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AUGUST 25, 2014

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Mentoring Critical forInnovators At-Risk Students MFA Program for

VOLUME 24 â&#x20AC;˘ NUMBER 21 19

SocialGraduation Class and College Latino RatesAchievement Propelled

LATINO KALEIDOSCOPE

Immigration Reform “Todo Un Quilombo” rgentines have a word for this: “quilombo.” In the street vernacular, it means things, or whatever, are a mess, in discord, conflicted; an uproar where sensitivity is trumped by self-serving rhetoric. That’s the current state of immigration reform in the U.S. – “todo un quilombo”-- where seemingly a thousand voices have risen in support or in repudiation of our immigration policies centered currently on an avalanche of young Central American children trying to enter the U.S. illegally. The arguments run from the White House Oval Office to Congress and governors’ chambers to church pulpits to parlor rooms over who and what got us into this mess. We’re at the juncture now of needing to do something but there is no good solution on what and how that involves a test of our moral and political will. There’s the more radical talk—loopy for sure to many-about Republicans and other detractors moving to impeach the president, for what they term his abysmal failure to resolve this festering problem that for many has spiraled out of control. Migration has always been part of the U.S. lore; a search of a better life in the land of milk and honey, particularly for Latinos south of the border. No one has really explored the genesis of the current children’s odyssey, primarily from three Central American nations: Honduras, El Salvador and Guatemala. Children too young to understand the background of their upheaval know only that they were packed up and sent out on their thousand mile journey to what they been told is nirvana and for some, where their parents or kin, probably also illegal, await them. Did these children concoct the plan? Of course not, but their elders did and this latest ploy is seen by many as being more about family reunification and the benefits of U.S. residency than an escape from gangland tyranny. Americans, which now includes a Latino population approximating over 50 million, are benevolent people; many once immigrants themselves, and would welcome them, or so the kiddie émigrés have been told. President Obama and his advisors frankly seem lost on what to do. He says he can get it under control if his Republican nemeses give him some space. Illegal children crossing to the U.S. took a dramatic leap when word got out in those Central American countries that

By Carlos D. Conde

kids got a free pass into the U.S. if they made it to the U.S.Mexico border. Over 60,000 Central American children have successfully taken this journey in its most recent exodus. Once they cross, they turn themselves in to immigration officials who then turn them loose to a sponsor, usually a parent or a relative while they await their hearing. This is where the infamous “permiso” comes in. They or their guardians sign a paper pledging to appear in court later to adjudicate their case which can take years. Most never show up. The same policy also serves adult illegals. Because of the huge backload, the court date can take years and many of the illegal immigrants slip into the shadows forever, while learning how to game the U.S. welfare system like free schooling and medical care. Desperate situations call for desperate solutions but there seems to be few except for U.S. authorities trying to play hard-nose with its enforcement policies, and triggering strong dissent from some of the American constituency which takes us back to the blame game. Democrats and President Obama lay it on a George W. Bush policy in 2008 for apprehended children not from Mexico or Canada. The Trafficking Victims Protection Reauthorization Act of 2008 provided new protections for children traveling alone, such as an immigration appearance now so backlogged it takes years to get a hearing while the youngsters roam free. President Obama hauled in the presidents of the three Central America countries to the White House to vent his frustrations and the grief it was causing him. He told them the U.S. can’t always be a refuge for people or children from countries with social upheavals and they need to do more to alleviate a problem of their own making. They listened but none offered any concrete solution or approach to a dressing down that they know comes with a big bark but little bite.

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. HISPANIC OUTLOOK

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MAGAZINE® AUGUST 25, 2014

Contents 6

For Undocumented Students at CUNY, Obstacles Remain

by Frank DiMaria

Mentoring Is Critical for At-Risk Students by Angela Provitera McGlynn

Jim Estrada’s Tipping Point: Investing in the Hispanic Market by Sylvia Mendoza

Student Parents Struggle to Balance College and Children by Michelle Adam

Coll eg e ge A ff rd dabil li ty t y fr Low In ncom me A dult ts Improving Returns o Ivestment f or F milie and Soci o iet y

Barbara Gaul, Ph.. Lindsey Reichli, .A . Stephan ni e Rom án

Talking About Social Class Reduces College Achievement Gap by Angela Provitera McGlynn

Cover photo: Fotolia

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

Departments 3

Latino Kaleidoscope by Carlos D. Conde

Scholars’ Corner by Alonzo Campos

Article Contributors Alonzo Campos, Frank DiMaria, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera

Book Review Latinos in an Aging World: Social, Psychological, and Economic Perspectives Reviewed by Mary Ann Cooper

Interesting Reads

Uncensored by Peggy Sands Orchowski

Back Priming the Pump cover Battling the Homefront

Publisher and Editor Nicole López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander Art & Production Director Wilson Aguilar Art & Production Associate Jenna Mulvey Advertising, Marketing & Sales Director Robyn Bland

Editorial Office 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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IMMIGRATION

For Undocumented Students at CUNY,

Obstacles Remain By Frank DiMaria

antiago Hernández came to the U.S. illegally as a child from his native Mexico. He remembers running as fast as his legs could carry him from point to point, as he, his mother and his younger brother were pursued by the border patrol. He remembers all too well how he couldn’t stretch his legs while riding in a minivan with 20 other undocumented Mexicans. And he remembers the flight to New York City where he and his family moved in with his grandmother and uncle. Like many undocumented immigrants, Hernández didn’t view education as important. He assumed he would work as an unskilled laborer in the underground economy after graduating high school. After his freshman year at the Secondary School for Research in Brooklyn, he lied about his age to obtain fake documentation indicating he was 21 so he could get a job working with his uncle. For that entire summer they would rise at 4 a.m. to fix ships in dry dock for the U.S. military. The work was difficult, dangerous and smelly. But each week he came home with a check for $560, enough to sustain himself, his mother and brother. Although it seemed like a lot of money to Hernández, by his junior year he realized that his current life would also be his future life. This thought de-

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Co-author, Joshua Steckel

IMMIGRATION pressed him and he began taking a different view of education. With his sights set on higher education he sought the support of a college counselor named Joshua Steckel. “He felt that the work (he was doing) was not only dangerous but also dehumanizing. And it forced him to grow up in ways that were not altogether positive and that he didn't feel great about,” says Steckel. “At the same time I think he felt a tremendous tension between all of the ways in which he was very uncomfortable with that work and this sense of pride and optimism about being able to come home and support his mom and his younger sibling. So that tension was really difficult for him.” Steckel shares his experiences counseling low-income, undocumented immigrant students in a book he co-wrote with his wife Beth Zasloff titled, Hold Fast to Dreams; A College Guidance Counselor, His Students, and the Vision of a Life Beyond Poverty. Hernández had a dream of being a police officer. He shared that dream with Steckel, although he knew that being a poor undocumented immigrant without a Social Security number would make it difficult to pursue it. Steckel, however, was more optimistic than Hernández. Steckel knew that most obvious choice

Co-author, Beth Zasloff

for Hernández was to apply to the City University of New York (CUNY), where citizenship would have no bearing on admissions. CUNY’s policy states that students without Social Security numbers pay in-state tuition if they sign an affidavit indicating that they are working toward legalizing their immigration status. What’s more, all New York City public school students who graduate with an 80 or higher average – regardless of their immigration status – also receive a $1000 per year scholarship toward tuition from CUNY. “In New York City, CUNY is the most feasible option (for low-income, undocumented students) because it is the lowest cost and they are not supposed to require that a student share a Social Security number,” says Steckel. “The reason that the State University of New York system does not work well for the undocumented students that I work with is that the cost of attending is just so high for my students to go to a residential college in the SUNY system. While many of them can gain admission, it’s anywhere from $15,000 to $20,000 per year and without any sources of state or government aid, it’s not a feasible choice,” says Steckel. In theory, Hernández should have been able to attend CUNY without documentation, but when he put that theory into practice he encountered a series of roadblocks that locked him out of the system. HISPANIC OUTLOOK

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IMMIGRATION

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What Hernández experienced was a sense of hopelessness because there are so many confusing tiny but diﬀerence – making obstacles.” Joshua Steckel, co-author

“Many lower level administrative staff who function as gatekeepers don’t understand that they’re not allowed to ask for Social Security numbers and that CUNY has a system for assigning all students a random ID number to prevent their status from being something that keeps them out,” says Steckel. In March of his senior year, Hernández received word that the John Jay College of Criminal Justice accepted him through its SEEK (Search for Education, Elevation and Knowledge) opportunity program. The SEEK program equips students with the academic skills and self-concept that enable them to succeed and build a sense of community with others in the program, like the advisors who act as their mentors and ongoing supporters during their time in college. “SEEK and other support programs like it are incredibly important pathways to college for all the students I work with. The reason they are of importance to undocumented students is that while undocumented students cannot qualify for sources of federal and state aid without a Social Security number, they can qualify for separate sources of funding that SEEK students are eligible for,” says Steckel. Steckel had done his homework and was certain that Hernández would be able to attend CUNY as an undocumented immigrant and receive financial assistance from the state. A representative from the New York State Higher Education Services Corporation told Steckel that citizenship status does not affect eligibility for SEEK. However, although he was told that Hernández would be eligible for a stipend through the SEEK program that would help him pay for books and travel, he later learned that Hernández was ineligible for the stipend.

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The counselors at John Jay College just did not know how to handle Hernández’s situation. “No one that he was working with at the college seemed to understand that in fact he was eligible to begin at the college without a Social Security number and he was eligible for SEEK funding without being able to furnish a Social Security number,” says Steckel. Hernández made frequent visits to the school during May and June of his senior year to find scholarships he was eligible for and to determine the steps he needed to follow to register. But with each visit and in each office he confronted more and more obstacles. In one office he was turned away because he could not produce a record of his mother’s income because she had been babysitting and had not paid taxes. In another office he was given a very confusing form that asked for his immunization records, including proof he received the meningitis vaccine. Although Hernández could produce detailed records of the immunizations he had received, he was never immunized for meningitis. What the clerk in this office failed to share with him was that he could have simply signed a waiver for the meningitis vaccine and submitted the health records he had brought. “It’s really confusing. What Hernández experienced was a sense of hopelessness because there are so many confusing tiny but difference-making obstacles,” says Steckel. Hernández had a true support group at Secondary School for Research and a true college counselor in Steckel. Although he knew he could rely on that support group, his high school graduation was not a celebration. They system designed to educate America’s youth was not working for him. “As we were celebrating all the different places that other kids were going, I think he was feeling a real sense of loss and sadness that this is not going to be the pathway forward for him,” says Steckel. Hernández did ultimately find his way into a class at Kingsborough Community College in Brooklyn. “That moment during the initial roll call when they called his name and he says, ‘Is this where I’m supposed to be?’ The professor responds, ‘Yes, you belong here,’ that was a tremendously moving moment for him,” says Steckel. Hernández’s family cares very deeply for him, says Steckel, but they also question his commitment to continue his education without having documentation. “His family says it is unclear where it will lead him or if it will open any different opportunities. They believe that even with a degree as long as he doesn’t have papers he is not going to work outside the underground economy,” says Steckel.

IPNENR R POO SVPRAET TSCI TOI N V SE S& P R O G R A M S

Mentoring Is Critical for

At-Risk Students By Angela Provitera McGlynn oes having a mentor make a difference in a student’s life, particularly in an at-risk student’s life? When talking about at-risk students, we are referring specifically to students who come from low-income families, are members of minorities, particularly Latinos and African-Americans who are the first in their families to go to college, and students who are confronted with life circumstances that create barriers to their thriving and success. A newly released report, the first nationally representative survey of its kind, explores young people’s experience of mentoring and examines the mentoring effect on aspirations, academic achievement, and community involvement.

The report, entitled, The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring, was released earlier this year by MENTOR: The National Mentoring Partnership. MENTOR’s mission is to close the “mentoring gap” so that all young people have the support they need to succeed at home, at school, and ultimately at work. MENTOR collaborates with a network of Mentoring Partnerships to make this possible. The research for this report had support from AT&T, and was written by Mary Bruce and John Bridgeland of Civic Enterprises in partnership with Hart Research. What makes this report compelling is that it reveals a very powerful mentoring effect shown by life

Having had a mentor is correlated with engaging in more positive activities for at-risk youth. At-risk young adults who had a mentor*

At-risk young adults who did not have a mentor*

I always planned to enroll in and graduate from college. 76% 56% I regularly participated in a sports team, club, or other extracurricular activity at my school. 67% 37% I held a leadership position in a club, sports team, school council, or another group. 51% 22% I regularly volunteered in my community. 48% 27% * At-risk youth surveyed who had a mentor = 32% of all young adults at-risk who did not have a mentor = 20% of all young adults

Source: The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring, MENTOR: The National Mentoring Partnership, 2014.

