OCTOBER 17, 2011
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VOLUME 22 • NUMBER 02
Also available in Digital Format Find Your Family’s Beginnings
Award-Winning Chicano Movement
In Other Words ...
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® Editorial Board Publisher – José López-Isa Vice President & Chief Operating Officer – Orlando López-Isa
Ricardo Fernández, President Lehman College Mildred García, President
Editor – Adalyn Hixson Executive & Managing Editor – Suzanne López-Isa News Desk & Copy Editor – Jason Paneque Special Project Editor – Mary Ann Cooper
California State University-Domínguez Hills Juán González,VP Student Affairs University of Texas at Austin Carlos Hernández, President New Jersey City University
Administrative Assistant & Subscription Coordinator – Barbara Churchill
Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District
DC Congressional Correspondent – Peggy Sands Orchowski
Gustavo A. Mellander, Dean Emeritus George Mason University
Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander
Loui Olivas,Assistant VP Academic Affairs Arizona State University Eduardo Padrón, President Miami Dade College Antonio Pérez, President
Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto
Borough of Manhattan Community College María Vallejo, Provost Palm Beach State College
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Editorial Policy
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®.
Article Contributors Jamaal Abdul-Alim, Frank DiMaria, Thomas G. Dolan, Marilyn Gilroy, Debra Johanyak, Clay Latimer, Miquela Rivera
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Esquina E ditorial
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elcome to our annual Hispanic Heritage Issue! The history of Latinos in the United States – not all of it pretty – is still being written, after decades and even centuries of omission. Indeed, some diehards still resist the demonstrable fact that in certain regions – we were here first. We owe a lot to our forebears, who brought us, among other things important or enjoyable – the horse, the first novel, the tango, corn and chiles y mucho mucho mas. Over the years, multitudes of American children of all backgrounds have stomped and clapped to the Mexican hat dance and swung at piĂąatas. Anglos and Latinos alike swooned over Dolores Del RĂo and CĂŠsar Romero as they do today over Jenny from the Block and the Iglesias. They tangoed to the ballads of Carlos Gardel, rumbaed to Cugat, mamboed to Tito Puente, salsaed to Eddie Palmieri. And all ages went crazy for the Cuban master musicians revisited in the prize-winning Buena Vista Social Club. A few years back, Hispanic academics made waves over the exclusion of Latinos from Ken Burns’ PBS documentary The War and made sure the world knows that Latinos served in disproportionate numbers and with disproportionate heroism in U.S. wars of the 20th century, and continue to do so in the 21st. Mil gracias to all. In other news, we hear from Bob Schaeffer of FairTest that, with very few exceptions, SAT scores for 2010 were down from those of 2006 for all, but test takers in the Asian/Asian-American/Pacific Islander category. One small hurrah for Mexicans and MexicanAmericans, whose math score rose one point. Schaeffer notes that AY 2005-06 marked the launch of No Child Left Behind. Hmmm. ÂĄAdelante! Suzanne LĂłpez-Isa Managing Editor
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by Carlos D. Conde
LATINO KALEIDOSCOPE
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Me – A Would-Be “Matachine” in Search of an Identity
rowing up in my small border town populated largely by poor Mexican immigrants – most of them relatives – I remember an annual neighborhood religious festival that featured a group of street dancers paying homage to whatever the holiday of some venerated saint. The dancers were called “los Matachines,” all dressed up in colorful costumes, whooping it up barefooted down the community’s dirt streets with makeshift instruments consisting of tin can rattlers filled with pebbles. It was a big honor to be a matachine. My brother and I were too young to participate, so my mother would make us some costumes, and my dad adeptly rigged some noisemakers, and down the street we went pretending to be holiday street dancers. It was our small-time Mexican Mardi Gras, a traditional celebration that spoke to our ethnic heritage, although we might not have been able to understand the ceremonial significance except for it giving us a semblance of identity as to who we were and where we came from. The Matachines dance, in its original setting, depicted good versus evil, the evil being the monarch Montezuma, Spanish conquistador Hernán Cortés and his Indian mistress, La Malinche, and the Catholic Church as the final arbiter of all that malevolence. All this was brought back to mind by a recent article in The New York Times about “more Hispanics are identifying themselves as Indians,” recounting a “WhiteBrown” issue that has always existed among the MexicanAmerica minority and, to some extent, in other parts of the hemisphere with large mestizo or Indian populations. What rekindled this personal reminiscence was the sociological ethnicity of “who-am-I” Latinos, namely Mexican-Americans, which surfaced in New York City, which is more commonly associated with Italians, Irish and Hebrew demographic groups. It was prompted by a group of Latino types, or as the Times article described it, “a procession of American Indians,” marching in a Brooklyn neighborhood on a weekend afternoon “bouncing to a tribal beat.” They were described as “dressed in a burst of color, wore tall headdresses and danced in circles, as custom dictated, along a short stretch of the (Sunset) park.” What savages! And imagine, in New York City! The article described the event in May as “Carnaval.” They didn’t describe the clothing of these Mexican tribesmen, but I assume it was not loincloth and “huaraches,” the traditional Mexican sandals, which seemed fitting for the occasion. Still perplexed, the reporter noted, “But there was something different about this tribe, the Tlaxcala, and when the music ceased and the chatter resumed, the difference became clear: they spoke exclusively Spanish.” But of course, they were Mexicans, although in Mexico and in Latin American there are still some indigenous groups like the Quechuas in Peru or the Guarani in Paraguay who can navigate easily between Spanish and their ancestral idiom, just as I do between English and Spanish since I don’t speak my ancestral “Indian.” One of the participants, when asked his identity, replied “Indian” from the Tlaxcala indigenous nation, which gave the densely populated state in east-central Mexico its name, Tlaxcalan state. “I tell them that I am Indian,” he said when people ask about his back-
ground. “They say, ‘but you’re Mexican.’ And I say, ‘but I’m Indian.’” You know the type; high cheekbones, swarthy skin, beaked nose, and coarse black hair. The Census Bureau says that a growing number of respondents of Hispanic descent in the 2010 survey indicated they wanted to go back to their roots by also identifying themselves as American Indians, although for statistical purposes were listed in the Latino/Hispanic category. Some take offense with the common characterization given of “Latinos,” or “Hispanics,” and one respondent of Peruvian descent said he identified himself in the census as a “non-Hispanic” American. Carlos Quiroz told the Times he disagreed with the use of “Hispanic” as an ethnic category. He traces his ancestry to the indigenous Quechua (the Incas) tribes. In latter-day Peru, they are popularly known by the derogatory term “cholos.” “Hispanic is not a race, Hispanic is not a culture,” he argued. “Hispanic is an invention by some people who wanted to erase the identity of indigenous communities in America.” Another ethnic dissident argues we are miscast as Hispanic or Latino, saying both terms came about more of historical convenience than identity. She says the name Latin America was thought up by the two conquistador nations, France and Portugal, which, when seeking new conquests in the new world, wanted to give some contrast to the Spanish exploration, thus the Latin distinction. In other words, we are neither exclusively of the romance language countries, France or Portugal, nor of Spanish by Spain, except for being conquered by European nations, and most of us have indigenous background; so that makes us what – Native Americans. The arguments continue infinitely, except for the truism that the Latino, Hispanic, Chicano, Taino-Boricura, or Mapuche is a menagerie of culture and bloodlines, particularly in the melting pot of the Americas. Take me, for example. My father’s ancestors came from a farm community, Jaral de Barrios, in Potosi state. According to ancestral folklore, my grandfather, supposedly the gifted son of a ranch capataz, forsook an academic education in Mexico City and later migrated with his family, which included my father, to the U.S. So who am I? I do have mestizo characteristics, but my mother’s maiden name was “Danache,” as denoted in my middle initial, “D,” a French surname. That came about because of the Mexico-French war when my great grandmother married a Frenchman fighting along the Texas-Mexican border. My friend, Dr. Henry Ramírez, an educator steeped in MexicanAmerican studies and former chairman of President Nixon’s Hispanic Committee, traced my unconfirmed paternal lineage to the Otomi Indians of central Mexico. Fine with me. I’ll whoop it up anytime as a “matachine” – in New York City or wherever.
