06/27/2011 Continuing a legacy of inclusion by Hispanic Outlook on Education Magazine

JUNE 27, 2011

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www.HispanicOutlook.com

VOLUME 21 • NUMBER 18

Also available in Digital Format

CGS Reports

Just the Facts from NCLR

Chabot College President

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® Editorial Board Ricardo Fernández, President

Publisher – José López-Isa

Lehman College

Vice President & Chief

Mildred García, President

Operating Officer – Orlando López-Isa

California State University-Domínguez Hills Editor – Adalyn Hixson

Juán González,VP Student Affairs

Executive & Managing Editor –

University of Texas at Austin

Suzanne López-Isa Carlos Hernández, President

News Desk & Copy Editor – Jason Paneque

New Jersey City University

Special Project Editor – Mary Ann Cooper

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

Ventura County Community College District

Coordinator – Barbara Churchill

Gustavo A. Mellander, Dean Emeritus George Mason University

DC Congressional Correspondent –

Loui Olivas,Assistant VP Academic Affairs

Peggy Sands Orchowski

Arizona State University Contributing Editors –

Eduardo Padrón, President

Carlos D. Conde

Miami Dade College

Michelle Adam

Antonio Pérez, President

Online Contributing Writers –

Borough of Manhattan Community College

Gustavo A. Mellander

María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian

Editorial Policy

Graphic Designer – Joanne Aluotto

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Sr.Advertising Sales Associate – Angel M. Rodríguez Advertising Sales Associate – Cyndy Mitchell

Article Contributors Manuel Barajas, Frank DiMaria, Thomas G. Dolan, Marilyn Gilroy, Marlen Kanagui-Muñoz, Clay Latimer, Miquela Rivera, Gary M. Stern

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hese days more and more people seem to be saying “College isn’t for everyone.” Do you ever wonder who they’re talking about? Probably not the 20 young folks who’ve accepted a $100,000 fellowship from Stanford Law School graduate Peter Thiel to not go to college. Instead they’re using the money to pursue their entrepreneurial ideas. Some were already in colleges, Yale, Harvard and MIT, among them, and presumably dropping out for the two years as Thiel Fellows. No Latinas/os or Blacks seem to be among this first cohort of fellows. But neither is the group a youthful version of a White Old Boys club. It is certainly elite, though, in terms of what its members accomplished before they were tapped by Thiel. Jessica Shepherd, education correspondent of The Guardian, a London daily, reports that in 2009-10, of Britain’s 14,000 professors, only 50 were Black – 75 if you count foreigners. A related study, due in October, is expected to generate calls for change. Recent law gives universities the option of targeting specific minorities for recruitment, but some hope they will be required to do it. Good luck with that. Last week, PBS launched a new season of its series History Detectives, said to offer “new and sometimes shocking insights into our national history.” One of its renowned experts is Eduardo Pagán, Bob Stump Endowed Professor of History at Arizona State University. Check it out! The Corporation for Public Broadcasting is granting $4.4 million to 20 public TV stations in more than a dozen states – including Florida, California, New Mexico and New York – to combat high school dropouts in its initiative, “American Graduate: Let’s Make It Happen.” ¡Adelante! Suzanne López-Isa Managing Editor

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

www.samuelmerritt.edu

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

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by Carlos D. Conde

LATINO KALEIDOSCOPE

Immigration Reform: Do Latinos Really Care that Much?

resident Obama was recently in El Paso using the bully pulpit to talk up his immigration enforcement achievements and outline again his administration’s plans to straighten out the whole mess. He says he’s already made good strides, citing the expanding U.S. immigration forces and sophisticated enforcement tools along the U.S.-Mexican border that are stifling the flood. He didn’t say it, but reform is going to take a long while, if ever. Get used to it. One day, señores and señoras, we might all be speaking Spanish and singing “Las Mananitas.” The president knows the system is broken, but he also knows it requires a huge outlay of political capital to fix it, which he’s not prepared to make now, particularly with his re-election looming. It would help if the Mexican government were more proactive in the border enforcement efforts, but why should it be when remittances from the U.S. by Mexican illegals are Mexico’s second highest source of foreign income after oil. Mexico would probably be happy if more of them were in the U.S. because of this income source. With his political campaign already gearing up and his potential challengers waiting to pound him on this issue, it makes the consequences too costly, so President Obama has indicated he will take up immigration legislation after the 2012 election. For now, he’ll talk it up. Actually a president in his first term is always in campaign mode, with a political value attached to almost of all his actions and his decisions – like the Afghan war, Osama bin Laden’s demise, the new health policies and any other major issues that might impact his re-election and his legacy. The Latino constituency – particularly MexicanAmericans – with its huge electoral blocs situated in key national jurisdictions – has become a coveted group. Latinos traditionally are Democrats and are poised to be a turbo force in most political issues – but with immigration reform, they are responding like a two-cylinder engine. Nevertheless, you’ll hear some of the Latino specialinterest groups bellowing the consequences of defying the “sleeping giant,” who is now sufficiently awake to make you pay dearly for it. Really, do Latinos, particularly Mexican-Americans, who are closer to the problem than other Latino groups, put immigration reform above some of the other issues like health care, education and the economy that impact them more than the fate of illegal aliens? Other than a few isolated gatherings, have you seen them mobilizing in parks and public areas to march locked arm in arm in Martin Luther King Jr.-style demonstrations that tell political leaders to listen or suffer the consequences? Some Latino organizations, mostly in California, have organized solidarity marches, and the National Council of La Raza in Washington has been leading the national crusade, but on this one, the sleeping giant looks like he’s snoring again. OK, so I exaggerate a bit to make my point – but I base this on the conclusion that immigration reform is not that paramount with Latinos, partic-

ularly Mexican-Americans, no matter how much priority some Latino national organizations and leaders give it. I was raised in the Rio Grande Valley in Texas, so close to Mexico that it almost feels like Mexico. Many people visiting for the first time get that impression after catching a whiff of the looks, the sounds and the feel of the area. Almost 90 percent of the population is of Mexican origin. You can walk into a pure Americana-themed store but see only pure Mexican-looking faces who speak better, unaccented English than Spanish. On a recent visit, I was startled when I saw a young Anglo sacking groceries at a local supermarket. You hardly see that anymore. The local economy, the governing bodies and the social scene are now almost totally dominated by Mexican-Americans. Here, as in other areas, you can’t tell who is who, and as you know about Arizona, Latinos are pretty sensitive about how you go about challenging them. The legal and illegal Latino communities coexist just fine, thank you, and you’ll be hard-put to tell the difference. The legitimate gripe about the illegitimate, but in the end all are compadres. The local Latinos complain about supporting a horde of illegals through the local welfare programs while availing themselves of this cheap labor. My mother did, but she paid her household help U.S. wages plus benefits. What bothers a lot of legal locals is the seeming inability of President Obama and his predecessors to come up with an innovative plan to stymie the flow of illegal immigrants, although the president is saying he put the finger in the dyke with his actions, which is novel only for its lack of it. Echoing past leaders, President Obama says that the path to legitimacy is for illegals to first come forward, pay back taxes and a fine, and learn English. The previous proposals included repatriation and getting in line back home to apply for legal entry. The requirements haven’t changed much, nor have the attitudes of those affected, who don’t pay much attention or say “no comprende” to all the Washington legislative scheming to legalize or get rid of them. What stultifies is that Washington actually thinks that the illegals will come forward and run the gauntlet of legality when most of them, living and working underground, could care less about formalizing their status, even if they were conversant with the requirements. Those who are established here will probably not want to uproot themselves for a risky, expensive and unsettling adventure. The DREAM Act, geared for illegal Latino youth who can gain citizenship by fulfilling some scholastic and military requirements, and which was rejected by Congress last year, has the most merit – but would probably be nixed again as being amnesty. So the dance goes on.

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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. 0 6 / 2 7 / 2 0 1 1

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MAGAZINE® JUNE 27, 2011

CONTENTS How Goucher College Creates a More Diverse – and Persistent – Student Body by Gary M. Stern Francisco Dorame:A Leader in the Making

by Michelle Adam

Just the Facts – from NCLR

by Mary Ann Cooper

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CGS Reports Graduate Education & National Prosperity Vitally Linked by Peggy Sands Orchowski

How Affirmative Action Bans Have Affected Hispanic and Other Groups by Marilyn Gilroy

Celia Barberena,Trailblazing President, Chabot College by Thomas G. Dolan

Online Articles Legacy Status and the Minority Student by Frank DiMaria

Challenging Barriers to Higher Education in California by Manuel Barajas

Magnetic, Charismatic, Passionate Leader: Gilberto Cárdenas by Clay Latimer To view these and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

Immigration Reform: Do Latinos Really Care that Much?

Scholars’ Corner

Interesting Reads and Media...

Book Review

by Marlen Kanagui-Muñoz

by Mary Ann Cooper

Together, Alone: A Memoir of Marriage and Place Page 15

High Sch oo l Fo ru m

High School and College Remediation: One Size Does Not Fit All by Mary Ann Cooper

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

Hispanics on the Move Priming the Pump... Focus on Learning – Not Just School

by Miquela Rivera

Back Cover

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Page 18 Cover photo courtesy of Goucher College

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AFFIRMATIVE ACTION/DIVERSITY

How Goucher College Creates and Persistent – Student Body M

any public colleges, which are supported by SAT-optional college, SATs don’t play a major boost the presence of underrepresented Africanfederal and state funds, offer scholarships role. But students “must show resiliency and Americans and Latino students on campus. to minority students. But many private col- demonstrate the emotional fortitude to navigate a Asked why only three Latinos are part of EOP leges, which face their own financial pressures, demanding college like Goucher,” she added. when Hispanics constitute 5 percent of don’t have the resources to create scholarships to Of the 31 EOP students, 18 are African- Goucher’s student body, Gordy, the multicultural attract diverse students. Goucher College, a well- American, five are White, three are Latino, three recruiter, replies that this percentage reflects respected private liberal arts college located in are biracial, and two are South Asian. Tandia Goucher’s applicant pool. The 2000 U.S. Census Towson, Md., about eight miles north of says the program is increasing its recruiting figures show that Latinos constitute 4 percent of Baltimore, developed a scholarship and assis- efforts to target more Latino students. Maryland’s population. tance program to attract multicultural students. Founded in 1885, Goucher College was an As the Latino population has been increasing in Dedicated to creating a diverse Prince and Montgomery counties, student body, Goucher established Gordy, a Goucher alumnus, has the Goucher College Educational stepped up recruiting in these areas. Opportunity Program (EOP) in She has been developing relationships 2006. The program offers up to 10 with schools that have larger Latino scholarships a year to first-generaand African-American populations to tion, disadvantaged students who ensure that Goucher’s population betreside in Maryland and show intelter reflects the minority student populectual promise. These students lar in the neighboring areas. Recently, receive the bulk of tuition, room and a Spanish-speaking translator accomboard and a stipend over the course panied Gordy to a college fair to of the four-year scholarship, though, answer questions from Spanishdepending on their finances, can pay speaking parents and students. a maximum of $4,000 a year. “We’re doing more information sesCurrently, 31 students participate in sions and greater outreach to proGoucher’s EOP, and its first class of mote open house events so students five students graduated in June 2010. from a wider range of backgrounds EOP launched “as a result of a are aware of us,” Gordy said. desire to continue Goucher’s legacy Mary Tandia, Assistant Dean for Multicultural Student Services of being inclusive.” Providing the Skills to Succeed and Director of EOP “We have a long history of reachat Goucher ing out to underrepresented communities. We all-woman’s institution until 1986-87. Currently, To ensure that its first-generation college stuwere one of the only colleges to accept Jewish it has almost 1,500 undergraduate students. The dents succeed at Goucher, EOP students particiwomen in the 1940s,” noted Mary Tandia, assis- school costs $34,600 a year for tuition, $10,200 pate in a Summer Bridge program. Summer tant dean for multicultural student services and for room and board, and 59 percent of Bridge is a four-week, early immersion program, director of EOP. The EOP scholarships are fund- Goucher’s students receive financial aid. held before their freshman year, that focuses on ed by three sources, including the Jesse Ball As a liberal arts college, Goucher’s most pop- promoting academic success, college readiness DuPont Fund, key Goucher alumni and donors, ular majors are psychology, English, communi- and social adaptation. Workshops provide the and financial aid. cation and biology. Goucher aims to produce opportunity to “improve their skills, fine tune their To be accepted into EOP, minority students global citizens and has introduced an interna- academic pursuits, become acclimated to living on apply to Goucher and then the admissions tional component, making study abroad for one a college campus, and engage in the social offerdepartment identifies candidates it considers semester mandatory. To offset the cost, it pro- ings of the Baltimore community,” Tandia said. deserving of the scholarship, noted Kimberly vides a $1,200 travel voucher. After the summer program, the EOP students Gordy, assistant director of admission and coorAs part of the program, EOP students must ful- participate in monthly development workshops, dinator of multicultural recruitment. fill a work-study commitment, which might entail retreats and one-on-one sessions with program Goucher has provided an average of eight working in an office, library or classroom, but usu- staff to assess their academic progress. If any acadEOP scholarships annually. EOP participants ally only for a limited number of hours per week. If emic problems arise, advisors and professors are must be first-generation attending college in their a student’s family is strapped financially, loans have contacted. First-year students are paired with family, directly out of high school, and meet fed- been issued to cover books and other expenses. upper-class mentors who serve as sounding boards eral poverty guidelines. Criteria for acceptance Ethnically, Goucher’s students are 66 percent and can help navigate that difficult freshman year. include overall academic record, with a strong White, 5 percent Latino, 8 percent AfricanGordy says that EOP students often face “culGPA but not necessarily in the top 5 percent of American, 3 percent Asian-American and 17 ture shock” on campus since they’ve left their their class, Tandia explains. Since Goucher is an percent unknown. Hence, EOP scholarships neighborhoods and families and are in a colle-

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a More Diverse – by Gary M. Stern giate environment. Minority students must master knew what resources the college offered, where avoiding distractions and exhibit “a level of self- to find math and English tutoring, how to use facadvocacy and initiative” in their dealings with ulty’s office hours for one-on-one sessions and professors and students, she suggests. Moreover, tap a teacher’s assistant (TA) for help. Those they have to adapt to a demanding academic cur- summer workshops eased the transition for a riculum and smaller class sizes than most urban first-generation college student from high school high schools. They’re expected to speak up and to independent college student. EOP just didn’t participate in classes, and meet more stringent provide scholarship money; it enabled students to writing demands and reading lists. have the right skills to perform well on campus. Becoming an EOP student at Goucher can Adjusting to campus life presented some change the course of a student’s life. For example, Francisco Barrera, a 21-yearold biology major and senior at Goucher, earned an EOP scholarship in 2007. A native of El Salvador, Barrera, whose mom is a housekeeper and whose dad works in construction, attended a public high school in Silver Spring, Md. He participated in Collegiate Direction Inc. (CDI), a nonprofit program that helps minority students apply for college. CDI suggested that Barrera apply to Goucher. He was accepted, nominated for EOP, was interviewed and gained the four-year scholarship. His 3.3 GPA played an influential role in earning the scholarship. Barrera wanted to attend Goucher College because it was a liberal arts college and had a faculty-student ratio of 9to-1 and an average class size of 19 stuKimberly Gordy, Assistant Director of Admission and dents, which meant close contact with Coordinator of Multicultural Recruitment professors. issues. During his freshman year, Barrera gravitated to becoming friends with international students EOP Makes Sure Students Succeed “Without EOP, I likely couldn’t have afforded from India, Japan, Mexico and Colombia, stuGoucher,” Barrera said. But EOP didn’t only dents with whom he felt a camaraderie. He also supply funding; its most important role “was to played on the college’s tennis team but didn’t conmake sure you succeed. Classes at Goucher are nect with most of his teammates. He admits facing tough; professors are going to challenge you in “culture shock” when dealing with most majority different extremes. EOP let us know about the students. As his confidence rose in his sophomore and junior years, he branched out and became resources the college offers,” he said. In the summer before his freshman year, friends with a wider range of Goucher classmates. Academically, Barrera has been enriched by his Barrera and eight other EOP students attended Summer Bridge on campus. He participated in classes at Goucher. He’s currently student teaching three workshops, led by Goucher upperclass- in biology at a public high school in Baltimore, Md. men. One workshop focused on research and He intends to teach biology for several years and the resources Goucher offered, particularly its then apply to pharmacy or nursing school. Faculty treated Barrera and his EOP collibrary. Another discussed Goucher’s Academic Center for Excellence (ACE), which offers tutor- leagues “just like any students,” which was fine ing and assistance in writing and math. The last with him. “The faculty was there to help you. Some embraced us as Hispanic students and workshop centered on time management skills. By the time Barrera started Goucher as a wanted to know more, but in no way did EOP stufreshman, he knew the campus inside and out. He dents receive any preferential treatment,” he said. 0 6 / 2 7 / 2 0 1 1

Though Barrera benefited from attending Goucher’s EOP, he also gave back to the college. In his work-study assignment, he was a teaching assistant in Spanish 101. He worked two hours weekly during two courses, but after class students would stop and ask him to review their Spanish papers. Barrera was delighted to help out and go the extra mile. “Learning takes place when we all learn from each other,” he said. As is required of every Goucher student, Barrera studied overseas, the summer after his junior year, in Alicante, Spain. He studied history on his own at a Spanish college. That international experience boosted his confidence and gave him further insight into the Spanish culture and language. Spending four years at Goucher has enhanced Barrera’s life. “Intellectually, you grow at Goucher in different ways – not only in my major, biology, but in many subjects. My writing has been strengthened,” he said. He’s also learned to speak up in class and have confidence in his academic abilities. Despite the Summer Bridge program, mentors, weekly meetings and advisors, EOP students can still encounter problems trying to graduate in four years. Of the first five students accepted into EOP, two have graduated on time, one is scheduled to graduate a year late, one is on hiatus but planning to return to college, and one wasn’t a good fit for college and dropped out. In the program’s five years, Gordy says Goucher has learned more about which students fit the program. Of the students who are now seniors in EOP, nine of 10 are on course for graduation. In terms of discrimination toward EOP students, Barrera encountered none of it. Goucher promotes a culture of inclusiveness, and most students accept others rather than needle or belittle them, Tandia says. Goucher’s EOP students received a first-rate college education, but Goucher has benefited from having them on campus. “We live in a world of diversity. We’re focused on issues of globalization. It would be remiss not to reach out to people who are economically challenged and try to pull them up so they could go back to their community and make a difference,” said Tandia, a native of Brooklyn, N.Y.