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PE A L R R PD SP O E RE R T SC THIIVP E/ SR O L E M O D E L S experiences of those mentored and on their improved academic, social, and economic prospects. The survey shows that a growing mentoring network system has the potential to meet many of our national challenges, and can strengthen the academic success of our students, as well as their contributions to the communities where they live and ultimately on the overall economy. The mentoring network is indeed growing. In the early 1990s, an estimated 300,000 at-risk young people were engaged in a mentoring program. Today, there are 4.5 million at-risk students matched in formal mentoring relationships and another 10.5 million at-risk young people in informal mentoring relationships with teachers, coaches, extended family members or neighbors. Mentoring is critical for at-risk students. Very early research showed that when examining the lives of children who had multiple barriers for success in their way, a critical variable in the lives of those children labeled “resilient,” because somehow they had beaten all the odds against them, was that they had people in their lives who took them under their wings. This Mentoring Effect survey found that despite the huge increase in formal mentoring networks, there are still 1 in 3 young people who reach adulthood never having had the benefits of a mentoring relationship. This amounts to 16 million people who have never had any type of mentoring relationship. An estimated 9 million at-risk young people without a mentor are less likely to graduate from high school, go on to college, complete a degree, or achieve social and economic mobility. Another finding from the study is that with each additional risk factor in a young person’s life, the less

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We will need to integrate mentoring into a myriad of approaches to youth development to ensure all youth who need a mentor have access to one.” David Shapiro, CEO of MENTOR: The National Mentoring Partnership

likely that student will connect with an informal mentor. As the report states: “This finding suggests a systemic shift to leverage quality mentoring programs to introduce mentors to young people who face a great number of risk factors is a powerful and necessary strategy.” David Shapiro, CEO of MENTOR: The National Mentoring Partnership, also reinforced the report’s conclusions. “Through the voices of young people a singular message comes through loud and clear – that mentoring is linked to their ability to do better in school, their desire to take on leadership roles, and their aspirations and commitment to attend college… But their experiences also tell us that mentoring is often left to chance and that we will need to integrate mentoring into a myriad of approaches to youth development to ensure all youth who need a mentor have access to one.” The Mentoring Effect survey draws on conversations with more than 1100 young people ages 18 to 21 years-old on the topic of mentoring relationships in three major areas: 1. Mentoring’s Connection to Aspirations and Outcomes 2. The Value of Mentors, and 3. The Availability of Mentors Additionally, the report is a product of a literature and landscape review of several of the most rigorous research findings on mentoring. The Mentoring Effect report also benefits from insights of leaders in business, philanthropy, government, and education. In terms of aspirations and outcomes, the report shows that at-risk young adults (18 to 21) who had a mentor: • are more likely to aspire to enroll in and graduate from college than those who did not have a mentor (76 percent versus 56 percent) • are more likely to be enrolled in college than those who did not have a mentor (45 percent versus 29 percent) • are more likely to report participating regularly in sports or extracurricular activities than those who did not have a mentor (67 percent versus 37 percent) • are more likely to hold a leadership position in a club, sports team, school council, or another group than those who did not have a mentor (51 percent versus 22 percent) • are more likely to volunteer regularly in their communities than those who did not have a mentor (48 percent versus 27 percent) When asked about the value of mentors, those

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PER R PO S PR ET SC T I V E S who had mentors said the mentors provided valuable support and guidance in many areas of their lives. They mentioned help with their studies and also mentioned that mentors provided them with developmental support in terms of living their lives. Nearly 9 in 10 survey respondents who were mentored said they are interested in becoming mentors. This finding supports the earlier finding that mentoring is correlated positively with higher rates of leadership and volunteering. Young people without mentors were more likely to have struggled with attendance, behavior problems, and course performance. They were 10 percentage points less likely to have an informal mentor than those without risk factors. Four in 5 (79 percent) of students with risk factors and these “offtrack indicators” do not have a formal mentor. As John Bridgeland, CEO of Civic Enterprises, said: This nationally representative survey confirms that mentoring can have powerful effects on youth in addressing the nations’ top challenges – the dropout epidemic, boosting college completion rates, and fostering a generation of young people who learn the habits of leadership… Mentoring must be a core component in our nation’s important work to close the economic mobility gap. The Mentoring Effect report outlines suggestions for moving forward in the effort to increase quality mentoring for all students. The report suggests opportunities for public, private, business, and philanthropic sectors to participate in making this a reality. Charlene Lake, AT&T chief sustainability officer and senior vice president for public affairs, has this to say: This report is evidence that mentoring has a lasting

impact on students. We all know that there are far too many students who lack that positive influence in their lives…The business community is in a unique position to have significant impact. Corporate employees all across the nation can fill this need by fostering mentoring relationships that can help set young people up for a lifetime of success. Experts say that corporate, philanthropic, and government funding would be another way contributions can be made to the mentoring effort. The report’s recommendations include: • utilizing mentoring to address national challenges • ensuring that young people most in need have a quality mentoring relationship • expanding local, state and federal public policies that advance quality mentoring • ensuring all structured mentoring is quality mentoring • supporting and increasing private sector engagement in mentoring • facilitating connections between research and practice • exploring innovations to close the mentoring gap Clearly, effective formal mentoring programs have the potential to improve people’s lives and solve many of our nation’s greatest challenges. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

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PPR ERR OOSGFPRIEA L CE MTSSI V E S

Jim Estrada’s Tipping Point:

Inve$ting in the Hispanic Market By Sylvia Mendoza

Hispanic or Latino? Habanero or Jalapeño? Mariachi or Merengue? Understanding the cultural nuances of U.S. Hispanics affects the success of your communication efforts in the Latino community…Don’t get burned.” This is the opening statement on the home page of the Estrada Communications Group website owned by Jim Estrada. The message is clear: knowing a Latino community and its cultural relevance can translate to corporate profit. However, can a Latino community profit from corporate marketing campaigns? For more than 30 years, Estrada, a marketing strategist and communications expert, has lived, breathed, promoted, developed and counseled corporations on how to relate to the Hispanic market. He has also tried to educate Latinos to their own power, pride in what they bring to the economic table – and the need to recognize their increasing cultural influence on mainstream society. Effecting change and awareness in media outlets is also important. “We’re at a tipping point,” explains Estrada. “There’s a misconception that we’re not part of the mainstream society. People still refuse to see Latinos as major players in this country, not only in private and public sectors, but also among ourselves. Every two to three years, there’s a great turn of events and

“

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Jim Estrada, Estrada Communications Group

PPERROS FPIEL CE TSI V E S right now, there’s a cultural revolution.” The cultural revolution revolves around Latinos. In a time when Mexican is the most popular ethnic food in America, tortillas outsell bread, and salsa outsells ketchup, outreach to the Hispanic market is absolutely necessary, says Estrada. The Hispanic community is both the target and the catalyst for unparalleled economic growth. Yet the Latino consumer remains untapped and misunderstood because of prevailing stereotypical images projected by media. Only 10 percent of the Fortune 1000 companies understand the need for diversity and a need of Latino inclusion in the workforce, marketing, employment, governance, boards of directorship, and consumer interaction, says Estrada. “It’s more than understanding the community and its language; you have to understand its culture, its values, its aspirations, and its dreams.” Estrada believes a public relations campaign is necessary to inform non-Latinos and Latinos of Latino contributions to the growth of this country. Estrada cites numbers: a 52 million population, the largest student enrollment in education, a third of the population in both California and Texas, 70 percent involved in the workforce (highest as an

ethnic group), and 50,000 Latinos who turn 18 every month and become eligible to vote. Yet that’s not the image portrayed by the media. A former San Diego-based news reporter and television anchor in the 1970s, Estrada learned early on in his career that there was a great divide in what the media choose to cover. “They used to tell me in the TV business, ‘We can’t afford to feature too many Latinos on general market television because our white viewers will change the channel,’ which translated to – we can’t afford to lose our advertisers.” That is not true today, he says. According to Estrada’s book, The ABCs and Ñ of America’s Cultural Revolution: A Primer on the Growing Influence of Hispanics, Latinos and mestizo in the USA, retailers, marketers, and non-profit organizations have their eye on the potential consumer, social, and political power of the Latino community, which has an annual purchasing power of approximately $1 trillion. Having worked as a community activist, television news reporter, public and corporate communications executive–as well as marketing consultant to Fortune 500 corporations and nonprofits–Estrada’s mission has been to bring the Latino community to a company’s attention – where both sides can win. Cultural relevance can start with knowledge of labels, the media, education, consumer power and traditional values. “Then we’d have a working knowledge of what this ethnic market is doing across the board in business, education, politics, health, and nonprofits.” The Labels According to The ABCs and Ñ of America’s Cultural Revolution, after World War II, Latinos moved from a 90 percent rural population to 90 percent urban. “By the end of the 20th century, “Hispanic” and “Latino” were the labels most people in the U.S. associated with the nation’s largest, non-European white population. Despite use of these labels, the meaning wasn’t explained and understood by mainstream society.” “Not all of us relate to those labels, but we can turn it around and make an all-encompassing label positive,” says Estrada. “No matter what you call us, we can have a national identity to make an impact. If you don’t like us from a color or social standpoint, lump us together and monetize the 53 million consumers. There’s power in numbers.”

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PPERROS FPIEL CE TSI V E S The Power of the Media The Hispanic community should understand how the media work and why they exist – and be willing to shatter stereotypes perpetuated by them. Estrada’s viewpoints of the media include: • Media has power to affect perspectives. “Media controls our perceptions and more importantly controls perceptions others have about us as Latinos. When people say, ‘You’re pretty articulate for a Mexican,’ that’s not a compliment.” • The media has the ability to develop long-lasting images. “Do we see positive images in the media around us? We’re not on welfare. We’re homeowners and pay taxes that help develop schools. We’re major voting blocks. We’re not a drain on society, we’re major contributors. We serve in our military and serve gallantly and heroically. Forty-five Latinos have received the Congressional Medal of Honor.” They need to portray these images. • Media inform the public of who we are. “We still have a lot of stereotypical attitudes of who Latinos are. Media perpetuates stereotypes. In a PEW research, 55 percent of the U.S. population thinks all Latinos are undocumented immigrants. In essence, 42 million of us are native born or naturalized citizens.” Although not easy, Latinos can stand up to the media and question poor and unfair representations of Latinos and offer alternative viewpoints. The Values Instilled Born in the port community of San Pedro, Calif., and raised in San Diego, Estrada was one of seven siblings, the son of a construction worker dad from Colorado and a mother from New Mexico who worked at a tuna cannery. The entrepreneurial spirit was born when he started painting cars as a business, at the age of 15, with support from all his family. “I went to vocational training programs at city colleges but I got tired of it. My dad taught us all that.” He joined the Air Force when he was 17. By the age of 19 he was an instructor after having aced electronic school. He had wondered how he’d compete. “The men were all white and all college educated. I came out in the top five.” That and his innate talent built up his self-confidence. The discipline and opportunity offered by the military catapulted him to take more risks. At 28, he returned to San Diego with a wife and

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It’s more than understanding the community and its language; you have to understand its culture, its values, its aspirations, and its dreams.” Jim Estrada, Estrada Communications Group.

two kids, and took advantage of a GI Bill, knowing the more educated he became, the better off his family would be. He attended community college and then received degrees in journalism and business entrepreneurship. Not only was he a student, he was an activist within his community with various organizations. When he earned a television internship, he loved it – and was later hired. Before long he went into corporate communications, and learned the power and necessity of outreach and involvement in community affairs. Working for companies like McDonald’s and Anheuser-Busch gave him a view of how cultural awareness can contribute to corporate success. When he moved to Texas, another Latino emerged. “It was like night and day to the West Coast. The clients were Tejanos before they were Mexican. They spoke primarily English.” He educated AnheuserBusch about this market, and the culturally relevant sound of Tejano bands, Spanish music and Selena, among other grassroots strategies. Taking that information to the marketing drawing table worked. “Soon we were the number one choice in this marketing population. “ As a marketing executive for McDonald’s, he worked with the Hispanic McDonald’s Owner/Operator Association (HMOA) and continued to develop a reputation for his culturally relevant marketing and community relation initiatives. In 1992 he started his own company and knew

PR ER O SF P I LEECST I V E S the direction he had to take. He set up shop in San Antonio, trusted his knowledge of the layout of the marketing land, the media, and the Latino community. He immersed himself in this world and filled a niche where the Latino market was validated and companies and communities could prosper. The Art Of Being Culturally Relevant Estrada continues to learn about marketing approaches and Latino communities. Bilingual commercials are filtering into television, for example. A current day commercial features a Latino teenager’s first day working at McDonald’s. At the drivethrough window, his first customers are his parents. “Mijo, mijo, it’s us!” they say. He looks embarrassed but proud. They order a Big Mac and papitas, take a photo with their smartphone and head out. Estrada recognizes the outreach. “Being culturally relevant means investing in people and learning about them. They are intertwined. Bilingual, educated, working middle class is one Hispanic market. There are many others.” Brands are always adapting and can benefit from this cultural investment. “Understand what it truly means to be a Latino today and you’ll reap more benefits. If you don’t, your competitor will,” says Estrada.

