09/10/2011 Higher Ed Offers Hispanics many options

SEPTEMBER 05, 2011

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VOLUME 21 • NUMBER 22

d E r e h g Hi s c i n a p s i H s r e f f s O n o i t p O y n Ma Bilingualism & Brains

Civil Rights Issues

Also available in Digital Format

Social Belongings

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® Editorial Board Ricardo Fernández, President

Publisher – José López-Isa

Lehman College

Vice President & Chief

Mildred García, President

Operating Officer – Orlando López-Isa

California State University-Domínguez Hills Editor – Adalyn Hixson

Juán González,VP Student Affairs

Executive & Managing Editor –

University of Texas at Austin

Suzanne López-Isa Carlos Hernández, President

News Desk & Copy Editor – Jason Paneque

New Jersey City University

Special Project Editor – Mary Ann Cooper

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

Ventura County Community College District

Coordinator – Barbara Churchill

Gustavo A. Mellander, Dean Emeritus George Mason University

DC Congressional Correspondent –

Loui Olivas,Assistant VP Academic Affairs

Peggy Sands Orchowski

Arizona State University Contributing Editors –

Eduardo Padrón, President

Carlos D. Conde

Miami Dade College

Michelle Adam

Antonio Pérez, President

Online Contributing Writers –

Borough of Manhattan Community College

Gustavo A. Mellander

María Vallejo, Provost Palm Beach State College

Art & Production Director – Avedis Derbalian

Editorial Policy

Graphic Designer – Joanne Aluotto

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®.

From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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Article Contributors Frank DiMaria, Marilyn Gilroy, Joe Gutiérrez, Clay Latimer, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons, Gary M. Stern

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Esquina E ditorial

In

his current column, Carlos Conde notes that the net worth of Hispanic households dropped 66 percent in 2009 – more than that of any other group, and largely due to the drop in home value tied to the mortgage debacle.

The gap between the Hispanic rich and the Hispanic poor continues to grow, as it has for others throughout the U.S. for quite a spell now.

But a college education, despite recurring questions about its rising costs, its content, its delivery, and even its relevance, remains widely accepted as the most reliable path to prosperity.

And activists continue efforts to prepare more and more Hispanic youth to aspire to and achieve that education. One example of a simple, replicable step in that direction is an Aug. 11 article in Chicago’s Lawndale News, a bilingual community paper. Targeting parents of high school students, “Aim for A,” by Carolina Vélez, describes what a GPA is and why it’s important to any who hope to go to college. Vélez writes that 95 percent of her students didn’t know what the GPA is nor why it is significant.

Multipronged assaults on immigrants continue, with no end in sight. Backers of the movement to deny citizenship to babies born on U.S. soil to the undocumented claim a constitutional basis. In this issue, historian and former college president Gus Mellander says that claim is bogus and explains why.

Our Washington correspondent Peggy Orchowski quotes Juan Sepúlveda as telling newly sworn-in presidential advisors on Hispanics and education: “We don’t need any more reports. We need action on the ground at the grass roots.”

Let’s find some new ways to make this happen. We are eager collaborators and at your service. ¡Adelante!

Suzanne López-Isa Managing Editor

Assistant/Associate Professor and Director of Conservation Science - #15521 Lab of Ornithology and Dept. of Natural Resources – College of Agriculture & Life Sciences– Cornell University Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York's land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university's mission of teaching, research, and outreach.

Located at the Imogene Powers Johnson Center for Birds and Biodiversity in the 220-acre Sapsucker Woods sanctuary, the Cornell Laboratory of Ornithology is the world's leading resource for conservation, research, education, and citizen science focused on birds. The Lab is a vibrant unit within Cornell's College of Agriculture Life Sciences, where several full-time faculty teach undergraduate courses, advise graduate students, and manage world-class, mission-driven programs. Our management and staff are committed to the highest standards of ethics and excellence in all areas of our work, and our Board leadership includes faculty from Cornell and other universities, successful entrepreneurs and managers from the business and non-profit sectors, and conservation-minded citizens from the United States and beyond.

The Cornell Laboratory of Ornithology and the Department of Natural Resources at Cornell University invite applications for the Robert F. Schumann Faculty Fellowship, a joint, tenure-track appointment as Director of the Conservation Science Program at the Lab and Assistant or Associate Professor of Natural Resources.

• We seek an individual who will advance our mission to interpret and conserve the earth's biological diverity through research, education, and citizen science, via his/her individual and programmatic leadership in research, fieldwork, and outreach leading directly to the conservation of biological diversity.

• The successful candidate must maintain a productive, extramurally funded research program in conservation biology; contribute to undergraduate and graduate teaching and mentoring; and engage fully in the academic and intellectual life of the Lab, the Department, and Cornell University.

• Candidates must have demonstrated leadership skills and an inspired vision for the future of the Lab's Conservation Science Program (currently ten professional staff with an annual budget of US$1.3M).

• The Director of Conservation Science will be a public spokesperson for conservation science and must be able to collaborate with the Lab's 10 other programmatic units along with colleagues and partner institutions world-wide.

More information on this position is available at http://www.birds.cornell.edu/page.aspx?pid=1737 Required Qualifications: Ph.D. and an established record of peer-reviewed research in conservation biology. Preferred Qualifications: Emphasis on birds is preferred, but not mandatory.

Application Procedure: Please send a single PDF file containing a letter of application outlining qualifications and experience for the position, a curriculum vitae, statements of research interests and teaching philosophy, and the names and contact details for three references. Email to set2@cornell.edu or in hardcopy to Susan Taggart, Cornell Lab of Ornithology, 159 Sapsucker Woods Road, 283A Johnson Center for Birds Biodiversity, Ithaca, NY 14850.

Inquiries about position specifics can be directed to Dr. Irby Lovette (ijl2@cornell.edu) or Dr. Bernd Blossey (bb22@cornell.edu). Review of applicants will begin on September 30, 2011 and continue until the position is filled.

Cornell University is an affirmative action/ equal opportunity employer and educator

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by Carlos D. Conde

LATINO KALEIDOSCOPE

J

The Latino Malaise

ust when you think the U.S. Latino is on the rise, along comes another of those unsettling studies that extrapolates with a bewildering – at least to me – smorgasbord of data that say Latinos are on the downward.

Capitalistically speaking, that is. We are poorer than ever and also poorer than most Americans, and if you have been catching the news lately from Washington, things don’t look as though they’re getting any better any time soon.

Simply stated, if that’s possible, and to paraphrase a Reaganism in the Latino context, you might ask yourself: are you better off than you were almost a decade ago?

The answer is a resounding no if you give substance to an analysis by the Pew Research Center of U.S. Census Bureau data up to 2009 that says if U.S. Latinos were in bad straits back then, they are in a much worse situation today although, empirically speaking, it seems like always, struggling as usual.

The analysis, as I interpret it, portrays today’s socioeconomic standings for Latinos and other minority groups up to 2009, based on Census Bureau data that stretch several years hence.

It’s filtered from the Census Bureau’s Survey of Income and Program Participation (SIPP), an economic questionnaire distributed periodically to tens of thousands of households and which focuses on household wealth.

What’s with 2009 and thereafter? On the surface, it doesn’t seem that Latinos are worse off than other minority groups, although the statistics up to 2009 belie any assumptions of approaching economic equality, particularly with Whites.

The Pew report got big play by the media heavyweights that portrayed it as some sort of ethnic Armageddon in the making and a lot of I-told-you-so from Latinos.

The dismal situation is shared by Black Americans who, all things being equal, are not as bad off as Latinos.

The Pew analysis said that the median wealth of White households is 20 times that of Black households and 18 times that of Hispanic households. In net worth, percentage-wise, Hispanics trail Black Americans.

The net worth of Hispanic households decreased from $18,359 in 2005 to $6,325 in 2009, a percentage drop of 66 percent, the largest among all groups. For Blacks, net worth dropped from $12,124 in 2005 to $5,677 in 2009, a decline of 53 percent. For Whites, it was 16 percent.

Thirty-one percent of Hispanic households had zero net worth in 2009; Blacks, 35 percent – compared to 15 percent for White households.

For both Hispanics and Blacks, part of the problem was the downward spiral in their home equity, two-thirds of their net worth in 2005 for Hispanics and 59 percent for Blacks.

The median level of home equity held by Hispanic homeowners declined by half from $99,983 to $49,145 while their homeownership rate also fell, from 51 percent to 47 percent.

For Whites, the decrease in net worth was “modest in comparison,” falling 16 percent from $134,992 in 2005 to $113,149 in 2009.

Asians at one time had the largest median household wealth, $168,103

in 2005, dropping to $78,066 in 2009, a decline of 54 percent attributed in part to their geographical concentration, California, which took a big blow in the housing market decline.

Another factor in the economic downturn for Hispanics and Blacks was unsecured liabilities like credit card debt and education loans. For Blacks, the median level increase was 27 percent while for Latinos it was 42 percent.

What this says is that some Latinos may be living in a tumbled down shack but can’t resist that 50-inch plasma TV or the new “troquecita” in the driveway.

The report brings out other telling data on the destitution of many minority members.

Twenty-four percent of all Hispanic and Black households in 2009 reported no assets other than an automobile, compared to just 6 percent of White households.

All this wealth of data also brought the well-known assumption that while the poor get poorer, the rich get richer, even among minorities.

The wealthiest 10 percent of households in the minority groups also took a hit, but their share of the overall wealth within their group rose. Latinos led this group with the top 10 percent increasing their household wealth from 56 percent in 2005 to 72 percent in 2009.

For Whites, the 10 percent of the wealthiest increased their worth from 46 percent in 2005 to 51 percent in 2009.

If that isn’t enough, last October, the National Council of La Raza using the same source and similar data, issued a separate report on how these dire economic conditions are affecting the Latino child population.

Titled A Challenge to Our Nation: Improving the Economic Well-Being of Latino Kids, it stated that the share of all U.S. children who are Hispanic has grown steadily from 7.5 percent in 1976 to 22.7 percent in 2009.

Over the same period, the number of poor Hispanic children grew from 14.1 percent to 36.7 percent.

The report, based on data by the Census Population Reference Bureau, projects that by 2030 Hispanic children will make up 44 percent of all poor children in the U.S. I know that numbers don’t lie and their analysis is supposedly pure. Still, the empirical evidence can sometimes make the scientific data seem a bit challenging.

In other words, on the surface, things don’t seem to be that bad in the country even for Latinos, despite all the problems confronting us. Somehow, someway we always seem to find a way to muddle through our tribulations in spite of Washington’s dysfunctional ways.

Nevertheless, it is what it is. We Latinos are noble people but, statistically speaking, destined to be poor.

L K

A T I N O

A L E I D O S C O P E

Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® SEPTEMBER 05, 2011

CONTENTS Where Hispanics Go to College by Marilyn Gilroy Bilingualism and Brains by Jeff Simmons

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NCCHC Offers Leadership Skills Training to Hispanic Academics by Frank DiMaria

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Conference at Cal State San Bernardino Looks at Civil Rights Issue of Our Day by Joe Gutiérrez

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Social Belonging and Minority Student Success

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by Angela Provitera McGlynn

Page 11

Online Articles George Sánchez,Award-Winning Champion of Diversity, USC by Clay Latimer Born Here but Not Citizens? by Gustavo A. Mellander To view these and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

Uncensored

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by Carlos D. Conde

The Latino Malaise

by Peggy Sands Orchowski

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Hi gh Sc ho ol For um

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Success for Hispanic High School Students

by Mary Ann Cooper

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

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Hispanics on the Move

Interesting Reads and Media...

Book Review

by Mary Ann Cooper

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Boxing Shadows

Targeting Higher Education Digital Technology: Where Are We?

by Gustavo A. Mellander (Online only)

Priming the Pump...

by Miquela Rivera

Back Cover

Depression Can Affect Outlook and Achievements of Latino Youth

Article Online

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

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ENROLLMENT/RECRUITMENT

Where Hispanics Go to College

As

by Marilyn Gilroy the Hispanic population increases, now at 50.5 million and counting, Hispanics are enrolling in higher education in record numbers. According to Pew Hispanic Center tabulations, the number of Hispanics in college is approximately 2.7 million. That figure will continue to grow because Hispanics are now the largest minority group in the country’s K-12 public schools. In addition, experts say Hispanics will be the most significant component in the growth of the work force for the next few decades.

For this reason, getting Hispanics into and through college has become one of the major goals of education leaders and the Obama administration,

Community Colleges, Fall 2008 60

58 %

50 42 %

40

45 %

30 20

13 %

10 0

16 %

means to afford college, and lack of English proficiency required to do college-level work.

While those challenges need to be addressed if more Hispanics are to make it through college in the future, the current enrollment patterns provide a snapshot of where they are now.

Community Colleges Community colleges, the largest segment of the nation’s higher education system, enroll 7.4 million credit students. According to the American Association of Community Colleges (AACC), Hispanics make up 16 percent of that number, but even more significantly, 52 percent of Hispanics who begin higher education start at community colleges.

Hispanics have historically gravitated toward community colleges for several reasons, including affordable tuition, open admissions policies, flexible course schedules, and locations that are close to home. Two-year colleges also offer more support in terms of remedial classes, tutoring, and counselors who help ease transfer to a four-year college.

Community college admissions policies include accepting undocumented immigrants as well as others without proof of citizenship. Many of these students were brought by their parents to the United States and subsequently graduated from U.S. high schools. In general, community colleges have taken the position that these individuals deserve access to higher education.

The story of Jessica Bonilla, 27, a recent graduate of Bergen

6% 1% Women

Men

Minorities

Black

Hispanic

Source: American Association of Community Colleges, 2011 Fact Sheet

Asian/ Pacific Islander

Native American

which last year appointed Juan Sepúlveda as executive director of the White House Initiative on Educational Excellence for Hispanics.

“Our numbers have grown so large that the future of the U.S. is inextricably linked to the future of the Latino community,” said Sepúlveda, when he presented the Department of Education’s report on improving education for the Latino community in April.

While there are more public and private options for higher education than ever before, problems persist with regard to Hispanics’ education attainment. According to 2008 census data, only 12.9 percent of Hispanics complete their degrees. The noncompletion rates are highest at community colleges and for-profits, which are popular with Hispanics, who are more likely than other groups to be enrolled part time. Some of the obstacles to degree completion include family obligations, not having the financial

State Colleges and Universities, 2009 60%

60 50 40 30 20 10 0

11%

14% 5%

Hispanic

African Asian American American/ Pacific Islander/ Native Hawaiian

1% Native

Source: American Association of State Colleges and Universities

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3%

6%

White Nonresident Unknown NonAlien Hispanic

Percentage

Community College (BCC) in Paramus, N.J., is an example of how these older, with more than one-half over the age of 25. Students are more likely students find their way to a two-year school. to be working and have children.

A native Honduran, Bonilla began her education in a rural hillside vilThe colleges are proud of their “customer-friendly” approach, which lage school but moved with 13 family members to the U.S. to escape what has attracted those who might not otherwise go to college. However, a high she described as “the vast poverty and hunger overtaking many Latin percentage of these students need financial assistance to meet tuition American countries.” After graduating from a Bergen County high school expenses that range from $15,000 to $40,000. in 2002, she became discouraged after rejection by colleges because she When for-profits point to their success, they share the stories of individwas not yet a citizen and lacked proper documentation. uals like Araceli Sánchez, who was born in Mexico and came to the U.S. at “For years, I was made to believe education was out of my reach. For the age of 13. She graduated from high school in California and wanted to years, there were tears in my eyes, and for years I hated my life because I go to college, but her father was a laborer and truck driver who did not stopped chasing my dreams and I felt I was a failure,” she said. share that view. Sánchez subsequently left home and began working at fast But eventually, she found that opportunities awaited her at BCC, the col- food and grocery stores. Finally, in 2001, she enrolled in Adcon Technical lege next door. Working two or three jobs to pay her tuition, Bonilla said Institute and earned a certificate in computer repair. Two years later, she came directly to school from work and sometimes slept in her car in Sánchez enrolled in Westwood College in Anaheim, Calif., and earned an the college parking lot before classes because she was so tired. associate degree in network engineering. After working at an Internet serThis year, Bonilla became the first member of her family to earn a col- vice provider firm, she moved to Unisys, the global IT corporation. She lege degree. An honors graduate with a perfect 4.0 grade point average, she also was a member For-Profit Colleges & Universities, 2008 of Phi Theta Kappa, the honors society for community colleges. She is transferring to a four-year school and hopes to go to law school.

100% 2008-09 Unfortunately, stories such as Bonilla’s are not common enough. Graduation rates at com80% munity colleges are low; on average only about 25 percent finish after three years and many 60% drop out before their second year. But AACC has called on its members to increase student com38% 40% pletion rates by 50 percent over the next decade.

23% Most two-year schools have heeded the call 21% 20% 13% and undertaken numerous initiatives to boost graduation rates. At BCC, the graduation rates 3% 0% 1% 1% 0% have increased steadily for the past three years.

African Hispanic Race/Ethnicity Two or More White Nonresident Asian or American American, Race/Ethnicity Unknown Non-Hispanic Alien Pacific Islander Indian There was a 24 percent increase in the number Non-Hispanic or Alaska Unknown Native of graduates from 2009 to 2010, preceded by a 7.5 jump from 2008 to 2009. Bergen graduated Source: Imagine America Foundation, Profile of Career Colleges and Universities, 2011 2,139 students in 2011, an 11 percent increase over the number of graduates last year. returned to Westwood to earn a bachelor’s degree, even though she held a For-Profit Colleges and Universities full-time job and had become a single mother.

For-profit colleges and universities often specialize in career and jobDespite success stories like that of Sánchez, for-profits have been under related programs in the areas of art, business, criminal justice, allied investigation by the Department of Education and U.S. Government health and technology. Many of the schools are subsidiaries of large com- Accountability Office for questionable recruiting practices and for high stupanies such as Career Education and Corinthian Colleges. One of the most dent-loan default rates. Although they enroll 12 percent of all college stuprominent for-profits is the University of Phoenix, which has an enrollment dents, for-profits receive 25 percent of all federal student aid and account of 420,000 students and is part of the Apollo Group. These schools often for 44 percent of student-loan defaults. Critics say statistics show many stuhave open, rolling enrollment admissions policies, and they have cornered dents at nonprofits will not complete their degrees or get good enough a 42 percent share of the online market. jobs to be able to repay their loans, thus creating a lifelong burden on According to the Association of Private Sector Colleges and Universities, their personal finances. which has 1,600 members, for-profits enroll 3.2 million students. This includes many students who are underserved by the traditional higher edu- State Colleges and Universities cation market. But this population also is more at risk of not completing According to the National Center for Education Statistics, there are 693 college because they tend to be first-generation, low-income students who public four-year state colleges and universities located in cities, towns and are not academically prepared for college. Hispanics and African- suburbs across the country. The American Association of State Colleges Americans comprise 36 percent of enrollment. Military service members and Universities (AASCU) is the professional organization representing a and veterans also have enrolled in large numbers. The student body is majority of these institutions. More than 3.9 million students attend these

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Independent Four-Year Colleges and Universities, 2008 Black or African-American

12%

Hispanic or Latino

12%

Asian

6% 2%

Multiracial Native Hawaiian, Pacific Islander, American Indian, or Alaska Native Other

1%

<1%

Source: U.S. Department of Education, National Center for Education Statistics, NPSAS: 2008. Analysis by the National Association of Independent Colleges and Universities.

colleges, 30 percent of all students attending four year colleges and universities. Unlike community colleges and for-profits, the majority of AASCU students (71 percent) are full-timers in their teens and 20s who reside on campus or commute. Hispanics represent 11 percent of total enrollment.

The average student population at AASCU colleges is 10,125, but the size, focus and extent and level of degree offerings vary at each school.

Diversity also varies at public four-year colleges, depending on geographical location. For example, at New Mexico State University, the enrollment is 35 percent Hispanic while at the University of Virginia, 4.8 percent.

While state colleges charge higher tuition than community colleges, they often have a wider variety of degree programs. They also have more extracurricular activities, sports and performing arts options than two-year public schools. Many students like attending a four-year public school in their state because they are living away from home but still are close enough to return home on weekends or holidays.

That is what appealed to Ismael Gracia, a student at Eastern Connecticut State University who is majoring in graphic design. He grew up in Hartford, Conn., and has 11 siblings.

Gracia was one of the very first students to participate in the university’s Dual Enrollment Initiative, a collaborative program between Eastern, Quinebaug Valley Community College and Hartford Public High School that works to improve the academic success of students from low-income backgrounds.

Because Gracia is the first in his family to go to college, he is trying to set an example for his brothers and sisters. In order to maintain good grades, he has stuck to the “work first, play later” philosophy that he developed in high school.

“When I get out of class, I do my homework before I go play basketball or hang out with my friends and party,” he said. At Eastern, he is a member of M.A.L.E.S. (Men Achieving Leadership, Excellence and Success) and OLAS (Organization of Latin American Students) and has participated in several community services projects.