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Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.
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MAGAZINE® OCTOBER 17, 2011
CONTENTS Digging Deep into the Past to Find Your Family’s Beginnings by Frank DiMaria
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Federal Role in Education for Jobs Is Top Focus of La Raza Conference by Peggy Sands Orchowski
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Hispanic Americans You Want to Know
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by Mary Ann Cooper
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San Diego State Archivists Create Award-Winning Chicano Movement by Jamaal Abdul-Alim
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Ray Suárez: From Scrappy Kid in Brooklyn to Distinguished Journalist by Marilyn Gilroy
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In Other Words by Mary Ann Cooper
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Celebrate the Hispanic Heritage in Classic and Contemporary Literature by Debra Johanyak
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Move over Salvador Dali ...The Wild and Wacky Art of Eduardo Milieris by Thomas G. Dolan
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Luis Alfaro: Playwright, Poet, Performer and MacArthur Fellow by Clay Latimer
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Online Articles Some of the above articles will also be available online; go to our website: www.HispanicOutlook.com.
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DEPARTMENTS Latino Kaleidoscope
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by Carlos D. Conde
Me – A Would-Be “Matachine” in Search of an Identity
Interesting Reads and Media... Book Review
by Mary Ann Cooper
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Major League Baseball Profiles, 1871-1900, Volumes 1 and 2
Hi gh Sch o ol F or um
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Hispanic High School Students Advance to College ... by Mary Ann Cooper
FYI...FYI...FYI...
Hispanics on the Move Priming the Pump...
by Miquela Rivera
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Back Cover
Start Early to Develop Cultural Competence Among Latino Students
HO is also available in digital format; go to our website: www.HispanicOutlook.com.
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Cover photo, Many Backgrounds, Many Stories...One American Spirit, courtesy of HMS 1 0 / 1 7 / 2 0 1 1
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HISTORY
Digging Deep into the Past to Find Your Family’s Beginnings It’s
by Frank DiMaria
easy for nobles to trace their ancestry back hundreds of years; after all, people write books about bluebloods. But for the hoi polloi, it takes far more work to discover one’s roots, a practice that seems fashionable these days. You can’t watch a show on the History Channel without seeing any number of commercials for Ancestry.com, America’s most popular genealogical website. But Ronaldo Miera, president of the Hispanic Genealogical Research Center in Albuquerque, N.M., says researching one’s genealogy is not a new fad. People have been researching their roots for years, but the Internet, along with television advertisements for genealogical websites, has brought genealogical research into the nation’s consciousness. “The Hispanic Genealogical Research Center (HGRC) was organized 18 years ago. There was a lot of interest back then, and there was already a genealogical library that was part of the city and county library system in Albuquerque at that time,” says Miera. Although the Internet does offer the public copious amounts of genealogical information, genealogical searches should not end there.
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Constance Potter, reference archivist at the National Archives and Records Administration (NARA), says that fewer people are coming to the National Archives to research the basic records such as census and passenger arrival records because they are now online. “Unfortunately, a lot of people stop with what is online and don’t try to search the original records. Also, people do not always appreciate that research takes time,” she says. Discovering your roots is not an easy task. It requires a great deal of patience, leg work and perseverance. According to Miera, it all starts right at home with the family historian. “There is always a family historian, like a grandparent, aunt or uncle who holds that information,” says Miera. After you interview the family historian about your ancestors, the next step is to get your hands on the family Bible. “Those who have a Bible at home and look inside it will find a genealogical chart and slots where you can put information about the family. It’s usually between the Old Testament and the New Testament,” says Miera. If someone in the family took the time to maintain this genealogical chart, much of your work has been done for you. When people seek
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Miera’s advice at the HGRC, the first thing he tells them is to go back home and take a look at their family Bible. “It’s amazing,” he says, “how many come back with loads of information about their family.” After you have gathered all the information from family members and the family Bible, it’s time to find a repository of civil records, like the local library, county clerk’s office or city clerk’s office, where you can search for documents to verify your ancestry. It is important that you begin your search in the city in which your family first settled. “You can follow the migration of your ancestors back in time looking for the different places they might have left records,” says Miera. Aside from civil records, sacramental records and religious records can play a key role in finding your heritage. Hispanics with strong ties to the Catholic Church who made their sacraments will find it a bit easier than those who have weaker ties. Religious groups like Presbyterians, Methodists and Episcopalians just do not maintain sacramental records like the Catholics do. Individuals who practice religions other than Catholicism will most likely
have to rely on civil records until they research far enough back in the family’s history and find an ancestor who practiced Catholicism. Hispanic Catholics should search for baptismal records, birth records and marriage records. But there is a catch. Sacramental records, unlike civil records, are not readily available to the public through an archdiocese or parish. Although archdioceses and parishes maintain these records, they do not allow individuals to search them. To access sacramental records, you’re going to have to find a family history center maintained by the Church of Jesus Christ of Latter Day Saints, the Mormons. Family history centers are located in most major U.S. cities, and in larger cities you can find two or three. Miera says that the Vatican did not require individual parishes to maintain sacramental records until 1560 when the Council of Trent
Constance Potter, reference archivist, National Archives and Records Administration (NARA)
met and created a format that all parishes would follow. Most all of the records that the Catholic Church has generated since then have been obtained and microfilmed by the Mormons for the individual parishes. The Mormons have a vested interest in maintaining Catholic records. Started around 1830 by Joseph Smith, Mormonism is a relatively new religion, and for that reason many ancestors of current Mormons were never sealed, or baptized, in the Mormon faith. To allow their long-past ancestors to be sealed as Mormons, current Mormon adherents have painstakingly maintained Catholic sacra-
mental records. But they didn’t stop there. They also microfilmed civil records too, like shipping lists, for example. “Just about any records you can think of,” says Miera. “Lucky for us who like genealogy, we get to use all these records.” Potter says that family history centers are an excellent place to start your genealogical search. However, because many of the centers are staffed by volunteers, you should visit the website for hours of operation (www.familysearch.org). Salt Lake City has digitized much of its microfilm, which is available on the website. Researchers can order copies of the records from the website, she says. But the Mormons don’t have a complete monopoly on maintaining and storing records. Today, many local libraries feature genealogical sections, comprising records donated by genealogical societies for use by members and the public at large. “In Denver, the city public library system has a very extensive and nice genealogy library. Where you have a high population of Hispanics, I would suggest to them to look first of all in the public library,” says Miera, to see if it has a genealogy section. Catholic Hispanics who are successful at locating records using a family history center maintained by the Mormons and who can determine with some certainty where their ancestors were baptized will find that those records can stretch as far back as the 1600s, even in the Caribbean. Those of Mexican heritage can find sacramental records dating back to 1550. In addition to genealogical sections in libraries, Miera says that Hispanic Genealogical Societies are springing up around the country. There is one in New York City for Puerto Ricans and one in San Antonio called Bexar Genealogy, and many more can be found on the Internet. Miera warns that since there is not one panHispanic group, there is no one-size-fits-all method for Hispanics to find their roots. Depending on your extraction, the methods you use to find your ancestors and your level of success will vary. Naturally, your ancestor’s country of origin will play a key role in determining how you will search for genealogical records and your success. Cubans, for example, will have difficulty finding records because of Castro’s takeover in the late 1950s. Cuban records were never microfilmed, and Cuba’s restriction on travel works against you when you’re searching for its records. Miera says, “In order for Cubans to do genealogy, they would have to have access to the
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records in Cuba, which they will not have. It is my understanding that there is a possible breakthrough on that, and the Mormons might be given access to do microfilming there, but they are still negotiating that with the Cuban government. I know a local historical researcher has gone down there to do research, and he has been given access to some records. Exactly what he has found, I’m not sure,” says Miera. Puerto Ricans on the other hand have complete access to records. What’s more, all along the East Coast you can find an abundance of Puerto Rican societies, most of which have websites for easy access. Aside from country of origin, knowing your ancestors point of entry into the U.S. is key. Most Puerto Ricans gained access to the U.S. through ports in New York or Miami. After 1906, the federal government asked that people (usually men) applying for citizenship include the date
Ronaldo Miera, president, Hispanic Genealogical Research Center, Albuquerque, N.M.