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LEADERSHIP

Francisco Dorame: A Leader in the Making

by Michelle Adam

ast year, Francisco Dorame, doctoral student at California Lutheran University, was bestowed an Examples of Excelencia Award, one of five given annually to community colleges nationwide for promoting college for Latinos. He was honored for helping minority and lowincome community college students succeed and graduate from college through a program called the Transfer Achievement Program, at Santa Barbara City College. Since working with hundreds of minority students at Santa Barbara, Dorame continues to help underrepresented students achieve and succeed in higher education. A Mexican immigrant to the U.S. at age 5, he has built a passion, from his own experiences and struggles, to change higher education for the better for underrepresented students and all students seeking the dream of a better life. The Hispanic Outlook in Higher Education Magazine recently spoke with Dorame about his life and goals, beginning with his current work at Allan Hancock College in California. The Hispanic Outlook: About the program you are currently running at Alan Hancock College, how many students are served by this program, and how long have you been running it? Francisco Dorame: Our program is called the College Achievement Now (CAN) program. It’s a TRIO program. There are different grants with the TRIO program, and ours is a student support services program with 140 students served. Our whole mission is to service first-generation lowincome students, students with disabilities, and students with limited

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English proficiency. Our mission is to have these students persist in college so they can get to their goal of transferring or getting a degree from the community college. I arrived with the program this January. HO: How important is this program, and what do you feel happens to these same students without such a program? Dorame: It is extremely significant. As California continues to struggle financially and budget cuts continue to grow for programs that service certain students, we need these programs to supplement these cuts. Students are being turned away from other Californian programs like Extended Opportunity Programs and Services (EOPS), which helps low-income and economically challenged students achieve their educational and career goals. These kinds of programs continue to be cut. Federally funded programs have allowed us to supplement some of those cuts. What happens to these students without this is they don’t get the proper assistance academically and financially as well. They won’t get book grants and other financial assistance. Everything from tutoring and resources that are one on one are provided through the program. Our program comes in to assist and provide that help for these students. HO: Tell me about the Transfer Achievement Program at Santa Barbara City College. How long were you with this program? How many students did you serve, and how much did you help them? Dorame: I assisted 600 ethnically underrepresented students there, but when I first arrived at the program in 2004, it had a little over 200 stu-

dents. When I got there, I put a system together to allow these students to succeed. We provided a step-by-step process on academic planning, career planning, career assistance and financial assistance. What was unique is that we were assisting undocumented students. It was a districtfunded program, so it allowed us to be flexible on whom we serviced. In the beginning, one of the things I started seeing is that many of these students were not getting serviced. I began recruiting these students and created an open-door policy to give students counseling and support. It grew to 600 in three years. Our students were succeeding at much higher rates than the general population. For math, which is a huge challenge, our students were persisting. They were transferring in three years instead of four, and we were moving these students forward. This was because of the system and expectations that we put into place. HO: You won an Examples of Excelencia Award for your work with the Transfer Achievement Program? Why do you feel you received this award? Dorame: I think I got the award because with community colleges in general we are seeing low transfer rates. Not only are our students not transferring to university, but they are dropping out within a year of attending a community college. I think the reason these programs are important is that we are a retention tool for the school and a tool for graduating these students. With these programs, we are having success rates of 90 percent, whereas transfer rates are anywhere between 15 to 25 percent for ethnically underrepresented students. HO: What got you involved with programs like these? Dorame: It’s been my own personal experience that drew me to this. I didn’t have any programs that assisted me at a younger age. At first, I wanted to be a high school teacher because I felt there were many students with high aspirations that were not getting the guidance they needed. When I got into college, I began receiving that support and saw the connection between mentors and how academics play a role. I got a lot of support at California State-Northridge where I went, and I wanted to later be able to help students out. While I was at Cal State, I did internships to motivate young kids to go to college. HO: How common are these kinds of program nationwide? Has there been an increase or decrease in these programs? Dorame: Programs like the College Achievement Now should be a lot more common. Out of the 112 community colleges in California, 48 have TRIO programs. That is actually about 40 percent. Programs like the Transfer Achievement Program are even more rare because they are locally run, and the institutions provide their own funds to provide that service. When I first started that program, it was staffed by six people, and then when I left it was staffed with three. It was extremely underfunded by the time I left there. As time passes, these programs get eliminated. Programs for underrepresented students are the first to go when there are cuts. HO: You are a doctoral student in educational leadership development at California Lutheran University. How long have you been a doctoral student there, and how much work are you doing “in the field” and in research? Dorame: I started my doctoral program in 2007. I have a family, and it has been extremely difficult to balance work and family and studies. At the same time, I understand the value of what I am doing and the value for the community. I am doing this to help more people. My research is directly related to what I am doing now. It is in degree aspirations for Latino males

at California community colleges. I am looking at the successes of students and how they maintain their degree aspirations. Latino males are the most at risk for lowering their degree aspirations at California community colleges. Within a semester or a year of saying they want to transfer and receive a bachelor’s degree or beyond, these students will lower their degree aspirations and aim for an A.A. degree or certificate programs. I am writing my dissertation, and it should come out in May. HO: What is your ultimate goal in pursuing this doctorate? What do you see yourself doing 10 years from now? Dorame: Hopefully, I will be in upper administration – a vice president or president of a community college – and really be an integral part in changing the system. I think there need to be a lot of systemic changes. We can’t continue at the rate we are going – this old-world structure is not going to survive. There need to be a lot of structural changes at community colleges. We need to look toward the community and do more fast-track programs and accelerated programs. The other aspect is the pipeline from high school to community college. It is not as clear as it used to be. Community colleges don’t do a good enough job at creating that pipeline for high schools. Students are coming in and are asking to be failed because there isn’t any real pipeline. HO: Tell me about your childhood. What were your hopes and dreams as a child? Dorame: I was 5 years old when we came from Mexico. We were a low-income family new to the United States. I grew up moving a lot. I went to five different elementary schools in California for six years. My dad was a welder. I am the youngest of five, and my brothers and sisters were much older than me, so they had it a bit harder with the language barrier. I always had the expectation I was going to succeed. I knew I could, but I wasn’t given the tools to know I was doing wonderful things. I was never exposed to programs or told by teachers or counselors that I could succeed. I didn’t know what I would succeed at. HO: What kind of student were you in middle school and high school, and how were you inspired to go to ultimately attend California StateNorthridge? Dorame: When I was in middle school, my mom went to school with me because I had become that bad of a kid. She went to school with me for three months. That helped extremely much. It changed my attitude because now the bad kid beating up everyone actually had a mom. She became more of a disciplinarian with me and took away things I loved, and I started changing little by little. In high school, I wanted to play sports, so I had to keep my grades up to play. I would do the average. I would do enough to just get by. Nobody ever told me to be great and put effort into my work. My older brothers and sisters all went to community colleges, and only one transferred. The rest lowered their degree aspirations and didn’t graduate. My high school teacher noticed that trend and said if I were to go to a local community college that could happen to me as well. He started telling me about universities and what I should be focused on. He provided a lot of guidance, and I got into California State-Northridge – something I never, never thought I would do. HO: What happened for you in higher education? What was it like? Dorame: A light bulb went on when I got to Cal State Northridge. I decided I would not let this opportunity go by. I became a completely different person than the one I was in high school. I became a good stu-

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dent, meeting with professors and study groups. I liked the freethinking, the classes and the environment. I thought, wow, this is education the way it should be. HO: How did your college experience impact your future aspirations? Dorame: I felt high school was a waste of time. I ended up being angry at my high school experience and decided I wanted to teach and go back into my community and provide that assistance. My friends had been just like me, and yet I had the fortune of having a teacher that helped me out. But my friends who didn’t have that teacher, they didn’t get that support. A lot of them didn’t go to college or they dropped out after the first semester. I wanted to go back into high schools and help the youth. During my time at Cal State Northridge, I did an internship where I went into middle schools and high schools. The internship then recruited me to work with them as a coordinator for the GEAR UP program. I fell in love with the university and college system. This position as a professional increased my degree aspirations. I never thought I’d get a master’s degree, and a doctorate degree had never been on my radar. HO: How have your friends and family responded to you pursuing a doctorate and a career in higher education? Dorame: My friends and family can’t even fathom what I am doing. I can’t even believe it myself. I am really amazed by where I am. It is like an out-of-body experience. It feels unusual, but at the same time it is so special. This is just going to get me closer to really being a leader in the community and also in higher education. The accessibility of a doctorate degree into upper administration allows you to really make changes. HO: Today when you work with students, and specifically Hispanics, how similar are their stories to your own? How are you able to help them with your own story and example? Dorame: Our stories are very similar. Every time I speak with students, I share part of my own story. It allows me to build that bond with them. They see me as a role model and accessible and real. That allows them to grow their own ideas and say to themselves, “I can probably do this.” HO: How common is it for Hispanics to be in community colleges but never get to a four-year-institution? Why do you think this is so, and how do you feel programs like yours help in this process? Dorame: It is very common for Latinos to be in community colleges. They are not underrepresented in the California Community College system, but they are at four-year universities. Part of the reason is that the students don’t have the tools, the resources (financial, study skills, discipline, environment) to succeed. We are providing those resources and tools and role models for them to succeed. Unfortunately for me and for lowincome families, your neighbor is not a lawyer or doctor. You become a product of that environment. HO: What advice do you give Hispanic students? Dorame: I offer a lot of different advice. The one thing is for them to have high expectations for themselves. Good is not good enough. It is important to take risks and not settle – to be willing to be an individual and to expect to be great. Having a positive role model is also important. If Hispanics can have access to different professionals and professions, this is very significant. They can see a tangible person – someone who has made it.

Community of Promise –an equal opportunity college– The CF Board of Trustees announces the national search for applicants and nominations for the position of

COLLEGE PRESIDENT The College of Central Florida offers educational opportunities which are accessible, affordable and high quality. In a climate that nurtures excellence CF provides undergraduate instruction and awards associate and baccalaureate degrees and certificates; prepares students for careers requiring professional and technical training; encourages student success through a variety of support services; and promotes the economic, social and cultural development of the community.

Presidential Profile The selected president will hold an earned doctorate from a regionally accredited institution. The selected president will have a minimum of five years of exemplary senior-level college administrative experience. In addition to the above requirements, the Board of Trustees is looking for a highly energetic, creative and ethical leader who possesses the following skills and characteristics: •

A principle-based visionary who communicates high standards and expectations for learning as a priority for the college and its constituents.

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Strong track record of effective leadership with the ability to motivate and lead through ideas, persuasion, relationships and by example.

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Effective written and oral communication skills; ability to promote and advocate for the college and its students.

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Proven ability to work within a structure requiring substantial participation and collaboration; strong interpersonal skills.

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Experience working with services to students, including those with special needs.

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Experience with strategic and long-range planning including fiscal, staffing and technical planning.

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Proven ability to work effectively with higher education accrediting agencies.

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Proven willingness to support and work effectively with local and regional partners in the economic development of the community.

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Willingness to learn and respect the culture of the college.

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Extensive budget experience and fiscal expertise.

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Committed to professional development for all employees of the college.

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Committed to promoting diversity and global understanding.

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Demonstrated practices of a person who values community involvement, is part of the community, is visible in the community.

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Committed to the promotion of the arts in higher education and appreciation of the role of the college in community cultural development.

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Proven ability to work effectively with a Board of Trustees.

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Successful experience working with a foundation and other sources of fund raising and who understands fully the role of the president in resource development.

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Good sense of humor.

Application and Nomination Process Applications and nominations should be submitted electronically in MS Word or PDF format to http://hrapps2.cf.edu/application/pres_application.php by 4 p.m. on Monday, Aug 1, 2011. Applications will include a three-to five-page letter addressing the applicant’s background in relation to the skills and qualifications listed for this position, an up-to-date resume and five references along with positions and telephone numbers. Applications received after Aug. 1 are not guaranteed full consideration. To learn more about the College of Central Florida and the presidential search process visit www.CF.edu and click on CF Presidential Search. For further information, please contact Dr. Jillian Ramsammy, search coordinator at 352-873-5835 or @jillian.ramsammy@cf.edu. You may also contact Dr. Jeff Hockaday, search consultant at 919-718-9812 or @ jfhockaday@gmail.com. 3001 SW College Road, Ocala, FL 34474-4415 CF is an Equal Opportunity Employer

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REPORTS

Just the Facts – from R

by Mary Ann Cooper

ecently released 2010 U.S. Census figures show that the Hispanic population in the United States has exploded. Analysis provided by the National Council of La Raza (NCLR) reports the increase is not limited to one state or area of the country. Most regions have seen an increase of their Latino population, which is characterized by its youthfulness. The figures reveal that one in four American children is Latino; nearly three in four Hispanics, overall, are U.S. citizens; and more than nine in 10 Latino children are U.S. citizens. Hispanic workers represent one in five agricultural, construction and food manufacturing workers. Here are some of the main points revealed in the census figures: 1) In the last 10 years, the Hispanic population in the United States increased by 15 million from 35.3 million to 50.5. This population also accounted for more than half of the national population growth during that period. • The growth rate for the Latino population and for Asian-Americans was 43 percent; all nonHispanics, 4.9 percent; non-Hispanic Whites, 5.7 percent; non-Hispanic Blacks, 12 percent. • Hispanics make up one in every six people in America. That translates to 16.3 percent of the overall American population. Hispanics make up almost one-fourth (23 percent) of all American children under 18. • Hispanic youth and children under the age of 18 showed the highest rate of growth (28 percent) while the rate of growth for non-Hispanic youth decreased by 5 percent. 2) The Hispanic population has grown in most areas of the country, but the West and Southwest have shown the biggest growth spike. In some states, the Hispanic population has more than doubled. More specifically: • California, Texas, Florida, New York, Arizona, Illinois, New Jersey, Colorado, New Mexico and Georgia have the highest number of Hispanic residents. • New Mexico has the highest percentage of Hispanic residents (46 percent) followed by Texas and California (each 38 percent), Arizona (30 percent), Nevada (27 percent), Florida (23 percent) and Colorado (21 percent). • The most significant changes have occurred in South Carolina, Alabama, Tennessee,

Kentucky, Arkansas, North Carolina, Maryland, Mississippi and South Dakota, where Hispanic populations have more than doubled. 3) Hispanics are a dominant force in the workplace and, if the trend lines continue, will represent a third of the labor force by 2050. • Latinos participate in the work force at a higher level than any other demographic group. In 2010, 75 percent of Hispanic men were in the

Manpower Data Center. The census reports over the past 20 years paint a positive picture of Hispanic involvement in civic affairs. • Over the past 10 years, nearly six million Hispanics became eligible to vote. Voter polling shows that Hispanics have “the highest growth rates of voter registration and participation.” • Close to three-fourths of Hispanics in the U.S.

Ten States with the Highest Growth in the Latino Populations, 2000-2010

Hispanic or Latino, 2000

Percent Change in Hispanic Population, 2000-2010

235,682

95,076

147.89%

5.10%

185,602

75,830

144.76%

3.88%

6,346,105

290,059

123,838

134.22%

4.57%

Kentucky

4,339,367

132,836

59,939

121.62%

3.06%

Arkansas

2,915,918

186,050

86,866

114.18%

6.38%

North Carolina

9,535,483

800,120

378,963

111.13%

8.39%

Maryland

5,773,552

470,632

227,916

106.49%

8.15%

Mississippi

2.75%

Total Population

Hispanic or Latino, 2010

South Carolina

4,625,364

Alabama

4,779,736

Tennessee

State

Percent of Population that Is Hispanic

2,967,297

81,481

39,569

105.92%

South Dakota

814,180

22,119

10,903

102.87%

2.72%

Delaware

897,934

73,221

37,277

96.42%

8.15%

Source: NCLR calculation using U.S. Census Bureau, “American FactFinder,” 2000 and 2010 Decennial Census, http://factfinder2.census.goc/faces/nav/jsf/pages/index.xhtml (March 2011).

labor force as opposed to 69 percent of nonHispanic males. • The Latino percentage of the work force stands at 15 percent today. It is estimated that by 2050, that percentage will jump to 33 percent. According to the NCLR report on these census figures, “Over the same time period, the country will age as the percent of the total U.S. population over 65 grows from 13 percent in 2010 to 20 percent by 2050.” • Hispanics are not only in the work force, they also own businesses. The number of Latinoowned businesses was up 43.7 percent from 2002 to 2007 compared to 14.5 percent growth in businesses owned by non-Hispanics. Of all nonfarm U.S. businesses, Hispanics own 8.3 percent or 2.3 million. • Hispanics also heavily populate all branches of the military and are 16 percent of newly enlisted active duty members, according to the Office of the Secretary of Defense’s Defense

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are citizens (73.6 percent). The number increases with Hispanics under age 18. In that case, 93 percent are citizens. According to the Census Bureau, “Based on the trends of the last decade, at least 500,000 Latino youths will turn 18 every year for the next 20 years, adding 10 million potential voters to the population.” • When it comes to language, 76 percent of Hispanics speak English, 52 percent are bilingual, and 24 percent speak English in their homes. • According to a poll conducted by the Washington Post, Kaiser Family Foundation and Harvard University titled Race and Recession Survey, 72 percent of Hispanics said they felt optimistic about the future, “despite the disproportionate impact of the economic recession and housing crisis on this population.” The survey was conducted between Jan. 27 and Feb. 9, 2011.