Despite the advantages of state colleges and universities, there are some drawbacks, especially on campuses with high enrollments. Many lower-level undergraduate classes are taught in a large lecture format by graduate students. Sometimes the sheer size of the university campus suggests an impersonal environment that can be intimidating and overwhelming to first-generation students. Cutbacks in state funding during the last

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few years mean that fewer support services are available to help students navigate the university experience.

Private and Independent Nonprofits According to the National Association of Independent Colleges and Universities (NAICU), there are more than 1,600 private nonprofit colleges and universities in the United States enrolling 3.7 million students. This varied group consists of liberal arts colleges, research universities, church- and faith-related institutions, historically Black colleges, Ivy League universities, and women’s colleges. In general, private nonprofit colleges have smaller class sizes, give more attention to undergraduate students and offer a sense of community on campus. The list of members includes Harvard, the University of Miami, Grinnell, Baylor, Carnegie Mellon and Brandeis.

Because these institutions are funded privately and not through government or taxpayer money, the tuition is expensive and averages $31,000 per year. NAICU is quick to point out that 89 percent of students receive financial aid and very few pay “sticker price.” The association also says its members have been recruiting more aggressively and, overall, have a racial diversity equal to that of state colleges and universities.

Daisy Vargas, a student at Quinnipiac University, said she was concerned about diversity, but she was able to make the adjustment from the urban environment of her New York City home to the more rural campus.

The student body is only 6 percent Hispanic, but what attracted Vargas was the university’s communications programs.

“I didn’t really think about just how different it would be until I moved in,” she said. “Then there were the academic challenges, such as learning a very different kind of writing – news writing – and getting terrible grades. But my professor sat me down and showed me what I should be doing. It was hard, but he taught me what it would really be like when I become a news reporter.”

Vargas, raised by a single mom, said she was able to put together a package of scholarships and grants, plus work-study, to meet her tuition expenses.

“It was worth it,” she said.

LANGUAGE/ESL

Bilingualism and Brains B

by Jeff Simmons

orn in Viña del Mar in Chile, Jorge Valdés Kroff grew up bilingual. His earliest memories are of family members speaking Spanish, as did many of his friends and neighbors in Miami, Fla., where his family settled once when moving to the United States. When venturing into his lower-grade classrooms, he recalled English being the primary spoken language.

Jorge Valdés Kroff, Ph.D. candidate, Penn State

“Well, I grew up bilingual, but it’s a bit more complicated,” he said. “Spanish is technically my first language, but I am more dominant in English because all of my schooling was primarily in English. I am what is considered, in linguistics circles, a heritage speaker of Spanish, which is to say that I grew up learning a minority language orally from my family.”

As he scaled the educational ladders, he strengthened his bilingual education. While in high school, he took Spanish classes, and said that helped to improve his writing skills, too.

Reflecting on this linguistic evolution, he said there wasn’t really a choice because it seemed like the right course to follow, although he conceded he initially favored embracing English over Spanish.

“I just wanted to be like my monolingual peers,” he said. “When I was able to overcome this personal battle, I greatly came to appreciate being bilingual. Additionally, I came to realize that I had an advantage.”

Then, when he entered college, the 32-yearold said he went crazy taking foreign languages.

“I took four semesters of German. I attended a language school in Reykjavik, Iceland, to learn Icelandic over a summer. I took four semesters of Japanese and later lived in Japan for three years,” he said.

One awakening took place shortly after his return from Japan, when he settled in High Point, N.C., amid its burgeoning Hispanic population. “There was a serious lack of people who were bilingual and bicultural,” he said, “and I knew that this was my opportunity to help a community which I belong to, so I worked for Planned Parenthood, even though I wasn’t ultimately looking for a career in health services.

This was a really fulfilling experience for me, and I felt that I was helping advocate for the needs of a community that I am a member of.”

Kroff now attends Pennsylvania State University, where he is in his sixth year, pursuing a Ph.D. in Hispanic linguistics and language science en route to graduation next summer. And most recently, he has taken two semesters of American Sign Language.

All of this made him a prime candidate for a new and timely research study that sent him abroad for several months earlier this year, and comes amid a growing body of research into and awareness of the link between bilingualism and cognitive abilities, and the effects of speaking more than one language on long-term health.

Kroff is one of eight Penn State undergraduate students and three graduate students partici-

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pating in a research internship within the College of the Liberal Arts and College of Health and Human Development’s Center for Language Science at Penn State.

Funded by a $2.8 million National Science Foundation grant through its Partnership for International Research and Education (PIRE) program, the research project is examining the

Lauren Perroti, senior, Penn State

nature of the bilingual mind and brain, and the processes of bilingual language development.

“These Penn State students have a unique opportunity to conduct scientific research with our international collaborators studying bilinguals who speak a variety of languages,” said principal investigator Judith Kroll, distinguished professor of psychology, linguistics and women’s studies. The languages include Spanish, Catalan, Dutch, German, Welsh and Chinese, as well as Kroff’s latest pursuit, sign language.

“Our research targets a diverse group of

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bilinguals from the United States and international sites in Asia and Europe, from young Hispanic children whose bilingualism may affect the development of literacy skills, to adult speakers of many different spoken languages, and deaf individuals whose bilingualism entails the use of sign language together with a written language,” Kroll said.

The PIRE partnership offered an “excellent fit” for Kroll’s and her colleagues’ research and training experience, particularly because of their experience sending students abroad for some time.

Paola (Giuli) Dussias, associate professor of Spanish and linguistics at Penn State

“We already had those collaborations in Granada and Germany and China, so the natural next step was to formalize it through this grant application,” said Paola (Giuli) Dussias, associate professor of Spanish and linguistics at Penn State, co-director of the Center for Language Science and co-principal investigator on the PIRE grant.

Dussias, a native Spanish speaker and a faculty member in the university’s Spanish department, added: “We jumped through many, many hoops.”

“One of the things to note is that to be able to do research on bilingualism, we have to have a lot of second-language learners,” Kroll said. “We have many, many people here learning a second language but limited access to proficient bilinguals. To really understand all of the processes,

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you can’t just look at one type of bilingual and in one place.”

The undergraduates who qualified for the research internships completed at least a semester of research experience with a faculty member at the Center for Language Science, which represents faculty in the university’s Colleges of the Liberal Arts and Health and Human Development, the largest group of faculty and students in the country conducting prominent research on the cognitive basis of bilingualism and second-language learning.

During the spring semester, the students worked with faculty and graduate students in an apprenticeship. They also received training in language skills of their host country when, during spring and summer, they traveled abroad to PIRE university laboratories to work with graduate student mentors and faculty there.

The international partners are University of Granada and University of Tarragona, both in Spain; University of Hong Kong and Beijing Normal University, both in China; the Max Planck Institute for Human Cognitive and Brain Sciences, Germany; University of Bangor, Wales, United Kingdom; and Radboud University Nijmegen, the Netherlands.

The project, in essence, offered unique research opportunities with different bilingual populations in the country and abroad for not only the faculty researchers, but also for undergraduate and graduate students, and postdoctoral fellows who aspire to be the next generation of language scientists.

“The outcomes of our research will have broad implications for the sciences of language, mind, and brain, for the education and learning of languages, and for society as a whole,” Kroll said.

Kroff waxed enthusiastic about his role in the groundbreaking study, which took him to Granada for two and a half months.

“I think in part it’s because of my growing up bilingual. I’ve seen the good and the bad of growing up bilingual in the U.S., which inevitably is linked to race, ethnicity and immigration,” he said. “By the good, I mean the diversity and the pride that bilinguals should feel growing up with two languages and which I definitely experienced in Miami. The bad is when you don’t have that community of support and people are less willing to accept others who are different from them, like I experienced when first arriving in North Carolina.”

Kroff’s role in the project: to explore whether

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people who learn English later in life are able to use subtle cues in language that native speakers make use of. He explained that competing theories abound on whether second-language speakers are able to comprehend a second language in a similar way to native-language speakers.

“During the experiment, I’ll be placing caps on participants that are capable of recording and amplifying the electrical activity that occurs at the scalp. Interestingly, electrical activity is linked to how people comprehend language, and this will be our measure in the experiment,” he said, shortly before he began his experiments. “It’s

Judith Kroll, distinguished professor of psychology, linguistics and women’s studies

kind of mad scientist. I am placing caps on people’s heads, and I measure their electrical activity while they are reading. We want to see if we can measure and find similar electrical activity in the second-language speakers that you would find in native-language speakers.”

The discussion over bilingualism and its effect on cognitive abilities and long-term health ballooned earlier this year, when Kroll and other experts spoke at the annual meeting of the American Association for the Advancement of Science in Washington, D.C. During a panel discussion, experts said that speaking more than one language protects the brain against cognitive decline – delaying the onset of Alzheimer’s disease – and that this mental juggling act improves a person’s ability to multitask.

Kroll, while attending the science conference, said that speaking more than one language

keeps the brain in shape and bolsters mental function. Her research found that bilingual speakers could outperform single-language speakers in mental tasks such as editing out irrelevant information and focusing on relevant details. Bilinguals, as well, were also better at prioritizing.

Additionally, being bilingual slows several key brain functions, according to research discussed by Ellen Bialystok of York University in Canada, at the conference.

Bialystok’s research, “Protective Effects of Bilingualism for Cognitive Aging and Dementia,” determined that people who spoke more than one language were diagnosed with Alzheimer’s disease more than four years later in elderly adults and reported the onset of symptoms more than five years later than monolingual patients.

“One of the reasons bilingualism has these powerful mechanisms, including protecting against early symptoms of dementia, is because it’s one way to keep your brain active,” Bialystok said at the time, according to published reports.

“Even if you’re starting to learn a language at 40, 50 or 60, you’re unlikely to become bilingual, but you are keeping your brain active. So you’re contributing to cognitive reserve through very engaging and intense activity.”

Nevertheless, she cautioned at the conference that: “It’s not that being bilingual prevents Alzheimer’s. It’s just that you are better able to cope.”

At the conference, researchers noted other benefits of bilingualism, ranging from the aforementioned improvement in multitasking to the fact that infants raised in bilingual households can tell unfamiliar foreign languages apart.

The research was greeted with enthusiasm by those on the frontlines of Alzheimer’s awareness and treatment and proponents of bilingual education, such as the National Association for Bilingual Education (NABE), a national organization with affiliates in 20 states representing both English-language learners and 5,000 bilingual and ESL education professionals.

“I think this can only help us,” said NABE President José Agustin Ruiz-Escalante, a 30-year bilingual educator who has been with the University of Texas-Pan American for the last decade. Among the benefits of bilingualism, he said, were cognitive advantages and that that “people learn to see the world from two different perspectives.”

“Now that scientists are proving what we’ve been saying, that’s how we want to frame the dis-

cussion on bilingual education, from a cognitive advantage,” he said.

“Unfortunately, the majority of people talk about bilingual education being the way for children to learn English, but it is more than that.

This is about learning technical skills to teach them to be more productive members of society.

Bilingualism will provide a longer and more healthy life.”

His hope is that mounting research in this field will additionally promote policy and education initiatives to strengthen funding for and enrollment in bilingual programs. “We should make bilingual education available to everybody,” he said, “English speakers as well as nonEnglish speakers.”

Dr. María Carero, senior director of medical and scientific relations at the Alzheimer’s Association in Chicago, said the recent findings are consistent with earlier literature indicating that lifelong bilingualism does affect cognitive ability.

“This can be compared with somebody who studies music very early,” she said. “It’s enriching. It enriches not only ourselves personally but the biology of our brain. There is actual confirmatory evidence that lifelong bilingualism confers some level of protection for Alzheimer’s disease.”

Like Bialystock, she cautioned, however, that learning a second language does not prevent Alzheimer’s.

“Clearly, what it means is that there is a delay in a kind of dementia, Alzheimer’s specifically.

That is exciting because when you do delay Alzheimer’s disease, any type of cognitive decline, there are cost savings, and families saved from stress. Even a delay of one year can have a huge ripple effect on the economy, on Medicare costs associated with Alzheimer’s. It can be a significant contribution,” she said.

The bottom line, Carero said, is that “we really need to pay attention to bilingualism from birth” because “there are things we can change as an adult that we also know have a huge potential to change the trajectory of cognitive decline and potentially Alzheimer’s disease.”

Lauren Perrotti, a 22-year-old senior at Penn State, is pursuing a bachelor’s degree in Spanish, Italian and international studies. She grew up speaking English – but her interest in learning another language began not because of academic requirements but because of personal contact.

When she was 6 years old, Perrotti visited the Dominican Republic with her family and

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befriended a girl named Savana, who spoke only Spanish.

“At 6, it didn’t matter too much,” she recalled, “but after that point, I was determined to learn Spanish, and I fell in love with the Italian language as well. I have a love for these two languages, and this passion allows me to enjoy my studies.”

She began taking Spanish classes when she entered eighth grade, and the experience of continuing on this path has been personally rewarding. She said it opened doors of communications with peers, and gave her a cultural introduction.

She stuck with Spanish through her high school years and embraced research upon stepping onto the college campus.

“I have been doing research at Penn State since my first year,” she said. “This PIRE grant gave me the opportunity to go abroad to do research as well as here at Penn State. It was the culmination of my hard work, areas of interest, and drive to explore academia abroad.”

She spent two months at the University of Granada collecting data. Her experiment is different from Kroff’s. Perroti examined how the bilingual mind processes grammatical gender in Spanish, and she used an eye-tracker to track movements of participants to understand how they process spoken Spanish phrases.

Perrotti said: “This experience will help improve my Spanish-language skills and understanding of Spanish culture. It will give me the opportunity to do up-and-coming research internationally. It will test my critical thinking and cause me to become a better researcher and student.”

Her comments reflect the recent research, because she believes knowing a second language improved her ability to multitask. She said she also “can conduct many thoughts and processes in my head at once, often in two or three different languages.”

“I think that the relationship between bilingualism and cognitive ability is complex,” she said. “I believe that there is indeed a relationship, however, I think there are considerable amounts of varying degrees and variables that come into play.”

The future, she hopes, will yield findings that improve people’s lives.

“Linguistic research is continually developing,” she said. “I hope that what we discover will be able to be built on and expanded, based on new technologies and as new theories arise.”

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Offers Leadership Skills

ORGANIZATIONS/LEADERSHIP

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by Frank DiMaria

eadership is essential in all sectors of the American economy, but when there is an absence of leadership, stakeholders become concerned. At America’s community colleges, stakeholders’ concern has turned to alarm as more and more CEOs retire, taking with them their leadership skills and leaving an increasing number of administrative positions vacant. With this growing number of administrative vacancies at the top rungs of community colleges, the opportunity for qualified Hispanics to

munity colleges, they must first demonstrate that they possess a set of leadership skills. That’s where NCCHC comes in. The council is committed to delivering a quality leadership development experience that provides Hispanics at community colleges the opportunity to continue their personal and professional growth.

NCCHC was established as a nonprofit affiliate council of the American Association of Community Colleges (AACC) more than 25 years ago, with a

“Nationally, there are now

55 Hispanic leaders who serve as community college CEOs. This represents 5 percent of 1,200 community college CEOs.” Dr. Anna Solley, president, National Community College Hispanic Council, and president, Phoenix College

fill these positions increases. However, Hispanics are not represented at the highest tiers of community college administration as much as they should be.

“Nationally, there are now 55 Hispanic leaders who serve as community college CEOs. This represents 5 percent of 1,200 community college CEOs and is slightly higher than the 1 percent reflected in 1990. Given today’s changing demographics, there is an even more pressing need for Latino leadership in community colleges, especially at the executive level,” says Dr. Anna Solley, president, National Community College Hispanic Council (NCCHC), and the president of Phoenix College, flagship of the Maricopa Community Colleges.

But for Hispanics to be offered the opportunity to take the reins at com-

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goal of preparing Hispanic leaders for America’s community and technical colleges. It is the premier organization for Hispanic leadership development in community colleges. The council enables Hispanics to continue their personal and professional growth and provides them with resources, networking and educational opportunities.

“The NCCHC board is comprised of talented and dedicated professionals who are committed to preparing and supporting Latino leaders in community colleges,” says Solley, who has been with the Maricopa Community Colleges for 35 years – as a faculty member, division chairperson, vice president and vice chancellor for academic affairs and student development, and college president.

NCCHC has four goals. The first is to enhance professional and organi-

Training to Hispanic Academics zational development efforts that support current and future community college leaders. The council sponsors an annual leadership symposium, conducts a leadership forum at the annual AACC convention, sponsors an annual NCCHC Leadership Fellows Program (in partnership with California State University-Long Beach) and disseminates leadership tools and best practices through Vision, the council’s newsletter.

The council’s second goal is to establish strategic alliances that foster Hispanic leadership. NCCHC identifies and establishes key relationships and alliances with outside organizations, including American Association of Hispanics in Higher Education and National Council of La Raza.

Dr. Rey Rivera, interim dean of occupational education at Estrella Mountain Community College in Avondale (Ariz.), and participant in NCCHC’s Leadership Fellows Program and its Leadership Symposium, says that NCCHC’s leadership has forged a strong alliance with the Maricopa County Community College District (MCCCD) and has created an unwavering commitment to recruit and support potential future administrative leaders for its annual Leadership Fellows Program.

NCCHC leadership recognized a need to develop a pipeline for future executive leaders, such as presidents and vice presidents, and developed its own pipeline by focusing on the mid-level manager cohort.

“Last summer, I was part of the first Leadership Fellows Program that emphasized developing the next wave of Hispanic mid-level community college administrators, like division dean or dean. Of the 21 participants, six were from the MCCCD. I directly relate my participation in this program with my successful attainment of an interim dean position at my college.

Another MCCCD participant obtained an interim dean position in the district as well,” says Rivera.

As its third goal, the NCCHC attempts to strengthen the organization. To do this, its board members recruit fresh, new members and cultivate donors to support the implementation of goals and objectives. NCCHC also hosts a reception at the annual AACC convention at which it shares information about the organization and recruits new members.

Finally, NCCHC has a fourth goal of advocacy and promotion of Hispanic leadership and accomplishments. Board members reach out to Hispanic congressional leaders and higher education government officials to focus on bridging the equity gap and reforming immigration policy.

At the 2010 NCCHC Leadership Symposium, U.S. Under Secretary of Education Dr. Martha Kanter and Executive Director of the White House Initiative on Educational Excellence for Hispanics Dr. Juan Sepúlveda delivered keynote addresses, says Solley.

The council’s two premier programs are its Leadership Fellows Program and its Leadership Symposium. NCCHC began offering the Leadership Fellows Program in 1990, with support from the Ford Foundation. The program is designed to prepare Latino professionals for community college executive-level positions.

“In 1990, less than 1 percent of community college presidents were Hispanic. Of the 72 fellows who participated in the leadership program

between 1990 and 1995, 22 achieved executive-level positions, chancellors, presidents, provosts, deans or vice chancellors,” says Solley.

After 1995, NCCHC discontinued the Leadership Fellows Program, but given the growing need for Hispanic CEOs, NCCHC reinstituted the Leadership Fellows Program in 2003. Since the program was reinstituted, 53 of 84 fellows have been promoted at least once or moved on to other positions, and more than 20 fellows are now or have been community col-

Dr. Rey Rivera, interim dean of occupational education at Estrella Mountain Community College in Avondale (Ariz.)

lege presidents, between 2003 and 2010.

NCCHC offers the Leadership Fellows Program in partnership with California State University-Long Beach. The program allows its fellows to participate in a yearlong professional development sequence, including a learning seminar, the development of a long-range career plan and attendance at the annual NCCHC Leadership Symposium.

Today’s community college CEOs must demonstrate a wider range of skills than were required in the past because colleges enjoy greater student diversity, have advanced technologically, face accountability demands and must deal with globalization, says Solley. To provide its fellows with a wider breadth of skills, the program incorporates AACC’s Competencies for Community College Leaders. These competencies include organizational

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strategy, resource management, communication, collaboration, community college advocacy and professionalism.

“This academic year, 20 fellows are participating in the program,” says Solley.

Rivera agrees with Solley about a community college CEO’s need for a broader skill set these days, and has firsthand experience regarding this need. Rivera spent nearly 15 years in the community college classroom teaching mathematics. During that time, he held a variety of faculty leadership positions, such as division chairperson and faculty senate president.

And even though he had such experience, he says that his move to administration was on par with making a career change.

A community college is a complex entity that requires both instructional and administrative components to allow it function properly. For example, says Rivera, at MCCCD the Arizona Department of Education is requiring that community colleges begin several compliance initiatives regarding the distribution of financial aid. To respond to these complex regulations, the college had to create a cross-functional team that includes financial aid officers, college administrators, technology specialists and institutional research specialists. Each team member is becoming versed in how to respond to these ever-changing compliance criteria because the school is required to prepare most of the information by the end of the year.

