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OCTOBER 20, 2014
www.HispanicOutlook.com
Hispanics by the MFA Program for Numbers Innovators
VOLUME 25 • NUMBER 2
Latino Leaders Network Graduation Rates Propelled
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$$++( SURXGO\ DQQRXQFHV LWV WK $QQXDO 1DWLRQDO &RQIHUHQFH ³The Decade Ahead: Inquire, Innovate, Impact´ Embassy Suites Dallas-Frisco Hotel, Frisco, Texas
Pre-Conference Workshops March 12, 2015, 1:00 pm to 4:00 pm
¾ Making an Impact on the Future Lives and Jobs of your Students Courtney Brown, Director of Organizational Performance and Evaluation, Lumina Foundation John Pryor, Senior Research Scientist, Higher Education, Gallup Education
¾ Re-conceptualizing the Latino Male Educational Imperative: A journey through the dimensions of data, policy, critical inquiry and practice Victor Saenz, Associate Professor, Department of Educational Administration, University of Texas at Austin Luis Ponjuan, Associate Professor, Department of Education Administration and Human, Resource Development, College of Education and Human Development, Texas A&M University Juan F. Carrillo, Assistant Professor, School of Education, University of North Carolina, Chapel Hill
¾ New Paths to Increased Equity in Higher Education Estela Bensimon, Professor & Co-Director, R.S.O.E., Center for Urban Education, University of Southern California James Gray, Department Chair, Mathematics, Community College of Aurora David Longanecker, President, Western Interstate Commission for Higher Education
Please register for the 10th Annual National AAHHE Conference by logging into the AAHHE website: www.aahhe.org
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LATINO KALEIDOSCOPE
Surprise! No Obama Immigration Reform and ISIS at our Back Door By Carlos D. Conde
you see a group of skinny, scruffy looking guys in baggy pants strapped with ammunition belts and lurking around the Rio Grande River in Texas, call the Border Patrol. Better yet call the National Guard since it’s already there helping out with border patrol duty. They could be looking for members of that dreaded Iraqi terrorist group, ISIS, which according to some prominent political leaders, could be just a river cross from deadly mayhem in the U.S. While little is getting done at resolving the illegal immigration problem, it has turned momentarily to partisan hysteria about some Middle East bad guys using the U.S.-Mexico border to cross over and do mischief. Move over Latino illegals, or better yet, get out of the way. ISIS thinks the U.S. -- Mexico border is so porous and poorly attended that it’s a kind of clandestine path to the U.S. Seemingly, some well-grounded and supposedly well-informed U.S. political leaders and observers say it’s quite possible and needs to be taken seriously. Others disparage the thought – if not outright ridicule it- as Washington political talk. Nevertheless, Texas Gov. Rick Perry, who’s thinking of reprising his presidential ambitions in 2016, said it before and says again that Middle East terrorists could be knocking at our back door, probably Texas, and we ignore the threat at our peril. In a speech in August to the Heritage Foundation in Washington, D.C., Perry said that the border is still a sieve despite a record number of apprehensions) and is not secured and “individuals from ISIS could be crossing into the United States.” “I think it’s a very real possibility that they may have already used that,” he added. Perry may have taken his latest cue from an article on the conservative group, Judicial Watch’s website, that said ISIS had set up in Ciudad Juarez on the Texas border and was planning car bomb attacks into the U.S. Judicial Watch also said that high-level federal officials had confirmed a bulletin issued to agents in the pertinent government agencies of an imminent terrorist attack on the border. Fox News, not one of the Obama administration’s admirers, said that a Texas county sheriff reported that Quran materials and Muslim clothing had been found along the smuggling routes. Judicial Watch President Tom Fitton told The New York
If
Times that the Obama administration has a history of ignoring or dismissing national security threats to our borders and this one in particular. The Obama people say all this is a bunch of hooey. “There is no credible intelligence to suggest that there is an active plot by ISIL (the other acronym for the terrorist group) to attempt to cross the southern border,” an official Homeland Security response said. Since immigration forces can’t seem to do the job, some good-ole-boy militia groups have sprung up along the border to help out. Calling themselves “the Patriots,” and uninvited by the authorities but welcomed by some landowners along the Rio Grande River fringes, they patrol the river for illegal crossings. The Patriots -- don’t call them “vigilantes” please -- claim to have 22 chapters, largely whites, from Texas to California and immigration authorities fear this intrusion is “a powder keg with disastrous consequences.” Notwithstanding, President Obama’s detractors and even some of his supporters agree that he has made a mess of immigration reform with his one step forward and two steps backward policy dance. As a presidential candidate, Obama promised “to take up comprehensive immigration reform during my first term in office.” Then he said, “Immigration reform is a serious concern but not an urgent one. Obviously, we’ve got a lot on our plate right now.” For sure, he said, comprehensive reform would come in his second term which hasn’t materialized and probably won’t and again he’ll blame Republicans for gumming up the works. The president says any reform action has been pushed back until after the midterm elections in November to check any political mischief by vengeful Republicans. He’s got everyone angry, frustrated and apologetic--well maybe not the chortling Republicans--because of his inaction. He’s even upset one of his most fervent supporters, Hispanic Congressional Caucus’s lead person on immigration reform, Rep. Luis Gutiérrez, D-Ill. “No more excuses! We’re moving forward” Congressman Gutiérrez said. Good luck. Carlos D. Conde, award-winning journalist and former Washington and foreign correspondent, was a press aide in the Nixon White House. Write to him at Cdconde@aol.com.
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Contents 6
6
COUNTRIES OF ORIGIN
2/3
9.5%
Come from Mexico
Come from Puerto Rico
Hispanics in America and in Higher Education by the Numbers by Mary Ann Cooper
9
9
Noteworthy Hispanics Who Have Lived Extraordinary Lives by Mary Ann Cooper
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Latino Leaders Network: A Legacy Built on Powerful Stories by Sylvia Mendoza
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Latino U Offers Help on College Selection and Application Process by Frank DiMaria
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A National Imperative: Helping English Learners by Yvette Donado
22
Consequences of Immigration Reform for the American Political Parties by Stephen Balkaran
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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.” Publisher José 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 Administrative Assistant Tomás Castellanos Núñez Research & Development Director Marilyn Roca Enríquez Art & Production Director Wilson Aguilar Art & Production Associate Jenna Mulvey Advertising & Marketing Director Robyn Bland Director of Accounting Javier Salazar Carrión Sales Associate Magaly LaMadrid
Departments 3
Latino Kaleidoscope Surprise! No Obama Immigration Reform and ISIS at Our Back Door by Carlos D. Conde
24
Scholars’ Corner by Lisceth Brazil-Cruz
25
Article Contributors Stephen Balkaran, Lisceth Brazil-Cruz, Frank DiMaria, Yvette Donado, Sylvia Mendoza, Miquela Rivera
Book Review
Editorial Office 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280
The Stray Bullet: William S. Burroughs in Mexico Reviewed by Mary Ann Cooper
Editorial Policy
Interesting Reads
Back Priming the Pump cover Red Flags: Warning Signs of Latino Teen Suicide by Miquela Rivera
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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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REPORTS
Hispanics in America and in Higher Education
by the Numbers By Mary Ann Cooper
EDUCATIONAL ATTTAINTMENT H S Gra H.S. G ds Enrolled iin College C in 2012
49%% Young Hispanicss
4777%% 47% Young Whhittes
45% 45 55%% Young Blacks
Infographics by Wilson Aguilar, Hispanic Outlook, 2014
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REPORTS we celebrated Hispanic Heritage month this year, HO took stock of the status of Hispanics in higher education – on both sides of the classroom desks. What is clear is there is no one statistic that sums up the degree of diversity on college campuses. Numbers vary widely depending on gender geography and, for first-generation Hispanic Americans or immigrants, the country of origin for themselves or their families. As Drew DeSilver, senior writer at the Pew Research Center, notes in his piece on Pew’s website detailing statistical facts about the Hispanic population, even the origin of this National Hispanic Heritage Month is a result of the commemoration of a series of milestone anniversaries in different Latin American countries. He explains, “a period chosen because it bookends the independence days of five Central American nations (Guatemala, Honduras, Nicaragua, El Salvador and Costa Rica, Sept. 15), Mexico (Sept. 16) and Chile (Sept. 18), as well as Columbus Day/Día de la Raza (Oct. 13 in the United States). On behalf of the Pew Hispanic Institute, DeSilver compiled these five keys facts about Hispanics in the United States. • Geography: Although there’s been some dispersion in recent years, the Hispanic population remains highly concentrated. More than half (55 percent) of the nation’s Hispanics live in just three states – California, Texas and Florida – and 71 percent live in just 100 of the nation’s 3,143 counties and county-equivalents. • Population size: According to the Census Bureau, there were 51.9 million U.S. Hispanics in 2011 (its latest estimate, for 2012, is just over 53 million). The Hispanic population grew 47.5 percent between 2000 and 2011, according to a Pew Research analysis, and accounted for more than half (55 percent) of total population growth over that period. • Countries of origin: The umbrella term “Hispanic” embraces a wide variety of backgrounds and cultures. However, nearly two-thirds of U.S. Hispanics trace their family origins to Mexico. Puerto Ricans, the nation’s second-largest Hispanic-origin group, make up 9.5 percent of the total Hispanic population. • Educational attainment: College enrollment among Hispanic high school graduates has risen over the past decade: According to the Census Bureau, 49 percent of young Hispanic high
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COUNTRIES OF ORIGIN
2/3
9.5%
Come from Mexico
Come from Puerto Rico
school graduates were enrolled in college in 2012, surpassing the rate for white (47 percent) and black (45 percent) high school grads. • Language usage: A record 35 million (74 percent) Hispanics ages 5 and older speak Spanish at home. Spanish is the second-most spoken language in the United States. Nearly all U.S. Hispanics say it’s important that future generations speak Spanish. While the Pew Institute statistics paint an overall picture of Hispanics in America, the Hispanic Association of Colleges and Universities (HACU) presents a detailed snapshot of Hispanics in education as well as a general look at the population demographic. Hispanic demographics: • 17 percent of U.S. population. • Median age is 27.4 for Hispanics, compared to 36.8 for the population as a whole. • Similar to Pew’s findings, more than 50 percent of the nation’s Hispanics live in California, Florida and Texas. Adding New York, Arizona, Illinois, New Jersey, and Colorado accounts for over 75 percent of all Hispanics. • Hispanic population growth from 2000-10 has been most rapid in the South and Midwest. • 2010 purchasing power of U.S. Hispanics was $1 trillion, projected to reach $1.5 trillion by 2015. Hispanic academic attainment: • 33.8 percent of Hispanics age 25 and over have not completed high school as of 2013, compared to 7.1 percent of non-Hispanic whites. • 15.1 percent of Hispanics have at least a bachelor’s degree and 4.3 percent an advanced degree, HISPANIC OUTLOOK
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REPORTS as of 2013, compared to 35.2 percent and 12.9 percent for non-Hispanic whites. • 70.3 percent of Hispanic high school graduates ages 16 - 24 were enrolled in college in 2012, compared to 65.7 percent for whites. Hispanic higher education: • 2.76 million Hispanics were enrolled in nonprofit institutions in 2012, including Puerto Rico. • 51 percent (1,308,703) of Hispanic undergraduate students attend two-year institutions (compared to 41.7 percent of all undergraduates). Department of Education data provides the missing piece of information about the state of Hispanic faculty on the higher education level. In fall 2011, there were 1.5 million faculty members in degree-granting postsecondary institutions – approximately half were full-time instructors and half were part time. Faculty includes professors, associate professors, assistant professors, instructors, lecturers, assisting professors, adjunct professors, or interim professors (or the equivalent). In fall 2011, of those full-time instructional faculty members whose race/ethnicity was known, 79 percent were white (44 percent were white males and 35 percent were white females), 6 percent were black, 4 percent were Hispanic, 9 percent were
POPULATION SIZE Grew 477..5% betweenn 2000 & 2011
HISPANICS – GEEOGRAPHY More than
55%
lives in:
CA
TX
FL
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2014).