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Media controls our perceptions and more importantly controls perceptions others have about us as Latinos.” Jim Estrada

An Educational Perspective Estrada believes that powerful consumerism starts with education. However, the emphasis has to shift in order for Latinos to break stereotypes and have a stronger foothold in decision-making positions. For too long, the emphasis has been on the first child in a Latino family going to college, he says. “That’s passé,” says Estrada. “We have to assume people know that education – and not just a college education – is absolutely necessary to being a powerful force in this world.” Beyond the classroom, above average intelligence, creativity, and the ability to navigate through barriers and obstacles proves a different kind of intellect that builds character and values. “Not all kids have to be scientists or doctors, but change and influence depend on how well educated the Hispanic community is.” In addition, he feels the education system itself has to change. “‘Educate’ comes from a Latin term ‘to draw out from within.’ We have to get rid of these 100-year-old concepts that are not touching kids and inspiring them to think critically. If you can’t teach a kid something he’s proud of or challenge them to be critical thinkers, they’ll check out.” Correcting the pedagogy of curriculum to include contributions of Latinos is mandatory, he says, and parent involvement in and out of the classroom, including registering to vote and electing officials who represent their concerns on a policy-changing level. “The cheapest commodity is brain power. Surround yourself with people smarter than you. We need to expand our vision as to what is possible, starting with you as an asset.” Envisioning All That Is Possible If a company or organization wants to be profitable in America, it has to sell to the entire marketplace. Latinos are that major marketing force to be reckoned with. “We simply need to build campaigns based on our values in a changing society,” says Estrada. That means seeking collaboration and awareness between Latinos and non-Latinos, consumers and corporations, nonprofits and educational institutions. With a cultural relevance focus thrown in the mix, all sides can profit, literally and figuratively. “I’m not a militant,” says Estrada. “I’m a strategist. Once we get equality on that economic frontier, we get equality on other frontiers.” HISPANIC OUTLOOK

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PR R ER P OO SG PR ETASCMT SI V E S

Student Parents Struggle to

Balance College & Children By Michelle Adam ore than 1 in 4 college students – 4.8 million – had their own dependent children in 2012, up from 23 percent in 2008, according to a new Institute for Women’s Policy Research (IWPR) report. Of these, women college students of color were more likely to have dependent children than other college students. Almost half of African-American women students (47 percent), 39.4 percent of Native American women students, and 31.6 percent of Latina students were mothers. While some students of dependent children are able to graduate and live successful lives post-college, student parents are more likely to have higher levels of unmet financial need, to have low levels of college completion, and to receive higher levels of debt upon graduation. In addition, women, and especially women of color, who raise children more often than men while in college, face lower earnings than men and their white and Asian-American counterparts. According to IWPR, women with bachelor’s degrees earn only 73 percent of what comparable men do, and black and Hispanic work-

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PER R PO S PR ET SC T I V E S ers with bachelor’s degrees in general earn only 80 percent of what comparable white workers earn. Women are less likely to major in STEM (Science, Technology, Engineering, and Math) fields, an area of work that receives greater compensation than other liberal arts fields. “We have been trying to shed light on the experience of women who attend college who have children because we feel it is a part of the population that doesn’t receive much attention, and it is a substantial part of the college population, more so than people realize,” said Barbara Gault, IWPR vice president and executive director. “Many corporations and businesses have done a lot to balance family care and work, but colleges and universities haven’t taken this issue as seriously when it comes to students.” The report, College Affordability for Low-Income Adults: Improving Returns on Investment for Families and Society, released last spring by IWPR, is part of a series of papers on defining college affordability sponsored by the Lumina Foundation. It looks at how efforts to understand and improve college affordability can be informed by the experiences and circumstances of low-income adults, students of color, and students with dependent children. In this specific report that includes students as parents, IWPR set out to look at the attributes of lowincome students, and the needs they bring to the table that must to be met in order for many of them to be successful in college. According to the report, “Low-income students are more likely to be financially independent, to be first-generation students, to

Barbara Gault

“

Many corporations and businesses have done a lot to balance family care and work, but colleges and universities haven’t taken this issue as seriously when it comes to students.” Barbara Gault, IWPR vice president and executive director

be students of color, and to be parents. They have greater time constraints, less access to information about enrollment, careers, and financial aid, more unmet need, more health challenges, a higher likelihood of serious material scarcity, such as food insecurity, and difficulty paying bills and poorer labor market outcomes following degree attainment.” For many of these students, especially those with families, it is important for college to be affordable in a manner that makes their investments pay off in the long run. In order for this to occur, they need to be able to do the following: meet living expenses with a reasonable standard of living during and after school enrollment; anticipate substantial economic and social gain after graduation compared with a future without college; not experience cost as a significant barrier; receive long-term payoffs, including for their children, without excessive short-term financial strain; and receive a strong and efficient education from their institutions of higher education. Unfortunately, despite an increase in the number of students who are low-income (40 percent of undergraduate students had incomes under 200 percent of the Federal Poverty Level in 2008 compared to 51 percent in 2012), and a larger number of those attending school while raising children and having little money to pay their way, the levels of support available at the college level to these populations is minimal. “We do see that the proportion of students who have children has been increasing in the past 10 years, while college costs have risen,” said Gault. “And there have been Pell grant cutbacks that have made this more difficult, like getting rid of summer support.” Very few numbers of low income-students with dependent children received TANF (Temporary Assistance for Needy Families) benefits (in 2011-12, among students with children under 50 percent of HISPANIC OUTLOOK

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PER R PO S PR ET SC T I V E S FPL, only 7.4 percent received TANF benefits). Also, in terms of the Pell grant, the maximum amount of $5,645 for 2013-14 is low, especially for low-income students, and students with children, whose unmet financial needs are $6,480 per year, $1,500 more than the average unmet need experienced by all students. With more than 6 in 10 student parents working 30 hours a week or more to support themselves, their eligibility for financial aid tied to school credit hours is also reduced. While student parents have more responsibilities to balance than the average students, many don’t have the support from colleges to raise their children. “You are seeing the availability of child care on campuses diminishing and funding for child care diminishing,” said Gault. “The welfare rules that went along with 1996 Welfare Reform also made it harder for welfare recipients to be able to go to college and receive welfare benefits.” In order to balance out the needs of everyday life while attending college, community college students and for-profit students (many of which are Hispanic) are more likely to work than students in any other postsecondary educational setting, and 29 percent of student parents are enrolled in school less than half time for at least one month out of the school year. As a result, these students, and more specifically single student parents, are less likely to complete college within six years than other students, and among students with children who enrolled in college in 2003-04, 52.2 percent had left school with no degree or certificate by 2008-09, compared with 50.9 percent of independent students without children and 29 percent of dependent students (those with family support to complete college). And black and Hispanic women were less likely to complete a degree or certificate within six

“

Low-income students are more likely to be financially independent, to be first-generation students, to be students of color, and to be parents.” From IWPR report, College Affordability for Low-Income Adults: Improving Returns on Investment for Families and Society

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Coll eg e ge A ff rd dabil li ty t yfor frLow-Income Low In ncom me A dult ts College Affordability Adults: ImprovinReturns g Returns Ivestment or o F milieand andSociety Soci iet y Improving on o Investment forf Families

Barbar a Gaul , Ph.. Barbara Gault, Ph.D. Lindse y Reichli , .A . Lindsey Reichlin, M.A. Stephanie Román Stephan ni e Rom án

years of enrolling in college compared to white and Asian-American women. Another concern raised in this report is the fact that those women, and specifically women of color and those raising children, who do complete their degrees and certificates, tend to earn much less than their male counterparts upon graduation. “A lot of college students are raising children on their own, and this should create an incentive to get into the highest paying jobs as possible. But we are not succeeding in doing this, and should take this role more seriously,” said Gault. In an effort to change this, Gault suggested we provide more education about college options during the earlier schooling years, offer more financial support and family services, and, above all, look more closely at this population of women, and especially women of color, who are independently raising children, as an investment in the future of our country. “There are some trends that are moving in the right direction. A lot of colleges are trying to implement bundle service initiatives, creating centers where students can go and get support like tutoring, welfare support, and counseling. We are trying to help bundle child care into these services,” said Gault. “Also, in too many states, the grants are only available to full-time students, and states need to make grants and scholarships available to parttimers and students of children and those that have to work to support their families.”

IPNENROSVP AE TCI TOI N V SE /S P R O G R A M S

Talking About Social Class

Reduces College Achievement Gap By Angela Provitera McGlynn

income inequality has been on the front burner of many a political discussion, there are still many people who prefer not to talk about social class in America. Our nation was supposed to be merit oriented and based on equality for all. That idea is part of an “American Dream” mythology and is recognized by the researchers who created an ingenious one-hour intervention for first semester, first-generation college students that had a profound effect on academic achievement and transition to college. Past studies have found that first-generation college students tend to lag other students on a number of academic measures with lower grades and

higher drop-out rates. Colleges that understand the need to narrow this achievement gap both for the students themselves, who will not be able to move up the socioeconomic ladder without a degree, and for our nation that will be unable to meet the needs of a global work force, have made a concerted effort to recruit more low-income, first-generation, and minority college students, particularly Hispanics and African-Americans. Ironically, over the past 50 years, higher college enrollments of this underserved group have “continued to reproduce and widen, rather than close” an achievement gap based on social class (Duncan & Murnane (2011) and Fiske & Markus (2012).

Diversity-Education Condition Standard Condition

Cumulative GPA (End of First Year)

3.70 3.50 3.30 3.10 2.90

3.51

3.40

3.46

3.16

2.70 2.50

First Generation

Continuing Generation

Fig. 1. Mean end-of-year cumulative grade point average (GPA) as a function of generation status and intervention condition. Error bars show standard errors of the mean.

Source: Stephen, Hamedani, and Destin, Psychological Science, February 2014.

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IPNENROSVP AE TCI TOI N V SE /S&P RPORGORGARMA SM S Diversity-Education Condition Standard Condition

Number of Resources Sought During First Year

2.5 2.0 1.5 1.0

2.18

1.89

1.80 1.45

0.5 0.0

First Generation

Continuing Generation

Fig. 2. Mean number of college resources sought as a function of generation status and intervention condition. Error bars show standard errors of the mean.

Source: Stephen, Hamedani, and Destin, Psychological Science, February 2014.