and port of arrival as well as the name of the ship on which they sailed. Finding a port of arrival before 1906 can be difficult. Arrival lists created by the Immigration and Naturalization Service (INS) can provide a great deal of useful information, such as where the person was headed and a physical description. Around 1950, however, the manifests provide less information. Potter warns that when you use INS records, it is important to note that the immigration officials did not change people’s names. “Nowhere on the form is there a place for a name change. The ship’s crew created the lists as people boarded the ship. Because of accents, names
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could be entered incorrectly, but this was in no way an official name change,” says Potter. If your ancestors are from Mexico, then your search method will be different than that of Cubans and Puerto Ricans. Mexico has been in turmoil since its revolution in 1910, turmoil that has forced many Mexicans to flee to America. In fact, Mexicans have been coming to the U.S. illegally since the 1800s. In his own personal genealogical search for his in-laws’ ancestors, Miera has found the illegal entry of these ancestors to be a stumbling block. Looking through U.S. Census records from 1870 and 1880, he found entries stating that some of his in-laws’ past family members were born in Mexico. But what the census did not indicate is whether these individuals had come to the U.S. legally. “There is an entry on the census record for when they immigrated and legalization, and sometimes that is left blank. If it’s blank, that means they did not come here legally. So if it just says Mexico, gosh, you don’t know where to look in Mexico,” Miera says with a laugh. And there is a good reason why records of Mexicans are hard to find. Potter points out that individuals who entered the U.S. illegally did not want to leave a trail of any sort, including paper. If the records of Mexicans who entered the U.S. legally indicate their date of immigration, then you can search immigration records, which usually have parental names and the country of origin. “That will give you another source to look at. And if their parents aren’t listed, at least it will tell you what part of Mexico they were from, at least you can narrow it down to an area and start looking at some Mexican records,” says Miera. The Mexican government conducted some censuses in the 1800s and into the 1900s, but many of the records were lost in the subsequent revolutions, were not maintained properly, or were destroyed through mishandling. “But those records that have been maintained and safeguarded are the sacramental religious records on microfilm,” says Miera. Regardless of the country from which your ancestors migrated, there is one type of record that applies to all Hispanics; the U.S. Census. But, although the federal government conducts a census every 10 years, the information contained in each census is inaccessible by the general public until 72 years after the census was taken, due to a federal law that protects individual’s privacy. “So the earliest available census records
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for us right now are 1930. The 1940 census will be available next year in 2012,” says Miera. The federal census lists people in family groups. The head of the household (usually a male) would be listed first, including the surname, then the wife and then the children, oldest to youngest. Each U.S. census had, for lack of a better term, a theme to it and was different than the previous ones, depending on the type of information the government was trying to obtain. “They were looking for different information at different times as the country grew, and you can denote that as you look at each census,” says Miera. For example, when the federal government conducted its first censuses, ethnicity was based on only three groups; White, Indian or Black. Most Hispanics in the earliest censuses were listed as White “because that was the only designation they could think to give to us at the time – we weren’t Indian, we weren’t Black,” says Miera. As the years went one, census takers collected data on assets, education, literacy in English, occupation, etc.
Viewing census information allows Hispanics to view their family history through the lens of time so they know what their ancestors were doing for a living. Also, since census takers listed individuals by street, one can perhaps find a relative or family grouping that lived close and use that individual to gather further information. You can find census records, military records, land records, naturalization records and immigration records by visiting one of the several NARA facilities scattered across the U.S. Potter points out that visiting a NARA site offers researchers a great deal more than searching records on the NARA website (archives.gov.). The NARA website offers information about the records that the National Archive has stored, but does not show the actual documents.
Georgia Gwinnett College Multiple Faculty Georgia Gwinnett College (GGC) seeks applications for multiple disciplines for instructor, assistant, associate and full professor faculty positions to begin Fall Semester (August 1, 2012). Applicants should hold the doctorate or appropriate terminal degree in their discipline before or within the semester of the start date. GGC is an institution that values and encourages innovative teaching. Founded in 2005, Georgia Gwinnett College is the 35th member of the University System of Georgia. GGC is a premier 21st century four-year liberal arts institution accredited by the Southern Association of Colleges & Schools. GGC is located in the greater Atlanta metropolitan area. To Apply: We accept applications using an on line system. For a direct link, go to https://jobs.ggc.edu/ or go to www.ggc.edu and follow the link to employment at the bottom of our GGC homepage. If you have any questions, email to: apply@ggc.edu Due to the volume of applications, applicants may not receive a reply from the College unless an applicant is selected for an interview. Review of applications will continue until positions are filled. Hiring is contingent upon eligibility to work in the United States and proof of eligibility will be contemporaneously required upon acceptance of an employment offer. Any resulting employment offers are contingent upon successful completion of a background investigation, as determined by Georgia Gwinnett College in its sole discretion. Georgia Gwinnett College, a unit of the University System of Georgia, is an Affirmative Action/Equal Opportunity employer and does not discriminate on the basis of race, color, gender, national origin, age, disability or religion. Georgia is an open records state.