Asian-American/Pacific Islander, and less than 1 percent were Native American/Alaska Native or two or more races. Among full-time professors, 84 percent were white (60 percent were white males and 24 percent were white females), 4 percent were black, 3 percent were Hispanic, 8 percent were Asian-American/Pacific Islander, and less than 1 percent were Native American/Alaska Native. The take away from all these snapshot statistics is that Hispanics have made inroads in higher education, but much more has to be done to increase the number of degree recipients and faculty members within the Hispanic high education community.
COMING NEXT ISSUE:
51.9
New Feature
53
Millions
M Millions
2011
2012
Own It!
More than 55% of total popula p tion growth Most rapid in south & middwest (HACU) SOURCE: U.S. Department of Education, National Center for Education Statistics. (2014).
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A New Column Aimed at Showing the Connection Between Entrepreneurship and Latino Student Retention and Success
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P ER A L OD G ER RA SMHSI P / R O L E M O D E L S
Y H T R O W E T O N S C I N A P HIS
D E V I L E V A S H E V O I H L W Y R A N I D R O A R EXT By Mary Ann Cooper
T
he celebration of Hispanic Heritage Month would not be complete without a nod to this group of Hispanic artists, athletes, educators, royalty, physicians, scientists, soldiers, public officials, and clergy. Their efforts over the years
have helped raise the consciousness of the world about the contributions of Hispanics and the challenges Hispanics have faced and brilliantly overcome.
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LEADERSHIP/ROLE MODELS LUIS WALTER ALVAREZ – Physicist BORN: June 13, 1911 in San Francisco, Calif. Alvarez was awarded the Nobel Prize for Physics in 1968 for his decisive contributions to elementary particle physics, in particular the discovery of a large number of resonance states, made possible through his development of the technique of using hydrogen bubble chamber and data analysis. During World War II (at M.I.T.) he was responsible for three important radar systems – the microwave early warning system, the Eagle high altitude bombing system, and a blind landing system of civilian as well as military value aircraft. He flew as a scientific observer at both the Almagordo and Hiroshima explosions. RICHARD CAVAZOS – Army Officer BORN: Jan. 31, 1929 in Kingsville, Texas Richard Edward Cavazos, a Korean War recipient of the Distinguished Service Cross as a first lieutenant, advanced in rank to become first Mexican-American four-star general in the United States Army. During the Vietnam War, as a lieutenant colonel, Cavazos was awarded a second Distinguished Service Cross. In 1976, Cavazos became the first Mexican-American to reach the rank of brigadier general in the U.S. Army. Cavazos was in the army for 33 years, serving his final command as head of the U.S. Army Forces Command. MARIA CONTRERAS-SWEET – Business Executive/Public Servant BORN: Jan. 1, 1955 in Guadalajara, Mexico Maria Contreras-Sweet became the 24th Administrator of the U.S. Small Business Administration and a member of President Obama’s Cabinet on April 7, 2014. Contreras-Sweet is a successful entrepreneur, business executive, and state cabinet official. Prior to her arrival in Washington, Contreras-Sweet founded the first Latino-formed commercial bank in California in more than 35 years. ContrerasSweet was the first Latina to hold a state cabinet post in California. RUBÉN DARÍO – Poet BORN: Jan. 18, 1867 in Metapa, Nicaragua Félix Rubén García Sarmiento, known as Rubén Darío, was a Nicaraguan poet who introduced the Spanish-American literary movement known as modernismo (modernism) that became popular toward the end of the 19th century. In Darío’s 1896 book, Los Raros (The Rare Ones), he wrote about authors Edgar Allan Poe, Henrik Ibsen and José Martí. Darío considered Marti to be his “twin soul” and maestro when he met the Cuban patriot in New York.
PLÁCIDO DOMINGO – Tenor BORN: Jan. 21, 1941 in Madrid, Spain Plácido Domingo is a world-renowned, multifaceted artist, recognized not only as one of the finest and most influential singing actors in the history of opera but also as a respected conductor. And as general director of Los Angeles Opera and Washington National Opera, he is a major force as an opera administrator. Newsweek and other international publications have fittingly described Plácido Domingo as “the King of Opera,” “a true renaissance man in music,” and “the greatest operatic artist of modern times.”
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LEADERSHIP/ROLE MODELS CARLOS J. FINLAY – Medical Doctor BORN: Dec. 3, 1833 in Puerto Principe, Cuba Carlos Juan Finlay y de Barré was the first to theorize, in 1881, that a mosquito was a carrier, now known as a disease vector, of the organism causing yellow fever. He posited that a mosquito that bites a victim of the disease could go on to bite and infect a healthy person. A year later Finlay identified the Aedes mosquito as the insect that carried yellow fever. He recommended controlling the mosquito population as a way to contain yellow fever. Finlay was the chief health officer of Cuba from 1902 to 1909 and received France’s Legion of Honor Cross in 1901. RITA HAYWORTH – Actress BORN: Oct. 17, 1918 in Brooklyn, N.Y. Margarita Carmen Cansino was the oldest child of two dancers, Eduardo Cansino, Sr., from Castilleja de la Cuesta near Seville, Spain and Volga Hayworth, an American of Irish-English descent who had performed with the Ziegfeld Follies. Appearing first as Rita Cansino, she changed her name to Rita Hayworth and her natural dark brown hair color to dark red to attract a greater range of roles. Hayworth appeared in a total of 61 films over 37 years. She is listed by the American Film Institute as one of the 100 Greatest Stars of All Time. ISABELLA OF CASTILE – Royalty BORN: April 22, 1451 in Madrigal de las Altas Torres, Spain Isabella of Castile, also known as Isabella the Catholic and Isabella I, and her husband, Ferdinand II of Aragon, set the stage for political unification of Spain under their grandson, Holy Roman Emperor Charles V. Isabella and Ferdinand are infamously known for completing the Reconquista, ordering conversion or exile of their Muslim and Jewish subjects in the Spanish Inquisition, and famously for supporting and bankrolling Christopher Columbus’ 1492 voyage that led to the European discovery of the Americas. Isabella was granted the title Servant of God by the Catholic Church in 1974. ERNESTO LECUONA – Composer BORN: Aug. 7, 1896 in Guanabacoa, Cuba Ernesto Lecuona y Casado was a Cuban composer and pianist. He composed over 600 songs and musical pieces for the stage. As a child prodigy, he composed his first song at the age of 11. He graduated from the National Conservatory of Havana with a Gold Medal for interpretation when he was 16. His successful piano recitals in 1928 at Paris contributed to a renewed worldwide interest in Cuban music. In 1942, his great hit, “Always in My Heart (Siempre en mi Corazón)” was nominated for an Oscar for Best Song. TANIA LEÓN – Composer/Conductor BORN: May 14, 1943 in Havana, Cuba Tania León is a composer and conductor and recognized for her accomplishments as an educator and advisor to arts organizations. León’s opera, “Scourge of Hyacinths,” is based on a play by Wole Soyinka with staging and design by Robert Wilson. León has appeared as guest conductor with the Symphony Orchestra and Chorus of Marseille, the Orquesta Sinfónica de Asturias, L’Orchestre de la Suisse Romande, Orquesta Filarmónica de Bogotá, the Gewaundhausorchester, Chamber Orchestra of Geneve, Switzerland, the Guanajuato Symphony Orchestra, Mexico, and the WaZulu-Natal Philharmonic Orchestra, South Africa. HISPANIC OUTLOOK
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LEADERSHIP/ROLE MODELS JOSÉ MARTÍ – Writer, Statesman BORN: Jan. 28, 1853 in Havana, Cuba José Julián Martí Pérez is a national hero in Cuba who was a poet, an essayist, journalist, revolutionary philosopher, translator, professor, publisher, and political theorist. He published his first political writings in 1869, which eventually led to his arrest by Spanish colonial troops in 1870. His “Manifest of Montecristi,” explaining the reasons for Cuban self-rule became one of the popular rallying cries for the Cuban War of Independence. His death in 1895 spurred on the Cuban revolutionaries and those Cubans previously reluctant to start a revolt against Spain. MARIO J. MOLINA – Research Chemist BORN: March 19, 1943 in Mexico City, Mexico Mario Molina joined the lab of Professor F. Sherwood Rowland in 1973 and continued Rowland's pioneering research into “hot atom” chemistry, which is the study of chemical properties of atoms with excess translational energy owing to radioactive processes. While at the Massachusetts Institute of Technology, Molina was awarded the Nobel Prize in Chemistry in 1995 for his work in atmospheric chemistry, particularly concerning the formation and decomposition of ozone. He won the 1989 NASA Medal for Exceptional Scientific Advancement and the 1989 United Nations Environmental Programme Global 500 Award. PABLO NERUDA – Poet BORN: July 12, 1904 in Parral, Chile Neftalí Ricardo Reyes Basoalto became a contributor to the literary journal Selva Austral under the pen name of Pablo Neruda, which he adopted in memory of the Czechoslovak poet Jan Neruda (1834-1891). The Spanish Civil War and the murder of García Lorca, whom Neruda knew, affected him strongly and made him join the Republican movement, first in Spain, and later in France, where he started working on his collection of poems España en el Corazón. He was awarded the Nobel Prize in Literature in 1971. BERNARDO O’HIGGINS – Statesman BORN: Aug. 20, 1778 in Chillan, Chile Bernardo O’Higgins Riquelme was a Chilean independence leader who, together with José de San Martín, freed Chile from Spanish rule in the Chilean War of Independence. He was of Spanish and Irish ancestry. Although he was the second Supreme Director of Chile, he is considered one of Chile’s founding fathers. Chile’s highest award for a foreign citizen is named in honor of O’Higgins, whilst the Chilean Navy has named several ships in his honor. The Chilean Base General Bernardo O’Higgins Riquelme research station in Antarctica is named in his honor. ANTHONY QUINN – Actor BORN: April 21, 1915 in Chihuahua, Mexico. Antonio Rodolfo Quinn Oaxaca, also known as Anthony Quinn, spent more than 60 years on stage, television and in films – a career that included the creation of truly classic characters in “La Strada,” “Viva Zapata!,” “ Lust for Life” “Requiem for a Heavyweight” and “Zorba the Greek.” He won the Academy Award for Best Supporting Actor twice; for “Viva Zapata!” in 1952 and “Lust for Life” in 1956, as well as six Oscar nominations. He was also an accomplished artist. Besides his achievements in acting, sculpting and painting, Anthony also wrote two autobiographies, The Original Sin, published in 1974 and One Man Tango, published in 1994.