“The skill set required to tackle some of the challenges of a community college leader is much broader than the one I consistently used during my time as a mathematics faculty member,” says Rivera.

Many of the facilitators in both the Leadership Fellows Program and the Leadership Symposium, he says, are current and past community college leaders. These administrators not only share the expectations and the skills required to become effective community college leaders, they also share their insights on how to solve the most complex problems that future administrators are most likely to encounter in their tenure. Rivera found these insights most helpful and inspirational.

“It was fascinating to speak with current and past community college presidents and get their ideas on the current state of affairs. It was also encouraging to see strong Latino leaders we could emulate,” says Rivera.

Another valuable aspect of both the Leadership Fellows Program and the Leadership Symposium, he said, was the relationships he forged with his peers as a result of his participation. Both programs promote a natural social network among participants, and he has contacted several cohort members from last year – to seek their advice on applying for administrative positions or about possible solutions to problems he has encountered in his new role as interim dean. “Their advice and support has been invaluable,” he says. “I will never forget my experience with the Leadership Fellows Program.”

NCCHC marked its 25th anniversary as an AACC affiliate council in Miami at its 15th Annual Leadership Symposium. The event, titled “Latino Leaders: Celebrating a Quarter Century of Meeting the Challenge,” offered ongoing interactions with peers, 19 breakout sessions exemplifying best practices, two panel presentations by exemplary presidents and fellows, and keynote presentations by Kanter and Sepúlveda.

The NCCHC board is continuously engaged in evaluating new strategies to strengthen its operational infrastructure, and regularly seeks ways to increase membership, revenues and resources and increase program participation. It has succeeded in developing new member services consistent with its mission and to recognize excellence, says Solley.

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Rivera says that the NCCHC and its programs have had a positive influence on his professional trajectory, providing confidence he needed to pursue an administrative career. “If I become a community college president,” he says, “NCCHC will have been a large part of my professional success.”

Community colleges, he says, are the entity that will respond to the needs of the future U.S. work force. The literature clearly states that the jobs of tomorrow will require an investment in the growing diverse student populations of the United States and, in particular, the Latino population.

Since the majority of Latinos in higher education attend community colleges, it is imperative, he says, that community college leaders respond to the complex needs of this growing population to ensure their successful transition to baccalaureate-granting institutions or the workplace.

“The community college leadership – 55 CEOs out of 1,200 community colleges – does not reflect this growing population,” says Rivera. “Thus, organizations such as NCCHC are providing the necessary framework to enhance the Hispanic community college leadership pipeline. The NCCHC leadership is acutely aware that building programs for future mid-level managers and executives is key to providing the diverse leadership needs of community colleges.”

The University of Texas Health Science Center at San Antonio School of Medicine CHAIR, DEPARTMENT OF OPHTHALMOLOGY The School of Medicine at the University of Texas Health Science Center at San Antonio seeks an accomplished, dynamic academic leader as candidate for the position of Chair, Department of Ophthalmology. Reporting to the Dean of the School of Medicine and Vice President for Medical Affairs, Dr. Francisco González-Scarano, the Chair will be responsible for continuing to build and maintain world-class programs in basic and translational research, as well as for managing all clinical services of the department and maintaining fully accredited, high quality student, residency and fellowship programs.

Candidates must be qualified to attain the rank of professor at an LCME accredited medical school and be board certified. The ideal candidate will have national recognition in the field of ophthalmology as a clinician, research scientist, educator, and physician leader. The candidate should have practice experience and experience in operational and financial management and leadership in a hospital, academic health center, or group practice environment. The ability to foster a culture of collaboration, innovation, accountability, and business literacy across the divisions and across the Health Science Center is important.

Interested individuals should submit a letter of interest along with a current CV electronically addressed to Jeffrey Andrews, MD, Chair of Anesthesiology and Chair of the Ophthalmology Search Committee c/o Shelly Evans, Assistant to the Dean, at elliss@uthscsa.edu.

The University of Texas Health Science Center at San Antonio is an Equal Employment Opportunity/Affirmative Action Employer.

All faculty appointments are designated as security sensitive positions.

UNCENSORED

by Peggy Sands Orchowski

DREAM ACT BENEFITS DIFFER IF STATE OR FEDERAL – This summer, several states introduced and some passed state DREAM acts, just as Senate leaders held the first-ever congressional hearing on a reintroduced federal bill. Because of their origins, the initiatives are substantially different. The state initiatives focus on granting in-state tuition and other state education subsidies to illegal immigrants who have graduated from state high schools (usually with a required 2-3 year attendance). States have the basic right to decide where their state-raised public money will be spent, and the decision to subsidize high school grads who are illegally in the country is legitimate, albeit controversial. But states cannot make laws that affect immigration status. State DREAM Act beneficiaries still will be in the country illegally upon graduation; they will not have the legal right to stay and to work even after their subsidized educations. The federal government is the only entity that can change that kind of immigration status. Hence Congress’ DREAM Act focuses on giving illegal immigrant high school grads (or those getting a GED certificate) a temporary work visa for six years and a green card if they attend two years of college (college graduation is not required). It would allow states, if they wished, to give DREAM Act beneficiaries benefits not ordinarily allowed for illegal immigrants. The federal DREAM Act is really a work (permit) bill.

UN

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FIRST CHICANO STUDIES PH.D. GRADS EXPECTED IN 2012 – In April 2005, the seaside University of California-Santa Barbara quietly initiated a national first: a Ph.D. doctorate program in Chicano studies. It did not include a terminal M.A. degree, Prospective Ph.D.s had to commit to a six- to seven-year study period, including “a qualifying paper” and an original research Ph.D. thesis. Six students began the interdisciplinary program to study Chicana and Chicano history, culture and politics in affiliated departments of sociology, history, anthropology, education and feminist, religious and Black studies. The program now has 28 scholar students – four new this fall and almost equally split male/female. Four of the original six are expected to complete their degrees in 2012.

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NUMBERS OF OUT-OF-STATE/FOREIGN STUDENTS INCREASE – Freshman classes in many of America’s best public universities and colleges will have a much higher percentage of out-of-state and foreign students than ever before – around 30 percent at the Universities of California-Berkeley, Virginia and Michigan, according to some reports. Even college administrators who have in the past denied that this affects the overall number of home state students now admit that, in the future, local student opportunities may shrink at their best state schools. The reason? The need to increase revenue. In most states, nonresidents pay two to three times more tuition

than residents, and in many states it is never waived no matter how many years of attendance. Some high schools are taking notice.

The Newcomb, N.Y., school district actively recruits foreign students, who pay $8,000, split between the families who host them and the school district. Investors are being sought to build a dorm for potentially 50 foreign high school students, who then might be asked to pay $20,000 a year. It is not clear if the foreign student high school grads would then qualify for in-state college tuition in New York.

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NEA VOTE – A SIGN FOR OBAMA RE-ELECTION CAMPAIGN? – Support – but with mixed feelings.

That was the tenor of an Independence Day vote by the largest teacher’s union in America, the NEA, when it agreed that “evidence of student learning must be considered in the evaluations of school teachers around the country.” But NEA leaders at their national assembly also made it clear that the union would continue to oppose the use of standardized test scores to judge teachers. Reliance on standardized tests is one of the sore points the NEA has with the Obama administration. The 3.2 million-member union endorsed the president for re-election – but, as some said, with “mixed feelings.” A lukewarm enthusiasm for the president could affect the material support of the union in 2012.

RHEE’s “IMPACT” CONTINUES: 206 TEACHERS FIRED – Speaking of evaluations ... remember Michele Rhee, the D.C. “superwoman” former chancellor of schools whose controversial “IMPACT” teacher evaluation system was partially responsible for the election loss of then Mayor Adrian Fenty and Rhee’s subsequent resignation? Well, Rhee’s former-assistant-now-Chancellor Kaya Hendrickson defied some expectations that she would return to the pre-Rhee protected-teacher-career system. In July, the new chancellor announced that she had fired 206 D.C. schoolteachers due to unacceptable teacher evaluations under IMPACT: 65 were rated “ineffective,” and 141 were rated “minimally ineffective for a second consecutive year.” The good news was that 141 of the 4,100 D.C. teaching force were rated “highly effective” and eligible for bonuses of up to $25,000; and 290 were rated such for the second consecutive year, making them eligible for salary increases into six figures.

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

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CONFERENCES/CONVENTIONS

Conference at Cal State San Bernardino Looks at Civil Rights Issue of Our Day

The

by Joe Gutiérrez crisis in education, especially for the Latino population, is facing a very frightening reality.

“We are on track to have a generation that is less educated than we have now,” said Michele Siqueiros, executive director of the Campaign for College Opportunity. “I think that’s very disturbing.”

Siqueiros made her comment as a speaker during one of many panel sessions and forums held at the second annual Latino Education and Advocacy Days (LEAD) summit at Cal State San Bernardino on Monday, March 28.

LEAD executive director and master of ceremonies Enrique Murillo estimated there were nearly 1,000 people in attendance and more than two million others watching or listening over the Internet, radio and social media. As he welcomed participants, the California State University-San Bernardino (CSUSB) professor noted that the second-year conference was being watched at more than 1,300 town hall viewing sites in the United States and 17 other countries, including Mexico, Central America, South America, Spain and Cuba.

Last year’s inaugural LEAD event had nearly 200,000 viewers, listeners and attendees as it was webcast live to 150 town hall viewings at universities nationwide.

The free event also featured nearly 40 exhibitors and musical entertainment throughout the day, concluding with a viewing of a town hall meeting featuring President Barack Obama in Washington, D.C., earlier Monday and televised by Univision.

Murillo said it was becoming known as the “Super Bowl of Latino Education” or even “Latino Ed Apalooza.”

But joking aside, he said the issues have not changed and reminded the audience that they were all there because they understood that education is the key to helping the United States and

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especially Latinos progress and ultimately succeed economically and as a society.

“Education is the civil rights issue of our time,” Murillo said.

The LEAD conference’s significance continues to grow as the event featured seven officials from the Obama administration, including Secretary of Education Arne Duncan, who with the others appeared via the Web. Most of the group had been scheduled to appear live at LEAD, but stayed in Washington, D.C., for the town hall meeting with President Obama.

Also among the speakers appearing at CSUSB was college student Daniel Hernández, the young congressional intern who rushed to the aid of Arizona Congresswoman Gabrielle Giffords after she had been shot at a Tucson grocery store in January.

California State University Chancellor Charles Reed welcomed the audience via the Internet, reiterating that importance of education, especially for the Latino population.

“Education is critical to both California and the U.S., as Latinos will play a pivotal role in keeping our population competitive in the next few decades,” Reed said. “Our goal is to increase Latino access to education.”

Albert Karnig, president of Cal State San Bernardino, noted that 43 percent of the university’s enrollment is Latino, the second largest of any public university in the state. Sixty percent of the university’s current freshman class is Latino, and CSUSB was ranked No. 1 in the United States in awarding bachelor’s degrees in mathematics to Latino students in 2009. He added that the graduation rate for Latinos at Cal State San Bernardino was the third highest in CSU. But there is still much to do, as education – especially for the Latino population – is vital to the United States, Karnig added. Latinos are the fastest-growing minority group in the country, but less than 78 percent graduate from high school.

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“As an indication of the kinds of issues we will face, 13 percent of native-born Hispanics are college graduates, but that is less than half of the 31 percent of Anglo students,” Karnig said.

“Less than half, or 50 percent, of the AsiansAmericans who have college degrees.”

Karnig also noted the growing gap between the number of Latinos and Latinas in college, as more than six out of every 10 college graduates is a woman.

“We need to find avenues to help the Latino population.”

Duncan said the Obama administration is committed to improving access to education and increasing financial aid opportunities. He said the Obama administration has added $40 billion in Pell Grants over the next 10 years, but said more needs to be done with greater emphasis on public and private partnerships toward education.

He also urged more participation.

“Everybody has to be engaged ... everyone has to be part of the solution,” Duncan said.

“Schools can’t do it by themselves; parents can’t do it by themselves.”

Duncan said that one key is to make schools part of their community and not just a place that is used eight hours a day, five days a week.

Schools have the classrooms, computer labs, gyms and swimming pools – places that can serve as resource centers for children and their families after school hours and on weekends, he added.

“We should have schools open 10 to 12 to 14 hours a day, six to seven days a week, 12 months of the year,” Duncan said. “Schools should become a true heart pulse of the community. We need to put our scarce resources into tutoring and mentoring.”

He also advocated for bilingual education.

“Other countries out-educate us. They know that one language simply isn’t enough,” Duncan said.

“Other countries out-educate us.

They know that one language simply isn’t enough.”

Arne Duncan, U.S. secretary of education Duncan believes there also should be more diversity in the teaching ranks, especially in the number of males.

“Twenty to 25 percent of Hispanics are in schools, but only 7 percent of teachers are Hispanic,” he said. “And we need more men of color teaching. Less than 2 percent are Latino males, and less than 2 percent are AfricanAmerican.”

Duncan also turned his attention to the No Child Left Behind law, which he called broken.

He said it was punitive, offering no rewards.

Requiring standardized testing, he explained, has led to “dumbing down standards.”

“President Obama and I want to fix it,” Duncan said. “We want to reward excellence, reward successes and close achievement gaps.”

Monte Pérez, the president of Moreno Valley College, in Moreno Valley, Calif., said K-12 schools, colleges and universities need support systems and need to create partnerships bringing nonprofit groups, businesses and employees to put their resources together.

“The blueprint is there in what works best for your community,” Pérez said. “This isn’t rocket science; it’s about educating our youth.”

As an example, at Cal State San Bernardino, the university has signed dual admissions

agreements with community colleges in its service area, including Moreno Valley College.

Students attending those community colleges are automatically enrolled and accepted into the university if they complete the required classes to transfer.

Siqueiros thinks regions should develop long-term plans of five, 10 and 20 years that involve all aspects of schools. In California, that means K-12 schools, community colleges, the California State University system and the University of California.

Hernández, who was cast into the limelight because of his courageous acts to help Giffords, spoke about student activism at college campuses in Arizona. As a director with the Arizona Students’ Association that advocates for higher education, he spoke of changing the paradigm – the way of thinking – for students and parents in the Latino community.

One notion that needs to change is that asking for help is a sign of weakness. When students don’t ask, the vast amount of resources available to help them achieve and become successful goes unused, and the achievement level drops.

Instead, Hernández said, asking for help should be a sign of strength. While assistance might not be needed all the time, there are

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instances when students and parents need to know that it is OK to use the resources available to them. “It’s actually a sign of strength to say, ‘I need this help to be able to get farther in my education.’”

“The other attitude that needs to change is “the mentality that education is not important. ...

The priority needs to be that it’s no longer okay to have just a high school diploma.”

Indeed, before Hernández spoke, Hilda Solís, U.S. secretary of labor, in a video message, said the American economy is poised to lead globally in various technologies. “This means that over the next five years, nearly 90 percent of new jobs will require more than a high school diploma,” she said. “Brighter days are ahead, but you must start preparing now.”

Hernández also encouraged communities to become more engaged, beyond getting out the vote or holding one-day protests and demonstrations. Instead, he said, people should begin to establish relationships with legislators and other decision makers so that they are not just seen and heard when there is a problem.

The event covered a number of other educational issues facing Latinos, including increasing college programs, educational leadership, ensuring there are enough programs and teachers for the next generation of college graduates and developing more science, technology, engineering and mathematical programs.

The summit concluded with the viewing of the Univision Town Hall meeting with President Obama that had been held earlier in the day.

The president said that the academic success of Hispanic students is key to the future of the nation and, if they do not receive the education they need, the nation will not succeed.

Education, Obama said, is critical as eight out of every 10 jobs in the future will require more than just a high school diploma.

For more information about the Latino Education and Advocacy Days summit, visit http://lead.csusb.edu/.

For more information on Cal State San Bernardino, contact the university’s Office of Public Affairs at (909) 537-5007 and visit http://news.csusb.edu.

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RACE/GENDER ISSUES

Social Belonging and Minority Student Success

S

by Angela Provitera McGlynn ocial belonging – the feeling of being socially connected – has long been known as a motivator and as a predictor of positive outcomes in a variety of areas. In the academic arena, a sense of belonging (also known as social cohesion) to a college and to friends at that institution has been found to positively affect retention. To what extent do students feel part of the overall campus community?

Tinto’s theoretical model of student departure (1993; 1997) found that whether students persist to a college degree at a particular institution is impacted with surprising strength by social belonging. Educators often think about other factors, such as level of preparedness to do college-level work, motivation, and class attendance, as being at the top of the list of variables that promote persistence. Indeed, those factors are important, but social belonging seems to play an even greater role. Numerous researchers relying on Tinto’s model have confirmed that a sense of belonging in college is associated with persistence.

Tinto (1997) found that learning communities linking both academic and social environments positively influenced retention among community college students. Students in learning communities felt that they were better able to manage their studies and were more likely to return for the second year of the program than nonparticipants. The relevant factor seems to be that students feel they have supportive peers, and this creates a social bond with the institution.

Mahoney and Cairns (1997) found that academically at-risk students who participated in extracurricular activities with friends were less likely to drop out of school. Numerous other researchers found that students who had a trusting relationship with a teacher or mentor were better able to take advantage of critical feedback and other learning opportunities.

In a paper delivered in May 2006 (Predicting Transition and Adjustment to College) at the Association for Institutional Research (AIR) Forum in Chicago, Ill., Sylvia Hurtado and her co-authors refer to the research of Braxton et al. (2000). Braxton et al. found that classes employing active learning pedagogies created greater student engagement with the academic environment. This in turn facilitates both social and academic integration at the college, which then results in greater persistence in returning for sophomore year.

Hurtado and her co-authors cite further research attesting to the fact that sense of belonging is influenced by successful management of the transition to college along with student perceptions of campus racial climate and peer interactions. Questions arise as to whether minority students experience the same level of sense of belonging as their majority peers. Do minority students feel socially isolated in predominantly White institutions? Do they feel isolated in some fields, such as STEM fields (science, technology, engineering and mathematics), more than in others?

Indeed, it has been found that perceptions of a negative racial climate for minorities had a negative impact on several aspects of adjustment to college, including academic, social and personal-emotional areas.

Typically, minorities perceiving a negative racial climate had an overall

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sense of detachment to the institution. Interestingly, perceptions of a negative hostile climate have a negative impact on sense of belonging for all students, and a persistent negative impact on academic adjustment for underrepresented minority students.

On the other hand, racially diverse friendship groups and self-confidence within the immediate peer group are correlated with improved intellectual self-concepts of underrepresented minority students. Moreover, positive racial campus climate facilitates a greater sense of belonging again for all students – both majority and underrepresented.

Underrepresented minority groups, or females in male-dominated fields, for that matter, often have their performance more highly scrutinized.

This might result in underperformance where others are believed to be of higher status, exemplifying what social psychologists have called “stereotype threat.” In other words, minority students might underperform as a kind of self-fulfilling prophecy, reinforcing the stereotype of their inferiority.

The study done by Hurtado et al. adds to our understanding because it links sense of belonging and adjustment to college in the first year. These researchers showed that managing the academic environment (adjusting to college) is essential to feeling a sense of belonging at an institution for all first-year students.

An early study on Latinos’ sense of belonging (See Sylvia Hurtado and D.F. Carter, 1997) examined the extent to which Latino students’ first- and second-year college experiences contributed to their sense of belonging in the third year. Essentially, the study found that students who engaged in conversations about course content outside of class (engagement) and were members of religious and/or social college community organizations in their first two college years had higher feelings of social connectedness than students in their junior year who had not engaged earlier. Likewise, Latino students’ perceptions of a hostile racial climate had direct negative effects on their sense of belonging in their third year of college.

Research (See Eva Martínez, 2010) has shown that Hispanic students are more likely to perceive less sense of belonging than White students.

Additionally, Johnson and his co-authors (2007) found that Hispanic students believe that interactions with diverse peers have a significant positive impact on their sense of belonging.

While we know from the research that sense of belonging positively impacts all students’ academic persistence in college, sense of belonging might be even more important for traditionally underrepresented minority groups. Many educators have looked at this issue as a way of explaining – and mitigating – achievement gaps between White majority students and underrepresented Hispanic and African-American minority students.

In a paper titled “A Question of Belonging: Social Fit, and Achievement,” Gregory Walton and Geoffrey Cohen (2007) posited that in academic and professional settings, members of socially stigmatized groups are often more uncertain of the quality of their social connections and thereby more sensitive to issues of social belonging. They label this phenomenon “belonging uncertainty,” and their research suggests that it

contributes to racial disparities in achievement.

Walton and Cohen say that historically excluded ethnic groups might be at a disadvantage in developing social belonging because of the reality of their experience. When Black, Hispanic and Native Americans look at schools and workplaces, they see places where members of their groups are underrepresented, especially in positions of authority and prestige.

