FL Valencia College, FL The University of Texas at Austin, TX California State University-Northridge, CA California State University-Long Beach, CA Broward College, FL University of Florida, FL Nova Southeastern University, FL University of New Mexico-Main Campus, NM San Diego State University, CA University of Houston, TX University of South Florida-Main Campus, FL Texas State University-San Marcos, TX Texas A&M University-College Station, TX University of California-Los Angeles, CA Ashford University, IA California State University-San Bernardino, CA California State University-Fresno, CA California State University-Los Angeles, CA New Mexico State University-Main Campus, NM University of Southern California, CA The University of Texas at Arlington, TX Florida Atlantic University, FL University of Arizona, AZ San Jose State University, CA Florida State University, FL Texas A&M University-Kingsville, TX University of California-Santa Barbara, CA Keiser University-Ft Lauderdale, FL Central New Mexico Community College, NM University of California-Riverside, CA California State Polytechnic University-Pomona, CA University of North Texas, TX Lone Star College System, TX San Francisco State University, CA East Los Angeles College, CA California State University-Dominguez Hills, CA CUNY Lehman College, NY University of California-Berkeley, CA Monroe College-Main Campus, NY University of California-Irvine, CA CUNY LaGuardia Community College, NY San Jacinto Community College, TX University of Miami, FL

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12,626 10,646 3,790 4,254 3,252 18,045 5,406 2,401 2,510 8,308 14,488 7,974 13,297 8,429 7,931 6,499 14,689 7,551 5,143 7,670 8,203 10,689 6,791 11,989 11,638 17,018 3,646 4,431 3,988 3,430 12,193 9,068 6,519 8,769 7,616 11,015 2,156 6,328 4,886 2,750 4,770 4,445 8,699 4,208 7,010 1,569 3,122 2,331 10,954 2,527 8,055 2,982 2,840 4,319

Total

8,357 6,048 3,244 3,137 2,821 2,551 2,330 2,242 2,187 2,179 2,142 2,129 2,029 2,006 1,978 1,973 1,947 1,826 1,737 1,615 1,614 1,588 1,548 1,500 1,435 1,435 1,399 1,395 1,374 1,372 1,366 1,332 1,318 1,292 1,286 1,285 1,267 1,256 1,239 1,199 1,193 1,187 1,168 1,135 1,110 1,090 1,081 1,078 1,075 1,036 1,035 1,023 1,014 999

Males

3,258 2,426 1,167 1,204 1,044 1,049 990 827 724 777 847 879 910 693 619 787 807 504 666 635 674 607 618 711 559 477 472 498 472 508 537 448 484 526 473 583 467 521 375 419 479 579 445 370 418 344 367 273 475 299 441 379 374 407

Females 5,099 3,622 2,077 1,933 1,777 1,502 1,340 1,415 1,463 1,402 1,295 1,250 1,119 1,313 1,359 1,186 1,140 1,322 1,071 980 940 981 930 789 876 958 927 897 902 864 829 884 834 766 813 702 800 735 864 780 714 608 723 765 692 746 714 805 600 737 594 644 640 592

66% 57% 86% 74% 87% 14% 43% 93% 87% 26% 15% 27% 15% 24% 25% 30% 13% 24% 34% 21% 20% 15% 23% 13% 12% 8% 38% 31% 34% 40% 11% 15% 20% 15% 17% 12% 59% 20% 25% 44% 25% 27% 13% 27% 16% 69% 35% 46% 10% 41% 13% 34% 36% 23%

Undergraduate & Graduate Degrees H I S P A N I C RANK INSTITUTION NAME 54. 55. 56. 57. 58. 59. 60.

61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100.

All Degrees

Houston Community College, TX California State University-Sacramento, CA CUNY John Jay College of Criminal Justice, NY University of California-Davis, CA CUNY Borough of Manhattan Community College, NY San Antonio College, TX Palm Beach State College, FL Texas Tech University, TX University of Illinois at Chicago, IL San Joaquin Delta College, CA Texas A&M International University, TX Northern Arizona University, AZ University of California-San Diego, CA Pima Community College, AZ New York University, NY Santa Ana College, CA Rutgers University-New Brunswick, NJ University of the Incarnate Word, TX Hillsborough Community College, FL Mt. San Antonio College, CA University of La Verne, CA University of Houston-Downtown, TX Texas A&M University-Corpus Christi, TX University of California-Santa Cruz, CA Montclair State University, NJ Northern Virginia Community College, VA CUNY City College, NY CUNY Bronx Community College, NY Laredo Community College, TX CUNY Hunter College, NY Tarrant County College District, TX Chaffey College, CA Rio Hondo College, CA ASA College, NY National University, CA University of Nevada-Las Vegas, NV Riverside City College, CA California State University-Bakersfield, CA DePaul University, IL University of Illinois at Urbana-Champaign, IL New Mexico State University-Dona Ana, NM University of Washington-Seattle Campus, WA Del Mar College, TX Kean University, NJ Columbia University in the City of New York, NY El Camino Community College District, CA American Public University System, WV Fullerton College, CA George Mason University, VA Grand Canyon University, AZ California State University-Stanislaus, CA Texas A&M University-Commerce, TX Texas Woman's University, TX

3,860 5,906 2,993 8,729 3,017 1,879 4,178 6,897 6,813 2,882 1,033 5,862 8,349 2,775 13,679 1,526 9,434 1,615 3,843 1,769 2,315 2,362 2,033 4,763 4,177 5,452 2,886 1,256 749 4,798 3,365 1,498 960 1,761 4,680 5,284 1,675 1,852 6,730 12,155 973 12,292 1,066 3,297 10,145 1,656 6,778 1,320 8,045 10,726 1,886 2,913 3,726

Total

Source: This data combines all degrees granted from NCES/IPEDS 2012

975 962 960 957 955 916 908 908 904 903 902 895 894 875 865 852 836 836 833 829 804 796 774 761 760 749 739 729 729 713 704 688 688 676 674 670 662 661 656 654 646 634 616 610 609 608 608 600 598 590 589 586 586

Males

311 360 350 370 342 286 317 467 373 283 305 307 376 349 297 327 333 259 328 333 266 230 251 308 226 288 261 246 266 158 237 274 264 161 210 259 229 194 276 312 230 263 215 201 266 249 426 236 230 136 213 313 66

Females

664 602 610 587 613 630 591 441 531 620 597 588 518 526 568 525 503 577 505 496 538 566 523 453 534 461 478 483 463 555 467 414 424 515 464 411 433 467 380 342 416 371 401 409 343 359 182 364 368 454 376 273 520

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25% 16% 32% 11% 32% 49% 22% 13% 13% 31% 87% 15% 11% 32% 6% 56% 9% 52% 22% 47% 35% 34% 38% 16% 18% 14% 26% 58% 97% 15% 21% 46% 72% 38% 14% 13% 40% 36% 10% 5% 66% 5% 58% 19% 6% 37% 9% 45% 7% 6% 31% 20% 16%

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RANKINGS

4-Year Colleges & Universities Colleges for Hispanics

H I S P A N I C

RANK INSTITUTION NAME

Miami Dade College, FL

South Texas College, 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.

38.

39.

40.

All Enrollment

Florida International University, FL The University of Texas at El Paso, TX

The University of Texas-Pan American, TX Broward College, FL

47.

48.

49.

50.

Females

17,151

7,075

13,561

70%

18,690

10,544

25,406

10,076

92%

37,622

The University of Texas at San Antonio, TX

25,345

Valencia College, FL

35,728

California State University-Northridge, CA

31,237

California State University-Fullerton, CA

32,278

Arizona State University, AZ

59,183

California State University-Long Beach, CA

California State University-Los Angeles, CA University of Central Florida, FL

The University of Texas at Brownsville, TX

31,316

California State University-San Bernardino, CA

15,777

California State University-Fresno, CA

29,458

39,215

19,371

College of Southern Nevada, NV

30,787

San Diego State University, CA

25,746

Texas A&M University-College Station, TX

39,950

California State Polytechnic University-Pomona, CA20,461 University of Arizona, AZ

31,217

Palm Beach State College, FL

26,520

New Mexico State University-Main Campus, NM University of California-Riverside, CA

13,399

18,537

Ashford University, IA

68,874

The University of Texas at Arlington, TX

25,487

Texas A&M University-Kingsville, TX

8,903

Texas A&M International University, TX

6,355

California State University-Sacramento, CA

25,540

University of Florida, FL

32,023

San Francisco State University, CA

25,793

Florida Atlantic University, FL

24,056

University of North Texas, TX

30,593

San Jose State University, CA

15,099

12,754

11,932

11,859

11,774

11,472

11,465

10,255

University of Houston, TX

The University of Texas at Austin, TX

15,459

50,621

21,011

Texas State University-San Marcos, TX

24,105

10,836

10,923

University of New Mexico-Main Campus, NM

Total

30,918

18,055

25,046

10,392

9,787

9,025

9,005

8,581

8,294

8,226

7,834

7,561

7,484

7,261

7,250

7,187

6,787

6,604

6,452

6,317

6,109

6,026

5,999

5,996 5,884

5,872

5,775

5,766

5,741

6,984

6,680

5,302

6,002

4,932

4,822

4,555

5,248

4,299

3,970

4,567

4,095

3,816

4,391

3,664

2,944

3,824

3,126

3,353

3,136

3,654

3,816

3,156

2,957

2,823

2,618

1,951

2,636

2,476

2,465

2,353

2,556

2,259

2,460

2,548

2,534

8,475

8,419

7,452

5,930

6,927

6,952

6,917

6,217

6,537

6,422

5,688

5,692

5,209

4,614

4,917

5,350

4,402

4,708

4,208

4,348

3,607

3,434

4,031

3,830

3,781

3,834

4,366

3,328

3,613

3,315

3,218

3,207

3,265

CUNY John Jay College of Criminal Justice, NY

12,834

5,422

2,201

3,221

Texas Tech University, TX

13,549

26,276

5,155

5,024

2,003

2,656

91%

34%

47%

33%

38%

36%

19%

35%

58%

20%

90%

43%

29%

53%

21%

40%

25%

29%

18%

35%

23%

51%

25%

35%

94%

3,643

2,391

1,959

81%

3,534

3,550

5,656

5,647

67%

24%

30,468

10,941

3,473

University of South Florida-Main Campus, FL

University of Houston-Downtown, TX

46.

Males

16,545

43.

44.

18,309

19,078

California State University-Dominguez Hills, CA

45.

43,715

36,244

41.

42.