First-generation students are students whose parents have not earned a college degree. Continuinggeneration students have at least one parent with a college degree. Is it possible to create a one-hour, practically no-cost program that can narrow the academic achievement gap between these groups of students at the college level? Apparently, it can, and such a program has done just that. A paper entitled, “Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition,” appeared recently in the journal, Psychological Science. The authors of the paper are Nicole M. Stephens, associate professor of management and organizations at the Kellogg School of Management at Northwestern University, Mar Yam G. Hamedani, associate director of the Center for Comparative Studies in Race and Ethnicity at Stanford University, and Mesmin Destin, assistant professor of psychology in Northwestern University’s School of Education and Social Policy and in its Weinberg College of Arts and Sciences. The researchers started with a straight-forward hypothesis: first-generation students may be lacking less in academic potential than in knowing what it means to be a college student and how to be successful. Lacking guidance from parents who don’t have the savvy about moving through the system of a college education, first-generation students are in

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greater need of college guidance to make the transition to college and to succeed academically. Citing previous research, the authors state that many first-generation students “struggle to navigate the middle-class culture of higher education, learn the ‘rules of the game,’ and take advantage of college resources… Because U.S. colleges and universities seldom acknowledge how social class can affect students’ educational experiences, many first-generation students lack insight about why they are struggling and do not understand how students ‘like them’ can improve.” The study took place at an unnamed private university and findings are based on 147 students who completed the project. Third and fourth year college students from diverse family backgrounds talked to two groups of participating students at the beginning of the first-year students’ academic semester. The programs were presented as being for all students so that first-generation students would not feel they were being stereotyped or stigmatized. In the “difference-education intervention,” third and fourth year student panelists talked about transitioning to college and deliberately but subtly mentioned ways that students’ different social class backgrounds affected their college experience. In the control “standard intervention” hour, student panelists also discussed transitioning to college but omitted any reference to social class. According to “Closing the Social-Class Achievement Gap,” “The key difference between conditions was

IPNENROSVP AE TCI TOI N V SE /S P R O G R A M S whether the panelists’ stories highlighted how their social-class backgrounds mattered for their college experience – that is, whether the participants [subjects in each group] learned content that was background specific. In the difference-education condition, the contrast between first-generation and continuing-generation students’ stories provided participants with a framework to understand how their backgrounds matter. This framework included the understanding that students’ different backgrounds can shape the college experience in both positive and negative ways and that students need to utilize strategies for success that take their different backgrounds into account. Students in the standard control condition, in contrast, were exposed to similar stories, yet these stories did not convey background-specific information about how students’ college experiences and strategies for success can differ according to their social class.” The findings are quite dramatic. Discussing social class with first-generation, first-semester college students had significant long-term positive consequences. The difference-education intervention improved first-generation students’ transition to college as measured by participants’ completion of an end-of-year survey and video testimonial. Additionally, the difference-intervention closed the social-class academic achievement gap by 63 percent as measured by participants’ cumulative GPAs at the end of the academic year. In the survey results, first-generation students reported better outcomes on psychological well-being, social fit, perspective taking and appreciation of diversity than their peers in the standard intervention. They also had higher grade point averages. They reported an increased tendency to take advantage of campus resources especially meeting with professors outside of class and seeking extra tutoring. How can these remarkable results be explained? How can a one-hour intervention make such a difference? Nicole Stephens says: “Students whose parents have earned a degree come to college with lots of know-how and cultural capital that helps them navigate college’s often unspoken rules… Talking about social class gives first-generation students a framework to understand how their own backgrounds matter in college, what unique obstacles they may face and see that people like them can be successful.” Stephens further states: “Our findings put some of the responsibility back on colleges and universities and ask them to rethink the kinds of programs and messages they develop in their efforts to create an inclusive environment for first-generation students.”

“

Talking about social class gives ﬁrst-generation students a framework to understand how their own backgrounds matter in college, what unique obstacles they may face…” Nicole Stephens, Northwestern University

The research findings also indicate that there were positive effects even for the standard intervention for continuing-generation students. Students in this group scored higher on measures for well-being, engagement and social fit than students who did not participate in the study, showing that the intervention can ease all students’ transition to college. There is a body of literature attesting to strategies that work to narrow the academic achievement gaps between low-income, first-generation and minority college students, groups that often overlap, and their middle and upper-class non-minority peers. These would include but are not limited to the following: • Bridge programs helping students transition to college • Financial aid such as Pell grants • Orientations to college tailor made for these underserved groups • First semester experiences that teach students how to be successful • Intrusive advisement and tracking of at-risk students • Tutoring and mentoring programs So now, added to what we know works to narrow achievement gaps, we can add a one-hour consciousness raising intervention that helps underserved populations realize the effects of social class on academic achievement, providing them with insights into how they can be academically successful and fit into the college environment. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books. HISPANIC OUTLOOK

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PERSPECTIVES

From the

Scholars’ Corner

By Alonzo Campos, MA, Doctoral Candidate, School of Educational Studies, Claremont Graduate University

Attending the 2014 American Association of Hispanics in Higher Education national conference in Costa Mesa legitimized my experiences as a graduate student pursuing a PhD degree in education at Claremont Graduate University. Being an AAHHE Graduate Student Fellow at the conference allowed me to embrace my scholar identity to its fullest potential. What led me to participate in this program was encouragement from AAHHE Fellow alumni. They shared with me their experiences and excitement of building a strong network of other graduate students. As a result of participating, I now feel confident in pursuing my education toward a tenure-track position as a professor. Being part of a community within higher education that fosters a culture of support is what everyone needs, but it begins with graduate school mentorship. I received excellent mentorship in the Mexican-American Studies Department at San José State University during my master’s program. Professors Magdalena Barrera, Genevieve Negron-Gonzales, and Marcos Pizarro were instrumental in my pursuit of applying and being admitted to a doctoral program. I could not have persisted in graduate school without their inspiring support, and I often take a moment to reflect on their mentorship. I have learned that a significant part of mentorship is sharing our experiences with others, making graduate school a rich experience. Being present at AAHHE, I

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witnessed collective mentorship taking place: faculty and administrators sharing their individual and collective struggles and triumphs with graduate student fellows. What an honor and privilege, but also a learning experience. Meeting other graduate students, faculty, and administrators really gave meaning to the saying, “it takes a village.” Indeed, it does take a village! And a critical part of building a community is sharing our experiences with one another, establishing a genuine sense of caring. A short conversation with a person can forever influence their next step to an outcome such as persisting in graduate school. I am thankful for my experience as an AAHHE Graduate Student Fellow. I look forward to continuing my graduate studies at Claremont Graduate University with the support of esteemed colleagues and professors, while representing AAHHE and encouraging others to apply for the fellowship and seek out an experience similar to mine. My interactions with those around me are heavily influenced by the sharing of experiences and knowledge, whether it is through a networking opportunity connecting friends who have a wealth of knowledge to share, or just encouraging others to act on their aspirations. I am part of a lively, collective community. As a suburban Chicano, I must quote Mr. Fred Rodgers and ask: “Won’t you be my neighbor?” ¡Adelante!

Interesting Reads

Latinos in an Aging World: Social, Psychological, and Economic Perspectives By Ronald J. Angel and Jacqueline L. Angel. 2014. 354 pp. ISBN: 978-1848725379. $49.95, paper. Routledge Publishing. New York, N.Y., (212) 216-7800 www.routledge.com/

Building a Latino Civil Rights Movement: Puerto Ricans, African Americans, and the Pursuit of Racial Justice in New York City By Sonia Song-Ha Lee

In the first book-length history of Puerto Rican civil rights in New York City, Lee traces the rise and fall of an uneasy coalition between Puerto Rican and AfricanAmerican activists from the 1950s through the 1970s. Lee portrays this crucial chapter in postwar New York, revealing the permeability of boundaries between AfricanAmerican and Puerto Rican communities. 2014. 352 pp. ISBN: 978-1469614137. $34.95 cloth. The University of North Carolina Press, Chapel Hill, N.C., (919) 966-3829 (fax), www.uncpress.unc.edu.

Chicano in the White House: The Nixon No One Knew By Dr. Henry M. Ramírez

A Chicano in the White House is the first book to tell the unknown story of President Richard M. Nixon and the Chicanos. It is a disclosure of how his actions brought an unknown, forgotten, and conquered raza into mainstream America. The author also presents historical context to his story by detailing the history of barrios the hardships faced by Chicanos throughout the 20th century. 2014. 474 pp. ISBN-13: 978-0615821931. $24.95 Paper. Henry M. Ramirez, Damascus, Md., (301) 685-3668. http://drhenrymramirez.com.

Once We Were Eight By Raymond Fishler

Ray Fishler was born in 1925 in Kazmierza Wielka, a small town near Krakow, Poland. His family included three brothers and two sisters, as well as his mother and father. When World War II started he was 14 years old. Ray spent two years in Krakow-Plaszow, the concentration camp featured in “Schindler’s List.” This is his story of not merely surviving, but thriving. 2014. pp. ISBN: 9781620308523. $18.00. paper. The Book Patch. Scottsdale Ariz., (480) 941-8355 www.TheBookPatch.com.

As the U.S. population of Baby Boomers gets older and older every day, it’s important to note that within this group is a Latino elderly population. Their retirement and health care needs will have a different but just as significant impact on American society. Latinos in an Aging World examines post-WWII demographic and social changes and summarizes research from sociology, psychology, economics, and public health to shed light on the economic, physical, and mental well-being of older Latinos. Along with the analysis are suggestions for policy changes that need to be implemented as soon as possible to deal with this older demographic. The book is structured to put a human face on the issues that will be most impactful to our older population. Each chapter begins with a short story about an actual person sampling social programs and policies and experiencing physical and mental health challenges that impact Latino elders. Each chapter also features an introduction, examples, tables, figures, a summary, and discussion questions. The chapters stand on their own, so they can be read in any order if used for classroom instruction or discussion. The authors break down the chapters this way: Chapter 1 reviews the histories of the major Hispanic subgroups with various theories as they relate to race, ethnicity, and gender. Demographic, economic, and social profiles of the various Hispanic subgroups are explored in Chapter 2 explores the Latino population from various perspectives including the economic and social situations of men and women and their educational, marital and family, and labor force experiences. Chapter 4 examines older immigrants and their families and identifies the resources available to them in their communities. Major health risks that older Latinos face as a result of the disadvantages they experience throughout life are examined in chapter 5. Family situations and long-term care and living arrangements of older Hispanics are examined in chapter 6. The impact of neighborhood on quality of life in terms of safety and physical and mental well-being is explored in chapter 7. The burden that eldercare can place upon those who bear the responsibility of their daily care is explored in chapter 8. Chapter 9 investigates the gaps in income between minority and non-Hispanic white Americans and reviews what individuals with few resources need to know about financial management. The book concludes with the social, political, and economic implications of the growing Hispanic population and the role of NGOs and other organizations in providing services to older populations. Reviewed by Mary Ann Cooper HISPANIC OUTLOOK

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By Margaret Sands Orchowski GERMAN TYPE APPRENTICESHIPS IN AMERICA? Paid apprenticeships in companies that then guarantee graduates a job and continual training have been featured recently in The New York Times and on PBS. It’s a system that has worked for centuries in Germany, where today skilled blue-collar careers still are highly valued, unions cooperate with management to set curriculum and wages, and there is a commitment to hire and retain citizen careerists. BMW is conducting apprenticeships in its manufacturing plants in the U.S.A. But enthusiastic American apprentices admit the biggest problem is a “stigma” about not going to college. “Apprenticeships in the U.S. would require a massive cultural attitude change,” they say. CAMPUS BANKING: THE LATEST LEGISLATIVE FOCUS One of the first rites-of-passage of a new college student on campus is maneuvering through the aggressive marketers of bank cards, bank accounts and bank loans. Knowing that most students must have their bank deals co-signed by their parents, banks drool about students as desirable customers. But even more, banks have found university administrators particularly eager to make deals with them to enable students and their parents to charge tuition and other expenses, while a percentage is given back to the college development office (disclosure: for years I have had a CAL Alumni BankAmerica credit card). This spring, legislators on bicameral Banking, Finance, and the Ways and Means Congressional Committees have been trying to insert language that would require more disclosure, transparency and information on deals between banks and universities into Title IV’s cash management rules that are presently under revision by the Department of Education. The concern about campus banking, however, is pretty much drowned out by the debate over less lucrative college loan interest rates to be paid by graduating students.