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Federal Role in Education for Jobs Is Top Focus of La Raza Conference CONFERENCES/CONVENTIONS
“How
by Peggy Sands Orchowski
many of you know someone who is having difficulty finding a job?” asked the director of the National Council of La Raza’s (NCLR) Education Policy project in late July at its annual conference in Washington, D.C. Nearly all the attendees in the room raised their hands. Erika Beltrán nodded, not surprised. “Well, getting a good education and preparing Hispanic students for college and the workplace are the keys to finding a job. The challenges that the Latino community faces in achieving a high-quality education is one of NCLR’s top priorities.” Topics in education that the NCLR identifies as affecting Latinos most include achievement gaps, common core standards, dropout rates and the best way to improve dual-language learner education. Workshops at the annual conference covered all of these topics. But the underlying theme – this year’s conference being held in Washington, D.C., after all – was “what is the federal role?” The federal role is crucial in assuring quality education in our country, agreed two-star congressional and educational leaders – not surprisingly, both Democrats – Rep. George W. Miller of California and Sen. Mark R. Warner of Virginia at a La Raza “Town Meeting on Education.” “Even though education is not in the constitution as a federal mandate per se, it is a fundamental interest of government. We cannot afford to have millions of students mired in poverty, incarcerated and dropping out,” said Miller, introduced as a representative who had played a role in every piece of education legislation to come out of Congress for the past 20 years, which is true. “But federal education laws are under assault as never before,” said Warner, who should know about assault, having just come from yet another brutal meeting of the Gang of Six. “In addition, Republican leaders like Paul Ryan of Wisconsin have proposed cutting education funds across the board by double-digit percentages. He even includes eliminating Pell Grants for qualified college students, in his bud-
get proposal before Congress. “What our students need like never before is assurance that they will have equal opportunity to be taught by quality teachers and a choice of schools, training academies and colleges of all levels that meet their needs,” Warner said. To do so, they need legislative and governmental support at all levels. On the other hand, both agreed that the federal government couldn’t do it alone and, in fact, could do some harm if left to regulate education by itself. “We are in trouble in public education because we embraced a policy called No Child Left Behind that has failed,” Miller said. “The answer is partnerships between public and nongovernmental entities, and especially with businesses,” the two prominent congressmen concluded. Indeed, cooperative arrangements between whole Latino communities and especially the Latino family and Latino parents in education is an increasingly successful strategy for Latino achievement, many panelists in several of the workshops noted. At another workshop, “2011 Legislative Update: How Will Congress Make a Difference in the Latino Community,” Beltrán reported that La Raza supports giving waivers to states to set their own “No Child” timetables for compliance, and to change the criteria for success to relative educational achievement within a school or district, rather than to national success rates. La Raza also supports Education Secretary Arne Duncan’s “Race to the Top,” she said. “Even for those who don’t win the top grants, the improvements they implement in order to compete provide real incentive and motivation to make changes that are helpful.” The senior policy advisor to Senate leader Harry Reid for Latino affairs brought conferees up to date on pending legislation on issues most affecting Latinos, education and jobs. “My job is to work with policy administrators to make sure the right policies for the Latino community are in play; lots of times that means making sure certain things don’t happen,” explained Angela Arboleda, a former La Raza advisor.
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But the senator’s (and Arboleda’s) daily legislative priorities depend almost completely on what is coming out of committees, she explained. In that way, July was almost entirely focused on the debt ceiling crisis. In terms of pending legislation with specific Latino interest, she cited E-Verify, a bill that would require all employers in the United States to check the immigration status of all new employees. “Reid has repeatedly said he wants the Senate to take E-Verify up on the floor,” she said. While E-Verify is opposed by some labor and agricultural groups, the bills (S1106, Sen. Charles Grassley, R-Iowa; and HR 2164, Congressional Judiciary Chair Lamar Smith, RTexas) are supported by the U.S. Chamber of Commerce as well as some national restaurant and construction worker organizations. “Neither the senator nor the president can say that they are against the verification of the legal status of workers in the U.S.,” Arboleda said. “We support the concept. But we would like to see some changes to the legislation.” The changes could be in the nature of attachments. In a spring press conference, Reid indicated he might try to attach the DREAM Act to the E-Verify bill if it came to a vote in the Senate. But Arboleda denied that. “Reid has said he would not take up E-Verify without Comprehensive Immigration Reform, which includes the DREAM Act and other pathways to citizenship for immigrant students and workers.” Some in the audience applauded enthusiastically. But the senator’s advisor dashed some water on their hopes. “However, Reid won’t be able to do anything if E-Verify is introduced as part of the appropriations bill for the Department of Homeland Security – which is a distinct possibility.” La Raza has a complete list of the nearly 50 workshops held at the conference and their distinguished panelists. None were taped, however. The next Hispanic Outlook article on La Raza’s annual meeting will focus on a prominent underlying theme visible throughout the conference: the empowerment of the Latina woman.
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Hispanic Americans You Want to Know LEADERSHIP/ROLE MODELS
The
by Mary Ann Cooper
celebration of Hispanic Heritage Month would not be complete without a sampling of talented Hispanic activists, artists, educators, politicians and other professionals. Their achievements and celebrity raise the consciousness of a nation and the world about the contributions of Hispanics and, for some, the challenges Hispanics face as they are woven into the American tapestry of tradition and values.
Marc Anthony Popular singer, songwriter and actor Marc Anthony was born in Spanish Harlem, N.Y., in 1968. His parents were from Puerto Rico. He has sold more than 11 million albums worldwide, making him one of the most influential artists of his time and a true ambassador of Latin music and culture. His salsa style, influenced by African-American and rhythm and blues genres, made him a successful crossover performer. Anthony was included on the Top 10 List of influential New Yorkers compiled by New York magazine. As an actor, he appeared in Martín Scorsese’s Bringing Out the Dead (1999); and with Denzel Washington and Christopher Walken in director Tony Scott’s Man On Fire (2004). He also appeared in the 1997 Paul Simon musical The Capeman. Anthony starred as the Puerto Rican salsa pioneer Héctor Lavoe, with Jennifer López as Puchi, in the biopic, El Cantante, directed by Leon Ichaso. He was recognized with a Lifetime Achievement Award by the Congressional Hispanic Caucus Institute in Washington, D.C., in September 2009. May 2010 marked the release of his production titled Iconos (Icons), an all-ballad Spanish album including eight titles of his favorite balladeers and two original songs by Anthony and Julio Reyes. Now estranged from his wife (López), the two are parents of twin 3-year-old boys.
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Liz Balmaseda Liz Balmaseda was born in Cuba in 1959 and has spent her life writing about the global human condition. A columnist for the Palm Beach Post and former writer for The Miami Herald, Balmaseda received a Pulitzer Prize in 1993 for her chronicle of problems faced by Haitian refugees and the complexity of the CubanAmerican society. Throughout her career, Balmaseda has been a news reporter, feature and magazine writer, and network TV producer. During the 1980s, she was Central America bureau chief for Newsweek magazine in El Salvador. In 2001, she shared a Pulitzer Prize for her reporting on the federal raid to remove young refugee Elián González from his home in Florida. That same year, she was given the Hispanic Heritage Award by the White House’s Hispanic Heritage Foundation at a Kennedy Center ceremony in Washington, D.C. Balmaseda is a co-author of two books, I Am My Father’s Daughter, the memoir of anchorwoman María Elena Salinas, and Waking Up in America, memoir of homeless advocate Dr. Pedro José Greer Jr.. In 2000, she was an associate producer and writer for HBO’s film For Love of Country, on jazz trumpeter Arturo Sandoval and starring Andy García. She co-wrote a second screen project for HBO, based on her book Waking Up in America. Her first novel, Sweet Mary, was published in 2009.