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CGS Reports Graduate Education & National Prosperity Vitally Linked REPORTS

by Peggy Sands Orchowski

t’s almost a mantra now. “America’s future prosperity is going to depend on enhancing our historic success in competition and innovation.” To do that, graduate college education is vitally important, argues the Council for Graduate Schools (CGS). “The federal government, universities and industry are all going to have to work together to ensure that graduate education remains a viable option for a growing proportion of students.” Over the past year, CGS has released two reports supporting this thesis. In 2010, it issued its seminal study, The Path Forward: The Future of Graduate Education in the United States. While other organizations have issued similar studies, this was the first to “connect the dots” that American innovation and competitiveness were dependent on a vibrant, inclusive system of graduate education, according to CGS. In early April, congressional representatives and education and corporate leaders gathered in a Senate hearing room to discuss CGS’ followup report, Steps Taken on the Path Forward. It addresses the challenges facing the goal of building the nation’s capacity for innovation on a strong system of graduate education. One of the report’s biggest supporters is Georgia Republican Sen. Johnny Isakson. “It all started for me three years ago when I took a trip to India to try to figure out where all those American jobs were going,” the senator related. “I was a businessman. I know the power of good, well-trained and educated employees to benefit a company, how valuable they are to a company and to a nation. What I realized in India was that America will never lose its competitive edge until its loses its system of higher education.” But that’s what worries the senator. He has fought (successfully, at least by end of April) to pass and fund the COMPETES Act to support students studying the sciences. Support for student loans “will happen,” he said. “It will win over defense spending, once the cost-benefit analysis is understood.” But he is concerned about the num-

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bers of students going into graduate studies. We need to increase that talent pool, he maintained. Asked if he supported giving foreign graduate students in STEM fields permanent immigration status once they had completed their advanced degrees at American universities, he agreed wholeheartedly. “We need the best and brightest graduate students,” he said, repeating what many congressmen seem to be saying these days. “We need to keep them all, no matter what their skin color and nationality.” New York’s Democratic Congressman Tim Bishop echoed much of Isakson’s concerns. “We’re now 12th in the world in the percentage of population with college degrees,” he lamented. “We are changing the paradigm of American college graduates. While many blame the economy, rising deficits and costs, the thing I am most worried about is that Pell Grants will be cut. I don’t disagree with Isakson that there will need to be some cuts in higher education costs, but we must be very, very careful. The senator nodded vigorously. “We have a first-rate college system, but there are things that are going to have to be cut. We need to do a better job of putting a human face to the cost-benefit analysis of higher education. It will take a generation to realize that Pell Grants are highly expensive and just go up as the economy slips down. I don’t know anyone in Congress who does not want to cut things equally,” he concluded. Under Secretary of Education Martha Kanter said that she “truly didn’t know what the impact of cutting Pell Grants would be.” Studies weren’t accurate for Pell 2, she said. But President Obama took a very long-term view of it in his State of the Union address in February. He knows we have to improve what we have now, which is that at high school graduation, only about 50 percent of American students are academically ready for college. “We’re looking for best practices throughout the nation to guide the way,” Kanter continued. They will include some alternative loan funding and repayment programs, especially the increas-

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ingly popular “Income Based Repayment” plan that allows students with high college debt to work in relatively low-paying but public service jobs. “It’s a reasonable proposal in the current political and economic climate,” she added. The bottom line for the president is, “If we don’t save undergraduate college programs, then we will not have a graduate program,” Kanter concluded. “Governments around the world are investing in graduate education as a key component of innovation and competitiveness,” states the follow-up report. Europe already produces more doctorates in science and engineering than are produced in the U.S. China and India are making substantial investments in their graduate education systems. Support for graduate education is critical to U.S. economic and social prosperity in the future. The report examines the impact of the Path Forward report’s suggestions on universities, the government and also on industry. Corporate spokesmen at the Senate hearing room confirmed their interest in investing particularly in the graduate level of education. Stanley Litow, president of the IBM International Foundation and member of the Commission on the Future of Graduate Education, noted that “companies want to hire employees who have broad advanced education, can learn quickly as they train in specific jobs and have a hunger for continuous education and skill development.” Litow has created a number of cooperative programs between the foundation and universities, including those for cutting-edge research. Company resources invested in the projects come both from the foundation and from IBM’s personnel development funds, Litow said. The CGS plans to address student and employers aspirations and expectations of graduate education in future reports and analysis. It plans to develop policies that will foster career pathways within industries. The goal is to enhance and support a stronger and more cohesive graduate education system in the United States.

AFFIRMATIVE ACTION

How Affirmative Action Bans Have Affected Hispanic and Other Groups

by Marilyn Gilroy

hat happens to minority enrollment in colleges after affirmative action bans are enacted? What is the effect on underrepresented students in states that have outlawed preferential treatment on the basis of race or ethnicity in university admissions? Research has emerged that shows how affirmative action bans have impacted Hispanics, Blacks and other groups. Currently, such bans exist in the states of California, Washington, Arizona, Michigan, Nebraska and Florida. Some of the latest research also examines how the response of the higher education community in these states has affected the outcomes. When bans are enacted by voters, court orders, or executive order (as Gov. Jeb Bush did in the state of Florida in 1999), most universities respond by publicly reaffirming their commitment to diversity. “We remain committed to increasing opportunity and diversity on our campuses,” said University of Nebraska President J.B. Milliken in 2008 after state voters passed Initiative 424 banning government-sponsored racial preferences. “We will continue to do all we can, consistent with state and federal law, to extend access to the university as broadly as possible, to encourage underrepresented populations to participate in higher education, and to continue to provide educational and economic opportunity to Nebraskans,” he said. To reach those goals, higher education officials like Milliken must scramble to enact race-blind policies that allow them to increase minority enrollment while complying with the law. Finding programs that adhere to the law and can withstand continuing legal challenges has not been easy. Nevertheless, universities are implementing strategies, such as working more closely with mostly minority high schools and developing summer enrichment programs, that bring minorities to campus. Others are offering special consideration to applicants who are the first in their families to go to college. These programs and the aftermath of state bans on minority enrollment have produced a mix of negative and positive results. Analysis is complicated by the fact that enrollment trends also have been affected by the economic downturn of the last three years and changing demographics. Patterns Shift in Undergraduate Enrollment The three states with the longest-running affirmative action bans – California, Texas and Florida – were examined by David Colburn, Charles Young and Victor Yellen in their study Admissions and Public Higher Education in California, Texas and Florida: The Post Affirmative Action Era. The California ban was enacted in 1996 when voters passed Proposition 209. The Texas ban occurred the same year as a result of the Hopwood court decision. In 1999, Florida Gov. Jeb Bush enacted the “One

“The declines mean that there

were more than 200 fewer students of color in the natural sciences, 130 fewer in education and nearly 100 fewer in engineering.” Liliana Graces, Instructor and Doctoral Candidate, Harvard 0 6 / 2 7 / 2 0 1 1

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Florida” initiative to eliminate affirmative action in state universities’ admissions. To gauge the effect of these bans, Colburn and his colleagues studied enrollments at the University of California (UC)-Los Angeles, UC-Berkeley, University of Texas (UT), University of Florida and UC-San Diego from 1990 to 2005 and found gains and losses in minority groups. Overall, the authors concluded that the elimination of affirmative action in California had a “devastating effect” on African-American freshmen enrollment while the effect on Hispanics was mixed.

cite changing demographics as part of the cause. A 2010 study by Peter Hinrichs, assistant professor at Georgetown University Public Policy Institute, titled The Effects of Affirmative Action Bans on College Enrollment, Educational Attainment and the Demographic Composition of Universities, further defined changing enrollment patterns. Hinrichs concluded that the state bans decreased underrepresented minority enrollment at selective institutions while White enrollment at those same colleges increased. Hinrichs’ research also showed that fewer underrepresented minorities graduate from selective institutions when affirmative action is banned. Turning to the state of Michigan, Hispanic First Time in College Enrolled in Selected Schools in which voters passed Proposal 2 to ban affirmative action in 2006, there 1400 is some comparative data available. At the University of Michigan, under1200 represented minority acceptance fell 1000 in the first admission cycle after the affirmative action ban. Specifically, 800 the class of 2010, the last to be chosen prior to the ban, was made up of 600 12.6 percent underrepresented minorities. For the class of 2012, 400 that percentage was 10.5. 200 According to university officials, Matriculation Year there was a 1.9 percent drop percent 0 1990 1995 2000 2002 2004 2005 in the number of underrepresented 621 532 321 401 340 426 UC Berk minorities who applied for and were 560 795 524 616 516 644 UCLA accepted in the admissions cycle. 282 273 307 445 437 427 UCSD The decline coincided with the state’s Florida 260 665 830 794 793 983 946 901 982 1114 1137 1235 Texas severe economic downturn and the Source: Colburn, David R. et al, Admissions and Public Higher Education in California, Texas, and Florida: university’s inability to offer raceThe Post Affirmative Action Era, 2008. based scholarships. University administrators also expressed conFor example, in 1995 African-American freshmen made up 6.51 per- cern that hostility toward affirmative action might have caused underreprecent of the entering class at Berkeley, but by 2005 that percentage had sented students to apply elsewhere because they feared an unwelcoming shrunk to 2.97. African-American enrollment also declined slightly in climate in which they might be stereotyped as a token minority. Texas and Florida, but the authors say governors’ initiatives in those two Like other universities, Michigan has been pursuing options to diversify, states kept the loss from being greater. such as moving outreach efforts into the lower grades and targeting middle Hispanic enrollment at UC-Berkeley during that period declined dra- and high school minority students for recruitment. matically, going from 20 percent of the enrollment in 1990 to 8.57 percent Sorting through the research on affirmative action bans can be dauntafter Proposition 209. But Hispanic enrollment actually remained stable or ing. Part of the difficulty in reporting the trends is illustrated by seemingly rose at the universities in Florida and Texas. Before Hopwood, Hispanics conflicting data that make their way to the media. constituted 14.50 percent of UT enrollment; by 2005, that percentage had In Florida, the post-affirmative action Talented 20 program, which risen to 18.19. guarantees admission to a state university for the top 20 percent of stuOn the other hand, the percentage of Asian-Americans grew from 37 dents from each public high school, was heralded as a success by Gov. Jeb percent to almost 47 percent at UC-Berkeley. In general, the study Bush, who stated that it had increased both Hispanic and Africanfound that in an open-admissions process without affirmative action, American enrollment. In reporting the numbers, Bush presented state staAsian-Americans did well and filled the gap as Black and Hispanic tistics showing that from 1999-2006, African-American enrollment enrollments fell. increased from 33,011 to 39,528 and Hispanic enrollment increased But those who thought the bans might give White students an advantage from 32,776 to 48,821 in colleges and universities. However, critics said will be surprised by UC-San Diego, where first-year White students fell to that this time period showed sharp increases in enrollment of students of 33.2 percent in 2005 from a high of 56.8 percent in 1990. At the University every race. They countered with a study indicating that the percentages of Texas, White enrollment of first-time-in-college students (FTIC) went tell a different story. from 66.9 percent to 55.4 percent during that same time period. Experts The Orlando Sentinel newspaper conducted its own analysis and con-

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tradicted Bush’s statements by showing the percentage of AfricanAmericans and Hispanics going to college had declined after the affirmative action ban. According to the newspaper’s research, in 1999, Blacks made up slightly more than 20 percent of Florida’s high school graduates and 17.5 percent of college freshmen. But by 2008, Black high school graduates accounted for 19.5 percent of the overall class and 14.5 percent of college freshmen. The gap between Hispanic students who graduated high school and enrolled in college also widened from less than one point in 1999 to 2.3 points in 2008. Graduate School Programs Become Less Diverse Up until recently, there has been very little research to measure the effect of affirmative action bans or restrictions on minority enrollment at the graduate level. However, a new study shows there has been a decline in Black, Hispanic and Native American enrollment in public graduate schools in the states of Texas, California, Washington and Florida. Liliana Graces, an instructor and doctoral candidate at Harvard, has examined how bans have impacted student of color enrollment in graduate fields of study. One of the factors making research on this level more problematic is that admission into graduate school can vary greatly according to discipline; thus it is more difficult to track enrollment consistently. However, Graces used annual national surveys and data from the Council of Graduate Schools and the Graduate Record Examination Board (GRE) to look at four states in which racial preferences have been barred. The results show a 1 percent drop in Black, Hispanic and Native American enrollment at all public graduate schools in those states. A decline of two percentage points occurred in programs in the natural, engineering and social sciences. According to Graces, the losses might have been greater had not public universities taken steps to mitigate anticipated declines. When Graces presented her findings at the annual meeting of the Association for Higher Education last fall, she discussed why the drop is significant. When translated into actual numbers, the declines mean that there were more than 200 fewer students of color in the natural sciences, 130 fewer in education, and nearly 100 fewer in engineering. Even these seemingly small drops are enough to make a big difference to the climate in graduate school. “Classes in graduate school have smaller cohorts, and even a few graduate students of color can make a difference because they increase the diversity of viewpoints and experience,” said Graces. And because underrepresented groups will soon represent one-third to one-half of the nation’s population, the possible long-term consequences of these declines are worrisome. “Advanced degrees are often the key to positions of power and influence in the United States,” she said. “We need more people of color to be in these positions to help us shape policies. “We also need to keep increasing the pipeline for faculty of color who come out of these graduate schools. This is something that has consequences for our future, especially in terms of our global competitiveness and the strength of our democracy.”

Those who oppose racial preferences use civil rights language in conveying their opinion, saying it is a matter of equality and parity for all. For these individuals, there is no room for making employment or educational decisions on the basis of sex, race or ethnicity. Linda Chávez, chairman of the Center for Equal Opportunity (CEO), has long argued against affirmative action because, as she says, skin color is not relevant to performance. She has written that “making choices based on race or ethnicity is simply wrong ... and perpetuates race obsession that harms all Americans.” Roger Clegg, president and general counsel of CEO, has called for an executive order that would support colorblind guarantees and ban affirmative action, which he deems “politically correct discrimination.” The center continues to be vigilant in monitoring the use of racial preferences and publishes findings on its website and in the media. In February, it issued a report that criticized Ohio State and Miami universities of significant discrimination based on race and ethnicity in undergraduate admission. The report claimed that African-Americans and, to a lesser extent, Hispanics were admitted with lower test scores and grades than White applicants. However, many supporters still believe there is a need for affirmative action to counter both past and present discrimination, and to ensure that qualified underrepresented segments of the population get access to education and jobs in ways that level the playing field. Recently, some have proposed shifting the emphasis of affirmative action to an economic issue rather than a racial one. President Obama has made several statements about affirmative action, most notably during his campaign for the presidency, when he stated that his daughters certainly would not deserve affirmative action preferences because they are “privileged.” The president elaborated on his remarks by saying perhaps it is time to discard racial preferences and use class-based affirmative action to give poor people of all colors a chance to make educational and economic progress. Obviously, affirmative action is an issue that is not going away. It was back in the news earlier this year when a federal appeals court upheld the use of race as an admissions factor at the University of Texas-Austin as a supplement to its “10 percent” plan guaranteeing a slot for the top 10 percent of Texas high school graduates in one of the state’s public universities. This certainly is not the final word on the subject because the courts continue to hear challenges on affirmative action “proxies,” and voters will probably face new initiatives on the issue at the ballot box.

WELCOME TO THE APP AGE When You Advertise In The Hispanic Outlook Magazine® Your Exposure Is Universal

The Debate Goes On The debate about affirmative action is often contentious and polarizing, with both supporters and opponents claiming to be concerned about equity and fairness.

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LEADERSHIP/COMMUNITY COLLEGE

Celia Barberena, Trailblazing President, Chabot College by Thomas G. Dolan

hen Celia Barberena, Ph.D., president of Chabot College, a community college based in Hayward, Calif., recalls her first impressions on arriving in this country on a scholarship: “I had always thought of this country as a land of opportunity where you work hard and can achieve your goals. But I noticed that I was only one of a very few Hispanics at that school, and I soon discovered there was a disconnect between what I thought this country was and what it was, at least for Hispanics. I wondered why Hispanics seem to have so much trouble with education, and how immigrants functioned in American society.” It turns out that how Barberena pondered these questions and sought for answers forged the path for her own education success and has been a beacon for so many students who have followed in her footsteps. Barberena was born and raised in Nicaragua. Her mother, who had wanted to be a doctor but resigned herself to being a homemaker, became quite adept at curing ailments, utilizing everything from traditional herbs to modern pharmaceuticals. She was also determined that her daughter would receive the higher education denied her. “I knew from an early age I would be going to college,” Barberena says. She studied in bilingual schools, taking most of her courses in English. When she graduated from high school, the American Embassy encouraged her to apply

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for a scholarship. She went through the process and was awarded a scholarship to Findlay College, a private liberal arts college in Findlay, Ohio, now a university. It was there that she received the culture shock of being thrust from a community of Hispanics she had always taken for granted to being isolated in a strange land. After graduating from Findlay with a bachelor’s degree in education and sociology, Barberena went to Bowling Green State University in Ohio to earn her master’s in Spanish literature. At the time, she thought she would become a high school teacher in Spanish. However, Bowling Green wanted someone who would develop services to direct Hispanic students. Barberena was just that person. Eventually, she partnered with a visiting scholar, Arthur Wimbey, who wrote a book, Intelligence Can Be Taught. “Basically, his idea was to break down sequential thinking into its component parts so you can develop the skills for problem solving,” Barberena says. Barberena applied this theory in her management of tutoring services. So, starting in the mid-1970s, Barberena was not simply a master’s student, but also held the faculty position as Hispanic affairs specialist. Her responsibilities included the development, coordination and delivery of student services designed to increase the number of Hispanic and other underrepre-

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sented students at the school. She was involved in recruitment, advising, curriculum development and instruction in guidance, study skills and critical thinking, as well as managing the tutoring program, plus instruction in Spanish and a second language as an overload. After earning a Ph.D. in educational administration and supervision from Bowling Green in 1980, Barberena worked for a couple of years as executive director for Oficina Hispana, a nonprofit education center in Roxbury, Mass. The center offered basic skills, ESL, vocational training and job development to Hispanic immigrants. Then for four years, she took a detour into business, working in sales, supervision and marketing for the Sacramento, Calif.-based Allnet Communication Services. She became a top sales producer and was promoted to both sales supervisor and major account representative. Barberena returned to education in 1986 as director of Educational Clinics, an alternative high school for high-risk students, also in Sacramento. Then in 1989, she began moving up through appointments at various community colleges – Sacramento City College, Modesto Junior College, and Hartnell College in Salinas, Calif. Through these schools, she maintained her focus on opening up education to minorities while broadening her administrative duties in financial, community relations and other areas.