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LEADERSHIP/ROLE MODELS MARIANO RIVERA – Athlete BORN: Nov. 29, 1969 in Panama City, Panama Mariano Rivera is a 13-time All-Star and five-time World Series champion. He is MLB’s career leader in saves (652) and games finished (952). Rivera won five American League (AL) Rolaids Relief Man Awards and three Delivery Man of the Year Awards, and he finished in the top three in voting for the AL Cy Young Award four times. Rivera was signed by the Yankees organization in Panama in 1990, and he debuted in the major leagues in 1995. Initially a starting pitcher, he was converted to a relief pitcher late in his rookie year. After a breakthrough season in 1996 as a setup man, he became the Yankees’ closer in 1997. ANDRÉS SEGOVIA – Musician BORN: Feb. 21, 1893 in Linares, Spain Andrés Segovia Torres, 1st Marquis of Salobreña, known as Andrés Segovia, was a virtuoso Spanish classical guitarist. He has been regarded as one of the greatest guitarists of all time. Many professional classical guitarists today are students of Segovia, or students of his students. Segovia’s contribution to the modern-romantic repertoire not only included commissions but also his own transcriptions of classical or baroque works. He is remembered for his expressive performances: his wide palette of tone, and his distinctive musical personality, phrasing and style. SONIA SOTOMAYOR – Supreme Court Justice BORN: June 25, 1954 in Bronx, N.Y. Justice Sotomayor earned a BA in 1976 from Princeton University, graduating summa cum laude and receiving the university’s highest academic honor. In 1979, she earned a JD from Yale Law School where she served as an editor of the Yale Law Journal. In 1991, President George H.W. Bush nominated her to the U.S. District Court, Southern District of New York, and she served in that role from 1992–1998. President Barack Obama nominated her as an Associate Justice of the Supreme Court on May 26, 2009, and she assumed this role Aug. 8, 2009. TERESA OF ÁVILA – Nun Educator BORN: March 28, 1515 in Ávila, Spain Teresa of Ávila, also called Saint Teresa of Jesus, was a Roman Catholic saint, Carmelite nun, an author of the Counter Reformation and theologian of contemplative life through mental prayer. She was a reformer of the Carmelite Order and is considered to be a founder of the Discalced Carmelites along with John of the Cross. Forty years after her death, in 1622, she was canonized by Pope Gregory XV and on Sept. 27, 1970, was named a Doctor of the Church by Pope Paul VI.
FÉLIX VARELA – Philosopher, Priest BORN: Nov. 20, 1788 in Havana, Cuba Félix Varela was a Roman Catholic priest and independence leader in Cuba. The Cuban government has created an award bearing his name, entitled the Orden Félix Varela, which is given to those whom the government deems to have contributed to Cuban and worldwide culture. He fled to the United States in 1824 when the King of Spain ordered his execution for encouraging Cuban independence. In 1997 the United States Postal Service honored Varela by issuing a 32-cent commemorative stamp.
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I NRNGOAVNAI TZ IAOTNI O O S N&S P R O G R A M S
Latino Leaders
Network:
A Legacy Built on Powerful Stories By Sylvia Mendoza or a long time, Mickey Ibarra couldn’t tell his personal story of overcoming certain obstacles in his young life to become the man he is today. With degrees in political science and special education, his professional life started with service in the Army. Then he became a high school teacher of atrisk students, a representative of the National Education Association, an entrepreneur, a political strategist, motivator and eventually served as assistant to President Bill Clinton. “My realization was that it was important for me to share my own story, especially as Clinton emphasized the importance of education reform. How did a little Mexican boy hailing from Spanish Fork, Utah, get to the White House to serve as liaison to the President of the United States? I was an example of what could happen with a good education and people who reached out to help.” Where did his story start? He was raised in the foster care system in Utah. “When I finally found the courage to tell my story at the White House, it never failed to impact someone in that audience,” he says. People cried, came up to tell him their stories, and related to his. “I overcame what many would call obstacles and turned them into opportunities until I reached the highest level of government I could ever
F
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Mickey Ibarra, founder, Latino Leaders Network. Photo: Latino Leaders Network
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ORGANIZATIONS have imagined.” In the process, he stayed true to his advocacy efforts in making a difference. He realized the power personal stories of overcoming obstacles to achieve success could have on inspiring others to follow their dreams and make things happen. He wanted to provide a platform. In 2004, he founded the Latino Leaders Network. The sharing of personal stories – from a politician to an artist to an educator to an entrepreneur, and every occupation in between – has become the cornerstone for the Latino Leaders Network, a nonprofit, nonpartisan organization based in Washington D.C., dedicated to establishing relationships and dialogue on issues important to the Latino community. Ibarra’s vision was to bring leaders together for the purpose of getting better acquainted, supporting each other, and helping communities succeed – and honoring a leader who had overcome obstacles to succeed. “These stories unite us, motivate us, re-energize us, and remind of us of our responsibility to succeed, despite the obstacles,” he says. “What good is it if we keep our stories to ourselves?” In 2004, the first Latino Leaders event was held at the Democratic Convention to honor Bob Menéndez. More than 500 people showed up to listen to him, explains Ibarra. When calls flooded in after the
event, he knew they had something. Now in its 10th year, the Latino Leaders Network sponsors key events annually. Four Latino Leaders Luncheons are held – three in Washington and one elsewhere. The Tribute to Mayors is held twice a year during the U.S. Conference for Mayors winter and summer meetings. At the luncheons, an Eagle Leadership Award is presented to the honoree that has shown significant contribution to Latinos and their communities. The Antonio Villaraigosa Award is presented to mayors who devote themselves to include Latinos at all levels in their communities. In June, Mayors Ed Lee of San Francisco and Nelda Martínez of Corpus Christi were honored. In July, the Latino Leaders Luncheon celebrated its 10-year anniversary. The honoree was Dr. Juan Andrade, Jr., president of the United States Hispanic Leadership Institute (USHLI), an internationally recognized Chicago-based Latino nonprofit that organizes and conducts nonpartisan voter registration and leadership development programs in 40 states. Andrade has received a Presidential Medal “for the performance of exemplary deeds of service for the nation” and “promoting leadership and civic participation.” Andrade joins the echelons of the many that have been honored. “Leadership doesn’t happen acciden-
Sponsor, Kraft Food Group: José Quezada, Greg Marak, Dr. Juan Andrade, Jr., Mickey Ibarra, Tami Buckner, Matt Markham & David Rodríguez. Photo: Latino Leaders Network HISPANIC OUTLOOK
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I NRNGOAVNAI TZ IAOTNI O O S N&S P R O G R A M S tally,” Ibarra says. “We must do well and do good at the same time. Leaders bring focus to a cause, have the ability to organize others to take action, bring likeminded people together, remind others of objectives at hand, widen their reach. It’s about community and positive impact. We have to be of help to others.” Sectors include sports, education, corporation, politicians, advocates, sciences – a sprinkling of all careers, a good mix, says Ibarra. A cross section of honorees have included, for example, Francisco Figueroa, a pediatric neurosurgeon, Henry Cisneros, Mayor of San Antonio, Janet Murguia of NCLR, who told a story of her siblings’ success as judges and attorneys. Then there are the stories of Mel Martínez, a refugee from Cuba who came with the Peter Pan Program, as an unaccompanied child brought here and put in camps which relates to issues today, says Ibarra and Congressman Luis Gutiérrez, who is passionate about comprehensive immigration reform. He shared how his parents moved from Puerto Rico to Chicago and then back because they didn’t like it, but by then he didn’t speak Spanish. He experienced immense discrimination from his own people. That experience made him so ashamed, he said, he vowed to fight for people to be treated respectfully. Even leaders need to be inspired and the events sponsored by the Latino Leaders Network provide that spark. “We benefit from the treasure trove of stories. Much time is demanded of us, and it’s easy to become untethered. This gives us a chance to recharge our batteries,” says Ibarra. In the future, the number of events held in Washington might be reduced so they can go on the road for smaller regional meetings in cities across the country, allowing for more intimate conversations of specific communities. They’ve been to Los Angeles, Phoenix, Philadelphia, Charlotte, Boston, and San Diego, says Ibarra. “It’s important to remember our mission of bringing our leaders together.” Also in the works is a book project detailing approximately 15 leadership principles. It is targeted to readers of all ages and ethnicities, while focusing on specific leaders but also inspiring others to step up and become leaders themselves. “What knowledge I’ve gathered up in 30 years in Washington and through this organization,” says Ibarra. Leaving legacies is what leaders do. Ibarra is no exception. There is value in his story, in his experiences. Even though he has never shared his story on the
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“
Leaders bring focus to a cause, have the ability to organize others to take action, bring like-minded people together, remind others of objectives at hand.” Mickey Ibarra, founder & chairman, Latino Leaders Network
Latino Leaders luncheon platform, his continual leadership efforts set the bar high for those honorees. After he left the White House as Director of Intergovernmental Affairs, Ibarra founded the Ibarra Strategy Group, a government relations and public affairs firm based in Washington, D.C., specializing in advocacy, Hispanic outreach and intergovernmental affairs. He is a member of the Ibarra Foundation Board of Directors and served on the MexicanAmerican Legal Defense and Education Fund Board. In 2014 he was awarded the U.S. Hispanic Chamber of Commerce Community Champion Award and in 2012, received the inaugural Medallion of Excellence for Government Relations from the U.S. Hispanic Leadership Institute. The Mickey Ibarra papers (1996-2001), which contain professional diaries, White House memoranda, campaign materials, and correspondence, have been donated to his alma mater, University of Utah, and are held in the special collections department at the J. Willard Marriott Library. “I hope others can learn from my experiences. The only thing I haven’t turned over but will upon my death is a picture of me and my new boss in the Oval Office and the official certificate of my appointment.” Perhaps one day he’ll take to the podium at the Latino Leaders luncheon but until then, he continues his mission. The Latino Leaders Network will close out its celebratory decade by honoring Maria Contreras Sweet, administrator of the Small Business Administration (SBA) at this month’s October Latino Leaders luncheon. And then there’s next year to think about, says Ibarra. “We won’t ever run out of leaders to honor.”