Norma Cantú Third-generation Mexican-American Norma V. Cantú shot to national prominence during the eight years that she was assistant secretary of education for civil rights in the Clinton administration. There she led a staff of approximately 850, implementing government policy for civil rights in American education. During her first two years in that capacity, that office was able to increase the resolution of illegal discrimination cases by 20 percent. Before joining the administration, Cantú had spent 14 years as regional counsel and education director of the Mexican American Legal Defense and Educational Fund (MALDEF) where she litigated cases affecting education funding, disability rights, student disciplinary policies, access to special services for Englishlanguage learners, and racially hostile environments, beginning in 1979. She started her education career as an English teacher in Brownsville, Texas, in 1974. Most recently, Cantú was appointed to the education and law schools at the University of Texas-Austin. For her, it is a coming home of sorts. She graduated summa cum laude from the University of Texas-Pan American at age 19, taught high school English, enrolled at Harvard Law School, graduated at age 22 and went to work with the Nursing Home Task Force of the Texas Attorney General’s office. Linda Chávez Linda Chávez, born in 1947 in Albuquerque, N.M., is president of the Center for Equal Opportunity, a nonprofit public policy research organization, and a Fox News Channel contributor. She is the author of Out of the Barrio: Toward a New Politics of Hispanic Assimilation, which chronicles the story of Hispanic progress and achievement and addresses the implications of bilingual education, voting rights, immigration and affirmative action, and An Unlikely Conservative: The Transformation of an Ex-Liberal. The title refers to her ties early in her career to the American Federation of Teachers (AFT). Beginning in 1975, Chávez worked for the AFT, the United States’ second-largest teachers’ union, editing its publications. She left the AFT in 1983 when she disagreed with the direction new leaders were taking. Chávez is nationally known for her syndicated column that appears in newspapers across the country, including The Wall Street Journal, Washington Post, New Republic, Commentary, and Reader’s Digest. In 2000, Chávez was honored by the Library of Congress as a “living legend” for her contributions to America’s cultural and historical legacy. Chávez was President George W. Bush’s nominee for secretary of labor in 2001 until she withdrew her name from consideration. She hosts a syndicated, daily radio show on Liberty Broadcasting.
Roberto Clemente Roberto Clemente was born in the summer of 1934 in a house of concrete and wood on an old country road in Barrio San Antón, Carolina, Puerto Rico, to Don Melchor Clemente and Luisa Walker. He was the baby of the family, having four older brothers and two older sisters. Although his father was a foreman at a sugar factory, Clemente’s family was poor, and Roberto had to work as a milkman in his neighborhood to earn extra money. He took an interest in baseball from an early age. While Clemente was playing in the Puerto Rican Professional Baseball League, the Brooklyn Dodgers offered him a contract with its Triple-A team. In 1954, he was drafted by the Pittsburgh Pirates, where he had his greatest fame and success as a ball player. In 1964, he married Vera Zabala at San Fernando Church in Carolina. The couple had three children: Roberto Jr., Luis Roberto and Enrique Roberto. Roberto Clemente became a baseball legend in the United States, but in his homeland and throughout Latin America he became a national and cultural icon. His image was cultivated by his maintaining ties to his homeland and to Latin America. He died on Dec. 31, 1972, in a plane crash a few miles from his birthplace while attempting to deliver aid to earthquake victims in Nicaragua. Nilo Cruz Nilo Cruz, Cuban-American playwright, was born in 1960 to Tina and Nilo Cruz Sr. in Matanzas, Cuba. The family immigrated to “Little Havana” in Miami, Fla., in 1970 on a “Freedom Flight,” and eventually naturalized to the United States. His interest in theater began with acting and directing in the early 1980s. He studied theater first at Miami-Dade Community College, later moving to New York City, studying under fellow Cuban María Irene Fornés. Fornés recommended Cruz to Paula Vogel,
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who was teaching at Brown University, where he would receive his M.F.A. in 1994. In 2001, he was playwright-in-residence at the New Theatre in Coral Gables, Fla., where he wrote Anna in the Tropics, for which he was awarded a 2003 Pulitzer Prize for Drama, the first Latino to receive this award. His many awards and fellowships include two NEA/TCG National Theatre Artist Residency grants, Rockefeller Foundation grant, San Francisco’s W. Alton Jones award, Kennedy Center Fund for New American Plays award, and USA Artist Fellowship. Cruz is an alumnus of New Dramatists, has taught playwriting at Brown University, the University of Iowa and at Yale University. Some of the theaters, that have developed and performed his works include New York’s Public Theater, New York Theatre Workshop, Pasadena Playhouse, McCarter Theatre, Oregon Shakespeare Festival, South Coast Repertory, The Alliance, New Theatre, Florida Stage and the Coconut Grove Playhouse. Andy García Born in Havana, Cuba, in 1956, Andy García and his family were part of the exodus to Florida after Fidel Castro’s takeover of Cuba. After acting in local regional theater, García moved to Los Angeles hoping to break into the movie business. At age 23, he started his film career and has to date appeared in more than 50 films, including starring roles in When a Man Loves a Woman, The Godfather Part III (for which he was nominated for an Oscar and Golden Glove) and The Untouchables. García also received an Emmy Award nomination and his second Golden Globe Award nomination for his portrayal of legendary Cuban trumpeter Arturo Sandoval in HBO’s 2000 biopic For Love or Country: The Arturo Sandoval Story. His film The Lost City came about as a result of his passion to tell a story about his native Cuba. The film follows the tale of one family, three brothers and a beautiful woman whose fates are dramatically tied to that of a nation caught up in revolutionary turmoil. In addition to composing the original score for the film, García selected and produced a soundtrack in which each piece of the 40 or so classic Cuban works has a particular relevance to the character and narrative structure. García has produced several Grammy-nominated albums. Volume II of his Cachao – Master Sessions garnered a Grammy in 1995, and García won both Grammy and Latin Grammy awards for his 2004 collaboration with Israel López “Cachao” titled “¡Ahora Sí!” Most recently, he produced the documentary CACHAO: Uno Mas paying tribute to one of the greatest Afro-Cuban musicians of all time, Israel López “Cachao.”