She became president of Chabot College on Jan. 14, 2008. “I’ve moved from student advisor to teaching critical thinking to being director, dean, vice president and now president,” Barberena says. “So I’ve done my learning curve from the bottom up.” Chabot College, which celebrated its 50th anniversary last year, has a head count of about 15,000 students, a population that reflects the ethnic diversity of the East Bay Area. All major groups and many nationalities are represented among faculty and staff. The school had already begun to make significant improvements in reducing Latino dropout rates before Barberena arrived. No doubt, one of the reasons she was hired was to continue this trend. Latino dropout rates fell from 17 percent in fall 2000 to 9 percent in fall 2009. Chabot has become a more Latino-friendly college through giving students access to learning communities such as Puente, summer academic success workshops, bilingual financial aid workshops and Spanish-speaking counselors, faculty and staff. Under Barberena’s leadership, the number of new Latino students has increased in the past three years from about 22 percent to its current 31 percent. “If a student declares he is Latino in his application, we recruit him by making follow-up phone calls,” Barberena says. Yet, though Barberena has a natural focus on students of her own ethnic background, her philosophy of diversity is much broader than that. Chabot is currently about 28 percent Hispanic, 20 percent Caucasian, 17 percent AsianAmerican, 16 percent African-American, 9 percent Filipino and the rest from Southeast Asia, India and other parts of the world. Being not only a woman but also the first woman president of Chabot, Barberena has a natural affinity here. She’s promoted two female Asians. And she actively promotes other races besides Hispanics. Two of her vice presidents are African-American, and for two years the school has hosted the NAACP in the celebration of Martin Luther King Jr.’s birthday. “In the past three years, we have added 28 new faculty,” Barberena says. “Fourteen have come from a foreign country or have a minority background.” A process is in place so that when applicants go through the interview process, the finalists are reviewed by Barberena to make sure the faculty and staff reflect diversity. “We want to open doors,” Barberena says. This attitude extends to those youth most schools would not consider student material – gang members. Chabot works with a community agency that identifies gang members with potential, provides counseling for the misguided youth

and their families, plus state tuition money, and Chabot offers the education. “We started last summer with about 45 students, and 38 have stayed through the fall,” Barberena says. “These kids are now acclimated to student life, but if we were not here, they would most likely not have gone to college.” But Barberena is not simply interested in getting at-risk or minority students in the front door; she wants them to go out the back door with a degree. Therefore, she says, “We don’t just offer services; we analyze them to see how appropriate and effective they actually are.” For instance, it was long assumed that breaking down remedial studies into two semesters of reading and writing would give students with substandard skills the time needed to progress. “It seems somewhat counter-intuitive, but the

and wanted us to partner with them to provide an automotive associate degree with a BMW certification. They wanted us to buy the equipment and hire the qualified faculty to teach the courses. We did that. We’re the only school west of the Mississippi that does this, but our students are offered jobs as soon as they graduate.” Along these same lines, Barberena is shaping the school’s curriculum to reflect the state’s environmental initiatives and prepare for the emergence of the opportunities for “green” jobs. “I have to ask where we are going and look at the data so our program in environmental science results in the student’s studies paying off with a job.” Right now, Barberena continues, “There is a renaissance going on in this college and this community. We’re in the final $150 million of a $250 million grant. There’s a whole lot of activity, and

Chabot College Instructional Office Building

data show it’s better for students to remain below the college level for only a single semester.” Barberena is not sure why this is so, but thinks the students may get discouraged being stuck in a remedial group, especially if they have the added pressures of needing to work. So the students needing remedial work at Chabot are given an accelerated course, aided by counselors who help students utilize their real-life experiences, shaping same, with discipline, into their studies – and this along with helping students articulate their goals and motivating them to achieve them as quickly as possible. At the same time, Barberena is sharpening the school’s academic programs so they fit community needs and improve the likelihood that the student’s degree will result in a job. “As an example,” says Barberena, “BMW came to the school

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faculty and staff are working very aggressively to meet our goals.” The money is being used primarily to build the facilities with the best and most current technologies to provide the types of education that will best meet the community needs. To this end, there is a five-year master plan. But Barberena emphasizes that it is not simply her plan. “My management style is that I energize the team of faculty and staff. I want the benefit of their experience and want them to feel empowered to bring their knowledge and ability to the project. When the planners came to me, the first thing I said is go talk to the faculty and staff, the hopes and dreams they have for their divisions for the next five years. Before there were three people, perhaps, who came up with the plan, which was put on a shelf and nobody read. I want the ideas to come from the teachers. My job is to

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make sure that what is offered is verified by the data, so that the best ideas survive.” She adds that the data show that when the people involved in the work are consulted, they are more motivated. “Companies like Google and Facebook hire talented people and give them free rein. The CEO and employees work side by side. This results in a more level playing field and better ideas.” Barberena also utilizes the technologies innovative companies provide to rethink and redefine teaching and learning methods. As opposed to the old-style and somewhat standard lecture format, more flexibility is offered. Students can attend courses on campus or

online, do one or the other, or hybrids of both. Many lessons are online, as well as answers to frequently asked questions. And even career counseling can take place online. Barberena usually works 10- to 12-hour days, often in the evenings from home. She says she is “at the top of her career” but finds her work stressful, so she finds quiet times, especially during the weekends, and enjoys gardening. She tries to carve out time with her husband, Edwin Budlong, of Swedish and Danish background, who has retired from his career in social work and as a marriage counselor. They are celebrating their 25th wedding anniversary this year. They have no children together, but he has two sons from a previous marriage. And Barberena

stays in touch with her family, including her older brother who lives in Brazil. His daughter goes to college in San Francisco, so is nearby. Barberena loves to travel and utilizes all her vacations visiting, with her husband, diverse parts of the world, such as Japan and Africa in recent trips. “There were very few Hispanic students when I started out in the 1970s,” Barberena says. “That number has really grown. The country is becoming more equitable in terms of offering more opportunity. Stories of struggle have shown what a difference there is now.” One of the most inspiring of those stories is that of the educational leader, Dr. Celia Barberena.

Scholars’ Corner My Hispanic name and Japanese surname are indicative of my unique cultural origins. I am a prime example of the heterogeneous nature of the Latino population. My upbringing was a blend of Japanese heritage and Mexican traditions in an American context. I was born in Mexicali, B.C., Mexico; my family immigrated to the U.S. when I was 2 years old, and I grew up in a small farming town in the San Joaquin Valley of California. Although we had limited economic resources, my parents provided a supportive environment where education and autonomy were fostered and encouraged. I embraced my parents’ commitment to education and in 2007 received my baccalaureate degrees in psychology and sociology from the University of California (UC)-Irvine, becoming the first woman in my extended family to graduate from a major university in the U.S. In 2013, upon completing my doctoral studies in counseling psychology at the University of Missouri, I will become the first person in my family with a Ph.D. While being the “first” has always been a motivating factor for me, being a first-generation college student has also been a very challenging, and sometimes lonely, experience. At UC-Irvine, I was fortunate to have crossed paths with Dr. Jeanett Castellanos, who mentored me and taught me to draw on the collectivistic strengths of my culture and create for myself an academic family. Over the years, I have supplemented the support of my loving family and husband with the support of academic brothers and sisters, madrinas and padrinos. Nurturing my academic family and seeking mentorship has been critical in my persistence in my doctoral studies. At the University of Missouri, I am privileged to have strong mentorship and advising from Dr. Puncky Heppner and Dr. Lisa Flores. I have also benefited greatly from participating in programs such as the American Association of Hispanics in Higher Education (AAHHE) 2010 Graduate Student Fellows Program, the Ford Foundation Diversity Fellows Program and other professional organizations. These programs and organizations have given me access to guidance, support and resources by connecting me with scholars across the nation. It is always an incredibly rejuvenating experience to be in the presence of other scholars who know better than anyone the difficulties of my journey and can truly capture the sweetness of the successes. As we continue to work toward increasing the number of Latina/o students who move on to higher education, it is important to prioritize students’ mental health so that they can persist at their institution. In the future, I look forward to doing my part to support the next generation of Latina/o scholars by sharing the gift of mentorship that has been so graciously given to me. I also hope to continue to advance knowledge in the areas of minority mental health as I pursue my research interests in the psychological well-being of Latinas/os in higher education, cultural wealth as it relates to coping, and mental health disparities. By taking an active role as a researcher, practitioner and educator, I am determined to be an integral part of initiatives that seek to promote mental health among underserved communities.

By Marlen Kanagui-Muñoz M.Ed., Counseling Psychology, University of Missouri-Columbia, 2010 AAHHE Graduate Fellow

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Interesting Reads Bitter Harvest By Paul Hart Between 1910 and 1919, Morelos, Mexico, experienced an agrarian revolution that sowed the seeds for economic change that would usher in the leadership of Emiliano Zapata in that region. This book traces the roots and results of that revolution. 2006. 328 pgs. ISBN 0-8263-3663-9. $42.50 cloth. The University of New Mexico Press. (503) 277-0655. www.unmpress.com.

The Brazilian Sound By Chris McGowan and Ricardo Pessanha This revised and expanded edition of The Brazilian Sound includes developments in samba as well as the rise of female singers and songwriters since 1998 when the volume was first published. It also contains an extensive glossary of Brazilian music terms. 2009. 280 pgs. ISBN 978-1-59213-929-3. $34.00 cloth. Temple University Press. (215) 204-8787. www.temple.edu/tempress.

Case Studies and Cocktails By Carrie Shuchart and Chris Ryan This guide, produced by Manhattan GMAT, offers information and advice to new M.B.A. students about financing their degree, readjusting to homework and attracting recruiters. 2011. 657 pgs. ISBN 978-1-935707-21-9. $22.00 paper. MG Prep Inc. (212) 721-7400. www.manhattangmat.com.

and Media...

Coca: A New Leaf of Life This program tells the story of Peru’s struggling cocaleros (farmers), whose livelihoods and ancient agricultural traditions have become a casualty of anti-drug policies. 2007. 26 minutes. ISBN 978-1-4213-9202-8. $99.00 DVD. Films for the Humanities and Sciences. (800) 257-5126. www.films.com.

Together, Alone: A Memoir of Marriage and Place by Susan Wittig Albert University of Texas Press, 195 pages list $19.95 paper ISBN 978-0292-71970-5

aking a personal commitment to another human being is one of life’s great pleasures and challenges. Most of us couldn’t imagine going through life alone. But most of us don’t make a real and lasting connection to the land on which we live. If you’re looking for inspiration to make that connection and get in touch with your creative inner soul, Together, Alone is worth reading. Author Susan Wittig Albert’s memoir is inspirational on many levels. We first see Albert as a woman who, by all measures of accomplishment, would be considered quite successful. A graduate of the University of Illinois-Urbana and the University of CaliforniaBerkeley, Albert spent a great deal of her career as a university English professor and administrator. But in the 1980s, she finds herself about to embark on a new life adventure with her husband, Bill Albert. It must have been culture shock for this high-octane couple when they settled on a patch of rural land northwest of Austin, Texas. They had a simple and some would have said naïve plan. They intended to commit to the land completely. She and Bill decided to raise their own food and animals while entertaining a romantic notion of forming a writing partnership. Susan and Bill decided they would work together and separately on writing projects at their Meadow Knoll home. They soon found that the mechanics of making this work were not as complicated as the thought process and self-reflection that it took to establish their dream. They had to explore questions such as: What does it mean to belong to a place, to be truly rooted and grounded in the place you call home? How do you commit to a marriage, to a full partnership with another person, and still maintain your own separate identity? It was a delicate dance and balancing act for Albert – one that she describes in poignant terms in this thought-provoking book. What Albert discovered on her journey was that her soul yearned for alone time to look inward and find her central core that brought her the contentment and satisfaction she could find nowhere else. Albert saw this as the counterbalance to her life as wife, partner and homesteader living off the land. In Together, Alone, Albert describes how she managed to find that counterbalance – a place where she could be alone and explore those parts of the self that only emerge in solitude. For her, this place was Lebh Shomea, a silent monastic retreat. In writing about her time at Lebh Shomea, Albert reveals the deep satisfaction she still finds in belonging to a community of people who have chosen to be apart and experience silence and solitude. Albert’s story is particularly inspirational to aspiring writers who might have abandoned their journals or half-finished novels because life got in the way of their creative efforts. And her subsequent résumé after her move back to nature provides even more encouragement. Albert is the author of popular mysteries, including the China Bayles series; books for young adults; and books for women on life-writing and work. In 1997, she founded the Story Circle Network, a nonprofit organization for women who want to write about their lives. Reviewed by Mary Ann Cooper

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HIGH SCHOOL FORUM

High School and College Remediation: One Size Does Not Fit All

by Mary Ann Cooper ccording to the National Education Longitudinal Study, three out of five high school students who enroll in community college need to take at least one remedial course to acquire the basic skills necessary to succeed in college-level courses in a particular subject. But mere remediation at the college level for the 60 percent of high school seniors not academically ready for college might be too little too late. The study also reveals that less than 25 percent of these same students earn a college degree within eight years of enrolling in college. The study, entitled Replacing Remediation with Readiness, was prepared for the National Center for Postsecondary Research and developed under a grant from the Department of Education. It explores how we currently label high school graduates who are going on to college. They are either “college-ready” or “remedial.” The problem with this kind of labeling is that it is too absolute, according to the study. In essence, all high school seniors are both “college-ready” to some degree and, at the same time, “remedial.” Not recognizing the nuances of these labels not only does a disservice to high school seniors, it leads to a waste of time and money spent trying to pigeonhole incoming freshmen into one category or another. In some cases, dealing with remediation in a one-sizefits-all manner is like using a hammer to kill a fly. In others, students who are marginally “college-ready” don’t get the help they need and fall through the cracks of academia. The study begins with the premise that the current system of evaluating and addressing college readiness is broken (as indicated by the finding that only 25 percent of remedial students earn a college degree). Then author David T. Conley (University of Oregon, Center for Educational Policy Research, and Educational Policy Improvement Center) reveals a sobering statistic. According to ACT, only 22 percent of all

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high school students taking its exam scored high enough to be considered college ready, by ACT standards. The study also reveals that first-generation college students disproportionately qualify for remedial help, and since that segment of the college population is growing, the problem of dealing with ill-equipped high school graduates entering college will grow. And the shortcomings of the system, unless addressed, says the survey, will only exacerbate the college-readiness issue. Colleges are making an earnest effort to mainstream high school graduates into their freshmen classes through what the study calls “multiple assessments, retesting, intensive refresher courses, learning communities, enhanced academic advising, targeted orientation opportunities, cohort models, and summer bridge programs.” A predominance of two-year colleges and a significant proportion of four-year colleges have “learning assistance centers,” as well as freshmen seminars to help students as they begin their academic journey, but most schools group and tag students generally, rather than recognize individual differences and degrees of ability. The study argues that this broad spectrum approach makes it less successful and effective in directly addressing the individual student’s needs to succeed. High schools and colleges have gotten one thing right: both institutions of education are very effective in directing students to higher education but miss the mark when it comes to setting and achieving readiness standards. There is a constant push-pull when it comes to determining which underprepared students should be encouraged to pursue higher education and what will be needed in terms of course adjustment and standards to ensure those students’ success. Student motivation is an important criterion to consider when making that determination. High school seniors who move from secondary to postsecondary school find themselves

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in an unfamiliar and freewheeling system. As the study points out, “The U.S. postsecondary education system is also among the most decentralized in the world. This combination of high access and low centralization means that it is difficult to depend on any consistency among postsecondary institutions on any of a broad array of factors related to preparation, placement and admissions.” The students come from a similar type of environment in that each state and the more than 15,000 school districts they manage are independent and create their own programs and readiness criteria. But the relative smallness of the local bureaucracy is less intimidating for most students. In the section of the study titled “The Problem of High School-College Discontinuity,” Conley discusses how different the learning environments are in college as opposed to high school. He says, “Understanding the full range of these differences is a crucial step in designing effective remediation programs. The place where the differences between high school and college first become apparent to students is the entry-level college course. This is where many students find out how ill-prepared they are, not just in their content knowledge but also in the ways that they learn, study, manage their time, and organize and apply what they are taught.” He then cites researchers at the Educational Policy Center who have studied the content of entry-level college courses and, through a review of instructor surveys, tests, assignments and student work, have come up with characteristics of these courses. Preparing high school students for how these courses are administered and evaluated could be an important tool to lessen the need for more intensive remediation and improve academic success rates among all students. According to their analysis, high school students face these differences between the way they were expected to conduct themselves in

high school and what actually is expected of them in colleges: 1) The Pace Is Faster – Students taking American history in high school will find that American history in college covers much more ground, in greater detail and at a quicker pace than that same course in high school. The concepts discussed are more complex. It’s not just a matter of memorizing facts and dates; it’s taking the information learned and applying it in an inductive way. 2) Reading Is Fundamental – Not only are reading assignments lengthier and more numerous than what is expected of a high school student, the nature of a college textbook makes those reading assignments call upon reading skills that may have been underdeveloped in high school. With reading comes the assumed ability to read charts and maps. 3) The Write Stuff – Much of college coursework requires a proficiency in writing that is not expected in high school. Term papers and book

reports on the high school level are inadequate preparation for college assignments. As the study notes, “Students have to write more and to do so more frequently, and to utilize writing styles they may not have encountered very often in high school, often encountering assignments that require skillful use of expository, descriptive, and analytic modes.” 4) Self-Reliance – College instructors expect students taking their courses to work independently and not need handholding or monitoring. As the study states, citing the National Survey of Student Engagement as its source, “Entry-level courses almost always expect students to possess a range of attributes and behaviors that can be summed up as self-management skills. Students are expected to be able, without prompting by their instructors, to record assignments, manage their time in order to complete assignments, know how to study alone and with a group, be generally aware of their skill and achievement level in the subject area and any areas where

they may need to improve or seek help from the instructor or elsewhere on campus, be motivated to learn or at least to do what it takes to complete a course successfully, and to be sufficiently persistent to deal with problems or assignments that cannot be solved easily or quickly.” 5) Team Spirited – High school graduates entering college need to know that there is safety in numbers. Daunting reading assignments can be managed by forming a study group. Professors often encourage students to work in teams to further course comprehension and for course presentations. This can aid students in another important way. By teaming up with students from diverse backgrounds, opinions are challenged and either discarded or reinforced. As the study notes, “Students are expected to base their opinions on solid logic or sources they can cite, to know how to engage in give-and-take discussions with the instructor and fellow students, and to be able to accept feedback, critique and constructive criticism amicably and productively.”