On college campuses, minority students might see same-group peers who feel alienated and who are kept from insider perks their White peers take for granted. They might also see same-group peers getting poor grades and working for lower salaries compared to their White cohort.

Contributing to further belonging uncertainty, they might witness samegroup peers who are succeeding academically or in the work place by playing down their group identity.

This last point was dramatically illustrated in the contemporary film Dark Matter, which was based on the true story of a brilliant Chinese student in an American university who watched his Chinese peers get ahead in graduate school by denying their culture and “assimilating” to the mores of mainstream academia.

“Do I belong?” is a question people ask themselves whenever deciding to enter, continue or abandon a dream possibility. According to Walton and Cohen, minority students might visit this question again and again.

Belonging uncertainly, created by stereotypes and stigmatization, can affect lack of persistence in college. Events that threaten a student’s sense of social connectedness might be dismissed by majority students as trivial while demoralizing and de-motivating minority students.

Piggy-backing on their earlier work, Walton and Cohen reported on some amazing findings in the March 2011 issue of Science (See “A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students”). The researchers found that simply by doing an hourlong exercise to help students feel confident that they belong in college, they were able to improve minority students’ grades over the next three years, reduce the racial achievement gap by half. Years later, students in the experimental condition reported being happier and healthier. Does this sound incredible? Read on.

Two related experiments conducted by Walton and Cohen show the different effects of interventions on Black and White students. In the first experiment, students were led to believe that they might have few friends in a particular field of study. White students were unaffected by the intervention. However, Black students (stigmatized in academia) showed a marked drop in their sense of belonging (fit) and in belief in their potential for that academic pursuit. Black students ask not only, “Do I belong?” but also seem to ask, “Does my group belong?” The study found that Black students led to believe that there would be few people like them in a particular academic field even discouraged a same-race peer from entering the field.

In their second experiment, Walton and Cohen found that an intervention that lessened doubts about social belonging in college raised academic achievement as measured by college grades for Black students but not for White students. In this experiment, days of adversity predicted a drop in Black students’ sense of belonging in college but had little effect on White students.

Experiment 2 tested an intervention aimed at de-racializing the meaning of adversity in college and the doubt about belonging in college that often results. The intervention involved getting students to believe that school-related adversity was common to all groups of students. Black students in the treatment condition learned to see daily academic pitfalls as not unique to themselves or their group – and this optimism was beneficial. They no longer perceived academic hurdles as meaning they were

unfit for college. As such, this second experiment is among the first to manipulate subjective experience – teaching students to “reframe” their academic experience – in order to reduce the White-minority achievement gap in real-life classroom performance.

First-year college students are often worried about fitting in, making friends, and having people respect them. Not surprisingly, those worries are exacerbated for minority students, who are often stereotyped and underrepresented at predominantly White institutions. We now know that these worries can leave students feeling alienated and can lower their academic performance.

Walton says that most students experience small slights and criticisms when they start college but “being a member of a minority group can make those events have a larger meaning. ... When your group is in the minority, being rejected by a classmate or having a teacher say something negative to you could seem like proof that you don’t belong, and maybe evidence that your group doesn’t fit either. That feeling could lead you to work less hard and ultimately do less well.”

Walton and Cohen found that when Black first-year students participated in an exercise designed by Stanford psychologists to show that everyone, regardless of race or ethnicity, has a tough time adjusting to college right away, their grades went up (about a third of a grade between their sophomore and senior years) and the majority-minority achievement gap shrank by 52 percent. Additionally, years later, those students in the experimental treatment group reported that they were happier and healthier than many of their Black peers who hadn’t taken part in the exercise.

Compare the academic performance of Black students participating in the exercise with those who had not: Twenty-two percent of the experimental participating group reached the top 25 percent of their graduating class while only about 5 percent who hadn’t participated made the top quarter.

At the other end of the scale, the results were similar: 50 percent of the Black students who had not participated in the exercise were in the bottom 25 percent of their class while only 33 percent of the participating Black students who experienced the hour-long intervention did that poorly.

Given what we know about sense of belonging and classroom climate research, there is every reason to believe that this type of intervention could work equally well for other underrepresented minorities, especially Hispanic students, low-income students, and first-generation-to-college students.

The authors are the first to admit that, despite the impressive results of their research, a social-belonging exercise is obviously not a quick cure-all for closing the academic achievement gap, which is the result of myriad factors related to socioeconomics, racial/ethnic discrimination and stereotyping, and public policy.

In Cohen’s words, “This intervention alone is not the answer, but we know more about what types of things help. ... The intervention is like turning on a light switch. It seems miraculous when the lights go on, but it all hinges on the infrastructure that’s already in place.”

Clearly, educators, researchers, administrators and public policymakers can use this research as a steppingstone within a larger infrastructure designed to address the current majority-minority achievement gap in higher education.

Angela Provitera McGlynn taught psychology at a community college for 35 years and is currently a national consultant on teaching and learning.

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HIGH SCHOOL FORUM

Success for Hispanic High School Students: White House and Academics Suggest Parental Guidance

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by Mary Ann Cooper

of the goals of the Obama administration is to have America once again lead the world in the share of our population with a college degree – by 2020. Those on both sides of the aisle are well aware that success or failure in this quest will be determined by the success or failure of the current group of Hispanic high school and grammar school students. And while teachers and administrators can guide this effort, more and more research is indicating that parental involvement could represent the “make or break” factor for Latino student success.

Further, traditional barriers to parental involvement within the Latino community could help explain why Hispanics have the lowest education attainment levels in the United States.

First, the facts according to the White House Report, Winning the Future: Improving Education for the Latino Community: There are 50.5 million Hispanics in the United States, comprising 16 percent of the total population and a significant portion of the labor force. Add to that the four million residents of Puerto Rico and the total number of Hispanics is more than 54 million. Between 2000 and 2010, the Hispanic population increased by 15.2 million, accounting for more than half of the 27.3 million increase in the total U.S. population.

Latinos continue to drive the growth of the labor force, as they will account for 60 percent of the U.S. population growth between 2005 and 2050.

Latinos are a young population. There are 17.1 million Latinos ages 17 and younger in the U.S., more than 23 percent of this age group. In today’s American public education system, Latinos are by far the largest minority group, numbering more than 12.4 million in the country’s elementary, middle and high schools.

Currently, nearly 22 percent, or slightly more than one in five, of all pre-K-12 students enrolled in America’s public schools is Latino.

The problem in Hispanic academic achievement presents itself at an early age. Less than half of Latino children are enrolled in any early learning program. Only about half of all Latino students earn their high school diploma on time; those who do complete high school are only half as likely as their peers to be prepared for college. Just 13 percent of Hispanics have a bachelor’s degree, and only 4 percent have completed

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graduate or professional degree programs.

Overall, Hispanics have the lowest education attainment level of any group in the U.S. Currently, one in five students in the public schools system is Hispanic. Yet almost half of Hispanic students never receive their high school diplomas. And, according to the White House report, Latino students often have less opportunity than their peers to take advanced courses in mathematics and Advanced Placement and International Baccalaureate courses.

The White House report makes the case that making sure that schools are able to deliver a “world class education” that puts high school students on a firm footing for college success, particularly in the Hispanic community, is not something that can be achieved by teachers and administrators at the grade school and high school level alone. The report stresses that parents and the community must take a proactive role in that effort, as well.

Welcoming Latino Parents as Partners, by Amy Aparicio Clark and Amanda Dorris for the National Association of Secondary School Principals (NASSP) Principal Leadership publication, directly addresses the issue of Hispanic parental involvement in high school activities and academics. It compares the expanding Hispanic population and the unresolved underachievement

by Hispanics in public schools as a “ticking time bomb.” The authors cite a Parent Outreach Study conducted by the PALMS (Postsecondary Access to Latino Middle-Grades Students) Project. Using data gleaned from privately and federally funded college access programs, PALMS, they say, was able to identify five effective methods of improving Hispanic parents’ participation in their children’s academic success: These methods were to: introduce the idea of conducting home visits to Hispanic households; pair parents and children in activities that advance learning and socialization; demonstrate that successful students require encouragement from parents to develop important and practical skill sets; employ people like translators to facilitate a healthy home and school alliance; and show partners that they have an important vested interest in ensuring their child’s academic success.

According to the authors of the NASSP report, “Schools that successfully involve parents in planning their children’s postsecondary educa-

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tion understand that involvement must extend beyond showing up at school functions or volunteering to help with school-sponsored activities.

Wimberly and Noeth (2004) recommend that parents should be involved in course selection, interpretation of test information, college admissions discussions, college visits, and financial aid planning. Yet many Latino parents, particularly those of first-generation college students, lack information and knowledge about what their children need to prepare for college and are less likely to help them select high school courses or discuss college options (Horn & Nuñez, 2000).

“In a 2002 study of how Latino parents acquired information about the steps required to go to college, Tornatzky, Cutler and Lee found that parents with greater knowledge about the college-going process were adept at interpersonal networking. That is, they used effective strategies for engaging teachers, counselors, and college representatives in their search for information. Our study of how college access programs engaged Latino parents allowed us to document practices that address parents’ need for information about the education system and facilitate parents’ relationships with school personnel.”

The NASSP report concludes that these are the ways to encourage and improve Hispanic parental involvement in schools: Understanding the Community The authors suggest that you can’t successfully reach out and connect with the Hispanic community of parents unless you become “wellversed” in how these families live and what resources can be tapped in these communities to enhance student success. They recommend that school administrators and teachers learn as much as they can about where families are employed, their countries of origin, and what kinds of challenges – financial and otherwise they encounter on a daily basis. The authors suggest that might mean touring these neighborhoods and compiling a list of businesses, institutions and agencies that are there. It might also mean speaking to community leaders such as clergymen and business owners to get a better sense of the residents of that community.

Bridging Cultural Divides The language barrier can be a difficult divide

between school personnel and Hispanic parents, but the authors note that knowing leaders in the Hispanic community who are bilingual and willing to fill the role of facilitator between teachers and parents are invaluable assets to parental involvement and engagement. They cite the GEAR UP program at the University of North Texas as an example of the effective use of bilingual liaisons. The program, they say, “employs two full-time staff members to serve as community liaisons at participating middle-level and high schools. The one-on-one attention that the liaisons gave Latino parents has ‘made all the difference in the world,’ said the director of the program, Aurelio Hurtado de Mendoza. The liaisons worked especially hard to overcome the sense of intimidation that parents felt about setting foot in the school. As parents felt more comfortable, the liaisons began inviting them to workshops that educated them on specific

aspects of the U.S. school system.” The school also offers parents workshops on how to interpret their child’s report card.

Providing Empowering Information Beyond just interpreting report cards, parents should be aware of the choices their children are making and should make as they navigate high school. Curriculum choices have a weighty effect on college eligibility and success.

There should be no unpleasant surprises for parents as their child reaches 12th grade. That is not the time to tell them a failure to take sufficient math or science courses will dampen their child’s chances.

Providing Access and Opportunities for Alliances Schools, the authors say, must open their doors and not only invite but encourage parental

involvement. They can do that through, among other things, “creating a family center, posting signs in Spanish, having interpreters available, and following up in person with parents after they attend school events.” An ENLACE program in Albuquerque, which uses school-based Family Centers for parent involvement, is staffed with parent volunteers who lend a helping hand to students, families and school personnel to create important alliances among these groups. The authors explain, “One of the centers’ signature practices is the ‘knock-and-talk’ visit, whereby designated parents go to the homes of students who have stopped attending school. Volunteers introduce themselves to the students’ parents saying, ‘I’m your neighbor from 8th Street. I’m not a school employee, but I’m here because I’m concerned that your child hasn’t been going to school.’” In some cases, parents working together is all that’s necessary to bring the student back.

Theory into Practice Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Its 160,000 members in 148 countries are professional educators from all levels and subject areas – superintendents, supervisors, principals, teachers, professors of education and school board members. In its report Make Parents Your Partners

by Jennifer J. Salopek (Education Update newsletter, February 2011), ASCD presents strategies for creating positive and productive parent-educator relationships at the high school level. For a full report and other tips about increasing parental involvement, go to www.ascd.org. Here’s some of what it recommends: Build Alliances There are two extreme parental models. There are those who are not involved in their child’s education for a variety of reasons – not all of which are their fault. Single-parent time issues, language barriers and a lack of formal education can present barriers to parental involvement. There are also what author Madeline Levine dubbed in her book The Price of Privilege the “helicopter parents,” who are so involved in their child’s life that their efforts to be the child’s advocate hampers the child’s development. The challenge for teachers and administrators, according to ASCD, is to find ways to build alliances with parents that deal with these two extremes as well as the mainstream parent. It cites John Nori, director of program development at the National Association of Secondary School Principals, who recalled his days as principal of Magrude High School in Montgomery County, Md., when he got parents involved in productive and positive ways by encouraging their participation in niche groups of student activities and clubs as well as inviting them to be part of an advisory council with neighborhood representation. This, he said, got parents to funnel their energy into the school and not obsess over their child’s individual performance. Niche activities also gave some parents who had no idea how to become involved a focus and a place to go.

Communicate Often and Clearly According to ASCD, Nori used targeted outreach to communicate more effectively with parents, especially in the Hispanic community. While at Magruder, he began a program that called for weekly meetings for Hispanic parents, held in the home of one of the parents on a Saturday morning. He brought along a translator to make sure both he and the parents understood each other. He said these meetings made for better understanding of the student’s progress and needs. Both sides benefited from the experience and parental engagement improved as a result. Schunn Turner, principal of Martin Luther King High School in Nashville, Tenn., finds that sending parents a weekly e-mail titled “Weekly Agenda for Parents,” designed to give parents “lots of information,” helps parents be informed and involved in school activities, even if it’s only from the sidelines. Schools also employ out-going telephone recordings, personal phone calls, notes home and home visits for less tech-savvy parents.

Provide Parents with Direction Parents need to know how and when to raise concerns about their child’s academic or social concerns. Parents often feel that an individual teacher they might take issue with is not approachable. They think they need to reach out to an administrator to make their voice heard. Parents must be made to feel that they can play a positive role in their child’s school success and know how to participate. There is a fine line, however, between participation and a fixation on excellence. ASCD cites the practice of Rick Fleming of Westshore High School, who makes sure that the first PTA meeting of the year includes a prescription for parents to help their child succeed and mature. He encourages them to allow for their child to make mistakes and learn from them so they can mature. He tries to channel normal parental anxiety into an acceptance of the learning process. He appeals to parents for their trust and invites them to be partners in their child’s academic success.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

New Report Finds U.S. Has Been Underproducing College-Educated Workers for 30 Years WASHINGTON, D.C.

A new study by the Georgetown University Center on Education and the Workforce confirms that over the past 30 years, the demand for college-educated workers has outpaced supply, resulting in economic output below potential and growing income inequality. The current recession and grudging recovery hides the fact that the U.S. is underproducing college graduates. “The data are clear,” said Anthony P. Carnevale, the center’s director and co-author of the report. “The demand for college-educated workers is growing much faster than the supply. In recession

The Mexican-American Boom: Births Overtake Immigration WASHINGTON, D.C.

Births have surpassed immigration as the main driver of the dynamic growth of the Mexican-American population, according to a new analysis of U.S. Census Bureau data by the Pew Hispanic Center, a project of the Pew Research Center.

Between 2000 and 2010, the MexicanAmerican population grew by 7.2 million as a result of births and by 4.2 million as a result of new immigrant arrivals. This is a change from the previous two decades when the number of new immigrants either matched or exceeded the number of births.

The surge in births is attributable to two

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September 05, 2011

and recovery, we remain fixated on the high school jobs that are lost and not coming back. We are hurtling into a future dominated by college-level jobs unprepared.”

Using an economic growth model pioneered by noted labor economists, the study finds that if this country is to make up for lost ground in postsecondary attainment and respond to future economic requirements, it will need an additional 20 million postsecondary-educated workers by 2025. This includes 15 million new bachelor’s degree holders, four million workers with nondegree postsecondary credentials and one million associate degree holders. In the new report, The Undereducated American, the center demonstrates that adding these workers will boost GDP by $500 billion, add more than $100 billion in tax revenues and stop and begin to reverse the growth of income

inequality. Many of these additional graduates could come from the half a million students per year who graduate in the top half of their high school class but do not go on to college.

The problem is not just economic.

According to co-author Stephen J. Rose, a senior economist at the center, “As a result of our failure to keep up with the demand for college-educated workers, we have lost our number one global position in college graduates and become the number one industrialized nation in income inequality.”

Should we do nothing, the report finds, income inequality will only get worse. The disparity between the wages of college-educated workers and high school-educated workers will jump from 74 percent to 96 percent. If we add 20 million postsecondary-educated workers, however, wages for all groups will rise.

factors. Mexican-Americans, many of whom are immigrants, are younger and have higher fertility than other groups. The median age of Mexican-Americans in the U.S. is 25, compared with 30 for non-Mexican-origin Hispanics, 32 for Blacks, 35 for Asians and 41 for Whites. And the typical MexicanAmerican woman ages 40 to 44 (at the end of her child-bearing years) has given birth to more children (2.5) than similar aged non-Mexican-Hispanic (1.9), Black (2.0), White (1.8) or Asian (1.8) women.

Meanwhile, the number of Mexicans annually leaving Mexico for the U.S. declined from more than one million in 2006 to 404,000 in 2010 – a 60 percent reduction. This contributed to fewer new immigrant arrivals to the U.S. from Mexico in the 2000s (4.2 million) than in the 1990s

(4.7 million). However, the MexicanAmerican population continued to grow rapidly, with births accounting for 63 percent of the group’s population increase.

Mexican-Americans are the nation’s largest Hispanic group. At 31.8 million in 2010, they comprise 63 percent of the U.S. Hispanic population and 10 percent of the total U.S. population. Among MexicanAmericans, some 39 percent – or 12.4 million – are immigrants. More than half of these immigrants (6.5 million) are in the country without authorization.

The report, The Mexican-American Boom: Births Overtake Immigration, is available at the Pew Hispanic Center’s website, www.pewhispanic.org.

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The Hispanic Outlook In Higher Education

Knowledge Gap: Seven in 10 Without College Degrees Don’t Know Basics of Applying for Financial Aid NEW YORK, N.Y.

Young people who only have a high school degree don’t know much about how to start their college education, with seven in 10 unable to identify the standard federal financial aid form, according to a new survey by Public Agenda, a nonpartisan, nonprofit research and engagement organization. These knowledge gaps can be fatal hurdles for young people who already admit to doubts about their economic future and whether borrowing money for college is worth it.

In fact, young people with only high school diplomas are much less confident that

Study Reveals that for Many U.S. Latinos, Biculturalism Is Key to Self-Identity LARCHMONT, N.Y.

Many U.S. Hispanics feel culturally connected to both their U.S. and Latino identities, according to the most recent FOCUS: Latino report, issued in July by Horowitz Associates.

For the past 11 years, the study has tracked U.S. Hispanics’ attitudes towards and viewing of TV, broadband, and alternative platform content and services. It finds that, when asked to rate on a scale of 1-5 whether they identified themselves as “completely Latino” or “completely American,”

www.hispanicoutlook.com

September 05, 2011

they’ll be financially secure than those with college degrees. Only 36 percent of high school graduates say it’s “very likely” they’ll be financially secure in their lifetime, compared to 55 percent of college graduates.

“If you don’t have as much education, if you don’t have as much training in your area, you find yourself on the outside looking in,” said one high school graduate in a Washington, D.C., focus group.

One Degree of Separation: How Young Americans Who Don’t Finish College See Their Chances for Success is the third in a series of Public Agenda surveys probing young people’s attitudes on higher education and college completion. Sponsored by the Bill & Melinda Gates Foundation, the survey examined the views of more than 600 young adults, both those who completed either a college degree or postsecondary certificate and those whose highest educa-

tional credential is a high school diploma.

Previous editions of the research revealed other critical hurdles that keep young people from completing their education, such as the difficulty of juggling school, work and family life; and the limited counseling many students receive.

“There’s a jarring gap in optimism between young people who have a college degree in today’s economy and those who don’t,” said Jean Johnson, director of Education Insights at Public Agenda and lead author of the report. “Even more disturbing, young people who don’t get a credential beyond high school face a trifecta of barriers. They’re more likely to come from poorer, less-educated families; they lack basic knowledge about the higher education system and employers; and many aren’t convinced a college degree will pay off for them, especially if they need to borrow to get it.”

18 percent of Hispanics identify themselves as “completely American”; 43 percent, as “completely Latino”; and four in 10 (39 percent) feel they are a mix of both.

These data correlate to acculturation markers like language use in the home.

Latinos in bilingual homes are, concomitantly, more likely to be bicultural.

Importantly, four in 10 Hispanics in Englishoriented homes (where mostly/only English is spoken) consider themselves both Latino and American, and a full 16 percent of those heads of household define themselves as “completely Latino.”

At the same time, bicultural Latinos do not necessarily only live in bilingual homes: Almost one-quarter of bicultural Latino heads of household live in Spanish-domi-

nant homes; one-third live in English-oriented homes.