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Luis Gutiérrez Rep. Luis Gutiérrez was born in Chicago in 1953 and later moved to Puerto Rico, his parent’s birthplace, before returning to Chicago to attend college. He graduated from Northeastern Illinois University in 1977 with a degree in English and worked as a teacher, social worker, cab driver, community activist and city official until his election in 1986 as alderman from the city’s 26th ward. In the Chicago City Council, he led the fight for affordable housing, tougher ethics rules and a law to ban discrimination based on sexual orientation, and was a key lieutenant in Mayor Harold Washington’s progressive multiethnic coalition. Gutiérrez and his wife Soraida have two daughters, Omaira and Jessica, and a grandson, Luisito. He is in his 10th term in the U.S. House of Representatives representing his constituents in Illinois’ Fourth District, in the heart of Chicago. He was the first Latino to be elected to Congress from the Midwest. In Chicago, he has held citizenship workshops offering comprehensive assistance to prospective citizens that have helped more than 50,000 people take the first steps toward citizenship. In 2011, Gutiérrez was appointed to the prestigious House Permanent Select Committee on Intelligence by Minority Leader Nancy Pelosi of California. He is a leading proponent of the proposed DREAM Act. Dolores Huerta Mexican-American Dolores C. Huerta was born in 1930 and is the cofounder and first vice president emeritus of the United Farm Workers of America, AFL-CIO (UFW), and a member of the Democratic Socialists of America. In 1955, Huerta co-founded the Stockton chapter of the Community Service Organization, and in 1960 co-founded the Agricultural Workers Association. In 1962, she co-founded the National Farm Workers Association with César Chávez, which would later become the Unit’s Agricultural Workers Organizing Committee. In 1966, she negotiated a contract between farmworkers and the Schenley Wine Company, which was the first agreement that allowed farmworkers to collectively bargain with an agricultural business. The previous year, she helped organize and direct the United Farm Workers’ national grape boycott. In 1988, Huerta was beaten by San Francisco police during a peaceful protest at the Sir Francis Drake Hotel against the policies of then-President George H.W. Bush. The beating was captured on videotape and shown on local news. When Huerta won a large judgment against the SFPD and the city of San Francisco, she directed that the proceeds of the settlement be used to help farmworkers. Huerta received an honorary degree from Princeton University in May 2006 and is an honorary chair of
Democratic Socialists of America. She is also the president of the Dolores Huerta foundation, a “non-profit organization whose mission is to build active communities working for fair and equal access to health care, housing, education, jobs, civic participation and economic resources for disadvantaged communities with an emphasis on women and youth.” John Leguizamo Actor and comedian John Leguizamo was born in 1964, in Bogotá, Colombia, but grew up in Jackson Heights, in Queens, N.Y. His parents divorced when he was 14, but their life together gave Leguizamo much material to use in his comedy act and one-man shows. Coming from a broken home, he acted out and was arrested twice, once for hopping a subway turnstyle and another time for skipping school. He also got into trouble for taking over a subway public address system so he could entertain riders with a comedy show. Once he discovered a love of performing, he worked at a Kentucky Fried Chicken to pay for acting classes. He spent much of the 1980s performing in comedy clubs. In 1989, he made his film debut in Brian De Palma’s Vietnam drama, Casualties of War. He also appeared in the films Die Hard II and Regarding Henry. However, he began to perform in live one-man shows on stage when he became disillusioned with the roles he was being offered. He was usually cast as a drug dealer or heavy. He decided to use his act to expose and ridicule Latino stereotypes. His tactic seems to have been effective. Leguizamo’s on-stage success and exposure has led to TV and movie roles. He performed in the animated hit film Ice Age and played a doctor on E.R. Leguizamo has been married to the former Justine Maurer since 2003. They have two children – daughter Allegra Sky and son Ryder Lee. Juan Mari Brás Born in Mayagüez, Puerto Rico, in 1927, Juan Mari Brás learned at an early age to make Puerto Rican independence from the United States a lifelong passion. His father was active in the independence movement, and took him to rallies and meetings to teach the young boy to press for independence. In 1943, when Mari Brás was 18, he founded a pro-independence movement in his high school, along with some of his friends, in Mayagüez. He was also founder and director of the first proindependence political radio program Grito de la Patria. In 1944, he enrolled in the University of Puerto Rico (Universidad de Puerto Rico) and in 1946 became a founding member of Gilberto Concepción de Gracia’s Puerto Rican Independence Party. Mari Brás became the president of the
party’s Puerto Rican Independence Youth. On Oct. 25, 2006, he became the first person to receive a Puerto Rican citizenship certificate from the Puerto Rico State Department. Mari Brás led other students to demonstrate for Puerto Rican independence and was expelled from school for his actions. On July 11, 1994, Mari Brás renounced his United States citizenship at the American Embassy in Caracas, Venezuela. Marisol Escobar Marisol Escobar, painter and sculptor, was born in Paris in 1930 to Venezuelan parents. Her art was influenced by her religious beliefs. She began her formal art education at age 16 when her father moved with her and her brother to Los Angeles, just after World War II and the death of her mother. Although she threw herself into her art studies, it was a dark time in her life. She inflicted pain on herself as an act of penance, and to emulate saints and martyrs. Marisol returned to Paris in 1949 for more studies, and then went to New York in 1950 to study there. An interest in Pre-Columbian artifacts in 1951 caused Marisol to take up sculpting, working in terra cotta and wood, and largely selftaught. Among her most famous works are Dust Bowl Migrants and Father Damien. The Damien sculpture is at the entrance to the Hawaii State Capitol and Hawaii State Legislature in Honolulu. A second Father Damien Statue stands at the National Statuary Hall Collection in the United States Capitol. In homage to Leonardo da Vinci, she created sculptures representing The Last Supper and The Virgin with St. Anne. Her awards include the 1997 Premio Gabriela Mistral from the Organization of American States for her contribution to Inter-American culture. Marisol was elected to the American Academy of Arts and Letters in 1978. José Martí Known in Cuba as the father of the Cuban Revolution, Don José Julián Martí y Pérez was born in Havana in 1853 and sentenced to prison as a teenager for expressing his support for the revolution during the Ten Year War. Once released from prison, he concentrated on getting an education, earning degrees in law and philosophy in Spain before returning to his homeland. Back in Cuba, Martí was again in political trouble when he voiced support for Cuban independence and was thrown out of the country. After going off to Paris and Venezuela, Martí traveled to New York where he settled down in 1881 to live the life of a writer and teacher. His written works include poems, children’s stories, plays, articles and commentaries. Nine years later, Martí worked to organize and help plan Cuba’s third war for independence by starting the Cuban Revolutionary Party, a fundrais-
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ing arm and vehicle to set up a new government if the revolution was successful. By March 1894, Martí grew fearful of the United States’ annexing Cuba and began to push for immediate revolutionary action, but he never lived to see his efforts bear fruit. Martí died in battle shortly after the war began.
and Playwriting. She is a founding member of La Red Xicana Indígena, a network of Xicanas working toward social change through international exchange, indigenous political education, spiritual practice and grassroots organizing.
Ralph Mercado In 1941, Ralph Mercado Jr. was born in Brooklyn, N.Y., to a Dominican dockworker and Puerto Rican factory worker. He spent his life as a promoter, building an empire around Latin music, staging concerts and creating a recording and publishing label, film and video company, and nightclubs and restaurants. Mercado’s passion for Latin music began when, as a child, he learned to dance the merengue in the hallway of the family’s fifthfloor walkup. A trip to the Palladium nightclub in Manhattan as a teenager to hear his first live concert, the Machito Orchestra, convinced Mercado that he had to make music his life’s work. He didn’t have an aptitude for playing a musical instrument and couldn’t sing, but he did have a keen business sense. Starting out with small social clubs, Mercado slowly built an empire. By the 1970s, Forbes magazine wrote that Mercado was the nation’s biggest salsa manager. His RMM label recorded more than 130 artists in genres including salsa, Latin jazz, Latin rock and merengue. He managed stars such as Tito Puente and Celia Cruz, and discovered others, including Marc Anthony and La India. He promoted blending salsa music with other influences, including Brazilian and African. Mercado died in 2008, survived by his wife, Cynthia, his daughters Debbie, Damaris, Melissa and Chanel and his son, Ralph III.