MILITARY VETS IN COLLEGE FACE WORK EXPERIENCE CREDIT DILEMMA The growth of military veterans enrolling full time in college (67 percent from 2009-12) is one of the success stories of American higher education. New federal law provides in-state tuition to any service member who has at least 90 days of active-duty service (or up to $17,000 in cash for private school enrollment). Many if not most of these military students will be “non-traditional” (not the 18-22 cohort) with years of work or life experience. There is growing demand that these experiences be given college credit… but how? Increasingly most military volunteers are assigned to combat roles, leaving the ‘skills’ training from radio techs, mechanics and even food and supply management to outside contractors. How are military skills to be assessed – especially the killing ones? WOMEN’S POLITICAL ISSUES LOSING PERSPECTIVE The killing of six UCSB students in May was a horrific tragedy involving a mentally ill, deeply alienated 22-year-old. He was supported by wealthy divorced parents to live in a college community (Isla Vista) without a job, college attendance or any responsible activities. He was enabled to room with naïve foreign students, drive a luxury car to make him ‘feel good’ and (legally) buy multiple guns. There are so many issues involved here, including limits of police action and mental health counseling for a non-student. But women’s groups immediately tried to make the killings about ‘misogamy’ in their increasingly manic focus on assault (of women) on college campuses. Many in the media including NPR’s “On The Media,” responded in kind. But the tragedy at UCSB was not a woman’s assault focus issue. Nor is student debt “a woman’s issue” as women legislators are trying to make it, in legislation introduced by Sen. Elizabeth Warren, D-Mass., in late June. Attempts by women political strategists desperate to appeal to their narrow identity group and spin almost every issue as a “woman’s issue,” has become nonsensical. This was clear in a muchballyhooed one day conference in Washington D.C. on “women’s empowerment” last fall. Organized by Kennedy descendant Maria Shriver, dozens of famous women were interviewed about increasing women’s rights on issues such as work hours, child care, promotions, education and health care. But there wasn’t one issue that did not equally pertain to men. Defining such issues in terms of women victim-group targets can polarize the hunt for solutions. Crucial issues such as access to guns, mental health treatment, parental responsibility and family-friendly work places are problems that all Americans need to debate as broad-based community concerns. Journalists and academics especially need to be careful about falsely narrowing dramatic news events to fit a particular politically-correct identity group’s agenda. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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Faculty Positions To be considered, education and research/professional experience/ expertise are required in at least one of the following units: Accounting and Management: Ã&#x201E;UHUJPHS YLWVY[PUN HUK HUHS`ZPZ THUHNLTLU[ HJJV\U[PUN WLYMVYTHUJL TLHZ\YLTLU[ HUK THUHNLTLU[ JVU[YVS Z`Z[LTZ *SVZPUN KH[L! 5V]LTILY Business, Government & the International Economy: LJVUVTPJ WVSP[PJHS HUK SLNHS LU]PYVUTLU[ PU ÔPJO I\ZPULZZ VWLYH[LZ *SVZPUN KH[L MVY HWWSPJHU[Z JVTWSL[PUN VY OH]PUN JVTWSL[LK H 7O + PU WVSP[PJHS ZJPLUJL ^P[O YLZLHYJO PU[LYLZ[Z PU PU[LYUH[PVUHS WVSP[PJHS LJVUVT` VY JVTWHYH[P]L WVSP[PJHS LJVUVT`! 6J[VILY PUKPJH[L Â¸;LU\YL ;YHJR 7VZP[PVU! 7VSP[PJHS :JPLUJLÂ¹ VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z JVTWSL[PUN VY OH]PUN JVTWSL[LK H 7O + PU OPZ[VY` ^P[O YLZLHYJO PU[LYLZ[Z PU W\ISPJ WVSPJ` KLTVJYH[PJ NV]LYUHUJL LJVUVTPJ KL]LSVWTLU[ HUK VY WVSP[PJHS LJVUVT`! 5V]LTILY PUKPJH[L Â¸;LU\YL ;YHJR 7VZP[PVU! /PZ[VY`Â¹ VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z JVTWSL[PUN VY OH]PUN JVTWSL[LK H 7O + PU LJVUVTPJZ LZWLJPHSS` ^P[O YLZLHYJO PU[LYLZ[Z PU THJYVLJVUVTPJZ PU[LYUH[PVUHS [YHKL HUK Ã&#x201E;UHUJL W\ISPJ LJVUVTPJZ WVSP[PJHS LJVUVT` LU]PYVUTLU[HS LJVUVTPJZ VY KL]LSVWTLU[! 5V]LTILY PUKPJH[L Â¸;LU\YL ;YHJR 7VZP[PVU! ,JVUVTPJZÂ¹ VU HWWSPJH[PVU Entrepreneurial Management: LU[YLWYLUL\YPHS SLHKLYZOPW HUK VYNHUPaH[PVU" LTLYNPUN PUK\Z[YPLZ HUK [LJOUVSVNPLZ" VY Ã&#x201E;UHUJPUN ]LU[\YLZ HUK NYV^[O *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O IHJRNYV\UK PU THUHNLTLU[ VYNHUPaH[PVU [OLVY` ZVJPVSVN` WZ`JOVSVN` VY Z[YH[LN`! 5V]LTILY PUKPJH[L Â¸(ZZPZ[HU[ 7YVMLZZVY ,U[YLWYLUL\YZOPW 46: Â¹ VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z ^P[O IHJRNYV\UK PU LJVUVTPJZ VY Ã&#x201E;UHUJL! 5V]LTILY PUKPJH[L Â¸(ZZPZ[HU[ 7YVMLZZVY ,U[YLWYLUL\YZOPW ,*- Â¹ VU HWWSPJH[PVU (WWSPJHU[Z ^P[O H IHJRNYV\UK PU LJVUVTPJZ VY Ã&#x201E;UHUJL ^PSS ULLK [V IL H]HPSHISL MVY H Ã&#x201E;YZ[ YV\UK PU[LY]PL^ H[ [OL (,( TLL[PUN PU )VZ[VU PU 1HU\HY` Finance: JVYWVYH[L Ã&#x201E;UHUJL JHWP[HS THYRL[Z PU]LZ[TLU[Z ILOH]PVYHS Ã&#x201E;UHUJL JVYWVYH[L NV]LYUHUJL HUK Ã&#x201E;UHUJPHS PUZ[P[\[PVUZ *SVZPUN KH[L! +LJLTILY -PYZ[ YV\UK PU[LY]PL^Z ^PSS IL OLSK H[ [OL (-( TLL[PUN PU )VZ[VU PU 1HU\HY` Negotiation, Organizations and Markets: ULNV[PH[PVU KLJPZPVU THRPUN PUJLU[P]LZ [OL TV[P]H[PVU HUK ILOH]PVY VM PUKP]PK\HSZ PU VYNHUPaH[PVUZ HUK [OL KLZPNU HUK M\UJ[PVUPUN VM THYRL[Z ;OL \UP[ LTWOHZPaLZ WZ`JOVSVNPJHS LJVUVTPJ HUK ILOH]PVYHS WLYZWLJ[P]LZ ^P[O LTWPYPJHS [OLVYL[PJHS HUK L_WLYPTLU[HS TL[OVKVSVNPLZ *SVZPUN KH[L MVY HWWSPJHU[Z ÔVZL YLZLHYJO MVJ\ZLZ VU Q\KNTLU[ HUK KLJPZPVU THRPUN ULNV[PH[PVU ZVJPHS WZ`JOVSVN` HUK VY VYNHUPaH[PVUHS ILOH]PVY! 6J[VILY PUKPJH[L Â¸;LU\YL ;YHJR 7VZP[PVU! 564 )LOH]PVYHS :JPLUJLZÂ¹ VU HWWSPJH[PVU *SVZPUN KH[L MVY HWWSPJHU[Z ÔVZL YLZLHYJO MVJ\ZLZ VU LJVUVTPJZ! 5V]LTILY PUKPJH[L Â¸;LU\YL ;YHJR 7VZP[PVU! 564 ,JVUVTPJZÂ¹ VU HWWSPJH[PVU Organizational Behavior: TPJYV HUK THJYV VYNHUPaH[PVUHS ILOH]PVY SLHKLYZOPW VY O\THU YLZV\YJLZ THUHNLTLU[ ;OL \UP[ ^LSJVTLZ HWWSPJHU[Z PU[LYLZ[LK PU PUKP]PK\HS PU[LYWLYZVUHS NYV\W HUK VYNHUPaH[PVUHS WOLUVTLUH MYVT KP]LYZL [OLVYL[PJHS HUK KPZJPWSPUHY` WLYZWLJ[P]LZ PUJS\KPUN VYNHUPaH[PVUHS ILOH]PVY VYNHUPaH[PVU Z[\KPLZ O\THU YLZV\YJL Z[\KPLZ PUK\Z[YPHS YLSH[PVUZ ZVJPVSVN` WZ`JOVSVN` LJVUVTPJZ HUK UL[^VYRZ HTVUN V[OLYZ *SVZPUN KH[L! :LW[LTILY Strategy: JVTWL[P[P]L Z[YH[LN` JVYWVYH[L Z[YH[LN` NSVIHS Z[YH[LN` Ã&#x201E;YT VYNHUPaH[PVU HUK IV\UKHYPLZ Z[YH[LN` HUK [LJOUVSVN` Z[YH[LN` PTWSLTLU[H[PVU HUK WYVJLZZ UVU THYRL[ Z[YH[LN` HUK [OL LJVUVTPJZ VM JVTWL[P[P]L PU[LYHJ[PVUZ *SVZPUN KH[L! 5V]LTILY Technology and Operations Management: VWLYH[PVUZ THUHNLTLU[ PU THU\MHJ[\YPUN HUK ZLY]PJL JVU[L_[Z UL^ WYVK\J[ KL]LSVWTLU[ THUHNLTLU[ VM [LJOUVSVNPJHS PUUV]H[PVU Z\WWS` JOHPU THUHNLTLU[ SVNPZ[PJZ VY PUMVYTH[PVU [LJOUVSVN` *HUKPKH[LZ ZOV\SK Z\ITP[ H J\YYLU[ J\YYPJ\S\T ]P[HL HUK [OL HIZ[YHJ[ VM [OL QVI THYRL[ WHWLY I` 6J[VILY ( M\SS QVI WHJRL[ PZ K\L I` 5V]LTILY Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure-track positions should have outstanding records in Ph.D. or DBA programs, and strong demonstrated potential and interest to conduct research at the forefront of their fields. Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three letters of recommendation. Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting/ If there are materials that can only be sent in hard copy, please send them to the address below. If applying to more than one of the above listed units, please submit copies of these materials for each position. Harvard Business School, Faculty Administration Attn: UNIT NAME Application Morgan Hall T25, Soldiers Field Road, Boston, MA 02163 Recommenders may submit letters directly at: http://www.hbs.edu/research/faculty-recruiting/ We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science. We will consider candidates with interests in the areas of decision-making, negotiations, social psychology and organizations, all broadly defined. Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles. This position is part of the Behavior Science area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Influence, and Negotiations. Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two well-equipped laboratories for experimental research. The deadline for applications is March 31, 2015. However, we will begin formally reviewing applications on October 15, 2014 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at: http://www.chicagobooth.edu/faculty/openings. The University of Chicago is an Affirmative Action/Equal Opportunity /Disabled / Veterans Employer.

HISPANIC OUTLOOK

AUGUST 25, 2014

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Faculty Position Openings For more detailed job announcements, please visit the following website: http://education.indiana.edu/about/jobs/faculty/index.html The School of Education at Indiana University invites applications for three faculty positions to begin August 2015. Candidates for all positions should: 1) have an earned doctoral degree in the field appropriate to each listing or related field before the start date; 2) include in their application materials a letter of application and curriculum vitae; 3) contact information for three professional references. References will not be contacted without prior correspondence with applicant. Also, please include additional materials specified for each position. All materials should be uploaded to https://indiana.peopleadmin.com/. Mailing address: School of Education, Indiana University, 201 North Rose Avenue, Bloomington, IN 47405 Higher Education and Student Affairs (HESA) program tenured professor or associate professor Indiana Universityâ&#x20AC;&#x2122;s nationally recognized Higher Education and Student Affairs (HESA) program is seeking applications for a tenured professor or associate professor position at the Bloomington campus. The successful candidate will complement the existing strengths of the HESA program and its associated research center, the Center for Postsecondary Research (CPR). A record of teaching and research on issues of diversity and the experiences of students or faculty from historically underrepresented groups is highly desirable. Candidates must have graduate-level teaching and advising experience as well as an established program of research. Preference will be given to candidates with a record of external funding to support their scholarship and relevant administrative experience in higher education. Additional materials to upload: contact information for 3 additional references (a total of six references), and two sample publications. Screening of applications will begin on September 22, 2014, and continue until the position is filled. Inquiries should be directed to iuhed@indiana.edu, Alex McCormick, chair. Assistant Professor in Special Education The Department of Curriculum and Instruction seeks applications for a tenure-track, assistant professor in special education. Applicants need to have an active research agenda, dedicated to training special educators for the future, and seek opportunities for internal and external funding for scholarship and development projects. Responsibilities include teaching and supervising undergraduate and graduate courses in special education and supervising doctoral student research and serving on doctoral dissertation committees. Screening of applications will begin October 15, 2014, and continue until the position is filled. Direct questions regarding this position to Dr. Gretchen Butera, Chair, gbutera@indiana.edu. Clinical Assistant Professor in Special Education The Department of Curriculum & Instruction invites applications for a non-tenure track Clinical Assistant Professor in Special Education. Applicants should have substantive experiences working in K-12 settings and be able to successfully interface with K-12 personnel. Evidence of interest in or experience of successful university teaching, as well as course, program, and clinical development in teacher preparation is sought. Responsibilities include advising and mentoring undergraduate and graduate students, teaching undergraduate and graduate courses, administration and leadership in program/course development. Additional materials: transcripts of graduate work, scholarly work related to teaching and K-12 education. Screening of applications will begin October 15, 2014, and continue until the position is filled. Direct questions about the position to Dr. Jeff Anderson, chair, jander2@indiana.edu. Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