62,050

3,688

3,152

2,368

68%

23%

18%

23%

24%

19%

23%

19%

52%

42%

38%

19%

Florida State University, FL

31,652

5,010

2,189

2,821

16%

University of Nevada-Las Vegas, NV

22,035

4,697

1,973

2,724

21%

3,217

52%

University of California-Los Angeles, CA

27,941

American Public University System, WV

44,133

University of California-Santa Barbara, CA

18,974

CUNY Lehman College, NY

H I S P A N I C

O U T L O O K

â&#x20AC;˘

8,853

4,896

4,647

4,646

4,600

0 5 / 0 5 / 2 0 1 4

1,888

3,052

1,429

1,901

3,008

1,595

2,699

18% 11%

24%

Enrollment Undergraduate Degrees H I S P A N I C RANK INSTITUTION NAME

51.

CUNY New York City College of Technology, NY

15,303

Total

4,427

2,477

Males

Females

University of California-Santa Cruz, CA

15,978

4,398

1,750

2,516

29%

53.

1,894

1,950

2,648

28%

52.

54.

55.

62.

63.

16%

Seminole State College of Florida, FL

17,810

3,946

1,651

2,295

22%

Northern Arizona University, AZ CUNY City College, NY

Texas A & M University-Corpus Christi, TX University of the Incarnate Word, TX

76.

8,731

6,346

87.

88.

89.

90.

California State University-Bakersfield, CA

7,220

2,178

16%

22%

47%

13%

Montclair State University, NJ

14,222

3,212

1,122

2,090

23%

Excelsior College, NY

37,707

Edison State College, FL

Northeastern Illinois University, IL

9,885

7,619

13,133

DeVry University-California, CA

DePaul University, IL

California State University-East Bay, CA

16,153

2,736

1,145

1,591

17%

2,679

912

11,506

27,574

17,994

17,599

University of Miami, FL

10,237

University of Illinois at Urbana-Champaign, IL

31,260

Kaplan University-Davenport Campus, IA

37,888

6,470

4,956

Indian River State College, FL

14,338

New Jersey City University, NJ

6,970

9,200

27,462 6,550

University of Colorado Boulder, CO

25,217

George Mason University, VA

20,067

William Paterson University of New Jersey, NJ

9,973

Source: NCES - IPEDS 2012 (Includes Certificates Seeking Degrees) 0 5 / 0 5 / 2 0 1 4

â&#x20AC;˘

2,789

2,728

1,308 990

1,101

2,593

1,391

2,438

1,249

2,568

2,428

976

1,193

1,846

24% 32%

3,054

1,230

1,840

42%

1,147

California Poly. State Univ.-San Luis Obispo, CA

University of Maryland-University College, MD

1,272

1,564

1,716

25,906

University of La Verne, CA

3,112

1,549

2,152

33%

2,863

Utah Valley University, UT

Monroe College-Main Campus, NY

3,113

1,057

2,153

9,022

23,826

University of Southern California, CA

3,209

1,071

3,076

DeVry University-Illinois, IL St Petersburg College, FL

3,224

9,031

12,977

100.

2,323

1,936

CUNY College of Staten Island, NY

98.

1,240

1,905

12%

1,384

95.

99.

3,418

1,661

2,622

3,320

National University, CA

96.

3,566

972

25,774

93.

97.

3,594

University of California-Berkeley, CA

Mercy College, NY

94.

59%

1,126

15,789

91.

92.

45%

3,449

CUNY Hunter College, NY

15,611

85.

2,476

32%

23%

22,650

Sam Houston State University, TX

86.

2,441

18%

2,138

80.

84.

1,299

2,304

24%

1,442

12,543

83.

1,476

2,441

3,580

Kean University, NJ

82.

3,775

1,631

2,206

15,257

30,890

78.

81.

3,917

1,498

CUNY Queens College, NY

15,156

79.

3,935

1,734

12%

California State University-Chico, CA

77.

3,939

26%

1,946

California State University-Stanislaus, CA

75.

12,172

3,940

2,680

1,771

72.

74.

21,627

1,338

3,717

California State University-San Marcos, CA

73.

16,593

4,018

31,226

70.

71.

15,485

Rutgers University-New Brunswick, NJ University of California-San Diego, CA

69.

20%

2,518

66.

68.

2,518

1,676

Grand Canyon University, AZ

67.

1,860

4,194

64.

65.

4,378

20%

25,588

University of Illinois at Chicago, IL

61.

22,210

University of California-Davis, CA

58.

60.

4,410

University of California-Irvine, CA

Keiser University-Ft Lauderdale, FL

59.

22,373

Metropolitan State University of Denver, CO

56.

57.

All Enrollment

1,746

1,799

1,627

1,767

1,202

1,592

1,189

1,235

2,415

1,264

2,395

1,082

2,366

1,222

1,144

2,319

658

1,661

2,315

1,215

2,405

2,386

2,357

2,318

2,303

2,294

2,267

799

834

697

886

908

866

898

2,257

1,136

2,180

927

2,224

H I S P A N I C

952

1,151

1,606

1,313

34%

20%

22%

17%

23%

11%

13%

14%

37%

23%

1,552

48%

1,660

34%

1,432

25%

1,395

18%

1,100

1,428

35%

1,369

16%

1,272

22%

1,121

1,253

O U T L O O K

11%

RANKINGS

College & University Enrollment â&#x20AC;&#x201C; Colleges for Hispanics

H I S P A N I C RANK INSTITUTION NAME

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52.

H I S P A N I C

O U T L O O K

All Enrollment

Nova Southeastern University, FL Florida International University, FL University of Southern California, CA The University of Texas-Pan American, TX The University of Texas at El Paso, TX Walden University, MN National University, CA CUNY Graduate School and University Center, NY University of New Mexico-Main Campus, NM The University of Texas at San Antonio, TX University of Florida, FL Grand Canyon University, AZ Arizona State University, AZ California State University-Los Angeles, CA Texas A&M University-Kingsville, TX California State University-Long Beach, CA The University of Texas at Austin, TX University of Miami, FL University of California-Los Angeles, CA Texas A&M University-Commerce, TX California State University-Fullerton, CA New York University, NY New Mexico State University-Main Campus, NM University of South Florida-Main Campus, FL Columbia University in the City of New York, NY University of La Verne, CA California State University-Northridge, CA Texas State University-San Marcos, TX University of Central Florida, FL Webster University, MO University of Illinois at Chicago, IL Harvard University, MA CUNY Hunter College, NY American Public University System, WV San Diego State University, CA California State University-Fresno, CA Texas A&M University-College Station, TX University of Arizona, AZ University of Houston, TX The University of Texas at Brownsville, TX The University of Texas at Arlington, TX Azusa Pacific University, CA University of California-Berkeley, CA University of Maryland-University College, MD CUNY Lehman College, NY CUNY Queens College, NY Texas Woman's University, TX Barry University, FL George Washington University, DC Loyola Marymount University, CA University of North Texas, TX San Jose State University, CA University of Washington-Seattle Campus, WA

â&#x20AC;˘

0 5 / 0 5 / 2 0 1 4

21,069 8,696 21,642 2,732 3,532 41,513 8,416 5,565 6,260 4,495 17,137 17,492 13,996 3,644 2,401 5,226 12,231 5,582 12,004 5,003 5,298 22,018 3,375 9,991 18,657 3,584 4,722 4,767 8,591 14,954 11,197 17,583 6,297 12,343 4,853 2,846 10,524 8,658 7,987 1,089 7,478 3,960 10,119 13,995 2,285 3,913 6,392 4,451 15,189 3,407 7,357 5,291 14,010

Total

4,281 3,612 2,358 2,120 2,083 2,048 1,793 1,656 1,608 1,561 1,483 1,427 1,400 1,291 1,270 1,261 1,250 1,143 1,128 1,115 1,114 1,094 1,089 1,081 1,036 987 980 977 964 953 951 947 931 915 904 897 875 863 844 838 814 802 794 794 785 781 779 778 763 761 752 745 741

Males Females

1,323 1,487 854 800 817 551 591 640 631 597 644 362 564 405 409 413 556 508 480 548 361 397 352 392 438 325 287 371 395 411 350 479 188 569 313 283 455 353 365 272 297 244 384 394 176 188 107 207 298 224 274 226 337

2,958 2,125 1,504 1,320 1,266 1,497 1,202 1,016 977 964 839 1,065 836 886 861 848 694 635 648 567 753 697 737 689 598 662 693 606 569 542 601 468 743 346 591 614 420 510 479 566 517 558 410 400 609 593 672 571 465 537 478 519 404

20% 42% 11% 78% 59% 5% 21% 30% 26% 35% 9% 8% 10% 35% 53% 24% 10% 20% 9% 22% 21% 5% 32% 11% 6% 28% 21% 20% 11% 6% 8% 5% 15% 7% 19% 32% 8% 10% 11% 77% 11% 20% 8% 6% 34% 20% 12% 17% 5% 22% 10% 14% 5%

Graduate Degrees (Masterâ&#x20AC;&#x2122;s & PhDs) H I S P A N I C RANK INSTITUTION NAME

53.

54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100.

All Enrollment

California State University-Dominguez Hills, CA 2,430 University of the Incarnate Word, TX 2,038 CUNY City College, NY 3,040 Florida Atlantic University, FL 4,889 George Mason University, VA 12,308 Fordham University, NY 6,845 Texas A&M International University, TX 829 University of California-Davis, CA 6,688 Texas Tech University, TX 5,986 University of Michigan-Ann Arbor, MI 15,447 Touro College, NY 6,693 Rutgers University-New Brunswick, NJ 8,841 Mercy College, NY 3,425 Brandman University, CA 3,262 California State University-San Bernardino, CA 2,179 Florida State University, FL 8,524 Johns Hopkins University, MD 14,848 Boston University, MA 14,297 Northern Arizona University, AZ 4,223 Ashford University, IA 8,354 DePaul University, IL 8,468 Stanford University, CA 11,456 Northwestern University, IL 11,839 Our Lady of the Lake University-San Antonio, TX 1,292 University of Colorado Denver, CO 9,293 New Mexico Highlands University, NM 1,322 Texas A&M University-Corpus Christi, TX 1,768 University of Houston-Clear Lake, TX 3,612 San Francisco State University, CA 4,051 St. John's University-New York, NY 5,247 University of Pennsylvania, PA 13,047 Lamar University, TX 4,487 Liberty University, VA 28,239 University of St Thomas, TX 2,053 Univ. of Texas Health Sci. Ctr. at San Antonio, TX 2,368 University of Illinois at Urbana-Champaign, IL 12,239 Western Governors University, UT 10,016 Georgetown University, DC 9,805 University of Nevada-Las Vegas, NV 4,960 University of San Francisco, CA 3,661 University of Medicine and Dentistry of New Jersey, NJ5,977 Regis University, CO 4,995 Montclair State University, NJ 3,950 St. Thomas University, FL 1,347 American University, DC 5,605 University of Wisconsin-Madison, WI 11,968 California State University-Sacramento, CA 2,915 Drexel University, PA 9,624 University of North Carolina at Chapel Hill, NC 10,775 Colorado State University-Fort Collins, CO 7,407 University of California-Irvine, CA 5,263 Teachers College at Columbia University, NY 5,236 New Jersey City University, NJ 1,905