Understanding how cultural affinity impacts media consumption is increasingly essential for advertisers, marketers and media companies. FOCUS: Latino finds that Latinos identifying themselves as bicultural spend the majority of their TV viewing time, 72 percent, with English-language TV; and 28 percent, with Spanish-language programming. Yet Spanish-language TV remains important: four in 10 (43 percent) bicultural Latinos watch TV in Spanish at least every other day. And programming in English targeted to Latinos is quickly gaining ground, with 20 percent of biculturals watching at least weekly – a number likely to increase as more of this content becomes available.

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HI S PAN I C S O N T H E MO VE Zedillo Receives Prestigious International Lifetime Achievement Award Ernesto Zedillo, Frederick Iseman ’74 Director of the Yale Center for the Study of Globalization (Conn.), has received the 2011 International Award of Lifetime Achievement from the Cristóbal Gabarrón Foundation of Spain. The foundation lauded Zedillo’s political and economic reforms as president of Mexico, his role as a fundamental figure in relations with Spain, as well as his reputation as a noted economist and his faculty role at Yale. Zedillo was president of Mexico from 1994 to 2000.

Valverde Heads Leading Society for Global Scholarship in Education

and a doctorate and two master’s degrees from Harvard University.

Corporate Council and is a lifetime member of NAHJ.

Chahín Honored for Commitment to Excellence

Parravicini New Chief Marketing Officer at Post University

In Texas, the San Marcos Consolidated Independent School District Board of Trustees honored the commitment to academic excellence of Dr. Jaime Chahín, dean of the College of Applied Arts at Texas State University-San Marcos, for founding a program that provides eighth-grade students an opportunity to “get a head start on high school.” Chahín also recently was awarded a U.S. Speaker Specialist Grant to lecture on “Higher Education Administration” in Nicaragua.

Post University (Conn.) announced that it has promoted Marcelo Parravicini to chief marketing officer.

Parravicini previously served as Post’s director of marketing, a role he held since joining the university in 2005. He has a bachelors’ degree in business administration from the Wharton School of the University of Pennsylvania.

Tapia New Board Chair at Saint Leo University

Gilbert A. Valverde, chair of the Department of Educational Administration and Policy Studies at the University at Albany’s (N.Y.) School of Education, has been elected the 2013-14 president of the Comparative and International Education Society, a premier scholarly organization dedicated to fostering cross-cultural understanding, societal development and academic achievement. Valverde is a J. William Fulbright Senior Specialist Program recipient.

Entrepreneur and philanthropist Donald R. Tapia has been named chair of the Board of Trustees of Saint Leo University in Florida. Saint Leo University is home to the Donald R. Tapia School of Business.

Tapia studied through Saint Leo University’s Center for Online Learning to earn his bachelor’s degree in business administration in 2005.

Sepúlveda Tapped to Lead UCSF Global Health Efforts

NAHJ Board Names López Buck Interim Director

The University of California-San Francisco (UCSF) has appointed Jaime Sepúlveda, M.D., M.P.H., Dr.Sc., world-renowned public health leader, as executive director of UCSF Global Health Sciences.

Sepúlveda holds a medical degree from National Autonomous University of Mexico

The board of directors of the National Association of Hispanic Journalists (NAHJ) announced that Anna López Buck has joined the organization as development director and interim executive director. López Buck serves on the board of the National Hispanic

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De Molina Receives Honorary Degree from Montclair State University Montclair State University (N.J.) awarded an honorary degree of Doctor of Letters to Univision television host Raúl de Molina at the university’s 2011 commencement ceremonies. De Molina is a multiple Emmy Awardwinning co-host of the Univision network news show El Gordo y la Flaca.

Interesting Reads Lecture Notes

By Philip Freeman The author reveals the three rules for a great college experience, offers strategies for fostering crucial relationships with faculty advisors, in a plan that spans four years and beyond.

2010. 160 pgs. ISBN: 978-1-58008-754-4. $14.95 paper. Ten Speed Press, (212) 782-9000. www.tenspeed.com.

Miss Lonelyhearts & The Day of the Locust

By Nathanael West, Introduction by Jonathan Lethem Miss Lonelyhearts tells the story of a newspaper reporter, assigned to write a column, who gets caught up in the agony of it. The Day of the Locust shows the emptiness of Hollywood through the eyes a set designer.

2009. 191 pgs. ISBN: 978-0-8112-1822-1. $11.95 paper. New Directions Publishing, (800) 233-4830. www.ndpublishing.com

Pueblos, Spaniards, and the Kingdom of New Mexico

By John L. Kessell The author describes the Pueblo world encountered by Spanish conquistador Juan de Oñate as well as society developments in 17th-century New Mexico.

2008. 225 pgs. ISBN: 978-08061-3969-2. $24.95 cloth. The University of Oklahoma Press, (405) 325-2000. www.oupress.com

and Media...

Coyote: An Immigration Case Study Immigrants from Latin America frequently enlist mercenary escorts known as “coyotes.” This program examines one such figure and the three Guatemalans who have placed their trust in him. (Spanish with English subtitles).

2008. DVD (58 minutes) ISBN. 978-1-60825-445-3. $169.95. Films for the Humanities and Science, (800) 257-5126. www.films.com

Boxing Shadows

by W.K. Stratton with Anissa “The Assassin” Zamarron 181 pgs. Austin, Texas: University of Texas Press, 2009, ISBN 978-0292-72129-6. $24.95 hardcover.

A

nyone riveted by the Clint Eastwood film Million Dollar Baby will surely relate to this biography of world champion flyweight boxer Anissa “The Assassin” Zamarron. It’s not just that Boxing Shadows and Million Dollar Baby are stories about female boxers, it is the parallel between a fictional character, whose tortured past led her to great triumphs and ultimate despair, compared to the true story of a woman whose tortured past also led her to great triumphs and personal vindication. Written with W.K. Stratton, author of the anthology Splendor in the Short Grass, Zamarron says her goal in writing her life story was to persuade other women, particularly Latinas, that “You don’t have to feel limited in your choices. You can achieve.”

Zamarron began her quest to be number one in her field with a number of strikes against her, including being raised in a dysfunctional family, spending time in a mental institution, and battling destructive personal addictions. Yet, despite the obstacles in her path, Zamarron went on to win not one but two world boxing championships in her division.

The prologue, titled “Blood,” begins with the low point in Zamarron’s life and quickly pivots to chapter one, the pinnacle of her career. “Blood” sets up the stark contrast and reads, in part, “In her darkest days, before her life took direction, she lay pinned to a bed under a Posey net, which stretched from her neck to her feet, with leather cuffs for the upper arms, wrists, and ankles and cross-straps securing all the binding to the sides of the bed. The restraints prevented her from cutting herself, so she mastered biting the insides of her mouth until her blood flowed. That was one thing that gave her a high, seeing her own blood. And so she lay there, trapped and scheming – scheming about ways to hurt the people who were doing this to her. And scheming about ways to hurt herself.”

As readers move on to and beyond chapter one, which chronicles Zamarron’s 2005 upset win over Maribel Zurita to claim her second world championship, they begin to delve into the shadows of Zamarron’s life that led her to and away from the graphic scene of her strapped down in a mental institution. Stratton painstakingly describes how the brutal breakup of her childhood family caused her to become lost in a strange world where her personal demons compelled her to act out violently in school and to develop an addiction to self-destructive habits, including cutting herself. Hers is a tale of the failure of society to police itself and provide for the least able, when it comes to mental health issues. She falls through the cracks and is sent to a corrupt for-profit mental hospital in which she spends 18 months tied to a bed. But unlike Million Dollar Baby, Zamarron found her salvation in the boxing ring and turned her life around. She learned how to use her rage and aggression as motivation to train hard and excel at her sport.

Reviewed by Mary Ann Cooper

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The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in all areas of Computer Science for faculty positions at the ranks of Professor, Associate Professor, Assistant Professor, and Instructor. However, strongest consideration will be given this year to candidates in the following three areas: (1) systems and networking, (2) natural language processing, and (3) theory of computing.

The University of Chicago has the highest standards for scholarship and faculty quality, and encourages collaboration across disciplines. We encourage strong connections with researchers across the campus in such areas as mathematics, natural language processing, bioinformatics, logic, molecular engineering, and machine learning, to mention just a few.

The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building a strong Systems research group. This closely-knit community includes the Computation Institute, the Toyota Technological Institute, and Argonne’s Mathematics and Computer Science Division.

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 on an electric commuter train.

All applicants must apply through the University’s Academic Jobs website. For applicants in: (1) systems and networking, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=51727; (2) natural language processing, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=51728; (3) the theory of computing, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=51729; (4) all other areas, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=51730.

A cover letter, curriculum vitae including a list of publications, a statement describing past and current research accomplishments and outlining future research plans, and a description of teaching experience must be uploaded to be considered as an applicant. Candidates may also post a representative set of publications, as well as teaching evaluations, to this website. The reference letters can be sent by mail to: Chair, Department of Computer Science The University of Chicago 1100 E. 58th Street, Ryerson Hall Chicago, IL. 60637-1581 Or by email to: Recommend@mailman.cs.uchicago.edu (letters can be in pdf, postscript or Microsoft Word).

Three reference letters are required. They need to be need to be mailed or emailed to the above addresses and one of them must address the candidate’s teaching ability. Applicants must have completed all requirements for the PhD except the dissertation at time of application, and must have completed all requirements for the PhD at time of appointment. The PhD should be in Computer Science or a related field such as Mathematics or Statistics. To ensure fullest consideration of your application all materials, including supporting letters, should be received by November 19. However, screening will continue until all available positions are filled.

Samuel Merritt University, founded in 1909 and located in Oakland, California, educates health science practitioners to be highly skilled and compassionate professionals making a positive difference in diverse communities. Over 1,400 students are enrolled at SMU, with campuses in Oakland, Sacramento, San Francisco and San Mateo.

The University offers an undergraduate degree in nursing; master’s degrees in a variety of nursing fields, occupational therapy, and physician assistant; and doctoral degrees in physical therapy and podiatric medicine. For more information visit the SMU website:

www.samuelmerritt.edu

Persons of color are encouraged to apply.

Samuel Merritt University is an Equal Opportunity Employer

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The University of Chicago is an Affirmative Action/Equal Opportunity Employer.

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Cleveland State University invites applications for the following:

VISITING INSTRUCTOR/VISITING ASSISTANT PROFESSOR OF MLR (NOT TENURE TRACK)

KITP Scholars

COLLEGE LECTURER/COLLEGE ASSOCIATE LECTURER OF MLR (NOT TENURE TRACK)

The Kavli Institute for Theoretical Physics conducts a program of visiting researchers in theoretical physics. The purpose of this program is to support the research efforts of faculty at U.S. colleges and universities that are not major research institutions. Applicants from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load) are particularly encouraged. Ongoing research activity is also a criterion.

Management and Labor Relations (MLR) Cleveland State University is a public, comprehensive university serving Cleveland and the northeast Ohio region, enrolling some 16,000 students and employing 550 faculty and more than 1,000 staff. The metropolitan Cleveland area approximates 2 million people and features a thriving business community and outstanding cultural, recreational and intellectual activities in a pleasant environment with a wide choice of attractive communities in which to live. Cleveland State University offers an outstanding benefit package to full-time faculty and staff that includes medical, dental, vision, disability and life insurance as well as tuition assistance.

Cleveland State University is committed to nondiscrimination on the basis of race, color, religion, national origin, sex, age, genetic information, disability, sexual orientation, disabled veteran, or Vietnam era or other protected veteran status, and to equal access in education and employment.

All positions are contingent on maintaining existing levels.

For complete job descriptions and application requirements, please visit www.csuohio.edu/HRD/ www.csuohio.edu

invites applications for tenure-track positions at the assistant or associate professor levels in operations management for the 2012-13 academic year.

The University of Chicago Booth School of Business

Successful candidates will have outstanding research abilities and will be committed to achieving excellence in teaching operations management at the MBA level. The candidate must have obtained, or expect to obtain shortly, a PhD or equivalent degree in Operations Management, Operations Research, Management Science, Industrial Engineering, or a related field.

If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet

by October 31, 2011 with your session information would be helpful. We will begin formally reviewing applications on November 28, 2011 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2012.

Applications will be accepted online at http://facultyapply.chicagobooth.edu. At that website, you will be asked to submit two letters of reference (sent separately by the writer), a current vita, and copies of at most two research papers.

The University of Chicago is an Affirmative Action/Equal Opportunity Employer.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years. Eight scholars were chosen in 2011, and itâ&#x20AC;&#x2122;s expected that seven will be chosen for 2012.

Further information about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu.

Scientists interested in this program should write or email the Director at the address below and include a vita together with a statement describing their research interests, and arrange for at least one letter of recommendation, before November 15, 2011. Awards will be announced by December 15, 2011.

Professor David Gross, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or scholars@kitp.ucsb.edu The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

American University Washington College of Law seeks applications for one or more tenure track faculty positions in a broad number of areas, including, but not limited to, first-year courses, criminal law, criminal procedure, international law, among others. In addition, it seeks applications for one or more visiting faculty positions in first year subjects. Details on requirements are as follows: (1) For the tenure-track positions, we will consider candidates at all career levels. Minimum qualifications include a J.D. degree, an aptitude for teaching, and a demonstration of scholarly interest in one or more fields of law.

(2) Minimum qualifications for visiting positions include a J.D. degree and significant teaching experience, particularly in the courses the visitors propose to teach. We will be considering visitors with various specialties for both classroom and clinical teaching.

American University Washington College of Law is committed to a diverse faculty, staff and student body and encourages the applications of women and minorities. American University is an EEO/AA employer. Review of applications will begin on August 1st, 2011. Appointments will be for the 2012-2013 academic year.

All inquiries should be by mail; please do not contact committee members by phone. Although there is no formal deadline, we will begin interviewing candidates for tenure-track positions starting in August 2011, so interested persons are encouraged to apply as soon as possible. All applicants should submit a cover letter and resume to: American University Washington College of Law Office of the Dean, Suite 366 4801 Massachusetts Avenue, N.W. Washington, D.C. 20016 or send e-mail with cover letter, resume, and other supporting material as attachments to farhad@wcl.american.edu

09/05/2011

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NELSON INSTITUTE FOR ENVIRONMENTAL STUDIES DIRECTOR UNIVERSITY OF WISCONSIN-MADISON

The University of Wisconsin-Madison welcomes applications and nominations for the position of director of its Gaylord Nelson Institute for Environmental Studies. This position is an opportunity for an integrative and creative leader to build upon the momentum of a growing and thriving interdisciplinary institute with deep roots extending back to Aldo Leopold and John Muir. The Nelson Institute has world-class strengths in studying climate change, sustainability, energy, environmental history, land use, water, biodiversity, and many other key issues of the 21st century.

The institute is a unique hybrid that has its own tenured faculty and degree-granting programs while simultaneously synergizing the intellectual and institutional resources of one of the greatest gatherings of environmental scientists, scholars, and professionals in the world. Its successes are firmly grounded in collaborations that honor the values and objectives of the communities with which it works. The university is seeking a leader who can cultivate and inspire a diverse community of colleagues, students, and partners to strengthen relationships that advance the University of Wisconsin-Madison as a world leader in addressing environmental challenges.

The University of Wisconsin-Madison is a major land-grant university committed to excellence in teaching, research and public service with revenues of $2.4 billion, a student body of approximately 42,000 and faculty/staff of 20,000.

The director of the Nelson Institute has the rank of a dean, reports to the chancellor and the provost, serves on the Dean’s Council, and provides general leadership for environmental initiatives across the campus. The director promotes faculty, staff, and student collaborations and programs in interdisciplinary environmental scholarship, instruction, and community engagement.

The Nelson Institute has an annual operating budget of $3.2 million, endowments totaling $9.3 million, and averages $4.5 million in external research awards per year. It is home to 18 budgeted and 140 affiliated faculty members from more than 40 natural and social science, engineering, and humanities departments across the campus. Besides offering more than 100 courses in partnership with the university’s schools and colleges, the Nelson Institute administers three graduate degree programs (in Environment and Resources, Conservation Biology and Sustainable Development, and Water Resources Management), five graduate-level certificate programs (in Air Resources Management; Culture, History, and Environment; Energy Analysis and Policy; Humans and the Global Environment; and Transportation Management and Policy) and the largest undergraduate certificate program (in environmental studies) at the UWMadison. The university recently approved a new undergraduate major in environmental studies, and implementing that major will be a significant initiative for the new director. Total enrollment in the graduate programs is approximately 200 students; enrollment in the undergraduate program averages approximately 400. The Nelson Institute includes four interdisciplinary research centers — the Center for Climatic Research, the Center for Culture, History, and Environment, the Center for Sustainability and the Global Environment, and the Land Tenure Center — and has a strong commitment to fostering community partnerships in education, research, and service at the local to international levels.

Please see the following web sites for information about UW-Madison and the Nelson Institute:

http://www.wisc.edu/

http://www.nelson.wisc.edu/

Candidates will be evaluated on the following professional and personal characteristics: commitment to the institute’s mission and to maintaining and extending the scholarly values, academic breadth, and diverse missions of a public research university through interdisciplinary scholarship, teaching, and service; a record of successful leadership in higher education, business, or non-profit organizations; proven ability to build coalitions with diverse stakeholders; extensive experience and a strong track record in development and fundraising; commitment to shared governance with faculty, staff and students; and ability to work with external constituencies including state and federal government, business, non-profit agencies, community organizations, and alumni. Candidates must be qualified for tenure at the level of full professor at UW-Madison. In keeping with the university’s goals and objectives, candidates will also be evaluated on their demonstrated commitment to the diversity of students, faculty and staff, to equal employment opportunity, affirmative action and non-discriminatory practices, and to advancing an inclusive climate that stimulates diversity. The University of Wisconsin-Madison has one of the strongest traditions of shared governance in the United States, and a successful director must be able to work effectively in this context.

Electronic applications and nominations must be received by 15 October 2011 to ensure consideration. Later applications and nominations may also be considered. The committee strongly encourages applications and nominations of women and persons of underrepresented groups. At a minimum, a nomination should include full contact information for the nominee, including an email address. An application should include a current resume or curriculum vitae and a comprehensive cover letter that addresses how the candidate’s strengths and experience match the qualifications for the position, and what the candidate sees as challenges and opportunities of the position, as well as the names, addresses, email addresses, and telephone numbers of five references. Candidates will be informed before references are contacted. Please note that in accordance with Wisconsin statutes the names of nominees and applicants who explicitly request confidentiality will not be made public. However, the university is required to release the names and titles of the finalists who will be interviewed by the chancellor. Applications and nominations should be submitted electronically to the Nelson Institute Director Search and Screen Committee at:

Nelson-Institute-Search@secfac.wisc.edu

Questions may be directed to the search committee office at 608-262-1677 or ehanneman@secfac.wisc.edu The University of Wisconsin-Madison is an Equal Opportunity, Affirmative Action Employer.

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09/05/2011

Associate Specialists The Kavli Institute for Theoretical Physics expects to appoint researchers as Associate Specialists in theoretical physics at the postdoctoral level, beginning in September 2012. Appointments will normally be for periods of two years or longer depending on the promise, breadth of interests, and experience of the candidate, and on the anticipated scientific programs of the Institute. The Institute is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. A detailed list of the KITP programs for 2012/2013 will be available after September 1st.

Applications for postdoctoral positions should be made electronically via our web page at: http://www.kitp.ucsb.edu/for-scientists/fellowships/postdocs In the event that you are unable to upload your documents, hard copies should be sent to: Professor David Gross, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The deadline for applications and all related materials is December 1, 2011.

Later applications will be considered only as long as openings exist.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

DIVERSITY

= Educational Excellence

One of the world’s top research universities located in one of America’s most beautiful places, combining a vibrant city with a mountain of possibilities. Visit us online www.employment.utah.edu/faculty/index.html

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UNIVERSITY OF NEW HAVEN WEST HAVEN, CT

DEAN, COLLEGE OF ARTS AND SCIENCES The University of New Haven (UNH) invites applications and nominations for the position of Dean of the College of Arts and Sciences. The Dean of the College of Arts and Sciences reports directly to the Provost and Senior Vice President for Academic Affairs and is a member of the President’s Cabinet and the Provost’s Academic Leadership Council, which determine strategic directions and overall policy for the University. The Dean serves as the academic leader and chief administrative officer of the College of Arts and Sciences and ensures the delivery of high-quality programs at all levels and locations.

The College seeks an energetic, creative leader with strong managerial skills to serve as its next Dean.

Leading and assisting the faculty in their teaching and scholarly activity, the Dean must cultivate contacts with alumni, provide strategic direction in the recruitment of students, ensure that the academic programs and curricula are stimulating and relevant, and implement program assessments. Requirements for this position include a Ph.D. or equivalent terminal degree in the arts and sciences; a record of teaching and scholarship commensurate with appointment to the rank of professor; substantial administrative, supervisory and budgetary experience in an academic setting at least at the level of chair or associate dean; the ability to be a convincing advocate for a liberal arts education; and a substantial record of success in external relations.