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ILNENAODVE AR TSI HO INPS/ R&O P LE R OMG OR DA EMLSS
Latino U
Offers Help on College Selection and Application Process By Frank DiMaria
I
saac Tejeira came to the U.S, as a teenager from Peru and performed poorly in high school. With few opportunities to further his education, he enrolled in a community college determined to turn his academic life around. He did, carrying a 4.2 GPA and participating in student government. Still, he needed help to fulfill his dream of becoming an architect. “Isaac is the perfect example of a student who needed a great deal of guidance and hand-holding through the college selection and application process because it’s so overwhelming and demanding,” says Shirley Acevedo Buontempo, founder and executive director of Latino U, a nonprofit that offers information sessions and workshops that help first-generation Latinos and their families through the process. First-generation Latino high school students, Acevedo Buontempo says, are “under applying” to colleges in significant numbers because they – and their parents – don’t have the recourses and information necessary to make informed decisions. For example, there was the father of a first-generation Latino student who approached Acevedo Buontempo during a Latino U information session with his son’s high school transcript and awards. The student was attending a high school known for its rigorous science curriculum, he was a member of the
Shirley Acevedo Buontempo, founder and executive director of Latino U
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INNOVATIONS & PROGRAMS robotics club, an athlete and he was carrying a 3.4 GPA. Acevedo Buontempo was impressed with the student’s transcript and accomplishments but disappointed when she learned he was applying to three non-selective colleges. “This is a significant example of under applying,” says Acevedo Buontempo. “How about MIT?” she asked, speaking off the top of her head. His eyes lit up but insisted it was unaffordable. That’s when Acevedo Buontempo dropped a bombshell. She told the father that since selective institutions have larger endowments, they can offer more substantial financial aid packages then less selective schools. “Seventy percent of Latinos are applying to less selective open enrollment institutions when a good number of those students could easily qualify for more selective private institutions where they can receive financial aid and support,” she says. Acevedo Buontempo, a first-generation Latina, got the idea for Latino U after helping her own two daughters through the college application process. Although she and her husband enjoyed professional success and had the resources to ensure their daughters could apply to selective schools, she wondered about those who don’t have such resources. Acevedo Buontempo sensed inequity. “There’s an imbalance especially in the area where we live where people with resources can help their children so much more,” she says. “But those who don’t have information or don’t have money to invest in SAT prep classes and tutors their children are immediately at a disadvantage.” To correct the imbalance she created the business plan for Latino U. Her plan was to provide information, resources and support to Latino families and their children so they can successfully apply to college. Her mantra for Latino U is inform, guide and support. Her goal is to create a series of programs that are replicable and sustainable. During Latino U’s first two years, Acevedo Buontempo forged relationships with three school districts in Westchester County, about an hour’s drive north of New York City. Considered by many an affluent county, Westchester has a significant and fast-growing Hispanic population. Currently school districts in Westchester average 26 percent Hispanic. Seven of those districts are 50 percent or greater Hispanic. “These young children are children of immigrants who have moved up to this area to provide a workforce and to support the more affluent community members,” says Acevedo Buontempo.
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Latino U offers a host of programs designed to inform first-generation Latino students and their parents about the college selection and application process. But information is ineffective if it is not palatable for the target audience. So Acevedo Buontempo and her Latino U volunteers deliver the information in a culturally relevant manner. “I recognized early on that unless you provided information in Spanish for parents whose primary language is Spanish and who prefer to learn like this, we wouldn’t be able to successfully assist them,” says Acevedo Buontempo. Reaching this audience means that Acevedo Buontempo has to “take it back a notch,” and offer the very basics. Over the course of the school year starting in the fall students and parents can attend four information sessions. During those sessions she discusses topics as elementary as the difference between public and private institutions and basic financial aid. Even parents who have earned degrees in their native countries, she says, have difficulty navigating the U.S. system. More than 700 parents have attended Latino U’s presentations in the three school districts that Latino U serves. “We give parents resources and tools so they can gently guide their children. But at the same time we understand that a lot of this might be overwhelming and more than they can manage on their own, so we have workshops and volunteers to provide additional support in a more hands-on approach,” says Acevedo Buontempo. She has developed two key collaborations at the high schools she serves. First she partnered with guidance counselors, who initially viewed her support as criticism. “I made it clear that we could not do everything that guidance could do and our intent was to serve the community by offering Spanish-language information and support,” says Acevedo Buontempo. Latino U reinforces guidance counselors’ roles by providing additional information that helps them meet their objectives. To that end, last year Latino U
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ILNENAODVE AR TSI HO INPS/ R&O P LE R OMG OR DA EMLSS partnered with Lesley Tompkins, the director of guidance at White Plains High School in White Plains, N.Y. Tompkins noticed that Hispanic students were not receiving the financial aid available to them because they were failing to complete the FAFSA. Together Acevedo Buontempo and Tompkins presented a FAFSA information session in Spanish. After parents and students digested that information, Acevedo Buontempo presented a FAFSA boot camp. Parents arrived with their prepared income tax forms and Latino U volunteers helped them complete the FAFSA. One hundred families completed the FAFSA. “These are families that probably would have gotten stuck and never would have finished it. Perhaps they would have been overwhelmed by the questions on it,” says Acevedo Buontempo. Over the past two years Acevedo Buontempo’s relationship with Westchester guidance counselors has evolved into a true collaboration. Now guidance departments deliver information in English and Latino U delivers it in Spanish. The second collaboration that Acevedo Buontempo has cultivated is one with Westchester County’s public libraries. Touting Latino U’s programs as an added value for the community, the White Plains public library has embraced them. Libraries are an important resource in the communities Acevedo Buontempo serves for a couple reasons. Often parents can’t arrange transportation to the high school for information sessions and some of those sessions are scheduled when parents are at work. Latino U holds its workshops on weekends in Westchester libraries, a more convenient option for parents. For any number of reasons, Latino parents might not be able to provide their children with the resources, knowledge and experience in the college selection and application process. Latino U fills the gap, giving the parents resources that they would not otherwise have. “One of our supporters and advisors is a professional college counseling company called Dunbar Educational Consultants. They provide pro bono training to our volunteer coaches. They share their tips that they normally charge mega dollars for with their regular clients. They do a training session with us that’s invaluable,” says Acevedo Buontempo. For the coming school year Acevedo Buontempo plans to broaden Latino U’s scope by offering its services to a wider audience. She has been focusing on high school students, but this year she intends to offer her workshops to middle school students and their families.
“
Seventy percent of Latinos
are applying to less selective open enrollment institutions when a good number of those students could easily qualify for more selective private institutions where they can receive financial aid and support.”
Shirley Acevedo Buontempo, founder and executive director of Latino U
She also plans to focus on college success and retention by developing college bound programs and stronger relationships within the higher education community. “I am really interested in having other institutions in higher education to reach out to us that might be interested in becoming sponsors of our work or Latino professionals or others who are passionate about this topic and want to become supporters, donors and sponsors,” says Acevedo Buontempo. “We are in a scale up process and we are looking for any kind of financial or in kind support that we can get.”