Source: NCES - IPEDS 2012

Total 739 739 737 708 701 689 683 680 670 658 658 657 653 649 628 624 624 621 613 612 612 608 593 586 583 582 573 571 548 548 546 541 537 536 535 517 514 510 505 502 496 486 484 481 470 468 466 459 457 449 442 441 440

Males 212 265 239 261 267 224 208 248 296 323 135 210 113 199 206 301 312 256 169 182 278 346 307 156 203 175 141 195 219 172 241 149 285 115 216 227 220 229 192 162 178 178 117 168 183 233 139 154 174 213 226 108 103

Females 527 474 498 447 434 465 475 432 374 335 523 447 540 450 422 323 312 365 444 430 334 262 286 430 380 407 432 376 329 376 305 392 252 421 319 290 294 281 313 340 318 308 367 313 287 235 327 305 283 236 216 333 337

0 5 / 0 5 / 2 0 1 4

â&#x20AC;˘

30% 36% 24% 14% 6% 10% 82% 10% 11% 4% 10% 7% 19% 20% 29% 7% 4% 4% 15% 7% 7% 5% 5% 45% 6% 44% 32% 16% 14% 10% 4% 12% 2% 26% 23% 4% 5% 5% 10% 14% 8% 10% 12% 36% 8% 4% 16% 5% 4% 6% 8% 8% 23%

H I S P A N I C

O U T L O O K

RANKINGS

B ACHELORâ&#x20AC;&#x2122;S

DEGREES AWARDED TO HISPANICS b y A ca de m ic P ro gr am

AGRICULTURE

Hispanic

Male

Female

Texas A&M University-College Station

California State Poly. University-Pomona

10.

University of Florida

California Poly. State Univ.-San Luis Obispo 48 Cornell University

University of California-Davis

California State University-Fresno

New Mexico State University-Main Campus 23 Texas A&M University-Kingsville

University of Illinois at Urbana-Champaign

ARCHITECTURE

The University of Texas at San Antonio

Texas Tech University

6. 7.

9. 10.

California State Poly. University-Pomona Florida Atlantic University University of Houston

Texas A&M University-College Station Woodbury University

Florida International University University of Florida

Arizona State University

CUNY New York City College of Technology University of California-Berkeley

The University of Texas at Arlington

AREA ETHNIC CULTURAL GENDER/GROUP STUDIES 1.

University of California-Santa Barbara

University of California-Los Angeles

8. 9.

University of California-Santa Cruz University of California-Berkeley University of California-Davis

California State University-Long Beach

San Francisco State University

The University of Texas at Austin

University of California-Riverside

University of California-Irvine

University of California-San Diego

University of Washington-Seattle Campus

13 11

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

California State University-Fullerton The University of Texas at Austin Florida International University Arizona State University University of Florida California State University-Northridge The University of Texas at El Paso University of Houston

257 216 178 139 125 124 124 105

82 77 41 54 30 66 39 42

175 139 137 85 95 58 85 63

H I S P A N I C

O U T L O O K

â&#x20AC;˘

0 5 / 0 5 / 2 0 1 4

Female 69 55 61 57

46 28 40 32 8 7 26 20 17 19

382 249 172 120 136 118 93 86 86 79

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

The University of Texas at El Paso Florida International University University of Florida Texas A&M University-College Station The University of Texas at Austin California State Poly. University-Pomona University of Central Florida The University of Texas-Pan American Arizona State University California Poly. State Univ.-San Luis Obispo Georgia Institute of Tech.-Main Campus

200 195 188 181 163 150 126 121 118 103 103

147 158 145 142 131 127 101 101 88 85 85

53 37 43 39 32 23 25 20 30 18 18

ENGINEERING

HOMELAND SECURITY LAW ENFORCEMENT FIREFIGHTING 1.

CUNY John Jay College of Criminal Justice 364

Florida International University

University of Phoenix-Online Campus

274

247

185

179

147

127

157

The University of Texas-Pan American

169

The University of Texas at El Paso

133

Monroe College-Main Campus

123

Sam Houston State University

34 31 20 24

428 277 212 152 144 125 119 106 103 98

Male

The University of Texas at El Paso Florida International University Arizona State University University of New Mexico-Main Campus Texas A&M International University California State University-Fullerton University of Central Florida Miami Dade College Northern Arizona University New Mexico State U-Main Campus

103 86 81 81

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

The University of Texas at San Antonio

Hispanic

EDUCATION

California State University-Northridge

The University of Texas at San Antonio San Francisco State University University of Central Florida The University of Texas-Pan American

10.

COMMUNICATION JOURNALISM

8. 9. 10.

California State University-Los Angeles

137

125

120

162 154 137 125 118 116 110 105 104 103

129 17 16 50 48 18 45 6 17 12

10.

California State University-San Bernardino 119

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

Excelsior College California State University-Northridge California State University-San Bernardino Florida International University Fairleigh Dickinson Univ.-Metropolitan Camp. California State University-Fresno Northern Arizona University California State University-Long Beach California State University-Bakersfield California State University-Dominguez Hills

LIBERAL ARTS AND SCIENCES

33 137 121 75 70 98 65 99 87 91

MATHEMATICS AND STATISTICS 1. 2.

3. 4. 5. 6. 7. 8.

9. 10.

Male

Female

The University of Texas at El Paso 35 The University of Texas at Austin 32 The University of Texas-Pan American 32 California State University-San Bernardino 25 University of California-Los Angeles 25 25 The University of Texas at San Antonio California State Polytechnic University-Pomona20 University of California-Santa Barbara 19 19 The University of Texas at Brownsville University of Houston 19 San Diego State University 18 University of California-Riverside 15 Texas A&M International University 15 Arizona State University 14 University of California-Berkeley 14 Montclair State University 14 University of Washington-Seattle Campus 14 California State University-Fullerton 13 University of California-San Diego 13 University of New Mexico-Main Campus 13 Texas A&M University-College Station 12

16 21 15 10 14 11 15 9 7 12 9 5 8 11 13 4 11 7 8 10 5

19 11 17 15 11 14 5 10 12 7 9 10 7 3 1 10 3 6 5 3 7

Texas A&M University-College Station University of California-Berkeley University of California-Santa Barbara University of California-Santa Cruz Florida International University Humboldt State University University of California-Davis University of Florida Rutgers University-New Brunswick

18 18 16 17 6 15 8 6 6

36 18 20 15 15 5 8 9 5

Hispanic

NATURAL RESOURCES AND CONSERVATION

1. 2.

3. 4. 5. 6. 7. 8.

54 36 36 32 21 20 16 15 11

tuition

Hispanic 10 10 10 10 10 9

Male

Female

10.

University of Arizona California Poly. State Univ.-San Luis Obispo University of California-Los Angeles University of South Florida-Main Campus Texas State University-San Marcos San Jose State University

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

Florida International University University of Central Florida California State University-Northridge CUNY John Jay College of Criminal Justice Arizona State University The University of Texas at San Antonio University of California-Riverside San Diego State University California State University-Fullerton California State University-San Bernardino

539 200 194 192 182 163 161 155 154 151

108 54 32 26 42 41 38 26 34 30

431 146 162 166 140 122 123 129 120 121

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

Florida International University University of California-Santa Barbara University of California-Los Angeles California State University-Northridge University of California-Riverside University of California-Irvine University of California-Berkeley The University of Texas at Austin Florida State University University of Florida

401 361 342 302 285 247 213 209 206 203

203 144 127 112 102 109 94 120 116 80

198 217 215 190 183 138 119 89 90 123

PSYCHOLOGY

SOCIAL SCIENCES

5 7 5 4 5 4

5 3 5 6 5 5

Source: NCES/IPEDS bachelor’s degrees conferred in 2012 to Hispanic men and women

gender

advertising Students Deans college Language People Media Higher Ed Vision

mentoring

Admissions

Affirmative Action Curriculum ethnicity Academics Business university Commitment Multicultural Digital Job Search Top 100 immigration committees representation Reports health Educational Latino’s Latina’s administrators Leadership Difference Branding Website Minorities Opportunity Twitter Organizations Rankings Faculty Enrollment Community Colleges Book Reviews equality students Heritage Interesting Reads Campus Headlines Arts recruitment Facebook

Hispanic

Outlook

diversity

0 5 / 0 5 / 2 0 1 4

•

H I S P A N I C

O U T L O O K

INNOVATIONS/PROGRAMS

Colleges Offer Lessons in Improving Success Rates for Low-Income Students

The

by Marilyn Gilroy goal of increasing social and economic mobility for more Americans has jumped to the top of the national political agenda and has become a priority at the state-level as well. There is widespread agreement that higher education is a key to speeding up the process that will break cycles of poverty and underemployment for millions. As a result, there is a new urgency to get lower-income students to enter and graduate from college. All demographic projections predict that a more diverse student population, including Hispanics and other minorities, will enter college in the next decade. But getting these individuals through the doors is not enough; higher education institutions must do more to help them succeed. “The growth of economic inequality and decline of social mobility in recent decades has made it that much more important that we radically increase the number of low-income students and students of color completing a college education,” said Kati Haycock, president of The Education Trust. “Leading colleges and universities are teaching us that just letting more students in isn’t enough. Colleges need to assume their share of responsibility for making sure students have the support they need to complete.” The Education Trust has issued a report that shows universities can, through sustained efforts, radically reshape success rates for low-income students and students of color – without greater selectivity in admissions. The report, Learning from High-Performing and FastGaining Institutions, examines practices at eight leading schools that markedly improved graduation rates over a sustained period of time among minorities and low-income students. While each university approached the problem a little differently, the report says their efforts had three features in common: • Campus leadership – including the president and provost – deeply and publicly committed to making student success a high, institution-wide priority; • A self-described “data geek” in a leadership position who used data as a tool to engage the campus community as problem-solvers and to build a culture oriented toward improving graduation rates for all groups of students; and • Ongoing use of data to identify problems and evaluate solutions. The Education Trust report is written as a guide to help other colleges understand how these selected institutions built their data analyses to shape policies and programs which led to significant improvements in retention and graduation rates. In several cases, the impact on success rates for Hispanic students was especially noteworthy. The eight institutions that Education Trust features are: • Florida State University, a 31,000-student university 18

H I S P A N I C

O U T L O O K

•

0 5 / 0 5 / 2 0 1 4

Eric Rivera, SDSU vice president of students affairs

that increased graduation rates for Pell Grant recipients from 61 percent in 2005 to 72 percent in 2012, nearly the same rate as non-Pell students. • Georgia State University a diverse urban institution where underrepresented minority students graduate at a higher rate than their white peers. • San Diego State University, where graduation rates for Latino students – a quarter of all undergraduates – nearly doubled from 31.4 percent in 2002 to 58.8 percent in 2011. • University of North Carolina–Greensboro, a 15,000student public university that has eliminated the graduation rate gap between black and white students. • University of Southern California, a private nonprofit university that increased graduation rates for Latino students 19 points to nearly the same rate as its white students. • University of Wisconsin–Eau Claire, where graduation rates for freshmen Pell Grant recipients increased from 49 percent in 2005 to 60 percent in 2010. • Virginia Commonwealth University, which increased the graduation rate for black students nearly 13 points to roughly the same rates as its white students.