PROFILE OF UNH With a full-time faculty of 210, the University of New Haven is a comprehensive tier one private university which – at the undergraduate level – combines a foundation in the liberal arts with extensive coursework in professional studies and a strong emphasis on experiential education. The University offers 75 baccalaureate and master’s degrees.

Under the leadership of Dr. Steven H. Kaplan, the University has made extraordinary progress. During the past five years, UNH has invested more than $100 million in new construction and capital infrastructure and, in the process, has transformed the campus. Over the same period, the University has doubled the size of its operating budget, exhibited a pattern of rising budget surpluses, and currently enrolls almost 6,000 students. More than two-thirds of the 4,200 undergraduate students live on a primarily residential campus. From 2004 to 2010, the undergraduate population has doubled, and the quality of the student body has consistently improved. Overseen by a distinguished board of governors, this is a university with momentum.

THE COLLEGE OF ARTS AND SCIENCES The College of Arts and Sciences provides preparation for careers and personal development through a sound liberal arts education and career-oriented programs. The College offers bachelor’s and master’s degree programs in most of the traditional disciplines and is well-known for its applied programs in such areas as music and sound recording, marine biology, cellular and molecular biology, psychology and education. In addition, the College also oversees the University’s Art Gallery and is an active participant in the University’s study abroad program.

THE SEARCH PROCESS Review of applications will begin immediately and will continue until a dean is appointed. Applications should include a cover letter, curriculum vitae, and a list of five references noting the relationship to the candidate, email and home address, and phone numbers. Nominations and expressions of interest will be treated in confidence. Applications and nominations (preferably in MS Word) should be sent, via email, to hrdept@newhaven.edu or to the following address: Search Committee #11-61 University of New Haven 300 Boston Post Road • West Haven, CT 06516 (Electronic submission is preferred.)

The University of New Haven is being assisted in this search by Dr. Ted Lewis (610-642-2575).

UNH is an Equal Opportunity, Affirmative Action Employer.

The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenuretrack position of Assistant or Associate Professor of Behavioral Science. We will consider candidates with interests in the areas of decision-making, negotiations, social psychology and organizations, all broadly defined.

Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.

We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles. This position is part of the Managerial and Organizational Behavior area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Politics, and Negotiations. Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two wellequipped laboratories for experimental research.

The deadline for applications is March 31, 2012.

However, we will begin formally reviewing applications on October 15, 2011 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at http://facultyapply.chicagobooth.edu.

The University of Chicago is an Equal Opportunity/ Affirmative Action employer.

The Hispanic Outlook Is Now Also Available As A

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Associate Dean of the College of Natural and Health Sciences

The University of Northern Colorado (UNC) invites nominations and applications for the position of Associate Dean of the College of Natural and Health Sciences, position #E99989. The Associate Dean is primarily responsible for providing leadership for the College’s research and scholarly efforts and support in the area of faculty affairs, including recruitment, retention, evaluation, and professional development. The position is a tenure-eligible, 12-month exempt appointment, and is available as early as January 2, 2012; however, a later starting date is negotiable. The full vacancy announcement and application instructions are available at: http://www.unco.edu/nhs/employment.html. Screening of applications will begin on September 15, 2011 and will continue until the position is filled. UNC, located in the city of Greeley, is a Doctoral/Research University enrolling 12,000+ graduate and undergraduate students. Greeley is an hour north of Denver and about 30 miles east of the Rocky Mountains.

The University is an AAEO employer.

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www.hispanicoutlook.com

for additional information

KITP Graduate Fellowships UMBC University of Maryland Baltimore County An Honors University in Maryland

Information Systems Department The Information Systems Department at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level in the area of software engineering starting August 2012. Outstanding candidates in other areas will also be considered.

Candidates must have an earned PhD in Information Systems or a related field no later than August 2012.

Individuals engaged in software engineering research with emphasis on empirical research, process and quality improvement, and cybersecurity are especially encouraged to apply. Ideal candidates will be engaged in research that spans two or more of these areas.Candidates should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our graduate and undergraduate teaching mission.

The Department offers undergraduate degrees in Information Systems and Business Technology Administration as well as both the MS and PhD in Information Systems. In addition, the Department offers an MS and PhD in Human-Centered Computing.

Consistent with the UMBC vision, the Department has excellent technical support and teaching facilities as well as outstanding laboratory space and state of the art technology. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Underrepresented groups includingwomen and minorities are especially encouraged to apply.

Applications will not be reviewed until the following materials are received: a cover letter, a one-page statement of teaching interests, a one-page statement of research interests, one or more sample research papers, and a CV. Applicants should also arrange to have three letters of recommendation sent to the department as soon as possible. Electronic submission of materials as PDF documents is preferred. Electronic copies should be sent to bmorris@umbc.edu. Copies can also be sent to: Dr. Aryya Gangopadhyay, Chair of Faculty Search Committee, Information Systems Department, UMBC, 1000 Hilltop Circle, Baltimore, MD 21250-5398. For inquiries, please contact Barbara Morris at (410) 4553795 or bmorris@umbc.edu.

Review of applications will begin immediately and will continue until the position is filled. This position is subject to the availability of funds.

UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women and individuals with disabilities.

The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student’s advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site http://www.kitp.ucsb.edu. Nominations should be made by completing the form at http://www.kitp.ucsb.edu/ for-scientists/fellowships/graduate-fellows/nomination-form or by writing to: Professor David Gross, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 or gradflw@kitp.ucsb.edu For participation in the spring of 2012, nominations must be received by October 31, 2011.

For participation in the fall of 2012, nominations must be received by May 15, 2012.

The University of California, Santa Barbara, is an Equal Opportunity/Affirmative Action Employer.

Wold Professorship in Environmental Balance for Human Sustainability Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York's land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university's mission of teaching, research, and outreach.

The Department of Earth and Atmospheric Sciences at Cornell University is searching for a visionary Earth scientist to fill the new Wold Professorship in Environmental Balance for Human Sustainability. We seek candidates with significant experience and a strong reputation in the energy and/or minerals industry who can lead innovative research and establish connections between industry and academia. The appointment is a part-time position on a 5-year term (renewable). The position is ideally suited for an individual seeking flexibility for external commitments.

Sustaining human well-being while meeting the continuing needs to supply energy and mineral resources will require effective communication and a wise balancing of natural availability, new technologies, environmental systems, and human needs. The Wold Professor will be expected to conduct scientific research that helps the academic community, industry and government develop a sustainable supply of natural resources. Through classes, research projects, and other activities the Wold Professor will help students understand the scientific challenges and insights that relate to and derive from resources so that they can become global leaders in this field. The successful candidate will also be able to contribute to or lead faculty research teams that tap the very large range of capabilities available at Cornell. A Ph.D. and at least 3 years of experience in the minerals, energy, or similar industries are required.

Applicants should submit a curriculum vita, a research statement, a statement summarizing teaching experience and goals, leadership efforts, contributions to diversity, and complete contact information for at least three references. An automated message will be sent. Applications will be accepted until the position is filled, with review beginning on October 1, 2011.

To apply: Application materials must be submitted on-line at https://academicjobsonline.org/ajo/jobs/840 The Department of Earth & Atmospheric Sciences and the College of Engineering at Cornell embrace diversity and seek candidates who will create a climate that attracts faculty and students of all races, nationalities and genders. Cornell University seeks to meet the needs of dual career couples, has a Dual Career program, and is a member of the Upstate New York Higher Education Recruitment Consortium to assist with dual career searches. Visit http://www.unyherc.org to see positions available in higher education in the upstate New York area.

Cornell University is an affirmative action/ equal opportunity employer and educator

09/05/2011

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UTAH, SALT LAKE CITY 84112-9155. University of Utah. The Department of Geography at the University of Utah in Salt Lake City invites applications for a tenure-track position at the Assistant Professor level starting July, 2012. The successful applicant will be engaged in research in Population Geography with interests in demography, migration, economic geography and development, health and/or the environment. Strong quantitative, computational and/or GIS skills are required along with a demonstrated research potential and/or record in population geography. The ability to collaborate with faculty within the Department of Geography and participate in interdisciplinary research at the University of Utah is highly desirable. Also desirable is the ability to teach and support research in spatial statistics and analysis, courses in the candidate’s area of expertise and core human geography courses. For more information on the Department of Geography and application procedures, see http://www.geog.utah.edu. The due date for applications is 15, October 2011; applications received after the deadline may be considered until the position is filled.

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. The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans’ preference.

Reasonable accommodations provided. For additional information: http://www.regulations.utah.edu/humanResources/5-106.html.

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The Maricopa Community ity g, Colleges are fast-growing, ionss lifelong learning institutions with great facilities, full eather her. benefits, and glorious weather. n Job opportunities exist in me faculty positions (part-time ment, t, and full-time), management, f, technology, support staff, s. facilities, and other areas.

All applications and employment nt opportunities are posted online at:

www.maricopa.edu/jobs www .maricopa.edu/jobs copa.edu/jobs

Maricopa Community ty Colleges District Office 2411 W. W. 14th Street,t, TTempe, empe, Arizona 85281 .731.8444 480.731.8444

The University of Texas Health Science Center at San Antonio School of Medicine CHAIR, DEPARTMENT OF UROLOGY The School of Medicine at the University of Texas Health Science Center at San Antonio seeks an accomplished, dynamic academic leader as candidate for the position of Chair, Department of Urology. Reporting to the Dean of the School of Medicine and Vice President for Medical Affairs, Dr. Francisco González-Scarano, the Chair will be responsible for continuing to build and maintain world-class programs in basic and translational research, as well as for managing all clinical services of the department and maintaining fully accredited, high quality student, residency and fellowship programs.

Candidates must be qualified to attain the rank of professor at an LCME accredited medical school and be board certified. The ideal candidate will have national recognition in the field of urology as a clinician, research scientist, educator, and physician leader. The candidate should have practice experience and experience in operational and financial management and leadership in a hospital, academic health center, or group practice environment. The ability to foster a culture of collaboration, innovation, accountability, and business literacy across the divisions and across the Health Science Center is important.

Interested individuals should submit a letter of interest along with a current CV electronically addressed to David Hillis, MD, Chair of Medicine and Chair of the Urology Search Committee c/o Shelly Evans, Assistant to the Dean, at elliss@uthscsa.edu.

The University of Texas Health Science Center at San Antonio is an Equal Employment Opportunity/Affirmative Action Employer.

All faculty appointments are designated as security sensitive positions.

DEAN PACIFIC UNIVERSITY COLLEGE OF ARTS AND SCIENCES FOREST GROVE, OREGON Pacific University (Pacific), an outstanding private, comprehensive university located in the beautiful Pacific Northwest, seeks a visionary leader to serve as Dean of its College of Arts and Sciences (the College or A&S). The College comprises three academic units: the School of Arts and Humanities, the School of Natural Sciences and the School of Social Sciences. It offers undergraduate degrees in 36 majors in 19 departments and one graduate degree - a Master of Fine Arts in Writing. The College is located on the university’s historic, residential campus in Forest Grove, Oregon, 25 miles west of Portland and 50 miles from the Pacific Ocean.

The Dean is responsible for all aspects of the leadership and management of A&S. S/he will possess a record of excellence in teaching and scholarship and successful administrative leadership, resource development, and financial management experience. The role requires a deep understanding of and a commitment to the liberal arts. S/he will value studentcentered, innovative learning models and will encourage collaboration and new-program development across disciplines, within the College, across the university, and in partnership with other institutions in the state. Experience with fostering diversity and inclusivity is essential. An earned doctorate or equivalent terminal degree in a relevant academic discipline is required. The position reports to Pacific’s Provost. Ideally, the new Dean will be selected by year end and assume his/her responsibilities in the summer of 2012.

This search has begun and for fullest consideration candidate materials should be received by mid-October 2011. Requests for a detailed Position Specification, confidential inquiries, nominations, and applications (including a cover letter and curriculum vitae) should be submitted electronically to our consultant, E. Kay Dawson at: E. K. Dawson Executive Search 2610 NW Pinnacle Drive Portland, OR 97229 (kaydawson@comcast.net) 503.292.4889 (telephone) 503.292.8271 (fax)

All APPLICA APPLICATIONS ATIONS MUS MUST ST BE SUBMITTED SUBMITTED ONLINE. The Maricopa Communityy Colleges are EEO/AA A Institutions.

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Pacific University is an Equal Opportunity Employer.

Provost and Vice President for Academic Affairs #2533

Faculty Positions To be considered, education and research/professional experience/expertise are required in at least one of the following units: Accounting and Management: financial reporting and analysis, management accounting, performance measurement and management control systems. Closing date: 30 November 2011 Business, Government & the International Economy: international political economy, comparative political economy of advanced industrialized or developing countries, and American politics or sociology. Closing date: 3 October 2011 Entrepreneurial Management: entrepreneurial leadership and organization, emerging industries and technologies, financing ventures and growth, and business history and policy.

Closing date for applicants with background in management, organization theory, sociology, or business history: 6 November 2011 (indicate “Assistant Professor Entrepreneurship (MOH)” on application). Closing date for applicants with background in economics or finance: 27 November 2011 (indicate “Assistant Professor Entrepreneurship (ECF)” on application).

Applicants with a background in economics or finance will need to be available for a first round interview at the AEA meeting in Chicago in January 2012.

Finance: corporate finance, capital markets, investments, behavioral finance, corporate governance, and financial institutions. Closing date: 28 November 2011 Negotiation, Organizations and Markets: negotiation, conflict resolution, competitive decision making, incentives, the motivation and behavior of individuals in organizations, and the design and functioning of markets. Emphasis on psychological, economic, and behavioral perspectives with empirical, theoretical, and experimental methodologies.

Closing date: 18 November 2011 Organizational Behavior: micro- and macro- organizational behavior, human resources management and leadership. Closing date: 30 September 2011 Strategy: competitive and corporate strategy, global strategy, technology and strategy, boundaries and organization of the firm, managerial cognition, strategy implementation, and the economics of competitive interactions. Closing date: 14 November 2011 Technology and Operations Management: operations management in manufacturing and service contexts, new product development, management of technological innovation, supply chain management/logistics, information technology. Closing date: 21 November 2011 Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure-track positions should have outstanding records in Ph.D. or DBA programs, and strong demonstrated potential and interest to conduct research at the forefront of their fields.

Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three letters of recommendation.

Materials should be submitted online at: http://www.hbs.edu/research/faculty-recruiting/ If there are materials that can only be sent in hard copy, please send them to (if applying to more than one of the above listed units, please submit complete packages for each position): Harvard Business School, Faculty Administration Attn: UNIT NAME Application Morgan Hall T25, Soldiers Field Road Boston, MA 02163

Recommenders may submit letters directly at: http://www.hbs.edu/research/faculty-recruiting/ Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply.

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E-Mail us your ads at:

Outlook@sprintmail.com and visit our Website at http://www.HispanicOutlook.com 09/05/2011

The University of Southern Maine (USM) is a dynamic institution situated in a coastal city that is often ranked as one of the nation’s most livable communities. USM is seeking an academic leader with the skills and energy needed to advance an ambitious definition of a 21st-century public university. The successful candidate will be joining talented faculty and dedicated administrators committed to ensuring that the University delivers on its core promise: engaged learning that transforms lives and communities.

The next provost will partner with the president to enhance USM’s academic reputation and, through supporting faculty teaching, research, scholarship, creative activity, and outreach, will deepen its already impressive interaction with greater Portland and the state. In addition to the intellectual, analytical and interpersonal accomplishments that characterize exemplary academic leadership, the successful candidate will have a terminal degree; credentials for a tenured appointment at the rank of professor; a demonstrated record of academic leadership based on scholarly, professional, and research accomplishments; a keen understanding of strategic budget planning and management; demonstrated experience in strategic planning, change management, curriculum development, personnel supervision; grant management and fundraising skills, experience with shared governance, and a history of collaborative leadership. Experience with and commitment to interdisciplinarity and online education is also important.

The university has an institution-wide commitment to inclusion, diversity, multiculturalism and community. We actively engage in recruiting and retaining a diverse workforce and student body that include members of historically underrepresented groups. We strive to build and sustain a welcoming and supportive campus environment.

USM provides outstanding leadership opportunities for people interested in promoting and enhancing diversity, nurturing creativity and building community.

Electronic applications are required (.pdf preferred) and must include a cover letter responsive to the position announcement, a resume or curriculum vitae, and the names and contact information for three references. These should be sent “Attention Provost Search” to smeredith@usm.maine.edu.

A review of applications will commence November 1, 2011. Materials received after that date will be considered at the discretion of the university.

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Central Pennsylvania Consortium

DICKINSON COLLEGE FRANKLIN & MARSHALL COLLEGE GETTYSBURG COLLEGE Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall and Gettysburg, invite applications for the following Fall 2012 tenure-track positions. Because of the relative proximity of the three colleges, these positions may be of particular interest to academic couples. All positions require Ph.D. or appropriate terminal degree in hand or near completion. For further information and search schedules, interested candidates may consult institutional web pages.

Please note that additional positions may be added to the web sites.

DICKINSON COLLEGE, Carlisle, PA 17013 www.dickinson.edu https://jobs.dickinson.edu/ French: Francophone Studies; Political Science: American Government; Archaeology/Anthropology: New World Archaeology

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604 www.fandm.edu/humanresources/Employment+Opportunities Biology: Physiology; Business, Organizations & Society (2): Organizational Behavior and Strategic Management; Chemistry: Biochemistry; Economics: Macroeconomics; Economics: Public Policy, Environment, Energy; Earth and Environment: Environmental Studies/Environmental Policy; History: Latin American History; History: History of Islamic World; Mathematics: Statistics; Psychology: Animal Behavior/Comparative Psychology; Psychology: Biopsychology/Behavioral Neuroscience

GETTYSBURG COLLEGE, Gettysburg, PA 17325 www.gettysburg.edu/about/offices/provost/academic_positions/ Africana Studies: field to be determined; Art and Art History: Ceramic Art; Biology: Evolutionary Development (Evo-Devo) Biology; Economics: Macroeconomics; English: Renaissance Literature in English; Management: Organization and Management Studies; Philosophy: Contemporary Continental Philosophy/Social/Political Philosophy; Psychology: Social Psychology

Affirmative Action, Equal Opportunity Employers

KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Conferences The Kavli Institute for Theoretical Physics will host the following conferences in 2012: • Fundamental Aspects of Graphene and Other Carbon Allotropes† Vladimir Falko, Francisco Guinea, Jeanie Lau, Antonio H. Castro Neto* Scientific Advisors: Andre Geim, Sankar Das Sarma, Alan MacDonald January 9, 2012 - January 13, 2012

• Rattle and Shine: Gravitational Wave and Electromagnetic Studies of Compact Binary Mergers† Edo Berger, Duncan Brown, Alessandra Buonanno, Chris Fryer, Luis Lehner* Scientific Advisors: Harald Pfeiffer, Diedre Shoemaker, Sanjay Reddy July 30, 2012 - August 3, 2012

• Recent Advances in Numerical Methods for Field Theory and Gravity† David Berenstein, Luis Lehner, Jun Nishimura, Toby Wiseman, Larry Yaffe* January 30, 2012 - February 3, 2012

• Dynamics and Thermodynamics in Isolated Quantum Systems† David Huse, Anatoli Polkovnikov, Joerg Schmiedmayer, Alessandro Silva* Scientific Advisor: Leonid Glazman August 20, 2012 - August 24, 2012

• First Light and Faintest Dwarfs: Extreme Probes of the Cold Dark Matter Paradigm† Leon Koopmans, Julio Navarro, Risa Wechsler* Scientific Advisors: Tom Abel, James Bullock, Marla Geha, Nick Gnedin, Laura Sales, Simona Vegetti February 13, 2012 - February 17, 2012 • Black Holes and Information† Vijay Balasubramanian, Alex Maloney, Don Marolf, Joan Simon* Scientific Advisors: Joseph Polchinski, Theodore Jacobson May 21, 2012 - May 25, 2012 • Modeling Soft Matter: Linking Multiple Length and Time Scales† Paul Atzberger, Kurt Kremer, Mark Robbins* June 4, 2012 - June 8, 2012

• Exotic Phases of Frustrated Magnets† Kazushi Kanoda, Patrick Lee, Ashvin Vishwanath, Steven White* Scientific Advisors: Roderich Moessner, Nandini Trivedi October 8, 2012 - October 12, 2012

The Institute has a small number of openings for less than one year for general visitors not associated with the above.