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ORGANIZATIONS
A National Imperative:
Helping English Learners By Yvette Donado or a long time, I have wanted to offer my perspective on the needs of the nearly 6 million English learners (ELs) in our public schools. My interest is both professional and personal – I was an English learner myself. My parents came from Puerto Rico in search of opportunity, and I was born in New York City, growing up with Spanish as my first language. My parents did not finish high school, but they understood the importance of education and made sure that my sisters and I completed high school and went on to college while retaining the Spanish language. Today, all four of us have advanced degrees. Being able to navigate easily between mainstream society and the Latino world has been a plus for all of us. My concerns about ELs assumed new importance in 2011 when I was asked to lead an Educational Testing Service initiative on EL needs. I realized that while ETS had decades of experience in international English proficiency assessments, our domestic experience was limited. So we set out to listen to experts across the country. The unsettling conclusion: Large numbers of students lack sufficient opportunities to learn, to master English and other subjects, to get postsecondary degrees and go on to productive careers. It amounts to disregard of our moral and civic obligations. Assuring more productive lives for ELs, in my view, is both a moral and an economic imperative ELs need us, and the nation needs them. Given their growing numbers, serving them well can improve educational attainment and help assure productivity and competitiveness in coming decades. Given these imperatives, in 2012, ETS created a new research center for English Language Learning and Assessment (ELLA) in its Research & Development division. I am pleased that it has elevated the profile of EL research in general and is investing more in serving ELs in the United States. Now with 15 scientists, this unique center has attracted talent – and interest– from around the world. Meanwhile, ETS has added a substantial number of assessment design and development specialists and psychometric experts to support research and development in this growing area. Our research emphasis is in three major areas: 1) Assessing English-language proficiency by reviewing current practices, identifying the skills needed to meet the Common Core State Standards and developing improved assessments of English-language proficiency; 2) Improving assessments of content knowledge for ELs by investigating the validity and fairness of content assessments for ELs – for example, developing guidelines to make test questions in math and science tests appropriate for ELs in terms of linguistic complexity and cultural references; and
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Yvette Donado 3) For teachers of ELs, identifying the required content and pedagogical knowledge and developing technology-enhanced professional development materials. I am delighted that ETS is now working with a coalition of 11 states, known as ELPA 21 (English-Language Proficiency for the 21st Century) to design and develop a pool of test items to support the development of a screener and a summative EL proficiency assessment for ELs in grades K–12. The 11 states, led by Oregon, offer ETS an opportunity to help improve English-language assessments for nearly 600,000 ELs. We are designing new item types, including a range of innovative item types, many of them technologyenhanced, to make assessments more engaging for students and to provide more meaningful information to teachers about student abilities. The effective use of digitally delivered assessments is the subject of ongoing research. Helping ELs is a challenge; and we do not profess to have all the answers. But we do profess to be searching for the answers and are fully committed to helping bring about improvements. Our mission to advance quality and equity in education compels us to do so. (The first of a series of ETS white papers on our vision for next-generation English- language proficiency assessment systems to support K–12 English learners in the United States can be accessed at: http://www.ets.org/s/research/pdf/24473_K12_EL_Paper.pdf). Yvette Donado is the chief administrative officer and senior vice president of Educational Testing Service, Princeton, N.J.
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IMMIGRATION/PERSPECTIVES
Consequences of Immigration Reform for the American Political Parties By Stephen Balkaran he political debacle of the current immigration debate has left the United States of America divided along racial, ethnic and political lines, never seen before in our great country. Not only has the debate gone beyond the boundaries of our political spectrum, it has left the American people and its political parties scrambling to maintain a sense of what true democracy can and cannot be. Discussions on the current immigration crisis have disregarded the fact that we are a “land of immigrants.” As America delves into the murky depths of the immigration debate, it has ignored who we are as Americans as well as the “browning of America.” Immigration has always been the basic DNA of America and it has taken away the best of who we are and what we can become as a nation. Immigration reform has more implications for America’s future than many of us can foresee; not only socially, culturally and economically, but Hispanic political presence is already shaping and defining a new America. The comprehensive immigration reform policies are directly related to the future of America, both to the American people as to who we are and what we stand for, but more so to the political parties as they try to court America’s greatest asset – the Hispanic vote. The immigration debate has now generated so many divisions in our society that it has become the “civil rights debate of 21st century.” Never in American history has immigration been such a decisive issue where policymaking and the electoral process go hand-in-hand. As both political parties implement their political
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Stephen Balkaran
agendas, they are facing an increasingly tough decision whether or not to support the Comprehensive Immigration Reform Bill. The decision will ultimately lead to a backlash from their own constituents and impede efforts to provide a path to citizenship for undocumented immigrants living in America. This decision will ultimately define the future of the political landscape in America. The political importance of the Hispanic vote is closely tied to Immigration reform and, whether or not we admit it, the American Presidency will be dictated by the Hispanic vote. This vote, which can be uti-
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IMMIGRATION/PERSPECTIVES lized by both political parties, will now define the American political process and who – or which party – controls the future political structure of America. The growth of the Hispanic electorate is an important factor in the increasing number of congressional races across the country. Both our political parties have redefined their political agenda to cater to the Hispanics’ ever-growing presence. Politically their votes remain hugely important for both Democratic and Republican campaigns. Both the Democrats and Republicans have agreed that the Hispanic immigration agenda must be dealt in a very sensitive but cautious way because Hispanic votes will define America's political landscape. According to Sen. Lindsey Graham, R-.S.C., "If we don't pass immigration reform, if we don't get it off the table in a reasonable, practical way, it doesn't matter who you run in 2016. We're in a demographic death spiral as a party, and the only way we can get back in good graces with the Hispanic community, in my view, is pass comprehensive immigration reform." The Democratic Party argues, “Hispanics are a swing vote; they are no longer a base vote of our party. Though we can all agree that it is the democratic agenda that will help Hispanics live a better life, we need to tell them in a compelling way. When we speak to them we can move them our way; they can break the Republican Party.” The Republican Party acknowledges, “given the size, growth rate and the distribution of Hispanics, it is safe to say that if we do not respect their voting power, they can change the future of elections.” In fact, according to Janet Murguia, president of the National Council of La Raza, "The road to the White House runs right through the Hispanic community, and you will not see a Republican become president without it." As the debates over immigration reform continue to evolve, the reform bill focuses mostly on three issues: the economic effects of legalizing millions of currently illegal immigrants as well as all future immigration; the possibility of achieving real border security; and the ethical question of offering the reward of citizenship to those who have entered the country illegally. Despite this debacle, the political implication on America’s future and the Hispanic vote remains critical to the survival of American Democracy. The underlying truth remains: despite what roles the Democratic and Republican Parties play in comprehensive immigration reform, it will have an important future impact on which political party Hispanics, a swing
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vote demographic, will align themselves with. The growth of the Hispanic electorate is going to be an important factor in an increasing number of congressional races across the country in upcoming elections and beyond. More numbers mean more votes. Immigration reform will bring more votes to the table and how to attract those voters becomes a political chess game for both parties. Moreover, how both parties handle the issue of comprehensive immigration reform will have a serious impact on Hispanic political voting behavior and future presidential elections. The growing presence of the Hispanic community will have profound political consequences and future immigration policy agenda will play an important part in defining the American political process. If the Immigration Reform Bill were to pass, what would be the implications on our political landscape? The new law will allow unauthorized immigrants to gain eventual citizenship but it also carries electoral risks and rewards for the Republican and Democratic Parties. On the one hand, if the bill were passed, its paves the way for new voters but more important which political party will they align themselves with? According to Nate Silver, “roughly 80 percent of illegal immigrants are Hispanic, and about 10 percent are Asian-American, both groups that voted heavily Democratic in the last two elections. On the other hand, such legislation could plausibly improve the Republican Party’s brand image among Hispanics and Asian-Americans, perhaps allowing the party to fare better among these voters in future elections.” These changes will have a long term effect on our political process; that is, they would affect the status of the 11 million unauthorized immigrants who are already in the United States who will eventually become U.S. citizens and exercise one of the fundamental rights we have in America: the right to vote. According to the Congressional Budget Office, if the Immigration Reform Bill becomes law, it will add more than 17 million new potential voting-age citizens by 2036. These potential voters are in addition to the nearly 15 million that the current level of legal immigration will add by 2036. Combined, current immigration would add more than 32 million potential new voting-age citizens by 2036. These changing political demographics paint an alarming political fiasco that neither political party can afford to underestimate. If the bill becomes law, Hispanic youths and naturalized immigrants will be 34 percent of newly eligible voters in 2014, 35 percent in 2016, 36 percent in 2018, and 37 percent in 2020. California will expe-
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IMMIGRATION/PERSPECTIVES rience the greatest impact of immigration reform, with nearly two-thirds of newly eligible voters being either Hispanic or Asian-American. The same effect will take place in many other states where the voting power will be held by swing votes in both current and future elections. States like New Mexico, Texas, Florida, Virginia, North Carolina, Colorado, New York, New Jersey and Nevada will now have an important and decisive Hispanic vote that will dictate the future of elections and political parties. On other hand, if the bill fails, political consequences can undermine the future of both parties and in the long run might be a death sentence for the party that opposes immigration reform. Political parties might become extinct if they don’t cater to the Hispanic needs and concerns. How they attract and court the new Hispanic voters can be a compelling, cautious and sensitive issue. According to the 2013 Gallup Poll, “Hispanic-Americans favor Democrats over Republicans by a roughly 2-to-1 margin. Second generation Hispanic-Americans were actually more likely to identify with either party than Hispanic immigrants. Sixty-four percent of Hispanics who were born in the U.S. to parents who were also born in the U.S. favor Democrats, while only 30 percent lean Republican. Hispanic immigrants favor Democrats over Republicans by a margin of 57 to 25. And among Hispanics born in the U.S. to at least one immigrant parent, 57 percent lean Democratic, while 34 percent lean Republican.”