• University of Alabama, where course redesign efforts dramatically improved pass rates in gateway mathematics courses. The Casa Azteca Difference At San Diego State University (SDSU) officials said that gains for students were made after examining data and asking questions such as “What about Latino students who are not living in the residence halls?” Data showed that commuter students, which included a significant number of Latinos, were more likely to leave campus in the first two years. Student Affairs Vice President Eric Rivera said that one of the responses to the data analysis was to create the Casa Azteca program in 2010 to support commuters by providing them with study space and other services such as access to mentors and faculty. The number of students served has grown steadily and will probably reach 400 in 2014. “The Casa Azteca experience has made a difference for Latino commuter students in two significant ways. First, it enhances and strengthens their academic skills,” said Rivera. “Casa Azteca students take classes together, which includes a supplementary course that supports a shared general education course. In addition, it is mandatory for them to attend tutoring sessions and to meet weekly with an assigned academic mentor to support them with writing and math courses.” SDSU has continued to use data to measure and validate the positive academic effect of Casa Azteca. For example, says Rivera, only 6.7 percent of the fall 2011 Casa Azteca students were on academic probation after their first semester, compared to academic probation rates of 20.6 percent for their non-college ready commuter counterparts and 10.3 percent for the total first-time freshmen cohort. In addition, the average first year college GPA for the fall 2012 Casa Azteca students was 2.64 compared to their non-college ready commuter counterparts who had an average GPA of 2.47. While Casa Azteca has produced academic improvements, it also has made a qualitative difference for Latino commuter students by providing them opportunities for developing community and building connections on a large urban campus. As Rivera explains, students in the Casa Azteca program are placed in small groups that enable them to make connections with other students who come from similar backgrounds. In their small groups, they learn various success strategies, including time management, test-taking and study skills. “The students are from similar communities, have similar backgrounds and all commute to SDSU,” he said. “After creating a community with those who are similar to them, these students are then exposed to other communities on the campus and encouraged to engage with them. “ Holistic Approach at USC Of the eight schools cited in The Education Trust report, the University of Southern California (USC) is the only private university and the only member of the Association of American Universities, the group representing the nation’s top research schools. USC recruits an economically and socially diverse student, staff and faculty body, and enrolls more underrepresented minority students (African-American, Latino and Native American) than most other private research universities in the

Student Success Gains at San Diego State University Six-Year Graduation Rate of Students Who Began in 1996

Six-Year Graduation Rate of Students Who Began in 2005

Overall

38.1%

65.6%

+72.2%

Black

28.6%

55.8%

+95.1%

Latino

31.4%

58.8%

+87.3%

White

42.4%

68.6%

+61.8%

Student Group

Percent Change Over Time

Source: Learning From High-Performing and Fast-Gaining Institutions, The Education Trust, 2014

country, representing about 19 percent of its total undergraduate population. In addition, 13 percent of matriculating students are the first in their families to attend university. USC also enrolls over 4,200 low-income undergraduate students (as defined by Pell Grant eligibility), more than most private research universities. Given these student demographics, the success rates are impressive. At USC, low-income and underrepresented minority students graduate at rates comparable to the average of about 90 percent for the overall undergraduate population. The sixyear graduation rate for Hispanic students exceeds 91 percent. “We want all our students to graduate with academic programs that prepare them to meet their personal aspirations,” said Gene Bickers, vice provost for undergraduate programs. “Our success with Hispanic students can be attributed to a holistic approach that brings together faculty, academic advisors and student life professionals to promote engagement and success,” But in order to make progress USC administrators and faculty dug deeper to identify obstacles to graduation. For example, the university created a task force which looked at the relationship of core requirements to graduation rates. The members discovered that USC's three semester foreign language requirement was the largest single factor preventing graduation for students who were close to earning enough credits for a degree. Officials decided to implement an intervention strategy to require students to satisfy the language requirement before the beginning of his or her fifth semester so that the pathway to a degree is fulfilled in a timely manner. Overall, The Education Trust report says it will take the types of transformation and innovations that occurred SDSU and USC to produce significant results for low-income students. “Universities are being challenged with the vital goal of increasing student access and graduation rates for our nation’s neediest students,” said Joseph Yeado, a higher education research and policy analyst with The Education Trust. “Improving student success will require a culture shift on many college campuses across the country. The good news is that we can follow the example of campuses that have already made tremendous progress to improve success for all students.”

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CONFERENCES

College Opportunity for Low-Income

Students Becomes Priority

by Michelle Adam

arlier this year, the White House took an unprecedented step in calling together about 100 leaders from colleges and universities as well as 40 nonprofit organizations and other groups to a summit aimed at increasing college opportunities for low-income students. The result was what the White House described as 100 new commitments to expand college opportunity with the goal of producing five million additional college graduates by 2020. “It is critical we expand opportunities for the Latino community and all low-income students,” said Marco Davis, deputy director for the White House Initiative on Educational Excellence for Hispanics. “This means five million additional graduates from either two-or-four- year colleges and 3.5 million should come from the Hispanic population.” The President and First Lady called on those at the summit to propose and commit to ideas for increasing college opportunity to those born at the bottom quartile of income levels. According to the White House, only 9 percent of those in this group (which includes many Hispanics) attain a bachelor’s degree by age 25, compared to 54 from the top quartile. And without college, a child born in the bottom quartile has only a small chance of becoming a high-income earner. Many of those students who struggle to complete a bachelor’s degree are Hispanics, and are often in the low-income bracket and the largest minority group at four-year colleges. “They also make up a quarter of all community college students,” said Davis. With the help of higher education and supportive businesses and organizations, the White House will help expand college opportunities for these students and many more by committing to the following actions:

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• connecting more low-income students to the college that is right for them and ensuring more graduate; • increasing the pool of students preparing for college through early interventions; • leveling the playing field in college advising and SAT/ACT test preparation; and • strengthening remediation to help academically underrepresented students progress and complete college. According to the White House, many low-income students don’t apply to or attend schools where they are more likely to succeed because they aren’t aware of their options. So, in order to connect more low-income students to the right schools and help them graduate, the federal government has partnered with 80 institutions of higher education and 15 organizations to ensure college access and success. The Posse Foundation is doubling its STEM (Science, Technology, Engineering, and Math fields) Posse Partner institutions, providing students from diverse urban backgrounds $35 million in four-year scholarships and helping them complete STEM degrees at top schools in the next five years. Other efforts being made to ensure more students apply to and graduate from good schools include action by the College Board with its member institutions to offer fee waivers to eligible students for college applications. Various organizations also will invest $95 million to help more students complete STEM degrees, and more than 80 colleges have committed to improving efforts to recruit students who might otherwise not attend their institutions, expanding need-based aid for them, and helping transfer and retain low-income students. Approximately 30 colleges and 12 organizations are standing behind the second major goal of the White House – to help

increase the pool of students preparing for college through early interventions. Because low-income students are less likely to prepare for college by taking recommended courses, visiting college campuses, and taking the SAT or ACT, commitments have been made to turn this around. Deloitte, Darden, Walmart, AT&T, Mutual of America, and the Samberg Family Foundation are committing $5 million over the next four years to support College Summit and its partnership called ScholarJob. This organization helps low-income students across America connect education with careers, and is giving 100,000 high school students from low-income communities in 10 cities cutting-edge technology to assist them in exploring careers, and attending and completing college. Other efforts include a $4.5 million commitment from the Irvine Foundation and Pacific Gas & Electric to help redesign high schools to include more real-world learning and business partnerships. In addition, iMentor will match 20,000 new first-generation college students with mentors, and Blue Engine is expanding academic preparation in college gateway skills to 10,000 more students during the next five years. Also, $12.5 million in funding will help prepare 100,000 STEM teachers in the next decade, and more than 35 colleges and universities are hosting enrichment programs for low-income students, linking high school students with college, and encouraging tutoring for low-income students. Because low- income students often receive less advisement and mentorship for college and are less prepared for admissions tests, the White House set a goal of leveling the playing field in advising and test preparation. This will be achieved by the National College Advising Corps providing an additional 80,000 students during the next three years with college counseling, and the National Association for College Admission Counseling is offering free resources and additional training to school counselors to help them guide students to college. The Khan Academy has joined the effort by launching a college prep initiative while the National College Access Network will serve thousands of additional students with support connected to applying to college, and more than 20 colleges will offer advice and support to students navigating the college application process. The final goal of the White House –to seek breakthroughs in remedial education – is crucial for low-income students who tend to enter college with remedial needs at four-year institutions more often than others. In an effort to address this goal, 23 states in collaboration with Complete College America have committed to addressing remediation, especially in math and English, so many more students complete gateway courses and graduate college. Also, key organizations like Achieving the Dream, Carnegie Foundation for the Advancement of Teaching, and Jobs for the Future are teaming up to make sure colleges interested in improving remediation have the tools and resources to do so. In addition to these efforts, the White House is encouraging and supporting institutions to establish, in partnership with school districts, work-study jobs through the Federal Work-Study program in order to expand access and strengthen secondary-to-postsecondary transitions. Also, the Department of Education will share data on Free Application

for Federal Student Aid (FAFSA) completion with states, so states and school districts can help increase the number of students who fill out these forms for financial aid. Cities such as Chicago and San Antonio already have experienced success on this front and Detroit has raised its FAFSA completion rates by 30 percent. The White House commitment to reach out to low-income students and ensure that more graduate from college comes at a time when many students struggle with the rising cost of education, and schools face the challenge of less state funding. Yet, according to the administration, it has already dou-

Marco Davis, deputy director for the White House Initiative on Educational Excellence for Hispanics

bled federal investments in Pell Grants and college tax credits and has reformed student loans to make college a greater possibility for low- income students. “The finances are a difficult challenge right now for students from low-income and especially underrepresented backgrounds,” said Davis. “President Obama is trying to increase affordability by increasing the Pell Grant and working with institutions to find ways of making college more affordable. We see education as an investment.” When asked how unusual this kind of commitment is on the part of the administration, Davis added that it is unprecedented. “The idea of really engaging the higher education community itself is unusual. We had more institutions that reached out after the summit, and there’s been a great response from the higher education community. We need all on board.”