Edward James Olmos In 1947, actor Edward James Olmos was born in Los Angeles. His mother was a third-generation Mexican-American who met his Mexican father on a trip to Mexico City. Growing up in the working-class barrio of East Los Angeles, Calif., Olmos avoided drugs and street-gang involvement by taking a passionate interest in baseball, excelling in the sport and becoming the Golden State batting champion. At that time, Olmos also found a new passion – music. He sang and played piano in a band called Pacific Ocean. To improve his voice and performance, he took acting classes, and a funny thing happened – he fell in love with acting. In 1978, he got his big break when, during an audition for another play, he was asked if he would like to try out for Zoot Suit, a musical drama about the infamous 1942 Sleepy Lagoon case in which Hispanic youths were wrongly convicted of murder. He was cast in the role of El Pachuco, the narrator. Olmos won a Los Angeles Drama Critics Circle award, Theatre World Award, and was nominated for a Tony Award for that role. His break-out television role was that of Lieutenant Martín Castillo on Miami Vice, which won him a Golden Globe and an Emmy Award. In 1999, he launched a national multimedia project co-sponsored by Time Warner Inc., called Americanos: Latino Life in the United States, a celebration of Latino and Latina culture.
Cherríe Moraga Cherríe L. Moraga was born in 1952 in Whittier, Calif., the daughter of an Anglo father and a Chicana mother. First in her family to go to college, she became a playwright, poet and essayist whose plays and publications have garnered national recognition, including a TCG Theatre Artist Residency Grant in 1996, NEA Theatre Playwrights’ Fellowship in 1993, and two Fund for New American Plays awards. Her art is informed by her background as a mixed-heritage working-class Chicana lesbian. In 2007, she received the United States Artist Rockefeller Fellowship for Literature; in 2008, a Creative Work Fund Award; and in 2009, a Gerbode-Hewlett Foundation Grant for Playwriting. Moraga is co-editor of This Bridge Called My Back: Writings by Radical Women of Color, which won the Before Columbus American Book Award in 1986. Moraga has served as Artist in Residence in the Department of Drama at Stanford University and currently shares a joint appointment with Comparative Studies in Race & Ethnicity. She teaches Creative Writing, Xicana-Indigenous Performance, Latino/Queer Performance, Indigenous Identity in Diaspora in the Arts,
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Louis Reyes Rivera Born in New York in 1945, Puerto Rican Louis Reyes Rivera is a poet and essayist as well as an academic and professor with a specialty in African-American, Puerto Rican and Caribbean literature and history; a political activist; and a radio show host. He is the author of three poetry collections. Scattered Scripture won the 1996 poetry prize from the Latin American Writers Institute. The book attempts to translate history into poetry and took 20 years of research. The first poem completed for the book was written in 1974; and the last, in 1995. His other volumes include This One for You, and Who Pays the Cost. His many honors include a lifetime achievement award from the University of Massachusetts-Amherst and a Special Congressional Recognition award. Rivera’s work has arguably served as the bridge between the African and Latino and Latina communities. That’s because Rivera was raised in the predominantly African-American community of Bedford-Stuyvesant in New York City, in the housing projects built specifically for GIs returning from World War II. At City College of New York, Rivera founded The Paper,
the first college-student weekly tabloid in New York run completely by Black and Puerto Rican students. In 1973, Rivera was awarded City College of New York’s 125th Anniversary Medal for his efforts to train new journalists. In 1969, Rivera was part of the student movement that lobbied for open admissions and that legitimized ethnic studies. Ileana Ros-Lehtinen Rep. Ileana Ros-Lehtinen represents Florida’s 18th Congressional District, a diverse area that includes Miami, Little Havana, Coral Gables, Pinecrest, Miami Beach, Westchester and the Florida Keys. She was born in Havana, Cuba, on July 1952. At age 8, she and her family were forced to flee from the Castro regime, and put down permanent roots in Miami. She earned an Associate of Arts degree from MiamiDade Community College in 1972, bachelor’s and master’ degree in education from Florida International University in 1975 and 1985, respectively, and a doctorate in education from the University of Miami in 2004. Ros-Lehtinen began her career as a teacher in Florida. She founded and was principal of a private bilingual elementary school in Hialeah. In 1982, she was elected to the Florida State House of Representatives, and to the Florida Senate in 1986, becoming the first Hispanic woman to serve in either body. In the state Legislature, she authored the Florida Prepaid College Plan, now the largest prepaid college tuition program in the nation. More than one million Florida families have used it to send their children to college. In 1989, she was elected to the U.S. House of Representatives, the first Latina to serve in Congress. Most recently, she has served as the chairman of the House Committee on Foreign Affairs. Julián Samora Julián Samora was born in 1920 in Colorado. He was from a poor family and had little contact with his biological father as he was growing up. While a young boy, he lost his mother to cancer and eventually came to realize that getting a good education was his only way out of poverty. He then set his sights on becoming a teacher. He became the first Mexican-American to earn a doctorate in sociology/ anthropology. In 1968, he, along with Herman Gallegos and Ernesto Galarza, helped found the Southwest Council of La Raza, now known as the National Council of La Raza. He was a charter board member of the Mexican American Legal Defense Fund. In 1959, Samora accepted a tenured faculty position at the University of Notre Dame in Indiana where he mentored hundreds of undergraduates and helped 50 students earn doctorates there. At Notre Dame, Samora helped develop and expand the field of Chicano studies. Over his lifetime, he wrote seven scholarly books and more than 50 journal articles. After his death in 1996, the Hispanic Alumni of Notre Dame (HA of ND) established a scholarship in Samora’s name. Third-year undergraduate students may apply for the $2,500 award.
Arturo Sandoval Arturo Sandoval was born in Artemisa, a small town outside of Havana, Cuba, in 1949. His specialty jazz, he gained fame as a trumpeter, an instrument he picked up at age 10, but also mastered the piano and flugelhorn and is a percussionist and scat singer. Sandoval helped create the Grammy Award-winning group Irakere, a band that plays jazz, classical, rock and traditional Cuban music. In 1981, he left Irakere to form his own band. From 1982 to 1990, Sandoval was voted Cuba’s Best Instrumentalist. He has earned four Grammy Awards, six Billboard Awards, and an Emmy Award for composing the underscore of the HBO movie based on his life, For Love or Country starring Andy García. Sandoval obtained political asylum in 1990 and was sworn in as a U.S. citizen in 1999. He and his family reside in Miami, Fla. Sandoval has performed on recordings with jazz and contemporary music greats including Dizzy Gillespie, Woody Herman, Michel Legrand, Bill Conti, Stan Getz, Johnny Mathis, Frank Sinatra, Paul Anka, Rod Stewart and Alicia Keys. He has performed with Celine Dione at the Oscars, John Williams with the Boston Pops, and in the Super Bowl with Tony Bennett and Patti LaBelle. Sandoval is a tenured professor at Florida International University. Selena Quintanilla-Pérez Texas native Selena Quintanilla-Pérez, better known as American singer, songwriter and designer Selena, was born in 1971, a Mexican-American. In her short life, which ended at 23 when she was murdered by Yolanda Saldívar, her former fan club manager, hired to handle her boutique, she attained the status of “Top Latin artist of the ’90s” and “Best-selling Latin artist of the Decade” by Billboard magazine. She accomplished this for her 14 top-10 singles in the Top Latin Songs chart, including seven No. 1 hits. Having released her first album at the age of 12, she eventually was dubbed the Queen of Tejano Music, a title that was especially meaningful because Tejano music was dominated by males and did not welcome the emergence of female artists. She was selected Female Vocalist of the Year at the 1987 Tejano Music Awards and later received a recording contract with EMI. In 1994, Selena won her first Grammy Award in the category “Best Mexican-American Album” for Selena Live! Selena released Amor Prohibido in 1994. The album has been certified by the Recording Industry Association of America as the “biggest-selling Latin album of all time.” In the mid-1990s, Selena helped create and operate her own clothing line and boutiques called Selena Etc. Selena entered Billboard’s “International Latin Music Hall of Fame” in 1995.