Physicists wishing to participate in any of the Institute’s activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor David Gross, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 †Attendance limited

*Coordinators

The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

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KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Future Programs During the years 2012/2013, the Kavli Institute for Theoretical Physics will conduct research programs in the following areas: • Knotted Fields (miniprogram) † Mark Dennis, William Irvine, Randall Kamien, Robert Kusner* June 18, 2012 - July 14, 2012

• Control of Complex Quantum Systems Tommaso Calarco, Ivan Deutsch, Gerard Milburn, Birgitta Whaley* January 7, 2013 - March 29, 2013

• Deep Time: How did the early Earth become our modern world?

Marc Hirschman, Michael Manga, Stan Hart, Barbara Romanowicz* July 2, 2012 - August 10, 2012

• Fundamental Science and Applications of Ultra-cold Polar Molecules Lincoln Carr, Paul Julienne, Roman Krems, Susanne Yelin* January 22, 2013 - March 29, 2013

• Chirps, Mergers and Explosions: The Final Moments of Coalescing Compact Binaries Edo Berger, Duncan Brown, Alessandra Buonanno, Chris Fryer, Luis Lehner* July 16, 2012 - October 12, 2012 • Frustrated Magnetism and Quantum Spin Liquids: From Theory and Models to Experiments Kazushi Kanoda, Patrick Lee, Ashvin Vishwanath, Steven White* August 13, 2012 - November 9, 2012 • Quantum Dynamics in Far from Equilibrium Thermally Isolated Systems Eugene Demler, Victor Gurarie, Anatoli Polkovnikov, Alessandro Silva* August 13, 2012 - October 19, 2012 • Quantitative Immunology: Experiments Meet Modeling (miniprogram) † Grégoire Altan-Bonnet, Phil Hodgkin, Alan Perelson, Anton Zilman* November 26, 2012 - December 20, 2012

• Primordial Cosmology Christopher Hirata, Eva Silverstein, Matias Zaldarriaga* April 1, 2013 - June 28, 2013 • Hunting for Dark Matter: Building a cross-disciplinary, multi-pronged approach Gianfranco Bertone, Dan Hooper, Stefano Profumo, Roberto Trotta* April 22, 2013 - June 28, 2013 • Exploring TeV Scale New Physics with LHC Data Marcela Carena, Fabio Maltoni, Matthias Neubert, Lian-Tao Wang* April 29, 2013 - July 19, 2013 Physicists wishing to participate in any of the Institute’s activities should apply through our web page at http://www.kitp.ucsb.edu or write to: Professor David Gross, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The Institute has a small number of openings for less than one year for general visitors not attached to the above-listed programs.

The Institute invites suggestions either for short programs (3 months) or long programs (5-6 months) for the years 2013• Cooperation and the Evolution of Multicellularity 2014 and later.

David Bensimon, Cassandra Extavour, Greg Huber, Rick Michod* †Attendance limited *Coordinators January 7, 2013 - March 15, 2013 The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.

UNIVERSITY OF MARYLAND College Park (UMCP)

ASSOCIATE VICE PRESIDENT FOR INTERNATIONAL PROGRAMS The University of Maryland, College Park invites applications and nominations for the position of Associate Vice President for International Programs. A member of the Association of American Universities (AAU) and the flagship of the University System of Maryland, the University is located in the Baltimore-Washington corridor within nine miles of the nation’s capital. The University ranks among the top 20 public universities, with nationally-ranked programs and an innovative undergraduate curriculum.

The Associate Vice President is responsible for the strategic planning and direction of the University’s international programs. Goals include developing strategic partnerships with leading academic institutions and other organizations around the world, increasing student participation in education abroad programs, extending international executive education programs worldwide, and enhancing services to international students or scholars.

Candidates should have several years of successful leadership and demonstrated accomplishments in the area of international programs; an ability to lead strategic planning, and subsequent implementation of strategy into practice in an academic setting; and demonstrated ability to lead and manage an organization with worldwide activities. The ideal candidate would be a senior professional HLWKHU with a record of scholarly research on global issues that would ordinarily justify appointment at the rank of professor in one of the University’s academic units, RU commensurate experience in executive/ leadership positions focused on global programs.

For application requirements and the complete position description, please go to: http://www.uhr.umd.edu/.

Applicants will submit materials online to: jobs.umd.edu/applicants/Central?quickFind=55169.

More information regarding this position may be obtained by contacting Sandy Davis at sandyd@umd.edu.

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

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PRESIDENT BINGHAMTON UNIVERSITY BINGHAMTON, NEW YORK Binghamton University, one of four research universities in the SUNY system, seeks an inspiring, entrepreneurial and visionary leader to become its next President.

Binghamton enrolls 14,895 undergraduate and graduate students in its six schools and colleges. Founded in 1946, the University has built a reputation for excellence in undergraduate education that is bolstered by growing, high-quality graduate programs and a rapidly expanding research enterprise. Binghamton is consistently ranked among the top 40 public universities in the nation and is proud of its faculty’s research and scholarship, as well as the accomplishments of its exceptional students.

Binghamton annually recruits outstanding and diverse undergraduate students, with an average SAT score of 1289. The University is ranked third in the nation among public universities for its four-year graduation rate. Binghamton also hosts 75 graduate programs.

Binghamton’s students come from 47 states; 10 percent of the student body is international, representing nearly 100 countries.

The next President will be expected to build upon this strong foundation and to continue the University’s impressive trajectory. She or he shall be a high-energy, experienced and entrepreneurial academic leader who will articulate a vision for Binghamton’s future; provide intellectual leadership and support for the University’s faculty; support and strengthen the culture of collaboration that exists among faculty, administrative leadership, and staff in the various parts of the University; and be a visible and inspiring presence to students. As the chief ambassador for Binghamton, the President will be expected to strengthen partnerships and relationships with government, alumni, area businesses, industry, and other educational institutions and organizations.

Binghamton seeks to appoint as President an individual with a powerful affinity for and commitment to the mission and values of pre-eminent research universities.

The successful candidate should have a demonstrated history of visionary leadership and strategic planning in a complex academic setting; the ability to energize and inspire students, faculty, staff, parents, alumni, trustees and external stakeholders; proven success and interests in fundraising; and a commitment to diversity.

Review of nominations and applications for the position will commence immediately and continue until the position is filled. All candidate information will be held in strict confidence.

For more information, please see the search website at: http://www2.binghamton.edu/presidential-search/

Interested parties should forward an electronic version (.doc preferred) of their curriculum vitae and an optional letter of interest to: Ilene H. Nagel, PhD Leader, Higher Education Practice Russell Reynolds Associates binghamtonpresident@russellreynolds.com

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Binghamton University is an Affirmative Action/ Equal Opportunity Employer. In a continuing effort to enrich its academic environment and provide exceptional educational and employment opportunities, the University actively encourages applications from women and minorities.

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DEPRESSION CAN AFFECT OUTLOOK AND ACHIEVEMENTS OF LATINO YOUTH

Who

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

hasn’t suffered the pain of depression? From “feeling low” to the darkest moments with seemingly little hope, depression hits everyone at one time or another. Latino teens are no exception. For the adolescent Hispanic doing well, depression can creep in during the happiest, most exciting times, casting shadows of doubt and confusion.

Can you distinguish if an adolescent is pouting, tired, tuned out or depressed? How can adults help teens cope? Are there some considerations working with Hispanic adolescents experiencing depression?

Depression has perplexed its victims, physicians and caregivers for years. From irritability, sadness or anger to ongoing feelings of worthlessness, myriad physical symptoms and lack of concentration, depression can last a short time or go on for years.

Reactive depression occurs with a trauma, significant event or other life change. Losing a job or being promoted, ending a relationship or committing to another, graduating and enrolling in a university might result in grief-related depression that resolves itself shortly. Family or faculty who see Latino teens depressed might figure they should be happy, given a bright future, but consider what the student is losing as well.

Endogenous depression is not triggered by any identifiable outside event. A person’s body chemistry might change, with depression setting in (often during adolescence) and staying for a long time. In some cases, a history of major depression among family members might make an individual more prone to depression. Prolonged endogenous depression worsens if not treated, making the person feel more hopeless and helpless than ever before. Teens suffering depression for extended periods might hurt themselves physically (cutting is the most common) or consider suicide to find relief. Latino students estranged from family, isolated from friends and disconnected from school or work are at highest risk.

Some researchers claim that depression is anger turned inward. If someone becomes angry and cannot express feelings directly to the offender or someone else who can effect change, the anger stays bottled inside, later becoming feelings of being very low or blue. Unexpressed anger erodes a teen’s self-esteem and personal empowerment, with

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resentment and depression the result. Consistently unexpressed anger can cause physical illness, explaining why Latino teens who are not permitted to state their ire can legitimately seek help when they don’t feel well, with no apparent cause.

Like adults, teens often turn to ineffective ways to feel better.

Drinking excessively, sleeping long hours (yet waking up tired), and overeating are common ways Hispanic adolescents try to self-medicate.

Alcohol, a depressant, leaves them feeling worse. Latinas hate themselves when they overeat. Sleeping becomes a problem when school and activities of daily living suffer. Until the core problem is faced, the teen will become more depressed and incur greater risk as the self-medication no longer works.

A parent, teacher or trusted adult can most effectively reach depressed Latino teens by engaging them in conversation and listening carefully to their concerns. Adult responses like “You’ll grow out of it,” or “It’s okay” might be misinterpreted as “No big deal.” Acknowledging and validating a teen’s feelings can help, along with asking about their plans to improve things. For adolescents who seem immobilized, an adult taking interest in helping them seek relief can make a huge difference.

For any Latino teen, isolation is often the most painful aspect of depression, yet one of the hardest to break. A depressed adolescent might stay away from friends and family to avoid their questions and criticism. (Teens tend to take an adult’s observations or statements of the obvious as personal criticism, and depression is sometimes mistaken by Hispanic families for laziness). The trusted adult can provide a safe place for the teen to spend time, talk, rest, plan and solve problems.

Helping any Latino teen structure time for work, rest, exercise, play and spirituality is crucial, for those components, when balanced, can alleviate the depression. If the problem persists, however, psychotherapy and medication might be needed. Watch for changes in the teens and their reactions to medication, for risks of self-harm increase as depression begins to lift. Connect with professionals in a counseling office or the community to get the students the support they need.

These articles appeared online only in the 09/05/11 Issue

TARGETING HIGHER EDUCATION

Digital Technology: Where Are We?

S

by Gustavo A. Mellander everal years ago, I wrote a column about Hispanics and computer usage. The surprising conclusion was that the Internet, instead of helping Hispanic college students, was actually hurting them.

It was a hard pill to swallow and more difficult to comprehend. Weren’t we constantly being peppered with messages that we simply had to be computer literate to succeed in the future?

Well, that wasn’t the point being raised. The real problem was access; many Hispanics were lagging behind their peers. Most simply did not have the same access to computers as Caucasians or Blacks. Not at home, not in grade schools, not in their high schools. Even their public libraries were deficient in computer services. Since so many Hispanics live financially pinched, these results are hardly surprising.

Actually, it is misleading to imply that Hispanics were being hurt by computers. The truth is that their inability to access computers, to become proficient with them, is what hinders them. When many Hispanics arrived at college, they discovered they were at a disadvantage. Some dropped out of college because they did not have the attendant computer skills needed to keep up, to complete computer assignments.

Since so few Hispanics could afford a computer at home, they were rarely online and simply did not develop the skills their counterparts did before they arrived at college. They arrived less prepared. What about the majority of Hispanics who did not go to college? We can assume they were even less skilled with computers.

The column was quite popular, was widely quoted and was even reprinted in Education Digest. Over the past six years, I have wondered if circumstances had changed. Were Hispanics incorporating more technology into their knowledge portfolios?

Some fresh data have recently surfaced. Gretchen Livingston, from the Pew Hispanic Center, has written Latinos and Digital Technology, 2010.

Her report analyzes digital technology usage among Latinos, Caucasians and Blacks. It is a very complete study and has more information than we need.

Unfortunately, things haven’t improved that much for Hispanics. There have been some advances, but Hispanics are still less likely than Caucasians to access the Internet, to have a home broadband connection or to own a cell phone. Latinos also lag behind Blacks in home broadband access, but have similar rates of Internet and cell phone use.

Quick Statistics About two-thirds of Hispanic (65 percent) and Black (66 percent) adults went online in 2010. That compares to more than three-fourths (77 percent) of Caucasian adults who did so.

In terms of broadband use at home, there is a large gap between Hispanics (45 percent) and Caucasians (65 percent). The rate among Blacks (52 percent) is higher than that of Hispanics.

Indicative of “the oral revolution,” a full 85 percent of Caucasians owned a cell phone in 2010, compared with 76 percent of Hispanics and 79 percent of Blacks.

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Hispanics, on average, have lower education levels and earn less than Caucasians. Interestingly, controlling for these factors, the differences in Internet use, home broadband access and cell phone use between Hispanics and Caucasians disappear. In other words, Hispanics and Caucasians who have similar socioeconomic realities have similar usage patterns for those technologies.

Hispanics are younger than Caucasians. However, even within each age group, Hispanics show lower levels of technology use than do Caucasians.

Cell Phones Livingston’s survey also probed the use of nonvoice applications on cell phones. Respondents were asked whether they accessed the Internet and whether they used e-mail, texting or instant messaging from a cell phone.

The findings reveal a mixed pattern of nonvoice cell phone applications across ethnic and racial groups. Hispanics are less likely than Caucasians to use any nonvoice applications on a cell phone (58 percent vs. 64 percent), and they are also less likely than Caucasians to send or receive text messages (55 percent vs. 61 percent).

However, Hispanics and Caucasians are equally likely to access the Internet and send or receive e-mail from a cell phone. Further, Hispanics are more likely than Caucasians to engage in instant messaging (34 percent vs. 20 percent). Compared with Blacks, Hispanics are less likely to access the Internet (31 percent vs. 41 percent) or send or receive e-mail (27 percent vs. 33 percent) from a cell phone, but rates of texting and instant messaging are similar for the two groups.

Though they are no more likely than Caucasians to access the Internet from a cell phone, Hispanics are more likely to do so in lieu of a home Internet connection. Some 6 percent of Hispanics and Blacks and 1 percent of Caucasians report that they access the Internet from a cell phone but have no Internet access at home. This rate is the same for Blacks, but notably higher than the rate for Whites (1 percent).

Controlling for educational attainment and income erases ethnic differences in Internet use, broadband access and cell phone ownership. But this is not the case when it comes to the ethnic difference in dependency upon a cell phone for Internet access.

Controlling for income and education erases the differences for the highly educated and the most affluent. But differences still persist for those with no college experience, and those earning less than $50,000 annually.

Other Key Qualifiers An examination of key qualifiers provides insight in how seemingly irrelevant and random data impact human behavior. I have concentrated on Hispanic usage. My report is data-heavy, but hopefully it can serve as a baseline source for further analysis.

Ethnicity Hispanics are significantly less likely than Caucasians to have an Internet connection at home, 55 percent to 75 percent. This difference persists even when the sample is limited to Internet users, 85 percent vs.

96 percent. The likelihood of having a home Internet connection among Blacks is 58 percent and does not differ from that of Hispanics.

Among Internet users, Hispanics are less likely to have a home broadband connection, at 69 percent compared to Caucasians at 84 percent or Blacks at 78 percent.

Among cell phone owners, Hispanics are as likely as Whites or Blacks to utilize at least one of the four nonvoice cell phone applications. More than three-fourths, 77 percent, of Hispanics do so. Caucasians came in at 75 percent. Blacks logged in at 79 percent.

However, Hispanic cell phone owners are more likely than White cell phone owners to access the Internet, 40 percent vs. 34 percent, e-mail, 36 percent vs. 31 percent, or instant message, 45 percent vs. 24 percent, from their cell phone. Meanwhile, Hispanic cell phone owners are less likely than Black cell phone owners to access the Internet from their cell phone, 40 percent vs. 51 percent.

Place of Birth USA-born Hispanics are far more likely to be online than foreign-born Hispanics and by a wide margin: 81 percent to 54 percent. They also are more likely to have a home Internet connection (71 percent vs. 45 percent); to have a home broadband connection (60 percent vs. 35 percent); and to own a cell phone (86 percent vs. 70 percent).

From 2009 to 2010, cell phone ownership among the native born increased six percentage points to 86 percent. This increase was driven primarily by increased cell phone ownership among Hispanics who are the children of immigrants. It grew from 79 percent to 88 percent.

Language The language normally utilized plays a role as well. For instance, Spanish-dominant Hispanics trail bilingual and English-dominant Hispanics in Internet use, home Internet access, home broadband access and cell phone ownership. That’s a logical development.

Further, some 47 percent of Spanish-dominant Hispanics use the Internet. That compares with 74 percent of bilingual Hispanics and 81 percent of English-dominant Hispanics.

Some 37 percent of Spanish-dominant Hispanics have a home Internet connection, compared with 61 percent of bilingual Hispanics and a vibrant 77 percent of English-dominant Hispanics.

While the overall Internet usage rate among Spanish-dominant Hispanics remains low, the share using the internet has increased rapidly – from 36 percent in 2009 to 47 percent in 2010.

Age, Education and Income Among Hispanics, Internet use, home Internet use, home broadband

access, and cell phone ownership are less prevalent at older ages. From 2009 to 2010, the share of Hispanics ages 18 to 29 who were online jumped from 75 percent to 85 percent, and the share with cell phones rose from 81 percent to 90 percent.

Among Hispanics, higher levels of educational attainment and household income are linked to higher rates of Internet use, home Internet access, having a home broadband connection, and cell phone ownership.

The Other Side of the Coin One might think I will conclude this column by urging all Hispanics to become more proficient with technology. Well, yes I do, but with a caveat or two.

To the point, a story appeared in The New York Times about a man who was a computer whiz, very adept with modern-day technologies. He founded an Internet startup company and, after some success, decided to sell it. Although he was very technologically proficient, he missed one of the most important e-mails of his lifetime.

He simply failed to notice a message – not for a day but for a full 12 days. Ultimately, he found it quite by accident. It was an offer to buy his company for $1.3 million dollars.

Luckily, after connecting, he was able to close the deal. How could this happen to a savvy person on the lookout for that particular message?

He noted, “It’s kind of hard to miss an e-mail like that, but I did.”

What was he doing? He was lost or consumed in a sea of technology.

According to reporter Matt Richtel, he was “amid an electronic flood: two computer screens alive with e-mail, instant messages, online chats, a Web browser and the computer code he was writing.”

He was struggling with the effects of a deluge of data. He still is. He is so connected that even when he unplugs, “he craves the stimulation he gets from his electronic gadgets. He forgets things like dinner plans, and he has trouble focusing on his family.”

That condition has been characterized as “your brain on computers.”

Scientific research suggests that juggling e-mail, phone calls and other incoming information can change how people think and behave. Our ability to focus, we are warned, is being undermined by bursts of information.

Our actions respond to a primitive impulse to respond to immediate opportunities or threats. The stimulation provokes excitement – a dopamine surge – that researchers claim is addictive in some.

The resulting distractions can have deadly consequences, as when cell phone-wielding car drivers and train engineers cause wrecks.

While many people say multitasking makes them more productive, research reveals otherwise. Scientists report that heavy multitaskers have more trouble focusing and shutting out irrelevant information; thus they experience more stress.

Fractured thinking and lack of focus seem to be on the rise. It is asserted that technology is rewiring our brains.

On the other hand, researchers report that technology use can benefit our brains. Imaging studies indicate the brains of Internet users become more efficient at finding and evaluating information. Further, players of some video games develop better visual acuity.

Clearly, cell phones and computers have transformed our lives. They let us escape our cubicles and work anywhere. They shrink distances and handle countless mundane tasks, freeing up time for more exciting pursuits. But, as noted, there are prices to be paid.

My advice? Full speed ahead, but remain human.

Dr. Mellander was a college president for 20 years and a university administrator for 15.

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George Sánchez, Award-Winning Champion of Diversity, USC

by Clay Latimer

Thefrom George Sánchez’s boyhood home in South Los Angeles.

University of Southern California (USC) campus is a few miles

Or, as he measures it, a couple decades, two advanced degrees and thousands of hours of late-night studying in university libraries.

It took that and more for Sánchez to come full circle and return to his L.A. roots.

Today the California native passes his former neighborhood on the way to USC, where he is professor of American studies and ethnicity, and history, and vice dean for diversity and strategic initiatives.

One of the nation’s pre-eminent scholars in Hispanic history and diversity-related research, Sánchez has helped USC widen the definition of diversity to include groups such as first-generation college students, create a stronger pipeline for minority students from undergraduate to Ph.D. status, target students from surrounding communities, and markedly increase faculty diversity.

“I didn’t feel any connection with USC when I was growing up,” he said.

“It wasn’t part of my upbringing, since neither of my parents went to college. The university was a foreign land.

“So the change is pretty amazing. USC has made a serious commitment to the local community. For me, it’s become a very comfortable place.”