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With all supporting this initiative – educators, policymakers, organizations, businesses, and communities – the goal is produce another five million college graduates by 2020, with these numbers represented by low-income students, many of which are Hispanic.

“Nationwide, we’ve reached an 80 percent high school graduation rate, and with Latinos, we have cut the high school dropout rate in half in the past 10 years,” said Davis. “So, if we keep building on the innovation we find is working, by 2020 we can hit the mark.”

Scholars’ Corner The vision of education as a medium toward democracy, citizenship, and social status remains present in most discourse today. Yet, the conditions for this vision to facilitate the successful academic attainment and civic engagement of young people are far from accomplished. For the past five years, I have been an active member of a growing unincorporated community located along the central coast of California. Becoming aware of the institutional challenges of living in an unincorporated area furthered my interests in exploring how social settings, particularly schools and neighborhoods, shape institutional opportunities, specifically for Latina/o families and youth. Seeing the lack of resources available to the community, a youth Participatory Action Research (yPAR) program was created to provide elementary school-aged youth with opportunities to develop their critical thinking and leadership skills through learning and conducting social science research. Between 2009 and 2012, I was a coordinator for the after-school program called Change 4 Good, which serves fourth- and fifth-grade students who are predominantly first and second-generation immigrant Latinas/os from Mexico and Central America. The Change 4 Good program serves as an example of how the vision of educating for democratic critical citizenship can be achieved. My personal challenges in K-12 education have influenced my interests in Latina/o youth, education, and citizenship. In particular, I am interested in understanding the role of settings in facilitating or challenging individual and collective empowerment toward social justice and structural change. As a doctoral candidate at the University of California, Santa Cruz, pursuing a PhD in social psychology with a designated emphasis in Latin American and Latina/o studies, I research how institutions facilitate the development of a critical lens through which people can understand a sense of themselves within a broader socio-political context. Through forming a critical consciousness, as subjects acting and being on their own terms, I focus on the experiences of young people who are developing a sense of empowerment to influence and change their worlds. Seeing how young people empower themselves to make changes in their school and community further motivates me to continue on the path of education and social justice. As a 2013 graduate student fellow of the American Association of Hispanics in Higher Education (AAHHE), I had the privilege of meeting supportive scholars, colleagues and mentors who are committed to social justice. The AAHHE community stands true to my values and principles of justice and validates my passion and commitment to social justice for Latinas/os. AAHHE seeks to support the next generation of scholars by providing fellows with resources to help us prepare for the professoriate, as well as how to maintain well-being, while remaining committed to teaching, service, and research. As a graduate fellow, I have significantly benefited from the experience, both personally and professionally. Engaging in early-career professional development, while being able to form friendships with scholars who can validate my experience as a first-generation Latina in higher education is invaluable. I am forever indebted to AAHHE for the opportunity and privileging experience. By Jesica Siham Fernández PhD candidate in social psychology, designated emphasis in Latin American & Latina/o Studies (LALS), University of California, Santa Cruz.

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UNCENSORED

by Peggy Sands Orchowski

SCHOOLS AND PROGRAMS SERVING MINORITIES UNDER ATTACK BY BOTH PARTIES - Democratic leaders continually oppose the expansion of charter schools which serve many minorities across the nation. Lately, the attention has been focused on New York City Mayor Bill de Blasio, who has been accused by papers such as the New York Post of “declaring a war on charter schools” by threatening to close many of them. One of the mayor’s complaints is that the schools serve fewer special needs students and that charters’ student-bodies are segregated by ethnic or particular interest groups. But weren’t charters created to serve targeted groups? Critics also say that charters take students and revenue away from traditional public schools. Teachers unions especially are against charter schools because most do not require their teachers to be union members. Could it all be about the money? And then there are Pell Grants. Many Republican political leaders since the Presidents George Bushes argue each budget year for eliminating PELL grants – the main source of college support for low-income students. They want the funds to be transferred instead to four-year college grants. You’d expect it to be just the opposite since PELLs help a larger percentage of America’s minority and nontraditional college students to attend community colleges – a supposed priority of Republicans. But it’s about the money. For-profit colleges continue to make headlines with members of both parties weighing in on the controversies surrounding this sector. The Obama administration has pushed for regulations that say for-profits must show their graduates are getting jobs and are able to pay back their loans. It’s true that almost 90 percent of for-profit students receive government loans; that government funds are those institutions’ primary source of revenue; and that they make a lot of profit even while many of their students default on their government loans. But the widespread attack brings to mind a refrain from the popular musical “Annie Get Your Gun”: “Anything you can do, I can do better.” After all, just what are for-profits doing that nonprofit public and private colleges don’t? While nonprofits can cost students close to $100,000 for a four-year degree (that often takes five or more years to complete), they don’t guarantee their graduates a job that will pay off their loans. And nonprofit colleges market aggressively (especially to donors) for their educational services. The for-profits do the same thing – only better. For-profits are popular especially with low-income students because they offer short-term certificates and highly structured degree programs. They take away vast numbers of coveted ‘diverse’ students and revenue from the traditional public four-year college. House Majority Leader Eric Cantor has defended for-profits by saying they encourage entrepreneurship in higher education and that government funds should continue to be distributed to these schools. So, it’s all about who gets the money.

ARE DREAMers TURNING OFF ALLIES? – Some DREAMer advocates are becoming very aggressive and many, including this congressional reporter, are observing trends which could begin to turn off even their strongest allies. OK, some DREAMers yelled “we are not afraid (to be arrested)” during Congressional Judiciary Committee hearings – and they weren’t. They interrupted the solemn Senate vote count for immigration reform last June and were not thrown out of the gallery as others would have been. DREAMer advocates have been known to hassle Republican congressional leaders at their homes and offices, and the press laughs. But even Rep. Luis Gutiérrez had to withdraw support from the Border Eight group last year as he disavowed the extreme actions of some DREAMer groups. Now Roberto Lavato, the co-founder of Presente.org, the Hispanic political action group, said if Obama doesn’t do something significant soon on immigration reform, “Latinos are going to make life miserable for Joe Biden and Hillary Clinton,” among others. Do DREAMers expect that politicians should immediately grant legal status to their parents and friends? WHY LIBERAL ARTS MAJORS ARE VITAL FOR THE ECONOMY – Suddenly it seems that liberal arts advocates are fighting back against the must-major-in-STEM (science technology, engineering and math) drumbeat. There seems to a flood of reports and even magazine covers making the case for studying the humanities. Colleges are developing integrative degrees; some require courses like the history of science for all majors. It can be argued that what has made U.S. innovation so strong in the past is that American students were trained comprehensively K-14 in a wide range of arts, history and science subjects. This allowed them to make connections between fields that international students trained in only math or science cannot. Even as we want more Americans to study STEM, we need them to stay broadly educated! Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. 0 5 / 0 5 / 2 0 1 4

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REPORTS

Positive News on Hispanic High School Graduation and College Enrollment Rates

by Angela Provitera McGlynn

ichard Fry, senior research associate and Paul Taylor, director of the Pew Hispanic Center, recently reported some good news on Hispanic gains in education in a report entitled, Hispanic High School Graduates Pass Whites in Rate of College Enrollment: High School Drop-out Rate at Record Low. The report, which is based mainly on data published by the U.S. Bureau of Labor Statistics (BLS) and the original data source – the school enrollment supplement of the Current Population Survey (CPS), indicates that Hispanics have reached several milestones in both high school graduation rates and college enrollment rates. Figure 1

Hispanic Education on the Rise

Share of Hispanic Youth Dropping out of High School at a Record Low...

70 60 50 40 30

28 18

10 0 2000

2002

2004

2006

2008

2010 2011

And Share of Hispanics High School Graduates Immediately Enrolling in College at Record High

60 50 40

62 49

30 20 10 0 2000

2002 2004

2006

2008

2010

2012

Source: PEW RESEARCH CENTER

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The positive trends for Hispanics are even more significant because overall, college and graduate school enrollments fell by nearly half a million from 2011 to 2012. According to this Census Bureau data, the percentage of non-Hispanic white students declined from 67 to 58 percent from 2006 to 2012 while the percentage of Hispanic college enrollees grew from 11 to 17 percent and the percentage of African-American college enrollees grew from 14 to 15 percent. Julie Siebens, a statistician in the Census Bureau’s Education and Social Stratification Branch, said, “This increase in the number of Hispanics enrolled in college can be attributed to the combination of an increase in the adult Hispanic population and their climbing likelihood of being enrolled.” The overall decline in college enrollment from 2011 to 2012 in the U.S. was partly driven by the fact that adult students age 25 and older fell by nearly half a million (419,000 students) and at the same time enrollment of younger students declined by 48,000. The first finding of the new PEW Trends report, and perhaps the most dramatic, is that the high school class of 2012 had a record high of 69 percent Hispanic students enrolled in college that fall semester, surpassing their white cohort by two percentage points. Nearly seven in 10 Hispanic high school graduates enrolled in college in the fall of 2012, marking the third straight year of increases among this demographic. Hispanic students make up 19 percent of all college students ages 18 to 24 and this is up from 12 percent in 2008. Fry has stated that one of the most important aspects of the findings is that not only are more Hispanics going to college but a larger share of those who finish high school are enrolling in higher education. As he said in a New York Times interview, “This is the maturation of a big second generation among Latinos–native born, and educated in American schools.” In previous research, Fry and Lopez said that the increase in Hispanics going to college was accelerated by the onset of the recession in 2008. By contrast, the college-going rate among white high school graduates has declined slightly since the recession. There are two possible contributors to the rise in Hispanic post-recession enrollment. First, since the onset of the recession in 2007, Hispanics have had a harder time finding employment than whites. Unemployment among Hispanics