Theory into Practice If the current method of analysis and evaluating college readiness is flawed and resulting in inadequate strategies for increasing the possibility of academic success for high school seniors in college, what can be done to reverse the trend? Replacing Remediation with Readiness author David T. Conley outlines a comprehensive readiness model to address this problem in his book College and Career Ready: Helping All Students Succeed Beyond High School. The book aims to give educators and policymakers a better understanding of the rationale and methods necessary to redesign high schools so that they focus on both college and career readiness. In addition, it offers practical methods by which high school faculty can fine tune their instruction to promote college/career readiness. He seeks to move the discussion from existing test scores being used to form the whole picture of a student’s potential and needs to be addressed to a more comprehensive readiness model. Here is a summary of his model: 1) Development of Key Cognitive Strategies: Conley sees using cognitive strategies as one of the most important skills a student can possess when entering the realm of higher education. These strategies include being able to use content knowledge in problem solving. He also places a high value on research skills and the ability to evaluate and analyze sources of information used for problem solving. Being able to organize information in a usable format and work with that information in a precise manner is also an important skill. 2) Mastery of Key Content Knowledge: Advanced knowledge needs a strong foundation to take hold and build on. As Conley notes, “Key content knowledge consists of the big ideas of the academic disciplines, organized into a structure that enables learners to understand and retain this information. Specification of key content knowledge comes from studies of the content of entry-level college courses at two-year and four-year institutions. These studies make it clear that students do not need to know everything before they go to college, but they do need to master a strong set of foundational knowledge and skills very well.” 3) Proficiency with a Set of Academic Behaviors: All the brain power in the world won’t guarantee academic success without a set of academic behavior patterns that are rooted in self-reliance and maturity. Conley acknowledges that maturity is not an overnight occurrence, but says that mentors and parents need to encourage the systematic development of maturity throughout the high school experience so that the graduating high school student will be ready for college. Conley includes time management; study skills, using study groups; goal setting; self-awareness of academic strengths and weaknesses; and persistence with challenging academic task as necessary skill sets for incoming college students. 4) Sufficient Level of Knowledge About What Postsecondary Education Requires: Conley concludes his recommendation by stating the enormity of the changes that must be made in mindset and practices to turn around the dismal statistics about the lack of success for remediation students in college. Conley states, “Finally, college knowledge is awareness that college is different from high school, that students must pay attention to numerous details and make many decisions in order to apply to, receive financial aid for, and be accepted by the right postsecondary institution. In short, college knowledge is access to all the ‘privileged knowledge’ held by those who have easy access to college by virtue of their position in society but hidden from those who would be first in their families to attend a postsecondary program. Schools must make this information explicitly available to all students, and particularly to those who will only be exposed to it in school and not at home.”

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The Hispanic Outlook In Higher Education

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College Affordability at Risk for Latino, African-American and Native American Youth LOS ANGELES, Calif.

The Civil Rights Project/Proyecto Derechos Civiles at the University of California-Los Angeles (UCLA) has released two studies showing that college affordability in California is at risk and financial aid is urgently needed. Across the board, students are found to be working too many hours to keep up with their studies, and a huge proportion (30 percent) of those surveyed might abandon their studies and hopes of getting a college degree. The lowest-income students are now getting a smaller share of California State University’s (CSU) State University Grant (SUG) than they received in the past, says the Civil Rights Project study, and middle-income students need increasingly more aid to keep up with rising costs. Although the federal Pell Grant has grown in recent years, the recent budget agreement means that it will not grow as tuition rises in the next several years, and it will not be

AFT Releases Report Calling for More Collaboration to Improve College Student Success WASHINGTON, D.C.

To increase student success in higher education, there must be greater opportunities for collaboration between university and college faculty and staff, and their institution’s administrators and other key stakeholders, according to a report released by

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available for summer study after this year. Although the Master Plan for Higher Education called for tuition-free affordable college for all qualified California students, the fiscal reality of California has led to the abandonment of that promise and rapidly rising tuition and other costs of college. Over the last decade, the Civil Rights Project reports, CSU has sustained a substantial decrease in state general funds and has offset these decreases by increasing tuition and fees by more than 166 percent. In 1967, the state paid approximately 90 percent of a student’s education while today it pays approximately 64 percent. As costs associated with college rise for students, including housing and books, attending and financing college might become too difficult for students with the greatest financial need, the reports find, particularly the state’s majority of Latino and African-American youth. The first study, Higher Tuition, More Work, and Academic Harm: An Examination of the Impact of Tuition Hikes on the Employment Experiences of Under-represented Minority Students at One CSU campus, by San Jose State

University Professor Amy Leisenring, says that due to rising college costs and budget cuts, 86 percent of students surveyed in the study work for pay while in college, with underrepresented minority students comprising a large majority of students who work while in college. The study explores the impact of recent budget cuts on Latino, African-American and Native American students, their views on tuition/fee increases, and the effects of working in paid employment on their academic success. The second study, by UCLA Professor José Luis Santos, explored the SUG, its effects on underrepresented students, and trends over a 20-year period with inflation. Santos reported that middle-income students are becoming the casualties of fee increases because while middle-income families are seeing an increase in SUG awards, it isn’t enough to keep up with the rising tuition. On the other hand, the lowestincome groups have seen a proportional decrease, the report states. The study also finds that students who did not qualify for state or federal financial aid have benefited the most from SUG.

the American Federation of Teachers (AFT). The report, Student Success in Higher Education, which has been in progress for two years, takes on additional urgency given the political environment in which some governors are attempting to eliminate collective bargaining for public employees, including public university faculty and staff. “Faculty and staff need a voice in their workplaces to help strengthen their institutions and the education they provide, whether it’s through collective bargaining or other avenues,” AFT

President Randi Weingarten said. The report encourages higher education institutions to bring the voice of frontline faculty and staff into policymaking – particularly on curriculum and assessments – to ensure that ideas work as well in the classroom as they appear to work on paper. Too often, the report said, campus policies and public debate on student success have been heavily focused on standardization of curriculum and assessment and on unacceptably flawed graduation-rate formulas.

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The Hispanic Outlook In Higher Education

More Working Women than Men Have College Degrees, Census Bureau Reports WASHINGTON, D.C.

Among the employed population 25 and older, 37 percent of women had attained a bachelor’s degree or more as of 2010, compared with 35 percent of men, according to data from the U.S. Census Bureau. In contrast, among all adults 25 and older, 29.6 percent of women and 30.3 percent of men had at least a bachelor’s degree. The data come from tabulations on Educational Attainment in the United States: 2010 and not only examine gender differences in attainment but also provide the most detailed information on years of school completed ever presented by the Census Bureau, showing for each level of attainment exactly how many years of education adults have.

The Latino Electorate in 2010: More Voters, More Nonvoters WASHINGTON, D.C.

More than 6.6 million Latinos voted in last year’s election – a record for a midterm – according to an analysis of recent Census Bureau data by the Pew Hispanic Center, a project of the Pew Research Center. Fueled by their rapid population growth, Latinos also were a larger share of the electorate in 2010 than in any previous midterm election, representing 6.9 percent of all voters, up from 5.8 percent in 2006. However, while more Latinos than ever

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“The tabulations permit one to see not only the broad levels of educational attainment adults experienced, but also, for instance, if they did not receive a high school diploma, the specific level of schooling they did reach,” said Sonia Collazo, a Census Bureau demographer. In 2010, 36 percent of the nation’s population 25 and older left school before obtaining a degree. This includes 15 percent of the population that didn’t earn a regular high school diploma – a group sometimes labeled “dropouts.” Among this group were about 1 percent of the population who reached the 12th grade, 2 percent who reached the 11th grade but still did not graduate and 2 percent who earned a GED. An even greater share of the 25-andolder population, 17 percent, attended some college but left before receiving a degree. At the graduate school level, 4 percent of the population left before obtaining an advanced degree.

The majority of adults, 64 percent, however, finished their schooling with a regular high school diploma or college degree. The most common of these is a high school diploma, which was the highest level attained by 30 percent of those 25 and older. Another 9 percent left school with an associate degree, and 15 percent finished with a bachelor’s degree (not statistically different from those who did not earn a high school diploma). Eleven percent of the population attained an advanced degree in 2010. Data also include levels of education cross-referenced by a wide range of demographic and socioeconomic characteristics, including age, sex, race, Hispanic origin, marital status, household relationship, citizenship, nativity and year of entry. Historical tables provide data on mean earnings by attainment level, sex, race and Hispanic origin, with data dating back to 1975 and tables on attainment levels dating back to 1940.

are participating in the nation’s elections, their representation among the electorate remains below their representation in the general population. In 2010, 16.3 percent of the nation’s population was Latino, but only 10.1 percent of eligible voters and fewer than 7 percent of voters were Latino. This gap is due to two demographic factors – many Latinos are either too young to vote or are adults who do not hold U.S. citizenship. Even so, the number of Latinos eligible to vote continues to increase. In 2010, 21.3 million Latinos were eligible to vote, up from 17.3 million in 2006. In recent midterm election cycles, growth in the num-

ber of eligible voters has exceeded growth in the number of voters, resulting in a record number of Latino nonvoters last year too – 14.7 million. Among eligible voters, Latino participation rates have lagged behind those of other groups. In 2010, 31.2 percent of Latino eligible voters say they voted, while nearly half (48.6 percent) of White eligible voters and 44.0 percent of Black eligible voters said the same. The report, The Latino Electorate in 2010: More Voters, More Non-Voters, is available at the Pew Hispanic Center’s website, www.pewhispanic.org.

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HI S PAN I C S O N T H E MO VE Castro Appointed Chairperson of U.S. Commission on Civil Rights

Guardia Elected NALFO Chair Dr. Juan R. Guardia, director of multicultural affairs and adjunct faculty in higher education at Florida State University, was recently elected chair of the National Association of Latino Fraternal Organizations (NALFO). The purpose of NALFO is to promote and foster positive interfraternal relations, communication and development of all 19 member Latina/o fraternities and sororities through mutual respect, leadership, honesty, professionalism and education.

President Barack Obama this year designated Martin Castro as chairperson of the U.S. Commission on Civil Rights. Castro became the eighth chairperson and first Latino chairperson since its inception in 1957. He was appointed to the commission by the president in January and approved by a unanimous vote of the commission in March.

UTSA’s President Romo Receives Executive Excellence Award The San Antonio chapter of Executive Women International (EWI) has recognized University of TexasSan Antonio (UTSA) President Ricardo Romo with its Executive Excellence Award, in honor of his leadership as president of UTSA. Founded in 1958, the San Antonio chapter of EWI funds both traditional and nontraditional college scholarships for men and women who choose to go back to school to continue their education, achieve self-esteem and improve their personal life, employment, family and community.

Post University’s Marrero Named VP of Enrollment Management

Regent University’s President Campo Receives Excellence in Leadership Award

José Hernández, former NASA astronaut, delivered the National Hispanic University’s (NHU) 2011 commencement address last month and received an honorary Doctor of Humane Letters. Hernández has a bachelor’s degree in electrical engineering from the University of the Pacific and a master’s in electrical and computer engineering from the University of California-Santa Barbara. He was a member of NASA’s 128th shuttle mission and the 30th mission to the International Space Station.

Post University in Connecticut promoted Verónica Marrero to vice president of enrollment management for the university’s accelerated degree program. The first in her family to graduate from college, Marrero has a bachelor’s degree in communication from Eastern Connecticut State University and a master’s in business management from Albertus Magnus College.

Astronaut Hernández Receives Honorary Doctorate at NHU

Dr. Carlos Campo, president of Regent University in Virginia, received the 2011 Excellence in Leadership Award from the National Hispanic Christian L e a d e r s h i p Conference (NHCLC), one of the largest Latino Christian organizations in America and the sister organization of the Hispanic National Association of Evangelicals.

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Santiago Receives USDA Education Fellowship A plant scientist at the University of California-Riverside has received an education fellowship from the U.S. Department of Agriculture (USDA) that is designed to encourage more Hispanic students to take an interest in and perform science research. Louis Santiago, assistant professor in the Department of Botany and Plant Sciences and member of the Center for Conservation Biology, has been selected to participate in the 2011 USDA E. Kika de la Garza Fellowship Program, which addresses challenges faced in the development of a wellprepared Hispanic work force. Santiago has a Ph.D. in botany from the University of Florida.

Salas-Provance Speaks on National Need for Interpreters in Health Care The need for bilingual speech-language pathologists and highly trained interpreters in health care settings is staggering, says Marlene Salas-Provance, New Mexico State University (NMSU) professor and director of the NMSU College of Education’s Communications Disorders Program. Salas-Provance recently spoke at the American Speech-Language-Hearing Association’s Health Care and Business Institute. Correction An article in the May 16 issue about the University of Michigan’s efforts to attract Latinos and minorities misstated that Supreme Court case Grutter v. Bollinger (2003) prohibited the use of affirmative action as a way to spur minority enrollment in undergraduate admissions. In fact, it was the passage of Michigan ballot Proposal 2/2006 that amended the state constitution to prohibit Michigan’s public institutions from utilizing affirmative action in college admissions.

SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS AND PROVOST UNIVERSITY OF MINNESOTA The University of Minnesota invites applications and nominations for the position of Senior Vice President for Academic Affairs and Provost. The Senior Vice President and Provost is the University’s chief academic officer and reports directly to the President. The Senior Vice President and Provost’s primary responsibility is to foster the academic excellence of the educational and research missions of the University and to provide leadership for undergraduate, graduate, and professional education. The Senior Vice President and Provost is responsible for issues concerning academic policy and faculty development, including promotion and tenure. In addition, the Senior Vice President and Provost is responsible for the assessment of collegiate performance and the University’s academic budgeting process. The Senior Vice President and Provost develops and implements strategic initiatives with the President, and facilitates, nurtures, coordinates, and supports the efforts of deans, faculty, staff, and students to meet institutional goals and priorities.

Founded in 1851, the University of Minnesota is located in the vibrant metropolitan Twin Cities of Minneapolis and St. Paul and is a hub for creativity, research, and artistic expression. The University is the flagship public research university in the state and is recognized for the excellence of its academic programs and the quality of its faculty. Through strong ties to local business and industry, it has played a transformative role in building the economy of the state and the region. The University boasts many highly ranked graduate and professional programs of national and international distinction; its faculty has included Nobel Laureates and currently includes members of the National Academy and numerous recipients of nationally recognized honors, awards, fellowships, and prizes.

The University seeks to appoint an energetic, strategic, and visionary leader with a demonstrated commitment to academic excellence, and a proven record of inspiring and leading faculty, staff, and students. S/he will be expected to have a broad understanding of multiple and diverse academic disciplines, across a comprehensive research university, as well as an appreciation for the complexity of issues within them, and a deep knowledge of the higher education environment in the United States. Other qualities to which priority will be assigned include an ability to communicate well with the full range of constituencies within the University, financial acuity, and the highest level of professional and personal integrity. Sh/e will be expected to have a deep commitment to, and an understanding of, diversity, and be able to pursue and promote diversity and foster a meaningful pluralism within the University. S/he must have an earned doctorate or equivalent, achieved distinction as a researcher and teacher, and academic credentials commensurate with an appointment as a full professor in a major AAU research university.

Interested individuals should provide an electronic version of their curriculum vitae. A letter describing interest in, and qualifications for, the position will be welcome, but by no means required. Applications from women and underrepresented minorities are encouraged. All inquiries, nominations, and applications should be sent electronically via e-mail (Microsoft Word or PDF attachments strongly preferred) to: Dr. Ilene H. Nagel Search Committee Consultant Leader, Higher Education Practice Russell Reynolds Associates umnprovost@russellreynolds.com The appointment date is open, but the preferred start date is January 2, 2012. To ensure full consideration, materials should be received as soon as possible. Review of nominations and applications for the position will commence immediately and continue until the position is filled. This search will be conducted with full confidentiality of all candidate information. References will not be contacted without the prior knowledge and approval of the candidate. Candidates are urged to review all information and documents posted on the search web site at http://www.umn.edu/provost-search. The University of Minnesota is committed to the policy that all persons shall have equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, sex, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. This material is also available in alternative formats upon request.