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HISPANIC OUTLOOK

Assistant Professor of Finance Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrowâ&#x20AC;&#x2122;s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose. Two Positions Available: 9 month appointment, tenure track Anticipated start date: July 2015 Responsibilities: Applicants are sought in all areas of finance. We have particular interest in candidates whose research is in the areas of (i) international finance and (ii) behavioral finance. The successful candidates are expected to demonstrate the capacity to conduct a distinguished program of research (50%) and teaching (50%). A keen interest in teaching and advising at both the undergraduate and graduate levels is essential. Opportunities: The Charles H. Dyson School of Applied Economics and Management is an internationally renowned school in the areas of business, management, agricultural economics, environmental and resource economics, and international and development economics. The undergraduate program is one of only two accredited undergraduate business degree programs in the Ivy League. The graduate program awards Ph.D., M.S., and M.P.S. degrees. We seek candidates whose research interests link well with one or more of the related research areas within the Dyson School (International Finance, Open Economy Macroeconomics, Corporate Finance, Behavioral Finance, Household Finance, and Development Finance). Dyson faculty members have opportunities to work with faculty and students in the Johnson Graduate School of Management, Department of Economics, the Hotel School, and the broader economics and finance communities at Cornell. A number of faculty in the Dyson School and other departments at Cornell have strong research programs on different aspects of economic development in emerging market and low-income economies. Across campus, there are also strong research concentrations in international economics, asset pricing and corporate finance. Similarly, there are many units on campus that have faculty doing strong work in the areas of behavioral economics and finance. The successful candidate will be expected to develop a distinguished and visible program of research, publishing in leading outlets appropriate to his or her areas of specialization. The candidate will be called upon to take a leadership role in strengthening the Dyson Schoolâ&#x20AC;&#x2122;s research and instructional capacities in his or her area of expertise, and fostering collaborations with faculty in related areas. The Charles H. Dyson School of Applied Economics and Management, and the College of Agriculture and Life Sciences at Cornell embrace diversity and seek candidates who will create a climate that attracts students of all races, nationalities and genders. We strongly encourage women and underrepresented minorities to apply. Qualifications: A Ph.D. in economics or finance. Preference may be given to individuals with demonstrated research competence and teaching expertise. Application: Electronically submit via email to https://academicjobsonline.org/ajo/4368 your letter of application summarizing research and teaching interests; a curriculum vita; job market paper and any other papers/publications; copies of teaching evaluations; and three references (to be sent directly by the references). Salary: Competitive with other leading business schools and commensurate with qualifications and experience. An attractive fringe benefit package is included, Closing Date: Review of applications will begin November 15, 2014 and continue until an acceptable candidate has been identified and hired. Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educator recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

AUGUST 25, 2014

NETWORK FOR ACADEMIC RENEWAL

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WESTCHESTER COMMUNITY COLLEGE OPENINGS Assistant Dean of Student Affairs, Educational Opportunity Center (EOC), Yonkers (search reopened) Associate Dean of Continuing Education and Workforce Development & Director of Gateway Center Associate Dean & Director (EOC), Yonkers (search reopened) Counselor (Admissions) Lead Technical Assistants (Lab Technicians for Chemistry and Engineering Technology Departments) Recorder (Registrarâ&#x20AC;&#x2122;s Office) Senior Technical Assistant (Biology Lab Technician, Ossining) For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email â&#x20AC;&#x153;subjectâ&#x20AC;? field. AA/EOE.

Bloomberg Distinguished Professorship in Philosophy and Cognitive Science

FACULTY SEARCHES Rutgers Universityâ&#x20AC;&#x201C;Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing.

Psychology (2) Assistant or Associate Professor in Health Psychology (Tenure-Track) Assistant Professor in Methodology and Quantitative (Tenure-Track)

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

The Johns Hopkins University seeks an internationally recognized leader as a tenured, endowed Bloomberg Distinguished Professor in Philosophy and Cognitive Science. This position is one of 50 new Bloomberg Distinguished Professorships designated for outstanding scholars who carry out interdisciplinary research and teaching in areas identified for significant growth at the University. The current position is one of several linked to the University-wide Science of Learning Initiative, a current focus of the Universityâ&#x20AC;&#x2122;s capital campaign. The position will include tenure in the Department of Philosophy and the Department of Cognitive Science, with full participation in their research, teaching, and service missions. The ideal candidate will have a deep engagement both with philosophy and with on-going theoretical or empirical work in the mind-brain sciences. She or he will build on the Cognitive Science Departmentâ&#x20AC;&#x2122;s existing strengths in language, vision, cognitive development, and foundations. The appointee will also enjoy many opportunities to engage with other units connected to the Science of Learning initiative, including the Department of Psychological and Brain Sciences, the Mind/Brain Institute, the Berman Institute of Bioethics, the Center for Language and Speech Processing, the School of Education, the Center for Imaging Science, the Vision Sciences Group, and the School of Medicineâ&#x20AC;&#x2122;s Department of Neurology. Teaching will be divided between the Philosophy and Cognitive Science Departments (one undergraduate and one graduate course per year in Philosophy, and one undergraduate course plus lab meeting, reading group, or equivalent in Cognitive Science). Applicants should send their Curriculum Vitae (ideally including links to publications) as a single PDF file to philcogsci-bdp-search@jhu.edu. A cover letter briefly describing oneâ&#x20AC;&#x2122;s current and future research plans is welcome but optional. Applications will be reviewed beginning October 15, 2014, although later applications may be considered. Questions may be directed to the search committee co-chairs Steven Gross sgross11@jhu.edu or Michael McCloskey michael.mccloskey@jhu.edu. The Johns Hopkins University is committed to enhancing the diversity of its faculty, strongly encourages applications from women and minorities, and is an EEO/AA employer.

HISPANIC OUTLOOK

AUGUST 25, 2014

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OPENINGS FOR 2015-2016 Loyola Marymount, a comprehensive university in the mainstream of Catholic American higher education, seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, and the building of a just society. LMU is an equal opportunity institution actively working to promote an intercultural learning community. Women and minorities are encouraged to apply. (Visit www.lmu.edu for more information). Loyola Marymount University is currently seeking applications for the following faculty positions, which will be available in Fall 2015. All positions listed are tenure-track and at the Assistant Professor levels unless otherwise specified. Salaries are competitive and commensurate with background and experience.

BELLARMINE COLLEGE OF LIBERAL ARTS Department of Political Science invites applications for a tenure-track position in Comparative Politics or International Relations at the rank of Assistant Professor beginning in the fall of 2015. The applicant must be able to teach courses in the politics of Africa and/or South Asia. Interest and ability in teaching an undergraduate methods course would be advantageous. We are seeking to hire a dedicated teacher and emerging scholar who would embrace the departmentâ&#x20AC;&#x2122;s mission of helping students become informed, analytically reflective, and engaged global citizens. Loyola Marymount has a strong commitment to diversity, broadly defined, and therefore encourages applicants that enhance the racial diversity of the department; who are committed to working within a diverse campus community; and who are enthusiastic about working in an institution where minority and women faculty can thrive. We are employing a paperless application system. Please go to the following link for instructions on how to upload your materials. http://mylmu.co1.qualtrics.com/SE/?SID=SV_7Pe2oVJFn85lrk9. Prospective candidates must submit a cover letter indicating interest and qualifications, a current curriculum vitae, teaching portfolio (e.g., teaching evaluations, sample syllabi, etc.), transcript (unofficial acceptable), samples of scholarly work, and three letters of recommendation. Other supporting documents, such as a chapter outline of the dissertation and other samples of scholarly work, are welcome. Letters of recommendation should be emailed Comparative.IR.search@lmu.edu, or sent by mail to: Comparative/IR Search Committee, Department of Political Science, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045. Candidates with a Ph.D. are preferred; ABD applications who anticipate completion of the doctorate by Fall 2015 will be considered. To receive full consideration applications must be received by September 25.We will be conducting a limited number of prearranged interviews at the APSA Meetings. Candidates interested in an interview at the conference should submit a CV and letter of interest by August 15 (we will contact you to arrange an interview). Please send all materials to the email or address listed above. Department of Political Science invites applications for a tenure-track position at the rank of Assistant Professor beginning in the fall of 2015. The successful applicant will focus on one or more of the following focus areas: politics of race/ethnicity, immigration, and/or social movements (open as to subfield). Interest and ability in teaching an undergraduate methods course would be advantageous. We are seeking to hire a dedicated teacher and emerging scholar who would embrace the departmentâ&#x20AC;&#x2122;s mission of helping students become informed, analytically reflective, and engaged global citizens. Loyola Marymount has a strong commitment to diversity, broadly defined, and therefore encourages applicants that enhance the racial diversity of the department; who are committed to working within a diverse campus community; and who are enthusiastic about working in an institution where minority and women faculty can thrive. We are employing a paperless application system. Please go to the following link for instructions on how to upload your materials: http://mylmu.co1.qualtrics.com/SE/?SID=SV_eWdlh0d5Wf5Dh77. Prospective candidates must submit a cover letter indicating interest and qualifications, a current curriculum vitae, teaching portfolio (e.g., teaching evaluations, sample syllabi, etc.), transcript (unofficial acceptable), samples of scholarly work, and three letters of recommendation. Other supporting documents, such as a chapter outline of the dissertation and other samples of scholarly work, are welcome. Letters of recommendation should be emailed to REP.immigration.search@lmu.edu, or sent by mail to: REP/Immigration Search Committee, Department of Political Science, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045. Candidates with a Ph.D. are preferred; ABD applications who anticipate completion of the doctorate by Fall 2015 will be considered. To receive full consideration applications must be received by September 25. We will be conducting a limited number of pre-arranged interviews at the APSA Meetings. Candidates interested in an interview at the conference should submit a CV and letter of interest by August 15 (we will contact you to arrange an interview). Please send all materials to the email or address listed above.

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HISPANIC OUTLOOK

AUGUST 25, 2014

Department of Theological Studies, announces a tenure-track faculty position in Christian Spirituality at the level of Assistant Professor, to begin in the Fall Semester, 2015. The Department seeks candidates with substantive training in Christian Spirituality with secondary interests in Ignatian Spirituality and Spiritual Direction. The Department desires individuals who can address theological and pastoral dimensions of Christian Spirituality as well as engage in dialogue between spiritualties and disciplines such as psychology, critical theory, or history. The position involves teaching in the University Core, the Theological Studies Major and Minor programs, and the Master of Arts programs in Theology and Pastoral Theology; the successful candidate will play a central role in the Master's concentration in Spiritual Direction. Applicants must show promise of excellence in both teaching and research; practical experience in Spiritual Direction is preferred. Experience with engaged scholarship and learning among diverse communities is desired. Ph.D. degree or equivalent degree is required. Interested applicants are invited to send a curriculum vitae, a statement of teaching and research interests, a writing sample (of no more than 25 pages), three letters of recommendation, and transcripts by October 15, 2014 to Dr. Daniel Smith-Christopher, Chair of Christian Spirituality Search Committee, Department of Theological Studies, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045. All application materials need to arrive in one envelope; letters of recommendation should be sent directly by recommenders to the search committee chair. Complete packets must be postmarked by October 15th deadline in order to receive consideration. We will not accept electronic applications. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in San Diego. Applicants who will not be at the meeting may be requested to have video interviews. Loyola Marymount University, a Catholic university in the Jesuit and Marymount traditions, seeks professionally outstanding applicants who value its mission and share its commitment to academic excellence, the education of the whole person, the service of faith and the promotion of justice. LMU is an equal opportunity institution actively working to promote a diverse University community. Candidates from underrepresented groups are encouraged to apply.