• For elementary public schools, 25 percent are Hispanic • Only among public high school students is the Hispanic share below one-quarter at 23 percent So far this report has illustrated some positive trends for Hispanics in the American educational system. However, the report has also found what previous research has shown. Despite the narrowing of some of the gaps mentioned above, Hispanics continue to lag behind their white cohort in several areas of higher educational attainment. Young Hispanic students are:

ages 16 to 24 has risen by 7 percent compared with a 5 percent rise for whites of the same age. The second factor could be the great importance Hispanic families place on a college education. In a 2009 Pew Hispanic Center survey, 88 percent of Hispanics ages 16 and older believed that a college degree was necessary to get ahead in life. In contrast, another survey of all Americans ages 16 and older found that fewer (74 percent) agreed with that statement. It is important to note that although the share of 2012 Hispanic high school graduates enrolled in college moved ahead of that of white students, the same is not true when we look at data of all young people ages 18 to 24. Despite a recent decline in the Hispanic high school dropout rate, Hispanic students still have a higher high school dropout rate than white students so that the share of all Hispanics ages 18 to 24 in college lags that of whites: 37.5 percent among Hispanics compared with 42.1 percent among whites. The Hispanic high school dropout rate is in continuing decline. In 2012, the share of Hispanics who had not completed high school and were not enrolled in school fell to a record low – 15 percent. In 2002, the rate was 32 percent so this is a dramatic decline. In fact, the Hispanic high school dropout rate is falling more quickly than that of any other racial or ethnic group. The most recent available data show that in 2011 only 14 percent of Hispanic 16- to 24-year-olds were high school dropouts and that is half the level found in 2000 (28 percent). During that same time, the dropout rates for whites which start from a much smaller base of dropouts also declined from 7 percent in 2000 to 5 percent in 2011. The new report also shows another milestone: Hispanics now make up 25 percent of all public school students. The Census Bureau data of 2012 found that one out of every four public school students nationwide was Hispanic. There is variation across different school levels: • Among nursery public school students, Hispanics make up 29 percent • Among public school kindergarten students, 27 percent are Hispanic

1. Less likely than their white peers to enroll in a four-year college (56 percent versus 72 percent). The majority of Hispanic students begin their educations at community colleges in part because community colleges are much less expensive and closer to home 2. Less likely to attend a selective college 3. Less likely to be enrolled in college full time – probably because more Hispanic students hold jobs while getting their educations, and this interacts with making the community college a more attractive choice for them 4. Less likely to complete a bachelor’s degree While the Pew Trends report shows some very positive gains for Hispanics, the fact that they continue to lag in completing a bachelor’s degree in comparison to other groups is a serious concern both for them as a demographic and for our society in general. In 2012, 14.5 percent of Hispanics ages 25 and older had earned a BA degree. In contrast, for Asian-Americans that number was 51 percent; for whites, 34.5 percent held bachelor’s degrees, and 21.2 percent of blacks had completed a bachelor’s degree. Looking at the fourth statement above about young Hispanic students being less likely to earn a four-year degree, we can see that the first three “less likelihoods” are risk factors for degree completion. We know from previous data that Hispanics who start their educations at four-year institutions are more likely to graduate. This finding tells us that educators and policymakers must make the transitioning process from two-year to four-year colleges more seamless. Again previous research shows that students who “undermatch” in choosing a college, that is, they attend a college beneath their capabilities, are less likely to complete a degree. Educators and policymakers should make it more likely both in terms of recruitment and financial aid that Hispanic students can go to more selective colleges. Part-time college enrollment is another risk factor along with working while attending college. The lag in college completion can’t be divorced from the economic factors that make college completion for many Hispanic students a much greater hurdle. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

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IMMIGRATION

What’s Happened to Comprehensive Immigration Reform

It’s

by Margaret S. Orchowski

been a wild ride for comprehensive immigration reform the past 12 months, leaving many people searching for explanations. Last May, comprehensive immigration reform was on a roll. It was THE issue that Senate Republicans and Democrats alike were focusing on to show that Congress wasn’t dysfunctional. On June 27, the Senate passed a 1000-plus-page comprehensive immigration bill by a wide margin: 68-32. But by March 2014, leaders in both parties admitted that comprehensive immigration reform was most likely dead in the 113th Congress. Fingers are being pointed at who is to blame. It gets emotional. Democrats and immigrant advocates blame “fearful anti-immigrant” Republicans. Republicans point to President Obama’s ‘Pen and Phone’ strategy: they don’t trust him to enforce immigration or any other laws with which he doesn’t agree and to use his power of executive orders to circumvent laws. Ironically there are many elements of immigration reform on which strong leaders in both parties agree. But there is one issue they don’t agree on, and that is a key to the deadlock. The issue is: how many of the estimated 11 million foreign nationals currently living and working in the country illegally (some of them for decades and only about 60 percent Latinos) should be legalized? “Comprehensive” immigration reform includes legalization for almost all illegal immigrants except for those who have been convicted of serious felonies. “Comprehensive” immigration reform is a line-in-the-sand the Democrats will not cross. For Republicans, such a “blanket amnesty”

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is not acceptable. Republicans support a piecemeal approach – small specific bills discussed and passed separately. In 2015, the House passed five and seriously considered others, including proposals to grant more visas for H1B high tech workers, automatic green cards for foreign students with master’s and doctorate degrees in STEM fields. They included granting pathways to citizenship for investors, farmworkers and even DREAMers, as well as a national requirement for employers to use e-verify and border security benchmarks (triggers). One thing is clear though. Republicans’ pieces of immigration reform do not include a proposal to give a ‘pathway to citizenship’ for undesignated millions. Once passed in the House, Republican leaders indicated that they might put those pieces together into a package for the Senate to consider. But not as part of the Senate comprehensive bill. “We will never bring the Senate bill to the floor,” Speaker John Boehner announced in October, even though it contains most of the pieces they were considering. Why? Because it’s “comprehensive.” The legislators went back and forth for months, like little kids arguing over who “dunnit” (“did not,” “did too”). Senate Democrats insisted on “comprehensive only” and House Republicans for “piecemeal only.” But suddenly, in November the Democratic rhetoric changed. “Democrats in the House of Representatives have to stop negotiating from the point of view that they’re in the majority. “We’re not,” Rep. Luis Gutiérrez, D-Ill., the party’s most vocal voice on immigration reform said on Chicago National Public Radio’s “Afternoon Shift,” as reported in the Huffington Post,

“[At least] DREAMers and their parents should be included in any immigration reform bill.” “Let them have piecemeal,” the president said, just after forgiving the Thanksgiving turkey from being slaughtered a few weeks later. So did Obama and Gutiérrez flip-flop on comprehensive immigration reform? Not necessarily. It depends on whom and how many illegal immigrants are included in the piecemeal bill they might approve. To date, Republican piecemeal proposals would legalize around 2 to 3 million illegal immigrants. What is the bottom line for Democrats? 11 million plus? 8 million (as in the Senate bill)? 4 million? 2 million DREAMers? No limit? They don’t specify. But now it doesn’t matter. Why? Because the 2014 election season has begun. Last November the troubled Republican governor in New Jersey won his re-election with over 40 percent of the Hispanic vote. This signaled the end of Republicans being thrashed because of the government shutdown in October; and the beginning of the Democrats’ and Obama’s image problems with the Obamacare roll-out difficulties. By February the political conversation became all about if the Senate will flip from Democratic control to Republican (in which case President Obama and the Democrats’ agendas are greatly weakened for the next two years). Suddenly, passing comprehensive immigration reform in 2014 was not important. In fact, there are three reasons why neither party would lose much if they did not pass comprehensive immigration reform in 2014. First, the 2014 election isn’t about winning the Latino vote nor about the presidency. Republicans need only to win six Senate seats in November to flip the Senate majority to Republican. To date, 10 states have been identified as possible flips. None of them have a significant enough Latino electorate to make passing immigration reform a priority. In fact, ironically, the most powerful Latinos in Congress today are Republican: Senators Marco Rubio and Ted Cruz. “Republicans can win in 2014 without resolving immigration reform,” said Sen. John Cornyn, the Republican Minority Whip. Second, strategically, Democrats get a lot of political mileage when immigration reform is threatened. In 2008 and 2012 they were highly successful in blaming Republicans for its failure to pass. They got to claim Republicans were anti-immigrant and even anti-Latino. Not passing immigration reform could help Democrats get out their outraged voters in 2014.

Third, Republicans can play the “make the other party look bad” game too – by forcing Democrats to oppose popular pieces of immigration reform that they really want, but can’t pass because they’re not part of the party’s “comprehensive” line-in-the-sand. Last July all Republicans on the House Immigration Subcommittee supported a stand-alone proposal that would legalize “DREAMers” – some 2 million immigrants who came to the U.S. illegally before the age of 16. DREAMers are Democrats’ favorite cause. Yet all the Democratic committee members opposed the Republican idea. They insisted that it was ‘un-American’ to legalize just one group. But Democrats looked bad by appearing to use DREAMers as a bait and

switch for comprehensive reform. Indeed pushing for anything “comprehensive” is risky for Democrats considering their difficulties with comprehensive Obamacare. It is less risky for Republicans to support pieces of immigration reform. If just some of their pieces become law, as they well might if the Republicans become the majority in the Senate, it would take that Democratic-imposed “anti-immigrant” moniker off-the-table. The fact is, immigration reform is not a top issue among most Americans worried about losing their jobs and affording college for their kids. And it’s not politically expedient for either party at this time. Most likely, both parties will talk about the importance of immigration reform throughout 2014, and will loudly blame the other party for its failure to pass. Then they will wait for the 2015-16 presidential election season to see how immigration reform politics plays nationally.

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ENROLLMENT/RECRUITMENT

Study Finds College Brochures Distort Diversity

They

by Frank DiMaria

start appearing in mailboxes across the country when students enter their junior year of high school and they keep coming until students are well into their senior years. Colorful and vibrant, “they” are college brochures, part of the annual onslaught of higher education marketing efforts. Most show a diverse group of students smiling and laughing while studying on lush green grass in an idyllic setting. Direct mailing of admissions brochures or viewbooks continues to be at the heart of colleges’ recruitment efforts. Most colleges do their best to present a diverse crowd of students on the cover and on the pages of their brochures. Some, however, are going overboard with their depiction of diversity. A professor at Augsburg College in Minnesota has found that colleges are actually over representing their diversity. Timothy Pippert, PhD, of Augsburg’s sociology department studied those glossy brochures to determine if the diversity in the brochures matched the actual diversity at some of America’s colleges. Pippert, along with Laura J. Essenburg of Rice University and Edward J. Matchettawith of Augsburg, analyzed 10,095 photographs from 165 four-year public and private institutions in the U.S. to determine the accuracy of the photographic portrayal of diversity in recruitment materials. Their findings indicate the majority of institutions published images of diversity to prospective students in 2011 that were significantly different from the actual student body. Furthermore, Pippert and his team found that schools typically symbolized diversity by portraying African-American students at higher rates rather than presenting a more representative student body. After analyzing the brochures Pippert published the findings in a paper called “We've Got Minorities, Yes We Do: Visual Representations of Racial and Ethnic Diversity in 28