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Vice President for Advancement & Executive Director of Foundation Florida Gulf Coast University Florida Gulf Coast University (FGCU) invites applications for Vice President for Advancement & Executive Director of the FGCU Foundation. The position provides leadership for the University’s fundraising, community relations and marketing, and alumni relations. Responsibilities include securing private support from alumni, friends, foundations, corporations, and other sources through capital campaigns; planned giving; annual fund; athletics support; significant personal fundraising duties; staging events for fundraising and other important University initiatives; relationships with potential and existing donors; alumni development and support, and extensive personal community involvement to represent the University. Also, the position is responsible for the University’s Alumni Association, Office of Community Relations and Marketing, and the FGCU Foundation, Inc. As Executive Director of the Foundation, the Vice President is responsible for program coordination and director relations for the FGCU Foundation Board of Directors. Opened in 1997 as the 10th institution in the State University System of Florida, FGCU is situated on 760 lush acres in the heart of coastal Southwest Florida, where the climate is mild, the air is clean, and the sunshine is abundant. Currently in its 15th year of operation, FGCU has a diverse enrollment of 13,000 students; 51 undergraduate programs and 32 graduate programs, including a doctorate in physical therapy and a doctorate in education; more than 1,000 faculty and staff; a technology enhanced campus with state-of-the-art facilities to support educational programs; five colleges of Arts & Sciences, Business, Education, Health Professions and Professional Studies; 14 NCAA Division I athletic teams; 160 student clubs and organizations; 3,500 living in student housing, and 12,000 graduates. Despite the University’s youth, the FGCU Foundation to date has raised more than $300 million for scholarships, academic programs, endowed chairs, and buildings. Decreased availability of State funds requires exceptional leadership and results from FGCU’s Vice President for Advancement in raising significant private funds to support rapidly growing needs for academic programs, student scholarships, and buildings and facilities.

Department Chair, Machining Technology FT, 9+3 faculty responsible for program & budget development, accreditation, planning, & supervision of FT & PT faculty & staff in the dept. Qualifications: AAS in Machining or a related field req’d. Credentials for National Institute for Metalworking Skills (NIMS) in Materials, Measurement, & Safety req’d. Job Planning Benchwork & Layout; CNC Mill Operator; CNC Lathe Operator. Prefer forklift certification, or be able to obtain. Min 5 yrs in manufacturing req’d. Direct supervision & mgmt exp req’d. Curriculum development exp pref. Community College teaching or training exp pref. Visit our website www.gtcc.edu for more information & application. Open until filled. 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

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Minimum Requirements: Demonstrated experience and results in fundraising. Ability to not only direct fundraising programs and staff, but also to personally cultivate potential donors and secure private funds. Master’s degree from an accredited institution in an appropriate area of specialization and eight (8) years of appropriate experience in higher education or related areas; or Bachelor’s degree from an accredited institution in an appropriate area of specialization and ten (10) years of appropriate experience in higher education or related areas. Preferred Qualifications: Demonstrated experience in alumni relations, community relations and marketing. Experience in directing foundation finances and investments. Proven leadership qualities. Strategic thinker. For Additional Information and to Submit Applications, please visit: FGCU’s SOAR website at http://jobs.fgcu.edu and access Requisition #1377. Review of applications will begin on July 5th, 2011 and the position will remain open until filled. Only applications submitted through the SOAR website will be accepted. Under FL Public Record Law, applications submitted are available for public review upon request. FGCU is an EO/EA/AAI, which has a commitment to cultural, racial, and ethnic communities and encourages women and minorities to apply.

Center for Urban Transportation Research Director The Center for Urban Transportation Research (CUTR) at the University of South Florida (USF), is seeking a new Director. The Director should be an entrepreneurial visionary capable of anticipating and analyzing trends in transportation policy, framing responsive strategies, and finding ways to launch and sustain new research efforts. The Director will be adept at outreach and building traditional and nontraditional collaborative partnerships, diversifying the funding base, and growing CUTR. The Director will also be responsible for the oversight of the current research, training and technical assistance programs, which include over 110 active projects valued at approximately $25 million. CUTR was established in 1988 by Florida statute, is internationally recognized, and serves as a resource for state policymakers, transportation agencies, transportation professionals and the public. CUTR conducts over $8 million in research annually for a variety of sponsors including federal, state, and local governmental agencies, as well as private organizations. To learn more about CUTR and USF, please visit www.cutr.usf.edu. For full position description and application instructions, please visit www.cutr.usf.edu/jobs. USF is a EO/EA institution

• Ta m pa • S t. P e t e r s burg • Sa r a sota - M a n at e e • P o l y t e c h n i c

Georgia Perimeter College (GPC), a regional nonresidential two-year multi-campus institution, strives to meet the changing expectations of our diverse collegiate and community constituencies by providing effective, innovative, lifelong educational opportunities. GPC is currently seeking a talented professional to fill the following Academic Division Dean position:

Dean of English & Reading The Academic Division Dean of English & Reading leads the English and Reading Departments on all campuses, which includes over one hundred (100) full-time faculty. In addition, the Dean of English & Reading position will have oversight of the Southern Academy for Literary Arts and Scholarly Research. A Master's degree in English or Reading is required; Doctorate is preferred. Finalist candidate must be Southern Association of Colleges and Schools (SACS) qualified to teach courses in English or Reading at the collegiate level. Five (5) years of progressively responsible administrative experience at the Department Chair or higher position in a college or university environment is required. A combination of education, training, and experience MAY BE considered. As a member of the college Academic Team, the Dean will help develop new and innovative programs to enhance academic quality and strengthen student success. Serves as an advocate for the division's Department Chairs, and is responsible for working with Department Chairs and their faculty to ensure efficient management of the division's resources. In addition, the Dean will be the academic representative to a campus executive team and reports to the Vice President of Academic Affairs. GPC is among the nation’s fastest-growing metropolitan two-year colleges. With approximately 26,000 students, GPC is the third-largest institution in the University System of Georgia. GPC’s online program is the largest in Georgia, with over 9,000 students enrolled. Award-winning faculty teach GPC students in small classes every day. Since 2001, thirty faculty members have received the National Teaching Excellence Award, and GPC maintains the largest number of Governor’s Teaching Fellows (18) in Georgia. For more information or the opportunity to apply and become a vital part of this thriving academic community, please visit: https://careers.gpc.edu. An AA/EOE/ADA Employer Georgia is an Open Records State

DIRECTOR OF COUNSELING

Union County College seeks an individual with current experience in the planning and supervision of a Counseling Dept. in a higher education setting. Ability to direct department staff in responsibilities of academic advisement & counseling - specifically for enhancing student success, academic intervention, special needs, personal needs and career, as well as school transfer/ articulation services. Will oversee weekend/evening services on three campuses and student retention projects/services. Requirements: Master’s in Counseling & experience in a college setting. Knowledge of student development theory, demonstrated success in working with culturally diverse and non-traditional students. Also required are supervisory, communication and program planning skills. Preferred: Doctorate in Counseling or College Student Personnel, LPC Licensure and Community College Counseling administration experience. Email resume w/cover letter (in Word format) to: HRJobs@ucc.edu & reference job # 68-10 in the subject line. AA/EOE

Missouri State University accepting applications for BUDGET AND FINANCIAL ANALYST for the Office of the Provost. Respons.: providing accounting, budgeting, financial analysis, and other business services for assigned accounts and associated departments or units under the Office of the Provost; under the supervision of the Budget and Financial Manager, reconciling accounts, managing procurement card accounts, preparing financial analysis and budget projections, and completing other projects as directed.

For required qualifications: www.missouristate.edu/jobs or call (417) 836-4683. Exc. Ben. Pkg. Salary: Pay Grade: 43. Salary: $30,000-$42,000/ann.

Submit letter of interest, resume, online application, copy of transcript, & name, address, & phone no. of 3 prof. refs. by 6-17-2011 to: Joye Norris, Office of the Provost, Missouri State University, 901 S. National, Springfield, MO 65897. Successful candidates must be committed to working with diverse student and community populations. Employment will require a criminal background check at University expense. AA/EOE.

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9-Month Teaching Faculty Two Positions Beginning August 15, 2011 Nursing, Position F0088 Biology, Position F0093 Southside Virginia Community College, a comprehensive community college, is seeking individuals to complement our quality facilities. We are accepting applications for one Nursing Instructor for 1st Year Students, located at the John H. Daniel Campus, Keysville, VA and one Biology Instructor, located at the Christanna Campus, Alberta, VA. The successful candidates must be committed to our mission to provide quality education to a diverse constituency. Responsibilities: Duties include teaching and student advising. Classes taught may be a combination of day, night and/or weekends and may be located on or off campus or in a correctional center. Teaching 15 credit hours (day, evening, and/or weekends) per semester at locations served by the college. Other duties include serving on committees and advising students, participating in professional activities, mentoring adjunct instructors, and may include program development and assessment. Master's degree is required for both positions. Visit our website for additional information on qualifications at www.southside.edu/about/employment. Both positions are full-time, 9-month faculty positions and include an excellent benefits package including both State and VCCS benefits. Salary commensurate with education and experience and follow VCCS guidelines. Positions are contingent upon available funding. To apply, individuals must submit applications electronically through the RMS website at: http://jobs.virginia.gov and attach electronic copies of transcripts for all graduate and undergraduate studies (certified transcripts will be required of successful candidate). Criminal background check required. Review of candidate materials will commence June 20, 2011 and positions will remain open until filled. SVCC does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the nondiscrimination policies: Peter Hunt, Vice President of Finance and Administration, 109 Campus Drive, Alberta, VA 23921, 434-949-1005. Women, minorities, and those with disabilities are encouraged to apply. In compliance with the Americans with Disabilities act (ADA and ADAAA), SVCC will provide, if requested, reasonable accommodation to applicants in need of access to the application, interviewing and selection processes. SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

GEORGE MASON UNIVERSITY HEALTH

DEAN AND HUMAN SERVICES

George Mason University seeks an experienced and exceptional leader for the position of Dean of the College of Health and Human Services (CHHS), effective Fall 2012. The Dean provides overall academic and administrative leadership for the college and serves on the Provost's Administrative Committee and the President's University Council. Dean Shirley Travis will retire from this position in June 2012. As a result, the university invites applications and nominations for this important leadership and management position. CHHS was created in 2006 with the internationally respected College of Nursing and Health Science serving as the foundation for an expanded presence for health and human service programs at the university. Today, CHHS is comprised of the School of Nursing and the departments of Global and Community Health, Health Administration and Policy and Social Work. Since the formation of CHHS, the college has more than doubled its enrollment and has a continuing commitment to expand research activities and academic programs. During the 2011-2012 academic year, the Department of Nutrition and Food Studies and the Department of Rehabilitation Science will be formed. By 2015, a School of Social Work will be established, and the Department of Epidemiology and Health Statistics and Department of Environmental and Occupational Health will be created in anticipation of the establishment of a School of Public Health. Additional information about the College of Health and Human Services can be found at: http://chhs.gmu.edu/. Candidates for the position of Dean should have significant academic leadership experience in at least one field represented among the academic programs of the college while also having familiarity with the broad array of fields in the college. Candidates must have an earned doctorate and a strong record as a scholar consistent with the academic rank of professor. Preference will be given to candidates with significant senior-level management experience; a record of securing and managing external funding; effective and open communication skills; and success in working with external constituencies to support teaching, research, employment opportunities and ongoing professional education. The review of applications will begin by October 14, 2011. Candidates are asked to apply online at http://jobs.gmu.edu for position number FA18Bz; complete the faculty application; and upload a curriculum vitae, a cover letter explaining relevant experience, and the names and contact information for four professional references. If you have problems with the online process please contact ghaller@gmu.edu. In addition, nominations can be sent to the Chair of the Search Committee, Dean Mark R. Ginsberg, at mginsber@gmu.edu. All nominations and applications will be regarded as confidential communication to the search committee. Minority candidates are encouraged to apply. EEO

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The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Marketing beginning in the 2012-13 academic year. We are seeking the best possible candidates and invite applications from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.

Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars.

Each candidate should submit a curriculum vitae, a sample of written work, and at least two letters of reference from scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://facultyapply.chicagobooth.edu. We will begin formally reviewing applications on July 11, 2011 and strongly encourage you to complete your application by then. We will continue to accept applications until February 28, 2012. The University of Chicago is an Affirmative Action/ Equal Opportunity Employer.

Assistant/Associate Director of Admission & Coordinator of Multicultural Recruitment This is a full-time, 12-month salaried position responsible for the development, implementation, and evaluation of programs designed to increase recruitment and improve the retention of students from multicultural backgrounds. A minimum of a bachelor’s degree and three years of admission experience recruiting multicultural students are required. For details about this and other positions visit the DePauw University website at: www.depauw.edu/admin/hr/jobannouncements.asp DePauw University is an equal opportunity employer. Women and members of under-represented groups are encouraged to apply.

Need Immediate Web Postings

WYOMING COLLEGE SEEKS A PRESIDENT LARAMIE COUNTY COMMUNITY COLLEGE is accepting applications from persons interested in the &ROOHJHÂśV WRS OHDGHUVKLS UROH RI 3UHVLGHQW 7KH 3UHVLGHQW DFWV DV WKH &KLHI ([HFXWLYH 2IÂżFHU DQG UHSRUWV directly to the county-elected, seven-member Board of Trustees. The President oversees approximately 360 full-time and 500 part-time employees serving an enrollment of approximately 4,400 FTE credit students and 1,800 non-credit students.

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For an application packet or to make general inquires about LCCC regarding application materials, contact 307.778.1289 or email hr@lccc.wy.edu.

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Assistant Vice President for Inclusion Initiatives Grand Valley State University (www.gvsu.edu) invites applications for the position of Assistant Vice President for Inclusion Initiatives to begin as soon as possible. Grand Valley is a comprehensive, public university that provides a wide array of fully accredited academic programs, each building on a longstanding commitment to education in the liberal tradition. Grand Valley attracts more than 24,000 students with its high quality programs and state-of-the-art facilities. This Assistant Vice President will work with colleges, departments/ schools, and divisions to provide informational resources, consultation and other support that will help to enhance the Universityâ&#x20AC;&#x2122;s inclusion work in various areas such as strategic plan implementation, program evaluation, pipeline, recruitment, and retention initiatives for faculty, staff and students. The successful candidate will possess an appropriate terminal degree; substantial teaching experience; a record of excellent administrative leadership in a diverse academic setting; an open administrative style; strong interpersonal skills; efficient and effective planning and implementation skills; excellent written and oral communication skills; commitment to supporting diversity of all types; knowledge and credibility to navigate politically charged or sensitive issues, competing interests, the dynamics of systems, and organizational change. For a full description and to apply online, go to www.gvsujobs.org. Include a detailed letter of interest addressing the selection criteria and outlining experience relevant to the above responsibilities, a resume or curriculum vitae, and the names and electronic mail contact information of three references. The online system will allow you to electronically attach these documents. Review will begin immediately and continue until the position is filled. Grand Valley State University is an affirmative action/equal opportunity institution.

DIRECTOR OF UNIV HEALTH & PSYCHOLOGICAL SERVICES

Job ID: 11675

Responsible for the management of a comprehensive Student Health Program for a campus of approximately 21,000 students which is housed in an attractive and up-to-date outpatient facility. The Director leads and manages an accredited, multifaceted health care program of full-time physicians (and part-time physicians/consultants), nurse practitioners, nurses, medical assistants, pharmacists, pharmacy technicians, laboratory technicians, x-ray technicians, and support staff. In addition, the Director will provide supervision and oversight to the Wellness Services Program and a Psychological Services clinical staff, who also supervise graduate student counseling interns. Total staffing is approximately 37. The UHPS provides a broad range of primary medical care and mental health services, as well as prevention and wellness outreach services. The Director is responsible for providing overall administrative direction, budget oversight, and supervision, as well as collaborating with other on- and off-campus departments/agencies to ensure a high level of care and quality services are provided to students. The focus of the UHPS is both on the provision of direct medical care, as well as providing students information and skills to develop a healthy lifestyle. Qualifications: Master's degree or higher in a health related discipline (nursing, public health), Master's in a business-related field like Business Administration or Health Care Administration, or a terminal degree in medicine (M.D. or D.O.); Individuals who are required to have a license to practice must possess pertinent California licensure and certifications (Board Certification, DEA, CPR, etc.); At least five years of progressively responsible administrative experience in a health care organization. See other qual. at job site. Preferred Qualifications: Knowledge of nationally recognized accreditation standards, processes and health care models; Management experience in a collective bargaining environment; Significant experience in college or university student health care. Applications received by June 24, 2011 will be given full consideration. To apply for this or any open position at Fresno State, visit: http://jobs.fresnostate.edu.