COLLEGE OF BUSINESS ADMINISTRATION Department of Accounting invites applicants for tenure-track positions at the assistant or associate level, effective fall 2015. Candidates must have earned a doctorate in Accounting by August 2014. All candidates should demonstrate a strong commitment to scholarly research and excellence in teaching. Candidates with teaching and professional experience in any area are encouraged to apply, with a preference for specialization in auditing, cost accounting, financial accounting (especially advanced accounting), and especially tax accounting. Salary is competitive. Contact: Professor Lawrence Kalbers, Chair of Faculty Search Committee, (310)3382758 or Lawrence.Kalbers@lmu.edu. To apply for this position, please send an email with an attached letter of interest and current curriculum vitae. Please be prepared to submit three letters of recommendation and student evaluation summaries directly to the chair of the search committee upon request. Department of Management seeks Assistant/Associate Professor of Management with a focus on Entrepreneurship in Management area. Applications are invited for a tenure-track position in Entrepreneurship at the rank of Assistant or Associate Professor. A secondary teaching interest in another area within Management is also desirable. Prior teaching and industry experience are valued. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. At the Assistant level, a Ph.D. or DBA in Management or a related area is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful

research and publication. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. (All employees, as well as candidates for this position, must show employment eligibility verification as required by the U.S. Immigration and Naturalization Service.) Position Available: August 2015. Application Closing Date: October 15, 2014. Salary: Competitive. Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work to Dr. David Choi, Chair, Management Department Search Committee, College of Business Administration, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045. Email submissions to David.Choi@lmu.edu are encouraged. Department of Finance seeks Assistant/Associate Professor of Finance. Applications are invited for our tenure-track position in Finance at the rank of Assistant or Associate Professor. Finance specialties desired include some, but not necessarily all, of the following: Investments, Derivatives and Financial Engineering, Financial Econometrics, and Risk Management. Prior teaching and industry experience are valued as are an interest in teaching the other commonly-offered Finance specialties. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. At the Assistant level, a Ph.D. or DBA in Finance is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publications. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. (All employees, as well as candidates for this position, must show employment eligibility verification as required by the U.S. Citizenship and Immigration Services.) Position Available: August 2015. Salary: Competitive. Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work to Dr. Micah Officer; Chair, Search Committee, College of Business Administration, Loyola Marymount University, One LMU Drive MS8385, Los Angeles, CA, 90045.

COLLEGE OF COMMUNICATION AND FINE ARTS Art History Program invites applications at the rank of Assistant Professor for a tenuretrack position in Asian Art History to begin in fall 2015. The candidate is expected to teach an Arts of Asia survey course as well as more specialized classes dealing with the art of China, Japan, and India. A candidate with additional specialization in Contemporary Asian Art as well as secondary expertise in another field of non-Western art is preferred. The selected candidate will teach in the area of specialization, advise students, have an active scholarly engagement with the academic world, and participate in departmental and university service. There will be opportunities to teach within the university core curriculum and to cross-list courses in interdisciplinary programs, such as Asian and Pacific Studies. A Ph.D. in Art History and teaching experience are desired at the time of hire. Preference is given to candidates who demonstrate expertise in interdisciplinary approaches and current methodologies. Evidence of publication and active scholarly engagement will be required. The Art History Program, housed in the Department of Art and Art History, currently consists of three full-time faculty members who are dedicated to supporting a liberal arts curriculum as well as excellent undergraduate training in Art History. A strong candidate for this position will be culturally sensitive, will value the university’s mission, and will demonstrate a special concern for the dialogue between faith and culture. Loyola Marymount University, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves over 6200 undergraduates and over 3400 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. The LMU community is composed of faculty, staff, and students from a wide range of culturally-diverse backgrounds. To apply, please send a cover letter, curriculum vitae, statement of teaching philosophy, statement of research interests and goals, and two letters of reference to Dr. Kirstin Noreen, Professor and Chair of Art History. Loyola Marymount University, 1 LMU Drive MS-8346, Los Angeles, CA 90045. Application deadline: November 30, 2014. Department of Communication Studies seeks applicants for a tenure-track, Assistant Professor position in Rhetoric and Media, beginning Fall 2015. The Communication Studies Department is one of the largest undergraduate programs at LMU, with approximately 500 majors. In keeping with LMU’s Mission, our department emphasizes the ethical and effective deployment of communication in pursuit of a more just and humane world. We also strive to help students foster the knowledge and skills necessary to develop more satisfying personal and professional relationships. Our faculty is committed to scholarship and service projects that support our Mission and reflect a critical orientation toward the discipline. We are committed to developing a culturally diverse environment for our faculty and students. This position requires expertise in transnational or intercultural rhetoric and media. Candidates should have a critical/cultural orientation to the field of communication. We are especially interested in those whose expertise in transnational or intercultural rhetoric and media includes, but is not limited to, one of the following: digital cultures; environmentalism; world religions; nationalisms; globalization and non-Western cultures and identities. This position’s primary

teaching responsibilities are in the department’s rhetoric curriculum. Position Qualifications: Applicants must have a doctorate in Communication Studies, Media Studies, Cultural Studies, or Rhetoric in hand at the time a contract is offered. Final appointment is dependent on a confirmed terminal degree status. Applicants who have not yet completed their doctorate must demonstrate progress verifiable by evidence and substantive enough to ensure completion of their degree at the time of appointment. The position requires the ability to teach courses in rhetorical theory and rhetorical criticism, and offers the potential to teach the University’s core course in rhetoric. This position also involves teaching and developing required and elective courses related to the Department’s curricular initiatives in media arts and society. The ideal candidate will be able to teach in both areas of rhetoric and media but the primary area of responsibility is the department's rhetoric curriculum. Application materials should clearly demonstrate the ability to teach the anticipated courses. The successful candidate will be expected to adopt a teacher-scholar model of professional engagement with a commitment to service. We value relevant professional, practical, and international experience in addition to the required academic qualifications. Proficiency in more than one language also is valued. Application Details: Completed applications will be reviewed beginning on October 1, 2014 and will continue until the position is filled. A complete application portfolio requires: 1) a letter of application; 2) a current curriculum vitae; 3) official transcripts; 4) representative scholarship (such as published article/s, key dissertation chapters, competitively selected conference papers, manuscript submissions); 5) complete copies of original teaching evaluations (including qualitative comments) reflecting at least two of her/his most recent years of university level teaching [note: summaries of course evaluations are not acceptable]; 6) a statement of teaching philosophy; 7) sample syllabi related to this position; 8) at least three letters of reference; and 9) if the candidate does not have a doctorate, evidence of timeline and anticipated completion. Application materials should be sent to: Dr. Kyra Pearson, Search Committee Chair, Department of Communication Studies/Foley Building, 1 LMU Drive – MS 8231, Los Angeles, CA 90045. Materials must be received by October 1, 2014 to ensure full consideration. All materials must be submitted in hard copy format; electronic delivery of materials will not be accepted. Inquiries or comments (including those regarding required materials) should be directed to Dr. Kyra Pearson by e-mail at: kpearson@lmu.edu. LMU places value on those who can share and teach differing points of view. Strong candidates will be committed to and effective in supporting and enhancing a culturally rich and diverse learning environment. We also value those who will bring sensitivity to the independent cultural role of religions. Department of Theatre Arts and Dance, offering a BA degree in Theatre Arts and a BA degree in Dance, invites applications for a Tenure Track position at the rank of Assistant Professor. The position will begin August 15, 2015. The Department of Theatre Arts and Dance is a co-governed department granting separate degrees in Theatre Arts and Dance. Theatre Arts and Dance share performance facilities and production faculty and staff. Design and implementation of curricular and co-curricular goals reside, for the most part, within the individual Programs. The Department is strongly committed to the Mission of the University and has a special concern for issues of social justice and the dialogue between faith, culture, and the arts. The Department serves a diverse population of students. The Theatre Arts Program serves over 150 majors, as well as Theatre Arts minors, and the general student population. Students and faculty come from increasingly diverse backgrounds: ethnic, socio-economic, sexual orientation, and age, among others. The Department of Theatre Arts and Dance is committed to enhancing diversity and creating an inclusive learning and working environment. Required qualifications include: Ph.D in Theatre, Theatre History, Performance Studies or related field; experience in dramaturgy; experience in teaching at the university level; international experience; and evidence of a research agenda and a body of publications. Desired qualifications include familiarity or expertise in theories and practice of Theatre pedagogy and Theatre education. The position requires the professor to: (1) Teach courses in theatre history and dramatic literature, including the department’s two-semester theatre history survey required of all majors, courses in dramaturgy and/or theatre pedagogy, and other courses according to the candidate’s areas of expertise and the Department’s needs. Preference will be given to candidates who are able to teach courses that integrate diverse cultures, content, and issues, and who are able to teach students from a wide range of cultural and educational backgrounds. The candidate will also be expected to advise undergraduate majors. Collaborate with faculty, staff, guest artists, and students in production, serving as resident dramaturg. Mentor student dramaturgs for Theatre Arts and prepare students for graduate school and professional work in theatre history and dramatic literature; (2) Maintain ongoing scholarly engagement in publication and/or creative work, regularly attend and present at academic conferences, and carry out an ongoing research agenda in order to be considered for retention, promotion and tenure. The university places high value on faculty who are able to involve students in their scholarly and creative work. We are looking for an active, prolific scholar of theatre; and (3) Engage in service at the university, college, and department level, as well as in the field. Send (1) letter of application, (2) curriculum vitae, (3) sample scholarship, and (4) a minimum of three and maximum of five letters of recommendation to Kevin J. Wetmore, Jr., Chair, ATTN: Jeanine Connor, Administrative Assistant THEATRE ARTS PROGRAM, Loyola Marymount University, 1 LMU Drive, MS 8210,Los Angeles, CA 90045. Priority will be given to applications received by November 1, 2014. Applications will not be accepted after November 30, 2014. The Theatre Arts and Dance Department invites applications for this position from qualified persons who share our commitment to artistry, academic excellence, and the creating of a just and culturally rich and diverse learning environment.

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SCHOOL OF EDUCATION Department of Educational Support Services, Counseling Program is accepting applications for an Open Rank Tenure Line Professor. The candidate will serve as faculty member beginning in Fall 2015. LMU’s School of Education is one of the top 70 graduate schools of education in the nation according to the most recent U.S. News and World Report rankings. Desired qualifications include an earned doctoral degree in School Counseling, Counseling Psychology, Counselor Education, or School Psychology with a valid California P.P.S. credential, and show evidence of teaching, preferably graduate-level courses. In addition, experience working in the public, private, or charter school systems is required, and experience with counseling in community settings is desirable. During this 9-month appointment, the faculty member will be expected to: (a) teach 3 courses per semester; (b) participate in program, department, and SOE service; and (c) be able to teach in the School Psychology Program. Under the guidance of the Director of the Counseling Program or his/her designate, the full-time Open Rank Tenure Line Professor is charged with teaching a combination of several courses including: Helping Skills, Foundations of Counseling, Law & Ethics, Field Placement, Crisis Intervention, Theories of Counseling, Group Counseling, Career Counseling, Addictions Counseling, Human Sexuality, Multicultural Counseling, Social-Emotional-Behavioral Functioning, Lifespan Development, and Community Psychology. Licensed professionals with experience supervising field placement students and interns, and who are bilingual, are strongly encouraged to apply. A complete application consists of the following: (a) a letter of interest that details the applicant’s teaching experiences in any of the above referenced courses, (b) current curriculum vitae, (c) statement of teaching philosophy, and (d) three letters of recommendation from evaluators who can speak to the applicant’s abilities to teach graduate-level courses. A complete application can be forwarded to: Dr. Catherine Foote, Assistant Director, Department of Educational Support Services, Counseling Program, 1500 University Hall, Loyola Marymount University, 1 LMU Drive, Los Angeles, California 90045 or via email to Catherine.Foote@lmu.edu. Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves over 6200 undergraduates and over 3400 graduate students. Department of Specialized Programs for Urban Education is accepting applications for an Open Rank Tenure Line Professor. The candidate will serve as faculty member beginning in Fall 2015. LMU’s School of Education is one of the top 70 graduate schools of education in the nation according to the most recent U.S. News and World Report rankings. Desired qualifications include an earned doctorate in Quantitative Research and Educational Policy or related area by Summer 2015. In addition, evidence of current external grant funding, experience working in the K-12 urban school settings, and evidence the ability to teach graduate level courses is required. The faculty member will be expected to teach 3 courses per semester, including preparation of the curriculum, instruction, student examination, and guidance through thoughtful advising. Please note, applicants will be asked to teach one or more of the following courses: Research in Urban Education, Final Project in Urban Education, and an Education elective based on the candidate’s area of expertise. Applicants who are bilingual, technology savvy, experienced in teaching Math and/or Science in a K-12 setting, and evidence of strong research backgrounds are highly encouraged to apply. Candidates should demonstrate strong leadership/supervisory skills, implement sound educational programing decisions, and illustrate the ability to work collaboratively with colleagues. A complete application consists of: (a) a letter of interest that details the teaching experiences in any of the above referenced courses, (b) current curriculum vitae, and (c) a statement of teaching philosophy, and (d) three letters of recommendation from evaluators who can speak to the applicant’s abilities to teach graduate-level courses. A complete application can be forwarded to: Edmundo Litton, Ed.D., Faculty Search Chair, Department of Specialized Programs in Urban Education, Loyola Marymount University, 1 LMU Drive, Los Angeles, California 90045 or via email to elitton@lmu.edu (preferred). Accepting applications through November 2014. Loyola Marymount, founded in 1911, is a comprehensive university in the mainstream of American Catholic higher education. Located on the west side of Los Angeles overlooking the Pacific, LMU is one of the nation’s 28 Jesuit colleges and universities and five Marymount institutions. It serves over 6200 undergraduates and over 3400 graduate students.