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College Recruitment Materials” for the Journal of Marketing for Higher Education. In that paper, Pippert says the pressure to appear diverse is so great that two major U.S. universities have admitted altering photographs in order to appear to have a more racially diverse student body. To prove his point he discusses one highly publicized situation in which the University of Wisconsin at Madison added the face of a black student, named Diallo Shabazz, to a file photo of students at a football game for the cover of the school's 2000 application booklet. But Shabazz had never attended a football game. Once the mischaracterization of diversity was made public, Wisconsin had to reprint 106,000 application booklets. “What I found most interesting… was that they didn’t even do a good job photoshopping the student into the crowd. It was so obvious,” says Pippert. Beyond the images Wisconsin uses in its marketing materials the school also fudged its diversity numbers. The U.S. News and World Report and the majority of U.S. universities have always reported international students separately from their domestic student body numbers. To compensate for its low enrollment among African-Americans and Hispanics, Wisconsin included its international students in its diversity numbers, according to Pippert’s paper. A similar method of including two groups into a general definition of diversity was revealed at University of TexasAustin and Berkeley. University officials at both campuses combined African- American and Hispanic students into a single measure of diversity to compensate for the small number of African-Americans on the campuses. These examples of schools providing bogus diversity numbers, says Pippert, provide evidence that racial and ethnic diversity are commodities in today’s higher education market place. “Diversity definitions are often used selectively to make

one point and redefined to make yet another.” Pippert and his team collected diversity data from three sources. First they consulted the U.S. News and World Report website to generate a sample of institutions and gather extensive data about each institution, including student-body profiles. For each college in the sample, they recorded the racial and ethnic composition of each institution’s student body along with the ranking (national, etc.), funding type (public or private), and census category (urban/suburban, or rural) in which the school was located. If the U.S. News and World Report website did not provide the necessary information, Pippert and his team consulted the Princeton Review. Once they gathered the necessary diversity data they physically looked at the student body represented in the printed recruitment materials typically sent to potential students. Although college viewbooks were the main source of photos, they also looked at pamphlets, course catalogs and postcards sent by the institutions. Pippert was not trying to determine whether or not a specific item sent by an institution accurately portrayed campus diversity, but rather the overall accuracy of symbolic diversity presented to prospective students. Pippert and his two fellow researchers reviewed every photograph that pictured a member of the college’s student body, and they attempted to identify the inferred race or ethnicity of each subject. Once they determined that an estimate of a person’s racial and ethnic classification could be reasonably assumed, they coded it as either white, AfricanAmerican, Hispanic, Asian-American or non-white other. Because of the small number of Native American and international students represented in the brochures, Pippert collapsed these groups into the non-white other category. Because of the way U.S. News and World Report, Princeton Review and many colleges and universities report their student profiles, Pippert was forced to follow an imprecise classification system, especially where Hispanics are concerned. Even though Hispanic is an ethnic classification and Hispanics can be of any race, the 2011 comparison data provided by the institutions and the magazine treated Hispanic as an independent racial category. Therefore, he and his team had to make the “uncomfortable” decision of counting only individuals who appeared to have family origins from Mexico, Central America and South America as Hispanic/Latino. He admits in the paper that this methodological issue might account for an underestimate of the number of Hispanic students represented in the viewbooks and is likely the most controversial of the racial categories. “The main problem with the methodology is tied to the fact that colleges and universities equate race and ethnicity as one in the same. They are not the same thing. Even though someone who identifies as Hispanic can be from any racial background, the sample institutions in our study counted Hispanic as a unique category. When schools recorded racial and ethnic diversity, white, African-American, Hispanic, Asian-American, Native American, etc. were all included as independent categories and then reported as a percentage of the total population,” says Pippert. When Pippert crunched the numbers he found that they were skewed for all races. For example, the actual student

body mean of African-Americans at the schools Pippert looked at was 7.4 percent while the photographic mean was 15.1 percent. In other words, 15.1 percent of the faces in collegiate marketing materials were African-American while only 7.4 percent of the student body was African-American. The actual student body mean for Hispanics was 6.3 percent and the photographic mean was only 4.2 percent. Asian-Americans were represented at 5.3 percent in photos, but on average are only 3.6 percent of the student bodies. Clearly Hispanics were underrepresented in marketing materials, while AfricanAmericans and Asian-Americans were overrepresented.

…the pressure to appear diverse is so great that two major U.S. universities

have admitted altering photographs in

order to appear to have a more racially diverse student body.

Colleges and universities create brochures for the passive reader and schools have to show that their campus is diverse using nothing but pictures. Marketing materials are mostly flashy images with little text, says Pippert. “Given the dearth of real information in viewbooks, visual depictions of diversity are the go-to option. Diversity of thought isn’t easily visually identifiable. The creators of viewbooks seem to have little interest in portraying diversity of abilities, social class or even different ideals of socially-defined physical attraction. This is not surprising as such practices are the standard for most advertising.” Pippert suggests that schools offer a little more substance in their materials. “While most brochures are generally set up as only visual eye candy for prospective students, they do not have to be set up that way. Instead of being devoid of any factual information, they could include information about student clubs and interest groups represented on campus, diversity of thought. In addition, campuses should present a (truer) picture of the racial and ethnic diversity on their campus,” says Pippert.

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With 6,800 Hispanic students, 4,800 African American students and 2,500 international students, UNT is one of the most diverse universities in the nation. Our culture of diversity drives the success of our 36,000 students. Named one of America’s 100 Best College Buys® for 18 consecutive years, UNT offers an incredible educational value, rich in quality, resources and accessibility. We’re proud to be ranked 42nd by The Hispanic Outlook in Higher Education Magazine on its list of the Top 100 Colleges for Hispanics.

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I want a competitive edge.

Tap into the advantages of a large university – comprehensive course offerings, world class professors, state-of-the-art facilities and a diverse student body – while enjoying the personal attention you’d find at a much smaller college. Enjoy a vibrant campus life at our beautiful suburban New Jersey location just 14 miles west of New York City. It’s an environment where you can thrive.

montclair.edu montc lairr.edu

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FFAMILIA AM I LIA TTexas exas State University is an equal opportunity educational institution.

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05/05/2014

I T’S AATT THE IT’S HEART HE A OOFF ART EEVERYTHING V ER E YTHING WE DDO.O. txstate.edu

NATIONAL LEADER IN ENGINEERING & COMPUTING EDUCATION FOR HISPANICS !

MASTER DEGREES AWARDED TO HISPANICS BACHELOR DEGREES AWARDED TO HISPANICS "!#$%&'()!*+(&,'-.!#$',(/0!1$&!2.3,.((&,.3! ! ! ! ! 24%'-/,$.!!!!

info: 305-348-2522 ! www.cec.fiu.edu 05/05/2014

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COMMITTED TO STUDENT SUCCESS Committed to student success and providing an exceptional educational experience, California State University, Fullerton is proud of its record supporting Hispanic student achievement in higher education.

· Ranked ﬁrst in California and consistently among the top 10 in the nation for the number of bachelor’s degrees awarded to Hispanic students · Among the top institutions graduating Latino students in science, technology, engineering and math · Recognized as a “Standout Best-Bang-for-the-Buck School” and ranked fourth in the nation in an exclusive 1

list of America’s colleges that do the best job of helping nonwealthy students attain marketable degrees at aﬀordable prices 3

“Incredible things happen when we truly reach higher – to transform lives and help students graduate into a diverse world and reach their dreams.” – President Mildred García 1 Hispanic Outlook in Higher Education’s “Top 100 Colleges for Hispanics” 2 Excelencia in Education, “Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Science, Technology, Engineering and Math (STEM) by Academic Level 2009-2010” 3 Washington Monthly’s “2013 Best Bang for the Buck” Schools

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05/05/2014

TITANS REACH HIGHER

BOROUGH OF MANHA AT TT TA AN COMMUNITY COLLEGE

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B MCC rranks anks eeighth ighth among among 2 -year co lleges BMCC 2-year colleges n ationwide, in in granting granting aassociate ssociate d egrees nationwide, degrees ttoo H ispanic sstudents. tudents. Hispanic SSource: ource : Community Communit y CCollege ollege Week, Week, Associate Associate DDegree egree & CCertificate er tificate Producers, Producers, 2013 2013

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

The Hispanic Outlook in Higher Education Magazine on its

â&#x20AC;&#x2DC;Top 100 Colleges for Hispanicsâ&#x20AC;&#x2122;

DEADLINE AUGUST 1, 2014

The 2015-2016 Fulbright U.S. Scholar c Competition is Open.

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For more information on awards and recent program innovations, please visit:

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SALISBURY

The Maurice H. Kornberg School of Dentistry is seeking applicants for faculty positions at the Assistant or Associate Professor level with DMD (or equivalent) and additional training in AEGD, GPR, MSc or PhD, a specialty certificate in the areas of endodontics, periodontics, orthodontics, general practice residency, advanced education in general dentistry, pediatric dentistry, dental implantology, oral and maxillofacial surgery, and prosthodontics. Responsibilities are to teach, provide direct patient care, and conduct research (PhD is required). These positions will remain open until suitable candidates are hired. Eligibility for licensure in PA is required. Preference will be given to candidates with advanced training in any of the dental specialties and board certification or eligibility for board certification in the US. For junior faculty, a loan payment stipend may be provided for a long-term commitment to academic education, patient care, scholarly activity and research.

UNIVERSITY

As Distinctive As

You

A GREAT VALUE U.S. News & World Report, The Princeton Review and Kiplinger’s Personal Finance rank SU among the nation’s best at providing a notably high quality, yet affordable education.

Interested applicants should send a cover letter indicating date of availability, curriculum vitae and their references to: Dr. Daniel Boston, Search Committee Chair, Office of Clinical Affairs Room 2D02, Temple University Kornberg School of Dentistry, 3223 North Broad Street, Philadelphia, PA 19140 (email: daniel.boston@temple.edu).

SETTING FOR SUCCESS SU offers 43 undergraduate majors and 15 graduate programs. Innovative facilities, including the state-ofthe-art Teacher Education and Technology Center and a new home for the Franklin P. Perdue School of Business, place the University at the forefront of national education.

Temple University is an equal opportunity/affirmative action employer. Minority and female applicants are encouraged to apply.

ACADEMIC EXCELLENCE Outstanding faculty are mentors for undergraduate research. Students gain real-world knowledge through internships and global experiences.

VISIT SU SU offers a small-town feel within an easy ride to cities like Baltimore, Washington, D.C., and Philadelphia. PROFILE: ISADORA

I love the friendly atmosphere I knew I made the right decision to come to SU when one day I was walking to class and one of my teachers called me by my name and asked how I was doing. At SU you really get to know each of your teachers and they get to know you as well.