Whatever the debates might be, both political parties cannot afford to play with the Hispanic vote. Immigration reform is a key tool to courting America’s greatest political asset. How both political parties resolve the immigration debacle can be an important gauge on the future of American political process. Political activist and businessman Donald Trump remarked, “Immigration reform is a suicide mission for GOP.” Courting the votes of Hispanics, women, and African-Americans has never been an important element of the Republican Party. “Face the Nation’s” Bob Schieffer reminded us the Republicans “are old white men and they are dying.” How and when both political parties address immigration reform remains a struggle. How they court new voters in an ever-changing America rest solely on the embracement of the Hispanic community. Immigration reform can have severe consequences on how American democracy is shaped and defined. We cannot take the Hispanic vote for granted. Hispanics are fast becoming the new cornerstone of this country’s economic, social, cultural and evermore so political future, based on their potential. No other immigrant group in the history of our great nation has had the potential to redefine America political process. We are still a nation of immigrants. Live up to your true colors, America. Stephen Balkaran is an instructor in the department of philosophy & political science at Quinnipiac University.
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From the
Scholars’ Corner
By Lisceth Brazil-Cruz, 2014 Graduate Fellow, School Organization and Educational Policy, University of California, Davis
When I was a child in Mexico City, my mother went to school to become a teacher. I vividly remember the day of her graduation and my paternal grandmother telling me that one day I too would graduate “from a big university.” The culture in my family emphasized what university I was going to attend, not whether or not I would go to college. My educational and career aspirations were shaped by my mother’s teaching background: I wanted to help youth and families while making an impact in education institutional practices. As an immigrant child, I constantly struggled to learn the complexities of the educational system in the United States. Though I often felt alone as I sought to continue my education, I always felt supported by my parents and family. I witnessed peers and their families also trying to seek information from schools that for one reason or another did not seem to reach us. I became interested in researching the ways in which immigrant parents interact with educational institutions as they seek to support their children in their educational journeys. My work focuses on examining the multiple ways that Latino parents support, advocate and participate in the education of their children. Often their participation goes unnoticed and is invalidated because it does not conform to mainstream standards. I focus on the critical transition period between high school and college for first-generation college students, when support systems need to work collectively with fam24 |
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ilies to ensure the recruitment and retention of these students. Part of the difficulty of being a graduate student is the sense of solitude that comes not only from working in a specific area of study, but also from being one of the few students of color in a department or program. In searching to build a community of scholars striving to improve these conditions, I was encouraged to apply to the Graduate Student Fellows Program of the American Association of Hispanics in Higher Education. Being selected from among candidates across the country was a tremendous honor. Participating in the program and learning from the various workshops was an unforgettable experience. I was able to form a national network that provides me with valuable peer support and encouragement. I have often wondered about how to balance being a mother and an academic, and I received mentoring and valuable information from academic mothers who are pretenured, are in the process of receiving tenure, or have received tenure while balancing a family. The AAHHE fellowship laid a solid foundation for creating a supportive community of scholars. This network of scholars is a constant reminder that in our various struggles we are not alone, and we have help to guide us along the way. I now feel connected to scholars across the nation who have the common goal of empowering communities and advocating for better educational opportunities for students.
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Interesting Reads
With a Book in Their Hands: Chicano/a Readers and Readerships across the Centuries Edited by Manuel M. Martín-Rodríguez
What happens during the act of reading is the subject of the branch of literary scholarship known as reader response theory. Does the text guide the reader? Does the reader operate independently of the text? Questions like these shape the approach of the essays in this book edited by a scholar known for his work in using reader response theory as a window into Chicana and Chicano literature. 2014. 288 pp. ISBN: 978-0826354761. $45.00 cloth. University of New Mexico Press, Albuquerque, N.M. (800)249-7737. www.unmpress.com.
The Jar of Severed Hands: The Spanish Deportation of Apache Prisoners of War, 1770 – 1810 By Mark Santiago
More than two centuries after the Coronado Expedition first set foot in the region, the northern frontier of New Spain in the late 1770s was still under attack by Apache raiders. Mark Santiago’s presents an account of Spanish efforts to subdue the Apaches. The book’s title comes from a 1792 report that Spanish soldiers amputated the left hands of the dead prisoners killed trying to escape captivity and preserved them in a jar for display to their superiors. 2011. 264 pp. ISBN: 978-0806141770. $29.95 cloth. University of Oklahoma Press Norman, Okla. (800) 627- 7377 www.oupress.com
The Joaquín Band: The History behind the Legend by Lori Lee Wilson
After the U.S.-Mexican War, gold was discovered in northern California, a Mexican territory that had been ceded to the United States. Thousands of Mexican and American citizens traveled to the gold region and soon clashed. The ruling Americans enforced unjust laws that impelled some Mexicans to become bandits, Joaquín Murrieta among them. Lori Lee Wilson discovered previously unrecognized cultural and political forces that shaped the Joaquín band legend.
The Stray Bullet: William S. Burroughs in Mexico by Jorge García-Robles (Author), Daniel C. Schechter (Translator) 2013. 176 pp. ISBN: 978-0816680634. $17.95 paper. University of Minnesota Press Minneapolis, Minn. (612) 627- 1970. www.upress.umn.edu/
William Seward Burroughs II, also known by his pen name William Lee, was an American novelist, short story writer, essayist, painter, and spoken word performer. A product of the Beat Generation and a postmodernist author, he is considered to be culturally influential and an innovative 20th century artist. Burroughs wrote 18 novels and novellas, six collections of short stories and four collections of essays. Five books have been published of his interviews and correspondences. He also collaborated on projects and recordings with numerous performers and musicians, and made many appearances in films. This book, however, is not about Burroughs, the artist, it is about the complicated man he was. The author begins with a brief rundown on what brought Burroughs to Mexico in the late 1940s and what caused him to flee the country. William S. Burroughs arrived in Mexico City in 1949, having slipped out of New Orleans while awaiting trial on drug and weapons charges that seemed like an open and closed case which would have sent him to prison for a long time. The author reveals Burroughs at a time when he was not convinced his destiny was to be a writer. He walked away from a series of failed business ventures --including a scheme to grow marijuana in Texas and sell it in New York. He was no stranger to the criminal underworld. He was well known for his drug use and numerous arrests. He stayed in Mexico for three years, a period that culminated in the defining incident of his life: Burroughs shot his common-law wife, Joan Vollmer, while playing William Tell with a loaded pistol. He was tried and convicted of murder in absentia after fleeing Mexico. García-Robles first published The Stray Bullet in 1995 in Mexico, where it received the Malcolm Lowry literary essay award. It is a creative and engaging account of Burroughs’s formative experiences in Mexico, his fascination with Mexico City’s uninhibited women, his acquaintances and friendships there, and his contradictory attitudes toward the country and its culture. Mexico, García-Robles explains, was the place in which Burroughs embarked on his “fatal vocation as a writer.” The author’s research includes interviews with those who knew Burroughs and his circle in Mexico City. García-Robles portrays a time in Burroughs’s life that has been overshadowed by the tragedy of Joan Vollmer’s death. He re-creates the bohemian Roma neighborhood where Burroughs resided with Joan and their children, the streets of postwar Mexico City that Burroughs explored, and such infamous figures as Lola la Chata, queen of the city’s drug trade. This book also offers a contribution by Burroughs himself – a sketch of his shady Mexican attorney, Bernabé Jurado -- as well as previously unpublished letters written by Burroughs from Mexico.
2011. 336 pp. ISBN: 978-0803234611. $29.95 cloth. University of Nebraska Press, Lincoln Neb. (402) 472- 3581. www.nebraskapress.unl.edu. HISPANIC OUTLOOK
Reviewed by Mary Ann Cooper
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HUNTER COLLEGE SCHOOL OF EDUCATION
OLSHAN PROFESSOR (Full Professor)
Loyola Marymount University, Los Angeles, California Tenure-Line Assistant Professor in Relational / Organizational Communication The Department of Communication Studies at LMU in Los Angeles seeks applicants for a tenure-track, Assistant Professor position in the areas of Interpersonal, Intercultural and/or Organizational Communication Studies, 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 a critical/cultural orientation to the field of communication and a global perspective on the issues of marginalized communities, participatory culture and social justice. We are particularly interested in candidates whose areas of expertise include, but are not limited to, one of the following areas of study: global communication, non-profit culture, environmental justice, eco-tourism, alternative organizing, social entrepreneurship, and digital social innovation. Candidates must be able to teach classes in Interpersonal Communication, in addition to classes in one or both areas of Intercultural and Organizational Communication. Applicants must have a doctorate in Communication Studies, Interpersonal Communication, Organizational Communication and/or Intercultural Communication, 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. In addition to teaching required courses in Interpersonal Communication and one or both of Intercultural and Organizational Communication, this position also involves teaching and developing required and elective courses related to the Department’s curricular clusters of “Organizing and Relating,” and “Advocacy, Public Relations and Non-Profit Culture.” 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 and an established, or promise of a, productive research agenda. We value relevant professional, practical, and international experience in addition to the required academic qualifications. Proficiency in more than one language also is valued. Completed applications will be reviewed beginning on December 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. Nina M. Reich, Search Committee Chair, Department of Communication Studies/Foley Building, 1 LMU Drive – MS 8231, Los Angeles, CA 90045. Materials must be received by December 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. Nina M. Reich by e-mail at: Nina.Reich@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. LMU, a comprehensive university in the mainstream of American Catholic 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).
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OCTOBER 20, 2014
The Olshan Professor will be a senior academic leader at the School of Education, this includes teaching, service and research responsibilities in line with CUNY Faculty policies. The Olshan Professor will have specific responsibilities to: 1. Direct the Office of Clinical Experience, with a focus on strengthening and prioritizing school partnerships in order to build a more sophisticated support system for enhancing studentteachers clinical experience and mentoring by cooperating teachers. 2. Work with faculty to review and enhance the effectiveness of clinical placements across the Schools programs, ensuring best practices that connect field experiences, student teaching, and practicum with the students, curriculum, mentors, and academic advising. 3. Oversee the Schools cutting-edge Frankfort Digital Video Project to ensure its activities and resources more deeply integrate the Video Analysis of Teaching into teacher candidates academic development. The Professorship is at the rank of Full Professor, and we invite scholar-practitioners who have demonstrated a strong commitment to understanding the value of the clinical experience and in putting that knowledge towards the formation of new teachers. Applicants should have an earned doctorate in education or a related field, extensive experience in clinically rich teacher training, and a strong scholarly record in the field of education. We are especially interested in applicants with demonstrated success in curriculum development that connects the teacher candidates fieldwork to classwork, who have experience developing effective mentors to support our students’ development as teachers, and who have spent significant time strengthening partnerships with primary and secondary schools to deepen the value of teacher candidates clinical experience. Salary will be commensurate with experience. Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/ employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number, 11453. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. The search will remain open until the position is filled. CUNY is an AA/EO/IRCA/ADA Employer
( California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.