SCHOOL OF FILM AND TELEVISION School of Film and Television Production Department is searching for a qualified creative Visual Storyteller / Previsualization (Previs) candidate to join our department. This tenure-track position is at the level of Assistant Professor with competitive salary and benefits. The Loyola Marymount University community is composed of faculty, staff and students from a wide range of culturally diverse backgrounds. The Production Department has a diverse group of students with nearly 300 undergraduate majors and 67 graduate students pursuing an MFA in production. Applicants should be experienced with and committed to working in this diverse population. Candidates who desire to contribute to the broad Catholic intellectual

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and artistic traditions are especially encouraged to apply. Candidates may have academic or industry experience. Industry applicants should have significant professional experience in Previs and/or Virtual Production. Academics should have a proven exhibition record in creative venues as well as significant experience in Previsualization and/or Virtual Production in film/video/TV. University-level teaching experience with a record of strong evaluations is a bonus.The successful candidate will be skilled in theory, concept development, and practice, and demonstrate an ability to think, work, and teach across current and emerging Digital Previs/Virtual Production using virtual environment hardware and software including: Maya, Flame, NCam. Flip, Adobe Premiere Pro, FrameForge, ESP Vision, amongst others. We seek a thoughtful leader, collaborator, and active practitioner who can advance student understanding of all facets of Previs/Virtual production and Production.The selected candidate will teach one or more of the following established graduate and undergraduate level courses: Visual Design, Digital Storytelling, Visual Effects (VFX), and Production Design. S/he will provide leadership in creating production courses in Virtual Production, Previs, Visual Design, and Digital Workflow Management. Responsibilities will include maximizing the effectiveness and utilization of the School of Film and Television’s (SFTV) current green screen studio facilities and providing leadership in the development of future facility enhancements needed for the instruction of Previs/Virtual Production coursework. MFA in Production, Digital Arts, Animation or a closely related field by the time of appointment preferred, but not required. Review of applications will commence November 15, 2014. Please submit via email a cover letter, CV and the names and email addresses of three references who would be willing to supply a letter of recommendation in a timely manner to Mary Covington at Mary.Covington@lmu.edu. School of Film and Television Production Department is searching for a qualified creative producer/educator to join our department. The position is as an Assistant/Associate Professor on tenure-track with competitive salary and benefits. The Loyola Marymount University community is comprised of faculty, staff, and students from a wide range of culturally diverse backgrounds. The Production Department has a diverse group of students with nearly 300 undergraduate majors and 67 graduate students. Applicants should be experienced with and committed to work in this diverse population. Candidates who desire to contribute to the broad Catholic Intellectual and artistic traditions are especially encouraged to apply. Candidates may be from academe or industry. Industry professionals should have significant experience in emergent media fields (five years or more). Academics should have a proven exhibition record in creative venues as well as significant hands-on experience in emerging/digital media. University-level teaching is desired. The successful candidate will be skilled in both theory and practice, and demonstrate an ability to think, work, and teach traditional and emerging media practices and distribution, including but not limited to, mobile media, digital culture, social media, and transmedia-storytelling in a variety of interactive forms. The candidate will have a body of work that focuses on the principles and practices of producing content for distribution through the Internet. We seek a thoughtful leader and active practitioner who can advance student understanding of emerging practices. The selected candidate will teach from among the following established courses: Producing and Digital storytelling. Additionally the candidate will provide leadership in creating new courses in producing, new media, interactive storytelling, webisodes, transmedia, and other emerging practices. The successful candidate will be expected to teach, continue creative work/scholarship, and provide service to the University. MFA in Production and/or New Media Arts or a closely related field by the time of appointment preferred but not required. Review of applications will commence November 15, 2014. Please submit via email a cover letter, CV and the names and email addresses of three references who would be willing to supply a letter of recommendation in a timely manner to Mary Covington at Mary.Covington@lmu.edu. School of Film and Television is searching for a qualified scholar of International Film to join our Program in Film, Television and Media Studies. This tenure-track position is at the level of Assistant Professor with competitive salary and benefits. The candidate will create and enhance critical studies courses in International Film, National Film, and expanding other important, specialized areas of critical film studies. The Loyola Marymount University community is comprised of faculty, staff, and students from a wide range of culturally diverse backgrounds. The School of Film and Television has a diverse group of students with over 700 students at the undergraduate and graduate levels. Applicants should be experienced with and committed to work in this diverse population. Candidates who desire to contribute to the broad Catholic Intellectual and artistic traditions are especially encouraged to apply. The successful candidate will exhibit expertise in the following areas of critical study, including but not limited to: International Film; National Film (e.g., Latin America, Asia and/or Africa); the candidate will have a proven record of scholarly or creative work that enhances the field of Film/TV Studies. A record of teaching at the undergraduate and/or graduate levels is required. Although a PH.D. is preferred, A.B.D.'s who will defend their dissertations this Academic Year may also be considered. Review of applications will commence November 15, 2014. Please submit via email a cover letter, CV and the names and email addresses of three references who would be willing to supply a letter of recommendation in a timely manner to Mary Covington at Mary.Covington@lmu.edu.

DID YOU KNOW...

We now have Web Packages Available?

California State University, Fullerton 2015-2016 Tenure-Track Faculty Positions

California State University, Fullerton (CSUF) is a comprehensive regional university serving a diverse student population of over 38,000, including international students representing 81 nations. Located in Orange County, CSUF is situated in a culturally vibrant area, near beaches and mountains. CSUF is a family-friendly employer that offers a generous total rewards package. Our goal is to recruit and retain a highly-qualified and diverse faculty and staff to better reflect our diverse student body and to enrich the educational experience for all students. To learn more about CSUF, please visit fullerton.edu/reachhigher.

COLLEGE OF THE ARTS Visual Arts Entertainment Art/Animation * Glass/Sculpture & 3-D Design* Graphic Design* Music Piano* Theatre and Dance Dance: Modern/Contemporary Production and Stage Management

MIHAYLO COLLEGE OF BUSINESS & ECONOMICS

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Accounting Audit, Cost and Financial Economics Labor Economics* Natural Resource & Environmental Economics* Information Systems and Decision Sciences Business Statistics Information Systems Management Science Management Operations Management* Strategic Management

COLLEGE OF COMMUNICATIONS Communications Digital Journalism Entertainment & Tourism Communication Integrated Communications Human Communication Studies Alternative/Augmentative Communications* Instructional Communication* Rhetorical/Critical Studies* Radio/TV/Film Screenwriting*

COLLEGE OF ENGINEERING AND COMPUTER SCIENCE

COLLEGE OF HEALTH & HUMAN DEVELOPMENT

Civil & Environmental Engineering Geotechnical Engineering, Transportation Engineering* Computer Engineering Hardware-Software Co-Design, Embedded Systems, Networks* Computer Science Cyber Security, Software Engineering, Human Computer Interaction* Electrical Engineering Communications, Electromagnetics and RF Design, Electric Power* Mechanical Engineering Nanotechnology, Control Systems, Biomechanics, Thermal Science*

Child and Adolescent Studies Child/Adolescent Development Health Science Epidemiology Measurement/Statistics Kinesiology Athletic Training Biomechanics/Performance Enhancement Nursing Leadership, Community Health, Acute Care of Adults* Social Work Policy* Health & Mental Health*

COLLEGE OF NATURAL SCIENCES & MATHEMATICS

Anthropology Cultural Anthropology English, Comparative Literature, and Linguistics African American/African Diaspora Literatures History Digital Humanities and New Media in History Modern Languages and Literatures Japanese Literature and Culture Spanish American Literature/Culture Politics, Administration, and Justice Criminal Justice/Policing Public Administration Public Law/Law & Society Psychology Clinical Psychology Sociology Education Immigration

Biological Sciences Coordinator for GE Biology* Chemistry and Biochemistry Analytical Chemistry Chemical Education, emphasis in Biochemistry* Geological Sciences Geoscience Education Mathematics Mathematics Education Statistics* Physics Physics or Astronomy Education Research

COLLEGE OF EDUCATION Special Education Mild Moderate Disabilities*

COLLEGE OF HUMANITIES & SOCIAL SCIENCES

*Position will be posted online in the near future.

To view the full description and to apply, please visit

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California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment within which students, staff, administrators and faculty thrive. CSUF is an EEO employer.

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Priming the Pump… Battling the Homefront By Miquela Rivera, PhD

ispanic students preparing for higher education often face battles on two fronts. Outside barriers – money, preparedness, paucity of mentors, few advocates or positive role models – can be a challenge to overcome. Harder, though, are the battles another front – with family. “Who do you think you are, going to college? So now you’re better than us?” “Your brother didn’t get to go to college.” “Why do you have to go away? There’s a college right here and you can live at home.” “Who’s going to take care of us when we need something?” “We need you to work and help the family. College is just going to cost you.” “Forget college. Get a job. Your cousin is in construction and look at how much money he makes!” For many Latinos, relatives can often be the greatest drag on self-esteem, empowerment and encouragement. Loved ones may be the first to tell the Latino student why dreams are flawed, change is bad or leaving is wrong. And for the young student preparing for higher education or the non-traditional Hispanic returning to school, those messages can dampen the drive to succeed. If family is the main place of support but negative messages are predominant, the student’s determination can erode with the drip-drip-drip of doubt or derision by loved ones. Why does it happen? For first-generation Hispanics students entering higher education, the path is unknown, the outcomes unclear and the process sometimes daunting. Out of fear and protection loved ones will often caution an aspiring student that the journey into higher education is fraught with trouble, change and the unknown. They simply can’t support the student doing something they haven’t done. An unwritten rule of many Hispanic families is that a loved one cannot leave the safe circle of family and venture into the unknown. If a student leaves to have a life that is different, she loses her place in the circle. That potential loss can feel so profound that it can throw some students off education’s path. Some Latino families encourage their children to “do better” - to earn more money and acquire more things than the preceding generation - but they don’t

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want them to be happier. A relative who spends his work life counting the days to retirement does not understand why the student seeking a professional life is so happily focused on school and career. A family member who works a job only for the money often cannot understand the satisfaction that study and work can bring. Every family has its leaders and its favorites. If the Latino student is neither, chances are he will be more on the fringe of the family than before if he pursues higher education. This may not stop the student from continuing his education, but it can isolate him from the very source of support he needs the most. Then there are family bullies. Like those found on a playground, they are a mean lot, unhappy with their own choices and envious of others. Their solution: put down others in an attempt to feel better. Tease the college student about being broke or driving an old car. Compare them unfavorably to others. Embarrass, harass and shame the Latino student at every opportunity. What to do? Encourage Hispanic students to pursue college anyway. They can love family members despite their quirks or rules but strike out on their own. If they seek a brighter future, they can help their families more than they would have otherwise. Help Hispanic college students build family away from home. Friends, co-workers, mentors and faculty can support a Latina emotionally as she goes through a degree program. They will be there to support, encourage and celebrate her success. Encourage students, too, as they go through the natural losses that occur with the growth, change and development that accompany higher education. As they develop new interests and competence, they may experience distance from their families. It is a natural change, and the Hispanic student is wise to seek relatives who encourage and support him. And the best revenge against a family bully is living a good life – diploma in hand. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.