The Sánchez journey from outsider to influential insider took him to Harvard and Stanford and teaching posts at the universities of California-

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Los Angeles (UCLA) and Michigan before curving back to USC. In 1993, he published Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angeles, 1900-1945, considered one of the seminal works in the field.

In 2010, Sánchez received the Outstanding Latino/a Faculty in Higher Education Award from the American Association of Hispanics in Higher Education. This year, he received the first-ever Equity Award from the American Historical Association, for individuals known for excellence in recruiting and retaining underrepresented racial and ethnic groups into the history profession.

A longtime champion of affirmative action, Sánchez credits his academic success to minority scholarships and special admission policies. When his parents left Guadalajara for Los Angeles in the 1950s, his father took a job at a Long Beach factory. He couldn’t afford to pay for his son’s college tuition, but Harvard lured Sánchez with a convincing financial package.

“They actually ended up paying me. I got a check from Harvard each semester for $34,” he said.

Still, Sánchez didn’t know what to expect in Cambridge.

“I felt like I was stepping into a foreign country,” he said. “Since I was going to the East Coast, I almost felt like it was a study-abroad experience.

“Flying to Boston was my first plane ride, getting to the campus was my first taxi ride. All this was completely new. But literally the first day I was there, I was visited by the Mexican-American student organization. A group of upperclassmen immediately took me in and took care of us. And I met the other freshmen.

“That was very important in my initial adjustment to Harvard. Very

quickly, I was integrated into a group of students.”

When he returned to California for Thanksgiving break, Sánchez began recruiting minority students for Harvard. His life in academia probably began the following year, when a sociology professor hired him as a research assistant.

“He had just finished being the court-appointed expert in the Los Angeles School segregation case. He had tons of both insights and questions for me about Los Angeles. I could answer his questions, which led me to feel more comfortable academically,” he said.

Sánchez also worked for Harvard’s dean of admissions at a time when the school was defending and winning the nation’s first case challenging practices designed to give minorities access to education.

“I began to get really passionate about combining what I was doing outside the classroom with understanding these questions of difference inside the classroom,” he said. “That was a really life-changing experience – to begin to understand that you can actually research these things.”

Sánchez earned his Ph.D. in American history at Stanford, focusing on Mexican immigrants to Los Angeles from 1900-1945. His thesis became the outline for his first book. In Becoming Mexican American, Sánchez explored themes that preoccupied contemporary Californians and would come to preoccupy the nation.

“In the ’80s and ’90s, you had an explosion of new immigrants to Los Angeles,” he said. “It’s clear now that a lot of the things Los Angeles was dealing with were things the whole country would be dealing with at a certain point.”

Sánchez wrote in his acknowledgements: “To all the skeptics regarding the efficacy of affirmative action admission policies, I hope that this book will offer evidence that such programs do work.”

The book brought Sánchez several awards and rave reviews.

“Monumental,” wrote a Los Angeles Times reviewer. “A consummate scholar and masterful storyteller, Sánchez rediscovers the missing threads and restores the vibrant colors in the fabric of Los Angeles.”

Added Tikkun Magazine: “A brilliant historical study of Hispanic assimilation, resistance and self-reflection in Los Angeles.”

Sánchez dedicated the book to his parents.

“When I finished my dissertation, I gave them a copy,” he said. “My mother carried it around. She’d show it to the butcher, anyone she’d encounter. She told me: ‘I’m going to read a page a day. I’m going to get through this.’”

After teaching at UCLA and Michigan, where he directed an American culture Ph.D. program, Sánchez became a professor of American studies and ethnicity and history at USC in 1997.

“I was recruited in the context of providing leadership, and that was very exciting to me,” he said. “At the time, the program was seen as a centerpiece in diversifying their faculty. I was sort of asked: ‘Could you work on developing this program?’ The faculty said what would really enhance their lives was to have more minority graduate students.”

He helped create the most diverse faculty in a USC department and one of the most diverse among American private colleges.

“It was basic institution building and had a profound impact on USC as an institution,” he said.

Sánchez’s national profile grew in 2004 when he delivered the John Dewey Lecture at the University of Michigan. The United States Supreme Court had upheld the school’s affirmative action admission policy the year before.

Warning that support for minority student access was fading, Sánchez

asked: how will universities “sustain credibility among the urban neighborhoods and organizations that dominate the national landscape?

“How can our colleges and universities become symbols of civic democracy when our own faculty and students question our commitment to true democracy and civic commitment embodied in concepts of diversity?

“Engagement must begin by making our own universities more open, more diverse and more flexible. If institutions of higher education cannot change toward these goals, it is highly unlikely that efforts in surrounding communities will be taken seriously as movements for community empowerment and transformation.”

Since 1997, Sánchez has taught the history of Mexican-Americans, Los Angeles and immigration. He is also director of the USC Center for Diversity and Democracy, which promotes university-community civic engagement and faculty and student diversity.

In 2008, Sánchez was named director of college diversity, a newly created position designed to coordinate the college’s effort to increase diversity among faculty and students. The job also called for Sánchez to work with national organizations and foundations to develop special programs.

Sánchez helped bring to USC a $3.6 million James Irvine Foundation grant supporting underrepresented doctoral students, when he was director of the Irvine Fellowship Program. A renowned mentor, he has served on the advisory board of both the U.S.C. Mellon Mays Undergraduate Fellowship Program and the McNair Scholars Program.

In 2010, Sánchez directed a transnational American studies and ethnicity undergraduate course that examined America’s relationship to the world through the lenses of the Pacific Rim cities Los Angeles and Tokyo.

The course serves as an introduction to the cultural, political, economic and social exchanges crucial to the relationship between the United States and Japan. Students toured Japan during summer.

Supported by the Norman Topping Student Aid Fund, the program is designed for first-generation college students.

“This is one of my responsibilities as vice dean. I’ve done a lot of looking at that group, which is a very interesting group at USC. Forty-five percent of Latinos at USC are first-generation college,” he said.

“We discovered that one of the things first-generation students were not doing was studying abroad. It’s so important in a global university to make sure there are first-generation students who can do it and become excited about it and attract other students to it. That was the whole point. It’s been an incredible success. We’re going to continue doing that.”

When Sánchez was selected as the outstanding Latino/a faculty in higher education research institutions, USC College Dean Howard Gillman said: “George is a stellar researcher, teacher and mentor. He also is a wonderful person – a man of integrity, good judgment and good humor.”

For someone who once viewed USC as a foreign enclave in his own backyard, the honor had special meaning.

“I see in USC programs a real commitment to improve the local community. There is serious engagement,” Sánchez said. “What’s exciting and challenging for me is trying to connect with students from all backgrounds, including the ones from the neighborhoods around campus. We want to be at the forefront of diversity at all levels – faculty, undergraduates, graduate students.

“More universities in urban areas that are in decline have said: ‘This really isn’t in our interest. We really have to do something.’”

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COMMENTARY/HISTORY

Born Here but Not Citizens?

We

by Gustavo A. Mellander

live in disturbing times. Public discourse all too often is based on outright falsehoods and reeks of showmanship.

Discussions disintegrate into debating exercises to win points, not find the truth.

Somebody once said that “Truth is the first casualty of war.” Maybe that’s it. We are at war with one another and don’t realize it.

I was particularly stunned recently when I read that individuals of some import in several states are seriously insisting that children of undocumented immigrants born in this country are not entitled to citizenship. At first I thought I had misunderstood. But no such luck. They really mean it.

Further, they quote the very documents drafted and adopted more than a hundred years ago to grant citizenship to justify their position. Surely historical reasons exist to believe otherwise. I decided to study the record.

There are a lot of data to study. Recently there have been many articles, scholarly and otherwise, written on the citizenship issue. The best and most coherent one I have seen is a 4,059-word essay titled “Constitutional Citizenship: A Legislative History.”

Authored by Garret Epps, a Washington, D.C., legal scholar, it was recently posted on the Immigration Policy Center’s website, www.immigrationpolicy.org.

It is historically sound and balanced. It should put an end to one of the most foolish ideas to have erupted on the national scene in many a year.

I urge all readers to read the entire essay. If you can’t, I provide a shorter version.

What’s Happening and Why? A lot of frustrated persons angry over the failure of both political parties to solve the immigration issue are hungry for new explanations, new solutions. That’s reasonable enough. Some good ideas have surfaced; some bad ones have as well.

A few details. We all know that some border states have not been properly protected by the federal government. Our borders are far too porous; they have been for decades. Vested interests on both sides of the border have benefited from the arrangement.

It is also disconcerting to read that the mothers of 88 percent of children born in a large public hospital in California have been in the country less than 30 days. The implication is obvious and provides more fodder for anti-immigrant feelings.

All this information has fueled more resentment. It has spawned a group that is leading an attack on the Citizenship Clause of the 14th Amendment, which gave Blacks the right to citizenship nearly 150 years ago. Legislation has recently been introduced at both the national and state levels to deny U.S. citizenship or “state citizenship” to children of unauthorized immigrants.

Why and on What Grounds?

Epps explains, “Two strands of attacks on birthright citizenship have surfaced. One strand is a manifestation of simple nativist anger at the impact of immigrants, legal or otherwise, on society.” The other strand maintains that the current interpretation of the Citizenship Clause that cov-

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ers children of “illegal” immigrants is not consistent with the “original intent” of the framers of the 14th Amendment.

Originalists assert the framers did not really mean what they said or wrote. Using flaccid arguments and out-of-context quotations, they are trying to change the actual text of the amendment.

Specifically, originalists contend that the framers of the 14th Amendment never intended to grant birthright citizenship to children born in the U.S. to illegal immigrants.

They fail to understand that the framers of the amendment faced a situation with regard to “immigration policy that was remarkably similar to our current one.”

Some Key Realities What did the framers say as they debated the 14th Amendment? What was the intellectual and political fabric of that era? What was the overall situation that gave rise to the amendment? What events occurred, and what social concerns influenced the framers?

There is no support for the suggestion that native-born American children would be divided into citizen and noncitizen classes depending on the immigration status of their parents. After the agony of the Civil War, the North could not have intended to re-create a new hereditary and subordinate caste of native-born noncitizens.

Varying Theories of Citizenship To garner the “original intent” of the framers of the 14th Amendment, originalists rely on legal arguments made at the time of the framing of the Constitution, more than 79 years before the 14th Amendment. They ignore what legal experts proposed at the time of the Civil War. Citizenship and the Abolitionists The 14th Amendment was drafted by political thinkers concerned with contemporary situations, including the inclusion of slaves, former slaves and their children into the political fabric of America.

Earlier Antebellum citizenship law had concluded that birthright citizenship was legal. That was during the first half of the 19th century.

Birthright citizenship was an unquestioned principle. It changed when proslavery jurists created an alternative model of citizenship to exclude American-born Black people on the ground that the polity did not “consent” to their membership.

After the Civil War, American leaders interpreted the Citizenship Clause as a legal declaration as well as a rejection of the exclusion of Black people. Thus American legal history and the intellectual history of the antislavery movement reformulated the idea of American citizenship.

Jacobus tenBroek, an authority on modern 14th Amendment scholarship, has noted “in some ways doctrinally and perhaps historically the most significant contribution made by the abolitionists in the constitutional development of the United States was their conception of paramount national citizenship.”

That “paramount notion” took citizenship out of the hands of the states.

An American citizen, whether “natural born” or naturalized, was a citizen

of the United States. Citizenship was granted by the nation; it did not depend on state residency.

Citizenship was also based on birth. Persons of African descent born in the U.S. were citizens even though their parents, brought here as slaves, were not eligible for naturalization; “the fact of birth in the U.S. was enough.”

Birthright citizenship was the accepted norm, with two exceptions.

Children of diplomats and children of Indians living under tribal government were excluded from automatically receiving citizenship.

Separating the Civil Rights Act and the 14th Amendment Congress dealt with birth and citizenship rights in two different instances – first in the Civil Rights Act of 1866 and second in the 14th Amendment. Originalists tend to fuse the legislative debate around the Civil Rights Act and that of the 14th Amendment as if they were the same. But they were different, not one and the same.

The Civil Rights Act of 1866 In an attempt to appease President Andrew Johnson, the Civil Rights Act was a conservative measure, designed to place the responsibility for enforcing civil rights in the federal courts. Nevertheless, Johnson vetoed the act. Popular support was so strong that both houses of Congress then re-passed the bill and overrode the president’s veto.

The Civil Rights Act proclaimed that “all persons born in the United States and not subject to any foreign power, excluding Indians not taxed, are hereby declared to be citizens of the United States.” Today proponents of the restrictive interpretation of the clause claim the Civil Rights Act language proves the 14th Amendment framers intent was “to limit birthright citizenship to children whose parents had no other citizenship status elsewhere in the world.”

Such a narrow reading of the Civil Rights Act is not supported by the legislative history. The restrictive intent originalists attribute to the language does not hold water for the act itself, much less for the 14th Amendment.

Some background. A discussion between Sens. Trumbull and Edgar Cowan sheds considerable light on the provision. Cowan asked whether the language would include the “children of Chinese and Gypsies born in the country.”

Trumbull responded, “Undoubtedly.”

The 14th Amendment was a change to the Constitution. It created entirely new rights and provided the government with new powers.

The Citizenship Clause Epps notes it is “at best reductive to assume that the citizenship language in both the act and the amendment had identical meanings and intentions. It has different wording; it emerged from a different political situation; it was adopted under different procedures and had different authors; and it was proposed by different committees. Its meaning must stand on its own.”

Interestingly, the original 14th Amendment draft was adopted by the House without any citizenship language. Thus the only debate that sheds light on citizenship intent is that which took place on the Senate floor during the process of adoption and amendment of the citizenship language.

Since the House measure as introduced in the Senate did not have any citizenship language, senators moved new language to include birthright

citizenship: “All persons born in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the States wherein they reside.”

The meaning of the new language was clear and explained: “Simply declaratory as the law of the land already, that every person born within the limits of the United States, and subject to their jurisdiction, is by virtue of natural law and national law a citizen of the United States.

This will not, of course, include persons born in the United States who are foreigners, aliens, who belong to the families of ambassadors or foreign ministers accredited to the Government of the United States, but will include every other class of person.”

That is certainly clear. Yet today, immigration restrictionists claim that Howard was the author of the clause and that his statement provides the final resolution on the issue. They take a part of his statement out of context and point to it – “this will not, of course, include persons born in the United States who are foreigners” – as proof that birthright citizenship was not to include the children of immigrants, particularly illegal immigrants.

However, when the statement is read in its entirety, it is clear that Howard was talking about a specific subset of foreigners. Children of accredited foreign diplomatic personnel, even if born on U.S. soil, were not to be birthright citizens. Because of diplomatic immunity, these children are not “subject to the jurisdiction” of the United States. Like their parents, children of diplomats are not subject to arrest or civil suit, even if they commit crimes or torts on U.S. soil. That was the law in 1866, and it is the law today, and that is what Howard was referring to.

American Indians and “Subject to the Jurisdiction Thereof”?

How about Native Americans? Those living under tribal governments were excluded by the “subject to the jurisdiction.” Not all native people, but those who remained on reservations and were “subject to the jurisdiction” of their tribal governments.

Tribal Indians were a large resident population within U.S. territories.

Over-expansive draftsmanship of the Citizenship Clause would have had the unintended consequence of making all of them U.S. citizens. It would have voided numerous treaties and presented federal courts and law enforcement officials with “all-but-insuperable problems of adjudication and enforcement.” Thus the framers of the 14th Amendment included language omitting them from the declaratory language of the clause.

Gypsies as the “Illegal Immigrants” of 1866 Some argue that “illegal aliens” did not exist at the time of the framing, and thus the framers could not have intended to include the children of illegal aliens in the citizenship clause.

Immigration restrictionists believe that “illegal aliens” by their presence and their conduct constitute a threat to the American system of law.

They have come here without permission (or have remained after temporary permission has expired); they live here in defiance not only of entry restrictions but in evasion of domestic laws. They constitute a population that has deliberately chosen not to become part of the American system and that thus threatens the very American idea of assimilation.

The “Gypsies” in the U.S. were the closest thing the nation had at that time to “illegal” immigrants – a shadow population considered to be living in defiance of American law. Cowan referred to them as “interlopers who recognize no authority in government; who have a distinct, independent government of their own – an imperium in imperio; who pay no taxes,

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who never perform military service; who do nothing, in fact, which becomes the citizen.”

Sen. John Conness of California, a supporter of the amendment who was himself an immigrant from Ireland, responded that criticism of “Gypsy” parents had no bearing on their childrens’ citizenship.

The clause, he said, was a declaration that these children “shall be regarded as citizens of the United States, entitled to civil rights, to the right of equal defense, to the right of equal punishment for crime with other citizens; and that such a provision should be deprecated by any person claiming to have a high humanity passes all my understanding and comprehension.”

Clearly it is historically incorrect to suggest that the framers did not foresee the legal and social characteristics of what we today call “illegal” or “undocumented” immigrants.

They did; and they categorically stated that these characteristics – “ineligibility for citizenship, unacceptability as members of the body politic, isolation from American culture and systematic evasion of American law” – would not constitute exceptions to the amendment’s grant of birthright citizenship.

The supporters of the amendment affirmed without qualification the citizenship of American-born Gypsy children.

The Chinese as the “Temporary Immigrants” of 1866 Similarly, some question has been raised whether the children of certain legal immigrants could benefit from birthright citizenship because their parents might not fall under the jurisdiction of the U.S. or may owe allegiance to a foreign government. The case of Chinese immigrants is instructive.

Chinese immigrants were present in the U.S. legally, and were citizens of another nation. Chinese-born people resident in the U.S. were ineligible to naturalize as citizens because, under the Naturalization Act of 1790, naturalized citizenship was limited to “free white person[s].”

Thus, every immigrant from China was by definition not only an alien but a “subject” of the Chinese empire and thus owed allegiance to a foreign state. They were the subject of an explicit and pointed refusal by America to grant membership to the body politic. Nonetheless, the sponsors of the 14th Amendment, when asked in clear terms about them, were unwavering in their insistence that the Citizenship Clause would cover Chinese children born here.

Immigration Not a Divisive Issue When 14th Amendment Framed Each generation frequently imagines that its problems are different from those of all who have come before. Today some originalists contend the framers could not have possibly imagined the reality of American immigration in the 21st century and thus could not have anticipated the question of birthright citizenship for the children of undocumented immigrants. But America in 1866 was being transformed as profoundly by immigration as it is today. Issues of language, culture, religion, social mores and others aspects were as vibrant then as they are today.

It is a historical error to imagine that the generation that framed the clause was unaware that migration was a transformative and at times a destabilizing force in American society.

Immigrants During the Civil War years, the U.S. population increased by four mil-

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lion people, most of them immigrants. That represented 11 percent of the population in 1866. Foreign-born soldiers accounted for 20 percent of the Union Army’s total strength during the war.

In 1850, the percentage of the U.S. foreign-born population rested at 9.7 percent. By 1860, it had grown to 13.2 percent. Americans in 1866, particularly Northerners, were as aware of immigration as we are today.

In short, the idea that the framers lived in a simpler world, that they could not have intended their proposals to apply to a chaotic, multicultural America, can not pass the most superficial historical scrutiny.

Penalizing the Children for the Guilt of Their Parents Some argue that children of illegal immigrants did not at the time of framing, do not now, and should not fall within the meaning of “subject to the jurisdiction” because children carry at birth the taint of their parents’ criminality.

These parents are individuals whom society has explicitly decided to deny membership. “The parents of such children are, by definition, individuals whose presence within the jurisdiction of the United States is prohibited by law.”

It is true that the U.S. has tried to exclude some people. But their children have not committed any crime, have not violated any law.

To punish children, born here through no fault of their own, is onerous. To outlaw them because of the “sins” of their parents is ludicrous and counter to America’s moral and ethical traditions.

Guilt is neither hereditary nor transmissible. We do not impose legal sanctions on the children of felons, no matter how heinous their parents’ actions may have been. To do otherwise is mean-spirited indeed.

The 14th Amendment Is Precisely That – an Amendment; It Is Intended to Make a Change, Not Continue the Status Quo. A study of the history of the framing of the 14th Amendment clearly shows that it was intended as a wide-ranging and fundamental change to the 1787 Constitution. It was not a minor technical change. It addressed and changed core concepts.

The framers of the 14th Amendment felt the 1787 Constitution was profoundly defective. They were willing to undertake a desperate war and a political struggle to pass this amendment because they thought that the original Constitution was flawed.

Bottom Line As a historian, I can understand and appreciate research and re-examination of historical roots. That is a positive. But I was taught that one should approach such a task with an open mind. Not with a predetermined conclusion.

As Epps noted, Originalism cannot be allowed “to substitute anachronistic, result-oriented ideas for a systematic interpretation of text, structure and history.”

The language of the Citizenship Clause and the 14th Amendment are clear. They have been operative for nearly 150 years. No vote of Congress or any state legislature should be supported that undermines their logical and fair consequences.

Dr. Mellander, a published historian, was a college president for 20 years.