2014-15 Tenure-Track Search www.csulb.edu/aa/personnel/jobs
Art (Fiber Arts) Art (History/Renaissance) Art (Sculpture – New Genres) Design (Design History & Theory) Film & Electronic Arts Music (Music Education: Choral/Vocal) Theatre Arts (Theatre Management)
College of Engineering x x x x
Chemical Engineering/Mechanical and Aerospace Engineering (Advanced Intelligent Materials) Mechanical & Aerospace Engineering (Dynamics, Controls, Robotics, and Automation) Mechanical & Aerospace Engineering (Mechanical and Aerospace Engineering Design and Optimization) Mechanical & Aerospace Engineering (Solid Mechanics and Materials)
College of Health and Human Services x x x x x
Health Care Administration (Finance) Health Care Administration (Management) Recreation & Leisure Studies (Tourism/Special Event Management) Speech-Language Pathology (Speech and Hearing Sciences) Speech-Language Pathology (Child Language and Autism)
College of Liberal Arts x x x x x x
website listed_____________ above for more information Please refer to the Human Resources Date: about each position. Inquiries may also be directed to the appropriate academic unit. All applicants must possess the appropriate terminal degree, the ability to balance teaching and scholarship, prepare students to live and work in a diverse world, utilize information technology in the classroom, and promote interdisciplinary inquiry and experiential learning.
COLLEGE OF ARTS AND SCIENCES Chemistry: Department Chair (Full) Computer Science: (Up to 3 positions): Core Computer Science Fields (Assistant, Associate, Full) Economics: Environmental economics (Assistant, Associate, or Full) Economics: Macroeconomics (Assistant) Environmental Science: (Up to 3 positions): (Assistant, Associate, Full) Performing Arts: Ethnomusicology (Assistant) Performing Arts: Theatre/Musical Theatre (Assistant) Sociology: Multiple Fields/Theory (Assistant) World Languages and Cultures: Spanish and Latin American Studies: Assistant) World Languages and Cultures: TESOL (Assistant or Associate) KOGOD SCHOOL OF BUSINESS Management: Organizational Behavior/Human Resource Management: (Assistant) SCHOOL OF INTERNATIONAL SERVICE Economics (Assistant) Emerging Powers (Assistant) Global Health (Assistant) Global Urban Studies (Assistant) Transnational/International Security (Assistant) Transnational/International Security (Associate or Full) SCHOOL OF COMMUNICATION Advanced Communication Research Methods (Assistant) Applied Communication Research : (Assistant) Emerging Media Strategic Communication (Assistant or Associate) Journalism (Assistant or Associate) SCHOOL OF PUBLIC AFFAIRS Justice, Law, and Criminology: Department Chair (Full) Justice, Law, and Criminology: Terrorism and Homeland Security Policy (Assistant) Public Administration and Policy: Nonprofit Management (Assistant) Public Administration and Policy: Organizational Behavior, Development, or Theory (Assistant)
Anthropology(Physical Anthropology) Communication Studies Human Development International Studies Program Journalism & Mass Communication (Public Relations) Linguistics (Syntax)
American University is an Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected Veteran status. American University is a tobacco and smoke free campus.
University Library x
American University is an independent, coeducational university with more than 11,000 students enrolled in undergraduate, master’s, and doctoral and professional degree programs. The university attracts students from many different backgrounds, from all 50 states, the District of Columbia, Puerto Rico and the territories, and nearly 150 foreign countries. Located in the nation’s capital, the campus is in a beautiful residential neighborhood, a short distance from the city’s centers of government, business, research, commerce, and the arts.
Applications are invited for tenure-track and tenured faculty positions beginning AY 2015-16. All positions are at the assistant professor level unless indicated otherwise.
College of the Arts x x x x x x x
AMERICAN UNIVERSITY TENURE-TRACK/TENURED POSITION ANNOUNCEMENTS http://american.edu/hr/Ft-Faculty.cfm
Senior Assistant Librarian (Psychology & Social Work)
AMERICAN UNIVERSITY 4400 Massachusetts Avenue NW WASHINGTON, DC 20016
CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.
HISPANIC OUTLOOK
The private university with a public responsibility
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DIRECTOR, INSTITUTE FOR SOCIAL RESEARCH ANN ARBOR, MI
The University of Michigan invites nominations and applications for the position of Director of the Institute for Social Research (ISR). Founded in 1949, ISR is among the world’s largest and oldest academic social science research organizations and a distinguished leader in social science research, education, data collection, and archiving. Its programs are organized within and across five constituent units – Center for Political Studies, Inter-university Consortium for Political and Social Research, Population Studies Center, Research Center for Group Dynamics, and Survey Research Center.
DID YOU KNOW...
We now have Web Packages Available?
This is an exceptional opportunity for an accomplished social scientist to join a team of renowned scholars in maintaining and enhancing ISR’s leading role in the social sciences, and in promoting social science research at Michigan, nationally, and internationally. The ISR Director works within a decentralized and participatory organizational structure that requires persuasion and diplomacy to lead various ISR stakeholders in arriving at important decisions. S/he closely collaborates with center directors and other ISR staff to administer ISR’s human, financial, and physical resources, along with its development and communications functions. The ISR Director reports to the Provost and Executive Vice President for Academic Affairs. The ISR Director Search Advisory Committee seeks applications and nominations of individuals of the highest character and integrity, a record of distinguished scholarship and externally funded research appropriate for a tenured full professor appointment in an academic department, school or college. Candidates must have demonstrated exceptional ability to collaboratively lead and support ISR’s scientists and staff in their work with each other and with individuals and units in the University and beyond. Also critical are communication and interpersonal skills to be a leading ambassador and spokesperson for social science in the University, nation, and world, including helping to generate resources for social science research at ISR and beyond. He or she must also have manifested outstanding commitment and accomplishment in promoting a climate of diversity and the inclusion of historically underrepresented groups. Acceptance and review of applications will continue until the position is filled. For fullest consideration, materials should be received by October 30, 2014. Applicants should provide a curriculum vitae and letter of application. All inquiries, nominations, and applications for this position will be treated confidentially. These materials and other correspondence should be sent via e-mail to the Chair of the Search Advisory Committee and/or the consultants for the search: James S. House, Ph.D., Angus Campbell Distinguished University Professor, Emeritus, of Survey Research, Public Policy, and Sociology ISR.Director.Applications@umich.edu Jane Gruenebaum, Ph.D., Vice President, Isaacson, Miller www.imsearch.com/5197
The University of Michigan is an equal opportunity/affirmative action employer dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and research in a multicultural environment. Potential applicants who share this goal are encouraged to apply.
For complete information on web advertising packages that suit your needs.
Contact us at:
(800) 549-8280 OR
email us your text to:
info@HispanicOutlook.com
Fax us at: (201) 587-9105
And visit us on the web www.HispanicOutlook.com Serving the Hispanic Academic Community for 25 years
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OCTOBER 20, 2014
Lafa ayette College iss a selec tive, private, liberal ar ts t college ooff 2,400 underrgrradduates. Our 110 -acre campus is located one and a halff hourss ffrrom both New Y Yoork City and Philadelphia. Degree programs are ooff fere e ed in the liberal ar ts, sciences and engineering.
Tenure-Trrack Assistant Professor o off Economics The Economics Depar tment at L afayet te College, a private, highly selec tive liberal ar ts college in Pennsylvania, invites applications ffo or a tenure -track position at the Assistant Professor level in labor economics/econometrics. The teaching load is ffo our courses the first year and five courses per year thereaf ter. Teaching responsibilities will include the depar tment ’s required course in econometrics and elec tives in labor economics, as well as courses that contribute to the College’s Common Course of Study and/or interdisciplinar y programs. Candidates will be evaluated based on their potential fo f o r t e a c h in g e x c e l l e n c e a n d s c h o l a r l y produc tivit y. A Ph.D. is required; ABDs with a firm completion date by August 2015 will also be considered. All candidates must apply online at http://www.econjobmarket.org/. Applications must include a cover letter, curriculum vitae, graduate transcripts, evidence of ef fec tive teaching and scholarship, and a one -page statement of teaching philosophy. Applications will be accepted until December 15 , 2014 . Inter views will be conduc ted at the ASSA meetings in Boston. Recommendation letterss should address potential fo for ef fec tive teaching and potential for rreesearch produc tivity. For more information about the Economics depar tment at L afayet te College see our webpage at http://Economics.Lafayette.edu. L a f a y e t t e Co l l e g e i s c o mmi t t e d t o c r e a t i n g a d i v e r s e c o mm u n i t y : o n e t h a t i s i n c l u s i v e a n d r e s p o n s i v e , a n d i s suppor tive of of each and all ooff its ffaacult y, s tudents , and s t af f. A ll member s ooff the College c ommunit y share a responsibilit y ffoor creating , maint aining , and developing a lear ning environment in which dif ferenc e is valued, e q u i t y i s s o u g h t , a n d i n c l u s i v e n e s s i s p r a c t i c e d . L a f a y e t t e Co l l e g e i s a n e q u a l o p p o r t u n i t y e m p l o y e r a n d enc ourages applic ations ffrrom women and minor ities .
The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Econometrics and Statistics. Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars. Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at: http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on December 1, 2014 and strongly encourage you to complete your application by then. We will continue to accept applications until March 15, 2015. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer.