To learn more about Salisbury University visit www.salisbury.edu

Guilford Technical Community College

Exciting opportunities exist at a diverse and highly regarded community college located in the heart of the Piedmont Triad! GTCC is the third largest community college in North Carolina and offers over 100 programs of study within our academic curriculum. GTCC is accessible to all the great things that High Point, Greensboro and Winston-Salem have to offer. With three conveniently located campuses, one under construction, an Aviation Center and a small business center, it’s easy to see that GTCC has a plan for an exciting tomorrow. •

• • • •

Division Chair, Science, Technology, Engineering and Math (Equivalent to a Dean) Instructor, Entertainment Technology Instructor, Radiography Instructor, Heavy Equipment and Transport Technology Instructor, Aviation Electronics Technology (Avionics)

For an application for open positions and additional information, please visit us @ www.gtcc.edu.

JOIN A LEADER! As an Equal Opportunity Employer, GTCC is strongly committed to diversity & welcomes applications from all qualified candidates, particularly minorities and faculty under-represented in higher education. EOE

GUILFORD TECHNICAL COMMUNITY COLLEGE

A Maryland University of National Distinction

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2014

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niversity of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions: University Communication & Marketing (3) Academic Affairs (1) Digital Marketing Director Director of Institutional Research (St. Petersburg Campus) Creative Director Regional Admissions Advisor Senior Marketing Director Director of Events

Faculty Positions: College of Medicine (10) College of Public Health Full, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research (2) Assistant Professor (Physical Therapy & Rehab. Sciences) Family Nurse Practitioner College of the Arts- School of Music (2) Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Composition) Assistant Professor (General OB/GYN) Assistant Professor (Piano) Assistant Professor (Cardiology) Assistant Professor (Dermatology) College of Arts and Sciences (7) Associate/Full Professor (Senior Faculty Biostatistician) Visiting Instructor (English) Postdoctoral Scholar (Pharmacy) Assistant Professor (4) Postdoctoral (Research) Instructor (2) College of Engineering (1)

Instructor (Mechanical Engineering) Director (Institutional Research-St. Petersburg Campus) Director (Business Services-St. Petersburg Campus)

Faculty Coordinator (E-Learning/Instructor-Sarasota Campus) Assistant Professor (Information Technology-Sarasota Campus)

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

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Assistant Vice President for Budget Planning Kansas State University Manhattan, KS 66506

Kansas State University (www.k-state.edu) invites applications from qualified individuals for the position of Assistant Vice President for Budget Planning. Application deadline is May 30, 2014. A detailed position description, qualifications, and application guidelines are available at http://www.k-state.edu/vpaf/avpsearch. Background check required. EOE of individuals with disabilities and veteran status.

05/05/2014

Lecturer

The Masters Program in Computer Science (MPCS) at the University of Chicago invites applications for the position of Lecturer. This is a three year full-time teaching position, with possibility of renewal, and involves teaching six courses across the four academic quarters of the year (Fall, Winter, Spring, Summer).

Teaching duties will involve: (1) teaching an "Immersion Programming" class for students who are entering the MS program with no prior programming experience, (2) a core Programming class teaching following the Immersion Programming class, with (3) the remaining teaching load fulfilled by teaching core and elective classes in the Lecturer's field of expertise. Candidates with a Systems background (Computer Networks, Operating Systems, Computer Architecture, etc.) will be given preferred consideration.

The successful candidate will have exceptional competence in teaching and superior academic credentials. Applicants must have a Ph.D in Computer Science or a related field at time of appointment and have experience teaching Computer Science at the undergrador graduate level. The selection uate committee may also consider candidates without a Ph.D only if they have exceptional teaching credentials and at least a masters degree in a related field.

The Masters Program in Computer Science (http://csmasters.uchicago.edu/) is a terminal MS degree in Computer Science that provides a rigorous introduction to the foundations of Computer Science, while also providing in-depth and hands-on instruction in cutting-edge and industry-driven topics, including Web and Mobile Application Development, Big Data, Cloud Computing, Data Analytics, etc. The program attracts a diverse mix of students including full-time students who are typically no more than 5 years out of college, part-time students who already work in industry, and international students.

The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown. Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/mpcs-lecturer-2014

Applicants must upload a curriculum vitae and a one page teaching statement. In addition, three reference letters will be required. Review of complete applications, including reference letters, will begin June 1, 2014, and continue until the position is filled.

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.

“CULTURAL COMPETENCE...” Welcoming

AEGD PROGRAM DIRECTOR

The future of postgraduate general dentistry education is at Temple University! Come join our vision for advanced general dentistry and the pipeline of dental education for the 21st century.

Community

Temple University Kornberg School of Dentistry is seeking highly qualified applicants for Director of the Advanced Education in General Dentistry Program in the non-tenure clinical track. The director is responsible for the coordination, direction and expansion of a well-established program that has been fully accredited since 1992. The position provides an exciting opportunity to develop a second-year program with multiple tracks, expand the overall size and scope of AEGD, and assist with developing and interacting with a new GPR program. Applicants must have completed a CODAapproved AEGD or GPR program or have served as a program director prior to January 1, 2000. Eligibility for licensure in Pennsylvania is required. Applicants are expected to have excellent clinical and teaching experience in all phases of advanced general dentistry including oral surgery, prosthodontics, periodontics, endodontics, and implant supported prostheses; experience in coordination and management within a complex general dentistry clinical setting; experience and working knowledge of applicable CODA accreditation standards; as well as curriculum development and management experience including clinical and educational outcomes to support a patient-centered, evidence-based environment. Opportunities for faculty practice are available. The position is available July 1, 2014. Kornberg School of Dentistry offers: Newly renovated clinical facilities completed in 2013 • • Dedicated 13-operatory AEGD clinic with expansion to 21 • Digital radiology including intraoral, panoramic and 3D imaging State-of-the-art central sterilization and cassette management system • • University instructional support center and teaching/learning center for faculty Active dental implant program for comprehensive care patients • • School-wide AxiUm clinical management system • Large and diverse patient population

Diversity

Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world.

Regard

Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie.

Interested applicants should send a cover letter indicating date of availability, curriculum vitae and three references to: Dr. Daniel Boston, Search Committee Chair, Office of Clinical Affairs Room 2D02, Temple University Kornberg School of Dentistry, 3223 North Broad Street, Philadelphia, PA 19140 (email: daniel.boston@temple.edu).

Individuals with a commitment to working in a culturally competent environment and who reflect the increasing diversity of Oakton’s student body and community are encouraged to apply for the following opening:

ADVERTISING INDEX

Respect

Inclusion

Sensitivity

• Anthropology and Sociology Faculty This is a one year, temporary position. The anticipated start date is August 18, 2014. Full consideration deadline is May 23, 2014.

Awareness

To learn more about this position and complete an applicant questionnaire, visit our Web site at:

www.oakton.edu Listening

Click on “employment”

Temple University is an equal opportunity / affirmative action employer. Minority and female applicants are encouraged to apply.

POSITIONS CALIFORNIA Rio Hondo College FLORIDA University of South Florida ILLINOIS Oakton Community College University of Chicago KANSAS Kansas State University NORTH CAROLINA Guilford Technical Community College PENNSYLVANIA Temple University

41 40

INSTITUTIONAL Borough of Manhattan Community College California State University-Fullerton Florida International University Lehman College/CUNY Montclair State University Northern Arizona University 61004 Salisbury University N State University Texas Texas Tech University Oakton Community University of Houston-Downtown D 2.375 x 9.75” University of North Texas A University of Texas-Brownsville

38; 41

College

SCHOLARSHIPS Fulbright Scholar Program

Experiences

Oakton Community College is an equal opportunity employer.

NY CA FL NY NJ AZ MD TX TX TX TX TX

35 34 33 36 31 35 38 32 39 37 30 37

*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com

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HISPANIC

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Priming the Pump...

THE POWER OF THE PLAN Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

A goal without a plan is just a wish – Antoine de St. they might not succeed in colExupery lege because it is simply too much work and they lack that planning is such a powerful tool, why don’t more personal far-reaching purpose Latinos do it? Hispanic students who fail to plan fall that compels to others pursue education for the promise of into three categories: those who lack resources; those purpose that it holds. who have resources but no perceived need to use them The third category of Hispanics who do not plan are beyond personal gratification; and those who are lulled into those who appear not to have a clue. They are not suffering thinking that the status quo is “enough.” dire poverty nor are they in the lap of luxury. They are in For many Hispanics, poverty has ruled their lives. Those the situation where life is comfortable enough, friends are with extremely limited resources live for the moment, often fun enough and life is “okay.” This complacent short-sightbasing choices on what they feel or on how they will survive. edness is sometimes the hardest to tolerate because the They actually have the problem-solving skills required to understanding that higher education goes beyond “enough” succeed in higher education, but they solve the problem of to “life can be terrific” seems lacking. Unlike impoverished the moment, not tomorrow’s problems. If a Hispanic stu- Latinos who find planning futile or privileged Latinos who dent is mainly focused on getting through today, he is not consider it unnecessary, complacent Latinos simply don’t concerned about five or 10 years from now. For Latinos in see a reason for it. They need to be challenged to find survival mode, planning seems like folly. Who has the time something that is better than what they currently experience to plan? And even if he plans, how can his plan become and awaken a purpose that will compel them to leave their reality? If life just keeps happening, how can someone build comfort zone. This is a big challenge for those whose family a sense of self-empowerment so they, not fate, determine or friends are also complacent or don’t see a purpose in their destiny? moving beyond where they are. The social and emotional In working with Hispanics who lack resources, the first pull to remain with the status quo because it is “okay” or step is to get them through their current situation so they “good enough” often trumps the need to move ahead. A can see beyond it. Mentors or other concerned adults can consistent mentor who shows what is possible and what it show under-resourced students the possibilities but they takes to get there and to support the Latino student as he must also link them with access to what it takes to get there. leaves his circle of comfort to pursue something different Without that support, the Latino struggling with poverty is (and initially uncomfortable) is crucial. Without someone left simply “window shopping” about his future. It’s nice to to pull or push the complacent Latino student along, inertia look at, but nothing is open or accessible. wins out and the student can stay stuck in what they think is The second group of Latino students who don’t plan – “enough,” only to eventually realize that it is not as satisfying those who have sufficient resources but no vision beyond as they initially thought. their own needs or desires – are fewer than those without To encourage planning among Hispanics who typically resources. These indulged Hispanics have life easier have not done so, help them discover why it matters, conbecause their parents, family or fate provide generously for nect them with the means for achieving their personal purthem, but they have not been required to own the responsi- pose and encourage them as they experience the discomfort bility of helping others or showing gratitude by making a dif- of doing things differently. After a taste of success, they will ference. For these students, it is all about them and their be sold on planning. next pleasure. While they might afford higher education,

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