Equal Employment Opportunity

06/27/2011

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

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FOCUS ON LEARNING – NOT JUST SCHOOL

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

Woe

Human beings can alter their lives by altering their attitudes of mind. – William James to the Latino student who hates school. He dreads math, cannot see the point of reading much, is not motivated by extracurricular activities and avoids writing whenever possible. He believes teachers, administrators and parents are determined to make his life miserable. Friends might be the best part of school, with luck. More lamentable are the dismal reports of high Latino dropout rates and low academic achievement followed by false assumptions that Latinos don’t value education. With the new U.S. Census data indicating a tremendous growth in the Hispanic population, many will hold a collective breath, anticipating the emergence of a massive underclass. It’s time to do things differently. Instead of pushing school, maybe we are wiser emphasizing learning with Latino children. If young Hispanics are told that learning is important, they are capable and lifelong learning is expected of them, they can discover their own strengths by pursuing their personal interests. This approach makes it easier for parents – especially those who have not personally pursued formal education – to objectively encourage their children to learn. Emphasizing, promoting and embracing learning removes the struggle that ensues when students feel forced to spend years of their lives in a school that seems exclusive or irrelevant. If Latino children focus on naturally learning what they love, they can more easily learn the other things that are required academically, using their self-discovered approach to learning. School can become a place of their own where education is neither “given to” nor foisted on students, but is willingly embraced as part of an interesting, productive life. As Adam Robinson noted in his 1998 book What Smart Students Know, the focus needs to be on knowing how to learn and love learning in one’s own way. The rest of academic success follows naturally. Helping a Latino student shift from loathing school to loving learning requires far more than a reframing of words. It requires a major shift on various fronts.

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Latino parents remain responsible for instilling the values and expectations of learning – by word and example – in their children. Encouraging their children to broaden personal interests and relationships beyond the traditional boundaries of family to explore the unfamiliar is important. Welcoming the questions children ask also provides an opportunity to encourage self-guided learning. Children may also need parental support if other family members chastise or mock them. And parents need to acknowledge the child’s intelligence and natural talents, and then enforce the expectation that the child will do well. As prime supporters of their children’s learning, Latino parents need to view teachers and coaches as partners, maintaining communication with them in the interest of their children. At school, teachers can guide the Latino student’s self-discovery by developing flexible lesson plans, materials and activities that will challenge students’ thinking and mesh well with their interests and natural learning style. Structuring in time for individual interaction with the student will help shift the Latino student’s perception of the teacher as an unfamiliar adult trying to control a student’s life to a view of the teacher as a guide and mentor, offering tools and information to promote learning. School administrators are crucial in creating an environment where learning is primary and based on respect for individual students and their families. Teachers, parents and students know that the tone for learning is set by administrators, and the message is received the first time anyone approaches the school. Latinos will feel more ownership and participate more actively when an integrated faculty, staff and the student body reflects the Latinos in the community. Administrators are key in changing the school from being a mandatory place of struggle for many to a hospitable place where children fulfill the community’s expectations of learning. The change in perspective from “going to school” to “learning because it is natural” is a seismic shift for any student, and it might alter how a Latino student views himself and influence his other choices. Active learning will become the carrot for Latino students, with tests and grades following naturally, no longer the large stick pushing them forward.

These articles appeared online only in the 06/27/11 Issue

ADMISSIONS/RECRUITMENT

Legacy Status and the Minority Student E

by Frank DiMaria veryone is looking for a leg up in the college admissions sweepstakes. One group of individuals that often enjoys preferential treatment during admission time is the children and grandchildren of a school’s alumni. Michael Hurwitz, doctoral student at the Harvard Graduate School of Education, recently examined the impact of legacy status at 30 highly selective colleges and found that applicants to a parent’s alma mater had, on average, seven times the odds of admission of nonlegacy applicants. And those whose parents did graduate work there or who had a grandparent, sibling, uncle or aunt who attended the college were, by comparison, twice as likely to be admitted. In the Hurwitz study, legacy applicants received a 23.3 percent increase in their probability of admission. If the applicant’s connection was a parent who attended the college as an undergraduate, which is considered a primary legacy, the increase was 45.1 percent. Hurwitz looked at data from 133,236 applicants for 2007 college admission, and analyzed the outcomes of the 61,962 who applied to more than one of the elite colleges, allowing him to compare how much more likely they were to be offered admission where they had family connections. He was able to take into account all the applicant’s characteristics because they were the same at every school at which they applied. The only difference was their legacy status. Hurwitz, who published his findings in Economics of Education Review in December, found that legacy applicants did have slightly higher SAT scores than those who did not have a parent or grandparent who went to the school and that legacy advantages varied greatly from one school to the next. At one of the 30 colleges included in the study, students with a legacy advantage were more than 15 times as likely to gain acceptance. But at other schools, the acceptance rates were insignificant. To many, legacy status is just another way to privilege those who are already privileged. For years, proponents of legacy status, and college officials in general, have argued that legacy status is only a “tiebreaker” in very close calls in the admissions process. But Richard Kahlenberg, a senior

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fellow at the Century Foundation, a nonprofit research organization, disagrees, saying that the Hurwitz study provides strong evidence that college officials are wrong. “Discrimination based on ancestry is quite significant at highly selective institutions,” he says. He estimates that the children of

Richard Kahlenberg, Senior Fellow, Century Foundation

alumni generally make up 10 percent to 25 percent of the student body at selective institutions. Kahlenberg, who edited Affirmative Action for the Rich: Legacy Preferences in Higher Education, written by John Brittain and Eric Bloom, believes that legacy preferences reduce the chances of nonlegacies to attend selective schools, and therefore squashes their chances of reaping the many benefits of attending a selective institution, benefits that can be quite substantial. Kahlenberg estimates that the least-selective colleges spend about $12,000 per student annually while the mostselective institutions spend $92,000 per student. In addition, wealthy, selective institutions provide much greater subsidies for families. At the wealthiest 10 percent of institutions, students pay, on average, just 20 cents in fees for every dollar the college spends on them, while at the poorest 10 percent of institutions, students pay 78 cents for every dollar

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the college spends on them. Furthermore, selective institutions are better than less-selective institutions at graduating equally qualified students. Then there is the question of a graduate’s potential salary. Graduates of more-selective schools enjoy a 45 percent higher salary than those of less-selective schools, with the difference in earnings being widest among low-income students. Graduates of selective institutions also tend to become the leaders in American society. According to research by the political scientist Thomas Dye, 54 percent of America’s corporate leaders and 42 percent of governmental leaders are graduates of just 12 institutions. “One of the most egregious things about legacy preferences is that they advantage the already advantaged. ... Legacy preferences are especially harmful to Latino and AfricanAmerican applicants, whose parents are much less likely to be alumni,” says Kahlenberg. Some legacy opponents contend that the practice is not just wrong, it is actually illegal. In fact, in the 1970s the practice was litigated in federal court in the case Rosenstock v. Board of Governors of the University of North Carolina. In that case, Jane Cheryl Rosenstock, a resident of New York, claimed that when the University of North Carolina rejected her application it violated her constitutional rights by a variety of preferences, including those for in-state applicants, minorities, low-income students, athletes and legacies. The court, however, ruled in favor of the university. But today legacy opponents have two new legal theories available to challenge legacy preferences, according to Kahlenberg. First, Carlton Larson, a law professor at the University of California-Davis, offers that legacy preferences at public universities violate a little-litigated constitutional provision that “no state shall ... grant any Title of Nobility.” Kahlenberg writes in a recent article that Larson makes a compelling case that this prohibition should not be interpreted narrowly as simply prohibiting the naming of individuals as dukes or earls, but more broadly, to prohibit “governmentsponsored hereditary privileges,” including legacy preferences at public universities. The second theory, offered by attorneys Steve Shadowen and Sozi Tulante, argues that legacy preferences are a violation of the 14th

Amendment’s equal-protection clause. While the amendment was aimed primarily at stamping out discrimination against Black Americans, it also extends more broadly to what Justice Potter Stewart called “preference based on lineage.” Individuals are to be judged on their own merits, not by what their parents do, which is why the courts have applied heightened scrutiny to laws that punish children born out of wedlock, or whose parents came to this country illegally. Shadowen and Tulante also argue that legacy preferences at private universities are illegal, under the Civil Rights Act of 1866. Unlike Title VI of the 1964 Civil Rights Act, which outlaws discrimination only on the basis of “race, color or national origin,” the 1866 law prohibits discrimination on the basis of both race and ancestry. Those schools that do offer legacy status make a number of good arguments to support their controversial policy. One is that legacy preferences help support the financial vitality of colleges and universities because alumni tend to donate in greater amounts if they know their children will be offered legacy status. With larger endowments, schools can more readily provide scholarships for low-income and working-class students. In his article “10 Myths About Legacy Preferences in College Admissions,” published in the Chronicle of Higher Education, Kahlenberg wrote that while universities claim that legacy preferences are necessary to improve fundraising, there is little empirical evidence to support the contention. In fact, several colleges and universities that do not employ legacy preferences nevertheless do well financially. As Golden notes, Caltech raised $71 million in alumni donations in 2008, almost as much as the Massachusetts Institute of Technology (MIT), $77 million, even though MIT, which does provide legacy preferences, is five times the size and has many more alumni to tap. Berea College in Berea, Ky., which favors low-income students, not alumni, has a larger endowment than Middlebury, Oberlin, Vassar and Bowdoin. And Cooper Union, in New York City, does not provide legacy preference but has an endowment larger than that of Bucknell, Haverford and Davidson. “A study included in Affirmative Action for the Rich, comparing universities that provide legacy preferences with those which don’t, found no evidence that legacy preferences per se increase giving. Moreover, several universities which have dropped legacy preferences in recent years have seen no decline in giving,” says Kahlenberg. Joe Bagnoli, dean of enrollment and academ-

ic services at Berea College, says that it is likely that Berea loses some gifts from alumni who would prefer for their ineligible dependents to enroll at Berea, a school that actually favors lowincome students over alumni legacies. But he asks Berea’s alums to consider the fact that if Berea had admitted students who didn’t meet the school’s financial eligibility criteria when they were applicants for admission, it is possible that the school would not have had space for them. “In my experience, our alumni are almost always understanding and supportive of our

dates to gain access when they may not otherwise be competitive. At Berea, he says, such students are in no way disadvantaged by Berea’s admissions practices. “In fact, it is safe to say, they realize an advantage since students from wealthier families are not permitted to replace them,” says Bagnoli. Kahlenberg agrees with Bagnoli and says that legacy policies hurt students of color disproportionately. Accordingly, universities that want racial diversity are put in a position of providing even larger racial preferences than they would in the absence of legacy preferences. This

Joe Bagnoli, Dean of Enrollment and Academic Services, Berea College

admissions policy,” says Bagnoli. Berea exercises a practice Bagnoli calls “legacy blind,” and qualifies every student on the basis of demonstrated financial need. Regardless of if or where an applicant’s parent or parents attended college, Berea only considers those applicants whose family resources are within the bottom one-third of college-bound student households nationally. “A substantial portion of our own alumni dependents are ineligible for admission to Berea, and we make no exceptions on the basis of their legacy status,” says Bagnoli. It is easy to imagine that Hispanics and other underrepresented students, says Bagnoli, are at a great disadvantage at schools that exercise a legacy admissions practice, which permits legacy candi-

increased reliance on racial preferences, in turn, makes universities more legally and politically vulnerable to attacks on their racial affirmative action programs. In 2004, Texas A&M eliminated the use of legacy preferences, a decision that coincided with the discontinuation of race and ethnicity consideration as well. Former Texas A&M President Robert Gates made the decision shortly after the U.S. Supreme Court ruled that Michigan University’s point system (which automatically awarded points to underrepresented ethnic groups) was unconstitutional. “Dr. Gates wanted to look each student in the eye and tell them they were admitted to Texas A&M based upon their own merit and achievement,” says Scott McDonald, assistant vice president for academic

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services and director of admissions at Texas A&M University. McDonald says that Texas A&M does not capture information on what percentage of Texas A&M’s student body are legacies, but students may voluntarily write about their family ties to Texas A&M in their admission essays. The admission office does not track or record that information. Some universities make their legacy preferences front and center in their admissions process. The University of Pennsylvania, for one, offers a program called Legacy Advising Sessions. Held every weekday throughout the year, these sessions offer Penn alumni who have children or grandchildren navigating the college search process advice on their selective status with regard to Penn’s admissions procedures. Another program at Penn, Linking Legacies, is a student-led buddy program that connects prospective legacy students with current Penn legacy students. Like the University of Pennsylvania, Michigan

State University (MSU) also has a legacy program. “Designed especially for the descendants of MSU alumni and friends, the Legacy Program keeps your children and grandchildren connected to the university and its traditions. Each Legacy child receives a welcome letter and gift from Sparty, a personalized membership card, annual birthday greetings, and exclusive gifts and invitations from Sparty during the Legacy membership,” according to the Michigan State University Web page. The Hispanic Outlook made repeated attempts to allow the University of Pennsylvania and the Michigan State University to comment on their legacy admission philosophy and policy, but neither school answered HO’s questions. Hurwitz does not seem alarmed by the findings in his study. He says that at most-selective colleges, the vast majority of students (around 90 percent) are nonlegacies, so he does not feel that a change in admissions policy regarding legacy students would impact the number of acceptance and rejection letters received by the typical applicant.

Hurwitz contends that many of the schools that he sampled appear to be strongly committed to diversity. In fact, many of the sampled colleges have adjusted their financial aid policies during the past few years with the goal of increasing affordability for low-income students. “As I state in my paper, thwarted applicants often perceive that their spots were given to arguably less-qualified students admitted for nonacademic reasons [These might include legacy status, underrepresented minority status, athlete status, etc.]. The reality is that so many academically exceptional applicants are rejected by the nation’s most selective postsecondary institutions that removing nonacademic characteristics from the admissions process would be unlikely to change the number of rejection letters received by any given applicant,” says Hurwitz.

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PERSPECTIVES

Challenging Barriers to Higher Education in California W

by Manuel Barajas

ell into the 21st century, Chicanos remain among the most disadvantaged in terms of representation at all levels in education, and this problem was recently (fall 2010) recognized by President Obama, who called for an Executive Order – White House Initiative on Educational Excellence for Hispanic – to address this educational national crisis. This condition is particularly acute in California, which is home to the largest number of Chicanas/os in the nation. They constitute close to 40 percent of the state population. Mexican- and Latina/o-origin students in the K-12 public schools make up 50.4 percent of California’s students (California Department of Education 2009); yet only 10 percent of their population has a bachelor’s or higher degree compared to the mainstream’s 30 percent. This educational inequity and crisis is not something new, but one that has grown more severe and unjustifiable over the past 30 years. In California, public leaders are addressing questions about the pipeline, the path to higher education and interventions needed to produce more Latina/o professionals germane to the state’s future. The California State University (CSU) system plays a critical role in the solution, as the largest institution in the nation and the system that has graduated the most racial minorities with bachelor’s degrees. This report examines the educational crisis facing the nation through several interrelated questions: 1) What are the population and educational trends in California? 2) How do the work force educational levels correspond to projected needs in California? 3) What role does diversity play in the academic success of Latinas/os? 4) Why is accessible quality public higher education a matter of justice that cannot wait any longer?

Population and Educational Trends: An Increasingly Racial Minority State The Latino population has become the largest racial-ethnic minority group in the United States, now constitutes about 16 percent of the nation-

al population and is projected to become 30 percent of the population by 2050, according to the U.S. Census Bureau. The demographic future of the nation will look like California’s today, and therefore the success of this state should be in the interest of everyone. Asian-Americans, African-Americans and Chicanas/os now constitute the great majority of the state population. Chicanas/os are the largest minority group and projected to become the largest racial-ethnic group by 2020, if not sooner. This diversity has been part of the wealth of the state, offering an exciting and innovative environment that reflects and integrates world experiences that position the state in a strategic and influential global position. However, this potential is undermined by California’s failed priorities that place it among the last in the nation in terms of investing in public higher education and thus its people and future, according to the Civil Rights Project Report 2011. The state’s population characteristics make access to quality higher education more consequential and urgent than ever before. Chicanas/os and Blacks approximate half of the state population, yet these two groups have the youngest populations, lowest median family income, lowest per capita income, and highest rate of uninsured (see Table 1). Facilitating higher public education will advance their social mobility and benefit the state with workers with a surplus of skills rather than with the projected deficit of skills. Evidently, the need for higher education is an urgent matter for these groups and the state. In California, Chicanas/os have the lowest freshman college enrollment and smallest percent of bachelor’s or higher degrees, i.e., they are 13 percent compared to Asian-Americans’ 53 percent, Blacks’ 20 percent and Whites’ 30 percent (see Table 2). When examining within the broad term of Latina/o, the Mexican-origin population is the most disadvantaged, with only 9 percent holding a bachelor’s or higher degree compared to 16 percent of Puerto Ricans, 28 percent of Cubans and 20 percent of Central/South Americans, according to the U.S. Census Bureau.

Table 1 National Population Characteristics (2009) Population Characteristics

Black

White

Chican@

Total

38.6

27.5

36.9

Median Family Income

65,637

34,218

55,530

37,916

50,303

Per Capita Income

30,292

18,406

28,502

15,674

26,964

14,558,000

46,340,000

15.4

Median Age

Uninsured Health

Asian

2,344,000 7,284,000 21,322,000

Percent uninsured

17.6

19.1

Sources: US Census Bureau, http://www.census.gov/prod/2009pubs/p60-236.pdf.