Enfield, Connecticut
Asnuntuck Community College has the following Full-time opening:
The Department of Computer Science at the University of Chicago invites applications for the position of Sr. Lecturer. This position carries responsibility for teaching undergraduate computer science courses in the fall, winter and spring quarters and serving as the academic associate director of the Master’s Program in Computer Science (MPCS). The academic associate director of the MPCS is responsible for the overall design and execution of the MPCS academic curriculum, including revisions and additions. The academic director also acts as the primary liaison for academic affairs between the MPCS and departmental leadership, as well as with other departments and institutes of the University. Specific duties include the preparation of the course schedule for each academic year (in consultation with MPCS leadership, lecturers, and adjunct faculty), advising students on their course selections, managing the MPCS's Practicum program, advising lecturers and adjunct faculty members on pedagogy, course design, and course issues when they arise, and leading searches for new MPCS lecturers.
Dean of Academic Affairs Information on qualifications and compensation is available at www.asnuntuck.edu (click on Employment). Asnuntuck Community College is an Affirmative Action/Equal Opportunity Employer, M/F. Protected group members are strongly encouraged to apply.
Applicants must have a PhD in Computer Science or a related field and have experience teaching Computer Science at an undergraduate level, preferably introductory programming and upper-level systems courses. The successful candidate will have exceptional competence in teaching, curriculum development experience, excellent organizational and leadership skills, experience with developing and supporting innovative co-curricular activities, and superior academic credentials. The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown. Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/nfdla44. Applicants must upload a cover letter, curriculum vitae with a list of publications and a one page teaching statement. In addition, three reference letters that address the candidate’s teaching qualifications will be required. Reference submission information will be provided during the application process. Review of complete applications, including reference letters, will begin January 15, 2015, and continue until the position is filled. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.
HISPANIC OUTLOOK
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“CULTURAL COMPETENCE...” Dean Horace H. Rackham School of Graduate Studies Vice Provost for Academic Affairs-Graduate Studies
Welcoming
Ann Arbor, MI The Horace H. Rackham School of Graduate Studies is the home of graduate education at the University of Michigan. More than 8,200 students are enrolled in Rackham’s 109 Ph.D., 92 master’s, and 35 certificate programs in 17 schools and colleges, and two research institutes on the Ann Arbor campus. Michigan is one of the top producers of Ph.D. graduates in the nation. In 2014, the University awarded 876 doctoral degrees and more than 2,000 master’s degrees. Michigan is also a national leader in the number of Ph.D.s awarded to under-represented minority students. The Graduate School values the diversity of its students as an essential dimension of excellence in graduate education and has sustained a long-standing commitment to this priority through funding, programs, partnerships, and engagement both on campus and nationally. The Graduate School has more than 85,000 alumni around the globe.
Community
Diversity
The dean provides academic, administrative, and fiscal leadership to the Rackham School of Graduate Studies and reports directly to the provost and executive vice president for academic affairs. The dean is expected to engage the Graduate School broadly with its internal and external constituencies and to assure the highest quality for graduate studies at Michigan while working with the provost and other deans as part of the academic leadership of the University of Michigan. The Rackham Dean Search Advisory Committee seeks nationally-recognized scholars whose active and distinguished professional record includes an earned doctorate, and research and education appropriate for a tenured full professorship at the University of Michigan. We are particularly interested in candidates who: understand the broad issues facing graduate education across diverse disciplinary and interdisciplinary programs, and are able to articulate a vision for the future of graduate studies on campus and in the national arena; demonstrate leadership and administrative success, and preparedness for playing a prominent role in fundraising; articulate the value of diversity with confidence and authority, and have a track record of effectively supporting diversity and inclusiveness; and communicate effectively and work collaboratively with multiple stakeholders across the university. Inquiries, nominations, and applications are invited and will be treated in a confidential manner. The University is dedicated to the goal of building a culturally diverse and pluralistic community committed to excellence in teaching and learning in a multicultural environment. Potential applicants who share this goal are encouraged to apply. For the fullest consideration, applicant materials should be received by October 24, 2014. Review of applications will continue until the position is filled. Applicants should provide a curriculum vitae and letter of application. This material should be sent electronically via email to the chair of the search advisory committee:
Regard
Respect
Inclusion
Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie. Individuals with a commitment to working in a culturally competent environment and who reflect the increasing diversity of Oakton’s student body and community are sought for full time tenure track faculty openings in Philosophy.
• Philosophy Faculty
Alec D. Gallimore, Ph.D. Arthur F. Thurnau Professor, Department of Aerospace Engineering Associate Dean for Academic Affairs, College of Engineering rackham-dsac-chair@umich.edu For more information about the Horace H. Rackham School of Graduate Studies, please visit http://www.rackham.umich.edu
Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world.
Sensitivity
The anticipated start date is January 12, 2015. Priority consideration deadline is October 31, 2014.
The University of Michigan is an equal opportunity/affirmative action employer.
Full consideration deadline is November 3, 2014.
Awareness
To learn more about this position, the full consideration deadline, and to complete an online application, visit our Web site at:
www.oakton.edu Listening
Experiences
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HISPANIC OUTLOOK
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OCTOBER 20, 2014
Click on “employment”
Oakton Community College is an equal opportunity employer.
The School of Computing at the University of Utah seeks applications for four tenure-track faculty at the rank of Assistant Professor, beginning Fall 2015. Exceptional candidates at higher ranks will also be considered. Applications in all areas of computer science are encouraged, but the School is particularly interested in the following areas of expertise:
The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has posted job opportunities.For details and deadlines, please continue to check the following website: http://economics.gsu. edu/about/employment-opportunities/ . All applications must be submitted through https://www.aeaweb.org/joe/ .
• Foundations of data science: Theoretical computer science, particularly with an emphasis on models and analysis for large data problems. Also, computational statistics or statistical underpinnings of the analysis of large data. • Robotics: All areas of robotics including, but not limited to, motion planning, autonomous robots, robot learning, and robot vision. • Computer architecture: All areas of architecture, especially domain-specific architecture, energy-aware computing, heterogeneous systems, and embedded systems. • Human-computer interaction: All areas of HCI, especially research with broad impact, including learning at scale, human computation, gamification, and design for novel interfaces.
The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school houses the Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, and international studies, among others. The research centers generate opportunities for funded scholarly research.
The University of Utah is a Carnegie Research I Institution, and the School of Computing is an exciting, growing school with a 50-year history of excellence in computer science education, innovation, and research. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. Additional information about the school and our current faculty can be found at http://www.cs.utah.edu. Candidates may apply through the following URL: http://utah.peopleadmin.com/postings/36205 Review of applications will begin after November 15 and will continue until the positions are filled.
The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans' preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University's commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/.
Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States. At time of offer, a background check is required.
The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.
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Priming the Pump… Red Flags: Warning Signs of Latino Teen Suicide By Miquela Rivera, PhD “Suicide is not a remedy.” -- James A. Garfield alk of suicide must always be taken seriously. Always. Latino youth threaten and carry out plans to end their own lives at rates higher than their non-Hispanic white counterparts, but steps can be taken to prevent such tragedy. First, watch for the signs of deepening depression. Teens manifest depression differently than do adults. An irritable, angry, hostile, grumpy Latino adolescent who has typically been easier-going might now explode in fits of frustration or rage with little or no warning. The Latina who was an easy-going child is now surly, changing her mood and mind frequently. She might often complain of stomach pains or headaches -- but a doctor’s visit will likely reveal no medical cause. (The Latina student, however, genuinely feels ill). While most adolescents are sensitive to criticism, the teen that is hypersensitive to words or actions of others, personalizing things when they are not intended as such, might be struggling with depression. (And it’s a vicious cycle -- criticism leads to depression and depression heightens sensitivity to criticism). For a young Latino striving to achieve and get ahead, setbacks and disappointments can be devastating. The fear of being stuck, not getting ahead or failing can be overwhelming, and depression often deepens. For Latino adolescents who love and live for time with friends, withdrawal from associates and self-isolation can be a clear indicator that depression is worsening. Even the allegiance to family -- an unwavering value – seems to weaken as the depressed Latino withdraws from parents and siblings. Adolescents trying to rid themselves of depression often self-medicate, escaping into alcohol, drugs (illicit and prescribed) and Internet addictions or unprotected, promiscuous sex. Others teens run away from home or skip school. In extreme cases, depressed teens can become violent, tired of bullying or other problems that plague them. All of these are attempts at relief and cries for help. For a Latino teen who talks or jokes about suicide, glamorizes it or fantasizes about how “awesome” it would be if everyone came to his funeral or felt bad if he died are at risk for self-harm. Fatalistic talk such as, “nothing matters,” or “regard-
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HISPANIC OUTLOOK
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OCTOBER 20, 2014
less of what I do, things turn out bad,” reflect the genuine futility and frustration teens feel. Bidding final farewells to family and friends in person or electronically, giving away prized possessions or seeking methods of suicide (weapons, pills, asphyxiation, jumping in front of oncoming cars or trains or “death by cop” (provoking law enforcement to shoot them) indicate that a specific plan is being developed. If any of those signs or concerns is present, reach out. Ask the student how he is doing and inquire if any help is needed, reflecting your observations and concerns without judgment. Connect the student with a mental health professional via student services or in the community as soon as possible. Simply giving an address is not sufficient; make the call and assure that the student connects with someone on the other end who is skilled to help and set an appointment. If you suspect the student will not keep the appointment, walk them over to assure that the introduction and connection is made. If the student cannot promise to avoid self-harm, call the police. They will transport the student to a mental health facility for an evaluation, therapy and possible medication. (Each state has laws designating how long a person intending selfharm or harm to another may be held. Regardless of your location, call law enforcement if the help is warranted). Two important notes: For students on medication, the risk of suicide increases as the depression starts to lift, so ongoing support and follow-up is critical. And since suicide rates are higher as exam time approaches, high schools, colleges and universities can institute special supports for students experiencing high anxiety, desperation or depression. Student services in colleges and universities and high school counselors are wise to provide faculty with crucial information and training about suicidality and its risks. Tragedies can be averted, with proper information and follow-up action. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.