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Table 2 Educational Trends in California (2008) Education (CA)

Asian 956,000

Black 416,000

White 2,057,000

Chican@ 3,173,000

Total 6,602,000

High School Dropout % (National)

53,000 X

23,000 12

133,000 8.8

138,000 22.3

358,000 9.3

CA Higher Education Enrollment

26,000

6,000

38,000

36,000

116,000

CA Freshmen College Enrollment Rate

0.48

0.27

.29

.26

.31

CSU Eventual Graduation Rates

0.623

0.274

0.547

0.363

0.497

College Graduate or More % within group

52.6

19.6

29.6

29.3

CA K-12 CA Public High School Graduates

Sources: Statistical Brief on Graduation Rates, CSU Office of the Chancellor, Analytic Studies March 10, 2008; http://www.cpec.ca.gov/OnLineData/GenerateReport.ASP; http://www.census.gov/compendia/statab/ 2010/tables/ 10s0224.pdf. http://www.census.gov/compendia/statab/2011/tables/11s0266.pdf. This situation is significant because Chicanas/os make up about 65 percent of the Latino national population and 85 percent of those in California. Chicana/o underrepresentation in higher education presents a crisis to the state and nation, as has been noted in several recent studies (e.g., Public Policy Institute of California 2009 and Civil Rights Project Report 2011). Skills Gap Projected in California Presents an Urgent Crisis The state’s negligence in funding public education places California at great risk. Without making higher education accessible to those who most need it, the state will not be able to respond to the needs of the economy, infrastructure and human services. According to the Public Policy Institute of California (PPIC), the supply of college-educated workers is estimated to fall short by one million in 2025 and presents incredible challenges to the prosperity and future of California. The gap cannot be reduced without a substantive investment in education at all levels and without concentrated efforts in expanding access to success in college education for racial minorities, particularly the Chicano/Latino communities. PPIC recommends increasing the college-going rates of high school students and improving graduation rates of CSU-enrolled students. However, these objectives are impossible when the general education fund continues to decline, particularly over the past 10 years, and correspondingly, college tuition fees have more than tripled. This trajectory cuts access to quality public education and hurts graduation rates of students within the California State University system. In 1980, the California education fund was 17 percent of the total budget; and in 2007, 10 percent. The damage is evident in the poor graduation rates. Minority first-time freshmen’s graduation rates have suffered the most, with only about 30 percent to 38 percent completing their B.A. within eight years. The dropout rates are associated with several factors including, in order of frequency: 1) work related, 2) family/personal, 3) other financial reasons and 4) class availability, according to the CSU System Office of Institutional Research Graduation and Retention Report 2004. Contrary to popular thought that academic factors are primarily responsible for the high dropout rates, academic problems accounted for only 4 percent of the reasons for leaving the university. The defunding of public education has complicated access to higher education and completion of college

once in. Students face higher tuitions and the need to work more than older generations did. In their first Civil Rights Report on the CSU system (February 2011), Patricia Gándara and Gary Orfield elucidate the effects of the recession on many students’ families: one or more parents had been laid off, parent(s)’ salary was reduced, their home was foreclosed, family lost medical coverage, parents cannot pay bills and provide less support for school. Students are having more difficulties attending college because of higher fees, increased expenses, cannot find employment, need extra working hours, and family cannot help as much. Many students, particularly Latinos and Asian-Americans, had even reversed roles with their parents, helping them get by. And while many students reported recession-related hardships, the most impacted, disproportionately, were Chicana/o and Black students. Given the socioeconomic disadvantage of the minority populations in accessing equal public education K-12, the university must support remediation programs that help students reach college-level courses. But to the contrary, the office of the chancellor mandated remediation changes – i.e., early start – that will limit access to first-generation students, particularly Chicanas/os, Blacks, and Southeast Asians (Laos, Hmongs, Miens, Cambodians). The early start remediation will push college requirements into the summer, presenting burdensome costs and rigid timeframes to students already coming from the most recession-impacted families. Exclusion of these student populations from higher education denies them and their communities access to social mobility and improved quality of life in times when higher education is indispensable for economic security. Closing the door to working-class and minority students is not an option in a democratic and just society. Therefore, the university must invest time and resources in orienting its teaching/services to meet the needs of our typical students (i.e., lower SES and minority). This recommendation also requires the diversifying of its faculty in all universities. Diversity Must Become a Core Value in Higher Education Although diversity is a stated core value in many universities’ mission statements, strategic plans and affirmative action plans, it has yet to become a practiced value and goal of higher education. The hiring of fulltime faculty of color is important not only to the production of knowledge, but also to the success of all students, who will benefit from a university

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culture that reflects a broader universe of experiences and knowledge. As the student enrollment becomes more diverse, a diversified full-time faculty becomes more important for several reasons: it brings new perspectives that inform the curriculum and research; it reduces group think in university, college and departmental committees; it enriches the academic experience and maximizes the universe of knowledge in the classroom; it prepares future professionals that are well equipped to work and to live constructively in an increasingly diverse society; and it improves the graduation and success rates of underrepresented minority students. Recruiting diverse faculty must be actively pursued by the university’s administration, human resources, affirmative action office, colleges and departments. Particularly after Proposition 209, the widespread misconception that race cannot be used as a consideration in hiring must be corrected. The use of race as one element of diversity that can enhance the academic experience of students, staff, faculty and community is legal under the current federal affirmative action law. California Proposition 209 language noted that the public university was not prohibited from actions promoting diversity and equity that were required by federal law and by funding obligations. In the last 10 years, however, the general institutional orientation that the consideration of race (i.e., underrepresented minorities) is illegal has hurt equitable and fair hiring practices at California State University. The exclusion is evident in the gross underrepresentation of faculty of color at the university, particularly Chicanas/os (see Table 3 and Figure 1).

African-Americans were in the colleges of education and health and human services. With the exception of these two, the other five colleges failed to diversify their faculty at a time when many senior professors were retiring. In the third most diverse college, Social Science and Interdisciplinary Studies has 115 full-time professors, and over the past nine years (20022011) Chicana/o full-time faculty declined from 12 to five. This situation is grave for many reasons. For one, the declining institutional support for diversity and for faculty of color disadvantages historical minority students on campus. The university denies minority students a sense of belonging and connection to the conveyors and producers of knowledge, which are conditions basic to the academic success of all students. The absence of minority faculty and curriculum, which reflect a multiethnic and multiracial society, shortchanges our students from world experiences and knowledge that can guide them to live constructively and productively in our diverse and globally interconnected society. In the CSU system, for every 100 Asian-American students, there are about 3.8 Asian-American faculty; for every 100 Black students, 3.7 faculty; for every 100 White students, 10.4 White faculty; and for every 100 Chicana/o students, 1.6 Chicana/o faculty (See Figure 1). A Matter of Justice: The Choice Between Democracy and Aristocracy The state must support public higher education as a matter of justice

Table 3 California State University Faculty and Student Diversity (2009) Asian

Black

White

75,474

17%

24,614

152,619

2,831

12%

911

15,894

All CSU FullTime Faculty

1,704

16%

430

7,217

All CSU Lecturers

1,017

400

7,864

CSU Faculty

All CSU Student All CSU Faculty

% 35 % 70 % 68 % 72.

Chican@

Other

Total

109,193

25%

73,154

17%

433,054

1,813

1,254

5.5%

834

456

10,641

862

725

10,868

1,396

688

22,703

All Faculty Sacramento

162

12%

1,085

Full-Time Faculty Sacramento

108

16%

462

78 % 67 %

Sources: Changing Faces of CSU Faculty and Students: Vol. III, March 2010; CSUS OIR 2010. In a local glimpse of the CSU system trend (see Table 3), Sacramento State Office of Institutional Research data shows that the numbers of fulltime minority faculty have remained stagnant or declined across most colF leges from 2000 to 2009. Out of 688 full-time faculty (including probationary/FERPs), there were 57 Latinas/os (8 percent) and 36 African-Americans (5 percent). Fifty-two percent of the Latinas/os and 45 percent of the

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and democracy. Failure to do so creates an aristocratic system in which access to higher education is largely based on inherited status, with the more affluent, generally White families securing for their children access to college and the common families – working class and minority – being less able to do so. Chicanas/os have the largest K-12 student population but have the least representation of college graduates and faculty, nurtur-

Figure 1 CSU Ethnic/Racial Representation of Faculty per 100 Students (2009) All CSU Faculty

All CSU Student

433,054

152,619 109,193 75,474 2,831 (3.8) Asian

73,154 24,614 911 (3.7) Black

15,894 (10.4) White

ing racist stereotypes that marginalize them. The falling numbers of minority faculty and poor graduation rates for minority students reflect a systemic devaluation of equity and diversity in higher education. Further, the values of democracy and pluralism ring hollow when access to quality education is determined by ascribed categories, like race and class, and when diversity is not valued as a source of universal knowledge and creativity and as a reflection of the larger society. The state and nation must challenge the racial and class borders to higher education. The use of borders, as opposed to barriers, clarifies the nature of disadvantages faced by working-class and racial minorities in our educational system. Barriers connote limitations located within the Latino communities, e.g., low-socioeconomic or first-generation college students. Borders boldly underscore group power inequities and priorities, whereby those with power monopolize resources like occupations and education. Simply, the wealthy refuse to pay their ethical share of taxes, and ethnocentric nativists attack racial and cultural diversity. These political acts create educational borders, privileging some and marginalizing many others not on the basis of merit but inherited status. Although abundant scholarship theorizes educational inequalities/achievements, I only highlight the value of understanding educational inequality by considering the factors of historical context, power inequalities, and thus the emergent patterns of educational success/failure in higher education. In other words, to understand Chicanas/os educational achievement, one must look at the history of institutional exclusion, de jure segregation, and eventually post-civil rights liberal reforms that lacked continuity and widespread support, as evidenced in a series of anti-affirmative action movements that diluted and weakened civil rights’ goals (i.e., UC v. Bakke 1978, Proposition 209 in 1996, Grutter v. Bollinger 2003). Further, a history without an analysis of power relationships and domination trivializes educational inequities. For instance, benefactors of past segregation or today’s proponents of equality of opportunity through colorblind programs claim reverse-discrimination by programs targeting histor-

1,813 (1.6)

Chican@/Latin@

1,254 (1.7) Other

22,703 (5.2) Total

ically marginalized communities. Simply, the educational playing field has never been fair or equal; and from the given trends, it is becoming very unequal. Therefore, any analysis ignoring historical context and power inequalities reproduces the facile and hegemonic deficit-barrier discourse that attributes Chicanas/os’ poor academic achievement to deficiencies within their cultures and/or simply as a matter of socioeconomic status. In these difficult times of budget deficits, furloughs and student fee increases, the state and California State University cannot diminish its mission to offer accessible quality education that prepares future generations of professionals and leaders to be competent and effective practitioners of their field. The inclusion of minority students and faculty from historically underrepresented populations becomes indispensible to the university’s educational role of producing and teaching critical knowledge with standards that reflect a broad universe of experiences and that merit the title of university education.

Manuel Barajas, associate professor of sociology at California State University-Sacramento, specializes in social inequality, migration studies and Latina/o studies. He recently wrote the book The Xaripu Community Across Borders: Labor Migration, Community, and Family (University of Notre Dame Press).

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Magnetic, Charismatic, Passionate Leader: Gilberto Cárdenas

LEADERSHIP

by Clay Latimer

ilberto Cárdenas had been at the University of Texas for 20 years when Notre Dame approached him in 1999 with the idea of establishing an institute for Latino studies at the university. It seemed like a dream job, one of the best in the nation for a Hispanic academic, but Cárdenas turned it down on the spot. “It just didn’t interest me,” said the internationally recognized scholar. On the surface, Cárdenas was well established at Texas, where he ran a groundbreaking Latino studies program, had started a national radio program for Hispanics and owned a commercial art gallery in Austin with the largest collection of Hispanic art in the country. But another concern nagged at Cárdenas: he had been unhappy during his days as a Notre Dame graduate student, an era in which only a handful of Hispanic students could be found at the country’s premier Catholic university. “I was very conflicted as a graduate student at Notre Dame,” said Cárdenas, who earned a Ph.D. in 1977. “It never occurred to me the university might have changed” ... but “I eventually decided to take the job.” Neither Cárdenas nor Notre Dame has ever regretted the decision. Today Cárdenas is assistant provost at the university, a prodigious fundraiser and research entrepreneur, and a member of the Smithsonian Institution Latino Board and the President’s Commission on Creation of the Museum of the American Latino. He’s the author, editor, co-author or co-editor of eight books and monographs, including Loz Mojados: The Wetback Story (with Julian Samora and Jorge Bustamante), a seminal text in Latino scholarship. But what sets Cárdenas apart is the Institute of Latino Studies (ILS), an interdisciplinary program designed to increase Notre Dame’s commitment to Hispanics, a predominately Catholic group. The institute plays a pivotal role in understanding of the Latino experience in the United States, providing information and data to educators, policymakers and political leaders. Since 1999, when ILS began, Notre Dame has also been the headquarters of the Inter-University Program for Latino Research, which Cárdenas started at Texas. The national consortium of 24 academic research centers, including Texas and the Smithsonian Institution, works to advance the intellectual presence of Latinos in this country, with research centered around border affairs and migration, demographics, arts and culture, and Latino families. “When we moved here, we knew what we wanted to do – but we succeeded much faster than any of us imagined. We built a very large institute,

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not by intention; that’s just the way it developed,” he said. “It was just the right place at the time with the right people – doing the right thing, I think.” Cárdenas wasn’t always so certain of himself. Growing up in Los Angeles, he drifted into the streets as a teen, joining a gang that almost snuffed out his academic potential before it had a chance to surface. “I had a lot of difficulty in high school, behavior-wise,” he said. As he watched some of his friends head off to prison, Cárdenas found his bearings with the help of two high school teachers. After earning an associate degree in 1967 at East Los Angeles College, he moved on to California State College in Los Angeles – during a time when radical politics were taking hold among Hispanic students. From staging protests to organized marches, Cárdenas found himself at the forefront of the revolutionary fervor, even going so far as to document events with his camera. Without realizing it, he was laying the foundation for an art collection that today includes everything from paintings to photographs and videos to silk-screens. Meanwhile Cárdenas was making periodic trips to the border, the start of his groundbreaking work in immigration research. At the time, however, he didn’t consider graduate school, not until a professor singled him from a group of elite students. “We were wailing along, and he said, ‘When you get your Ph.D.’ ... Well, I thought a B.A. was a really big achievement. So I looked at him and realized he was looking at me. That was the first time I ever really thought about getting a Ph.D. He kept prodding me, recommended that I approach Notre Dame.” Arriving at Notre Dame in 1969, Cárdenas fell under the influence of Julian Samora, the first Mexican-American known to have received a doctorate in sociology and anthropology in the United Stares. During his years in South Bend (1959-95), Samora transformed Notre Dame into a hot spot for Mexican-American graduate students, many of whom received doctorates and went on to high academic positions in Mexican-American studies programs that proliferated because of Samora’s pioneering success. He also helped found the National Council of La Raza, widely regarded as the premier Mexican-American civil rights organization, and initiated research into the cultural links across the United States-Mexico border. “He was very instrumental in training me,” he said. Cárdenas was among the first scholars to cross the border and research the experience of the undocumented worker coming to the

United States, gaining a reputation for resourcefulness. One time, he sat in a federal prison with a group of undocumented immigrants who had been arrested trying to cross the border. From 1972 to 1974, Cárdenas coordinated a census survey of South Bend’s Spanish-surnamed population, directed a research project on the Spanish-speaking population of two Chicago communities and compiled a 269-page report on illegal aliens in urban labor markets, which became his thesis. But with only a handful of Hispanic students and one faculty member on the campus, Cárdenas felt isolated and culturally adrift at Notre Dame, and quickly turned to political activism. Through protests and rallies, he demanded that the university take steps to recruit more Latinos, provide more financial aid and expand the Hispanic studies curriculum. One day, he was on his way from California to South Bend when he spotted a car with Notre Dame and United Farm Workers bumper stickers. Curious, he pulled up to the car in a parking lot and before long was touring the Michigan and Indiana farms where migrants worked. It was the start of a long relationship with the group. “I saw wretched living conditions, people living in box cars,” he said. Cárdenas tempered his political activism once he arrived at the University of Texas and became head of the Latino studies program. “Not a lot was happening at the time in terms of faculty hiring,” he said. “It’s a very important institution in a very important state for minori-

ty populations. We built a very strong faculty through the collective work of a lot of people as well as the support of the administration. I’m very proud of that.” In 1993, Cárdenas was appointed to the national board of directors of the Mexican American Legal Defense and Educational Fund, a leading Latino civil rights and advocacy organization. Meanwhile, the time was right for Notre Dame to start a program as a new century neared. Data from the 2000 U.S. Census revealed that the number of Hispanics in the country exceeded 35.3 million, a 58 percent increase from 1990 census figures. That increase moved Hispanics ahead of Blacks – 34.7 million – as the country’s largest minority. By region, the greatest percentage increase of Latinos happened in the Midwest (81 percent). There was another crucial figure to consider: 70 percent of the Latino population in the United States identified themselves as Catholic. “We aspire to be the nation’s leading Catholic university, and that increasingly means serving our Latino population,” Notre Dame VP Tim Scully said about the hire. “Gil is magnetic and charismatic, a passionate and great leader. We want him to deepen and broaden the set of intellectual resources we have here for teachers and students.” Cárdenas was in constant motion in 1999: he relocated the InterUniversity Program for Latino Research to Notre Dame, moved more than 100 works of art in his collection to the campus, was named to the first Smithsonian National Board for Latino Initiatives and was one of six people appointed to an advisory committee of the new Millennium Scholars Program, the billion-dollar program started by the Bill & Melinda Gates Foundation. He also started pulling in large amounts of grant money. “We were getting grants the first semester. By the second or third year, we were the leading unit in the university outside the college of science in getting outside money. Over the years, we’ve raised a little more than $23 million, and I think that’s made everybody happy,” he said. Cárdenas hasn’t slowed in recent years. He opened an outreach center in Chicago and oversees the Centers for Latino Spirituality and Culture; Migration and Border Studies; and the Study of Latino Religion. Through these centers, the institute co-sponsors conferences on such issues as migration and theology, publishes research papers and studies and has enabled students to work directly with immigrants. Notre Dame launched a task force in 2008 dedicated to improving the educational opportunities available to Latino children by doubling their enrollment in Catholic schools. He was also appointed by President Bush to a commission to study the creation of the National Museum of the American Latino, in 2008. President Obama kept him on the committee following his election. As the number of Hispanics continues to surge across the U.S., Cárdenas is determined to keep pace before handing off the directorship of the institute to his successor. “I think it will be in good shape,” he says.

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