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HISTORY
San Diego State Archivists Create Award-Winning Chicano Movement Exhibit
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by Jamaal Abdul-Alim several decades, the fliers, papers, posters and other relics from the Chicano Movement of the 1960s in San Diego, Calif., lay stowed away in people’s basements, garages and file cabinets. But thanks to a recent effort to unearth and collect the literature and other items from the movement, archivists at San Diego State University (SDSU) have assembled an awardwinning traveling and online exhibit that has
essentially brought the movement back to life. The literature featured in the exhibit ranges from leaflets that announced student activist group meetings to manifestos that denounced universities as “research centers for the waging of war and economic imperialism.” There’s a brochure that lists courses offered in the school’s then-newly established Mexican American Studies Department in the fall of 1970. It shows that students back then could take
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classes that ranged from “Prehispanic Literature” to “Chicano Poetry,” as well as courses that dealt with topics ranging from the role that Mexican-Americans played in American politics to the role that narcotics play in the Mexican-American community. Robert C. Ray, head of Special Collections & University Archives at SDSU’s library, said the exhibit, formally known as the “Chicana & Chicano Archive Project,” serves as an important reminder of the struggles that precipitated the establishment of Chicano studies departments such as the one at SDSU and throughout the United States. The emphasis on education is a hallmark of the archives projects, Ray said. “A lot of the collections have value for the extent to which education was stressed and desired,” and how people “pushed for equality in education,” Ray said, “and the appreciation of the value of education in both the struggle and in the move upward and forward by Chicanos in San Diego.” The exhibit is as much about the present and future as it is about the past, Ray said. “The archive does document the past, but what it really documents is this group of dedicated people responding to injustices and responding to issues of their time,” Ray said. “And so what can be learned from this is how are people going to respond to the issues of the present, because there are inequalities that persist throughout. “So it’s really about the future and its meaning. It’s really a call to students today and other researchers today to make a decision about how they will respond.” Thus far, the exhibit has been much more than something people view as though they were visitors to a museum. Rather, instructors from SDSU’s Department of Chicana and Chicano Studies have used the materials from the exhibit to engage students in their classes. They have assigned students to do research papers on vari-
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ous aspects of the movement. “It has had a direct impact on the curriculum and classes at San Diego State,” Ray said. Among the instructors from the Chicana and Chicano Studies Department at SDSU who have used the materials to teach is Professor Isidro Ortiz, who teaches courses on California state politics and American politics. Ortiz said he not only had students attend the exhibit, but examine the exhibit’s papers in light of the topics and issues he touches on in his classes, such as the origin and impact of Latino activism. “What I noticed was students appreciated and enjoyed having that opportunity because it made some of the issues and points much more concrete,” Ortiz said. “It helped to humanize what we were studying.” For example, the archive project features the papers of René Núñez. Among other things,
Núñez is known for his participation in the 1968 Chicano Student Walkouts. He also helped organize an educational demonstration at the Biltmore Hotel, where then-California Gov. Ronald Reagan was the keynote speaker. “A number of educators, students and activists were arrested,” an obituary for Núñez states. “Ten among them, including Nuñez, were charged with felonies: breaking and entering, conspiracy and arson. The group became known as the Biltmore 10; Nuñez was acquitted in 1969.” Núñez also played a major role in the 1969 UC-Santa Barbara Conference of Chicano students, professors and activists, which resulted in the creation of “El Plan,” which the archives project describes as a “blueprint for the codification of Chicano studies programs at the university level.” The “El Plan” document is one of many items featured in the exhibit. Núñez’s career is well-documented in the exhibit, from when he became director of the
Centro de Estudios Chicanos at SDSU in 1969 to when he retired in 2002 as professor emeritus of Chicano studies. Ortiz, the SDSU professor, says the exhibit’s papers show today’s students how individuals and students of the past “helped democratize universities by pushing for Chicano studies.” “And today, they have the opportunity to study the history and condition of Chicanas and
Chicanos, something that was not available in the 1960s,” Ortiz said. “It came out of the struggles by many of the people whose papers are now in the archive, who at that time were students.” One of the most convenient aspects of the Chicana & Chicano Archive Project is that, even though it’s currently on display in San Diego, you don’t have to go to California to see it. That’s because many of the exhibit’s papers have been put online in a highly interactive online version of the display readable in both Spanish and English. The online version features a finding aid database. To visit the site go to: http://scua.sdsu.edu/exhibits/online/2010/10/Un idosPorLaCausa/index.shtml. As for the physical exhibit, it was designed for travel. It has appeared at local libraries and the like, and SDSU takes bids to bring the exhibit to various host sites. The exhibit exists thanks in large part to a $10,000 grant from the President’s Leadership Fund at SDSU, which provides the university with discretionary resources to underwrite a variety of projects that might not otherwise get funded. The benefactors can take comfort in knowing that their investment in the Chicana & Chicano Archive Project was money well-spent. As evidence, consider that earlier this year the exhibit won the Cultural Diversity award at the 2011 Annual Historic Preservation Awards sponsored by the City of San Diego Historical Resources Board. “That was important because the historic
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preservation awards are generally for buildings,” Ray, the SDSU archivist, said. “This particular award we got was in recognition of the community memory that’s been preserved. That’s an indication of its success and significance.” Despite the accolades the exhibit has received, serious challenges remain. In addition to the need to continue to collect and process documents from the Chicano Movement, funds must be raised to continue the work. “That’s our main challenge right now, to raise more money to process additional collections that are acquired,” Ray said. “There’s a lot of material out there still in garages and attics and basements of people in the movement.” Ray said he hopes the project’s success shows people who have items from the movement that they can trust SDSU to give the materials the respect they are due. “We’ve shown that we care about it,” Ray said. “We will process it and make it usable, put it in an exhibit and allow students and researchers to share in it so that it can affect their research.” For more information about the Chicana & Chicano Archive Project, contact Roberta Niederjohn, marketing and communications specialist at the SDSU Library at (619) 594-4991. Her e-mail address is rniederj@mail.sdsu.edu.
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Ray Suárez:
MEDIA/JOURNALISM/TELEVISION
When
From Scrappy Kid in Brooklyn to Distinguished Journalist
by Marilyn Gilroy
viewers see and hear senior correspondent Ray Suárez on the PBS News Hour, they see no apparent traces of the “scrappy Puerto Rican kid from Brooklyn,” which is how he characterizes himself as an adolescent. But when Suárez starts talking about his upbringing, the descriptions of the “old neighborhood” are vivid enough to make it feel like you are walking the streets with him. His roots are very much a part of who he is and how he became a journalist. “I grew up in Bensonhurst, which was a very diverse place,” he said. “In my neighborhood, almost everyone over a certain age spoke English as a second language. I grew up hearing Spanish, Italian and Yiddish. But the diversity made us feel like we were in the mix and that we weren’t isolated from the rest of the world.” Young Rafael (Ray) Suárez was a newspaper carrier, and as he went on his route, he enjoyed the sights and sounds around him, such as foghorns on the water and views of the Verrazano Narrows Bridge. But it wasn’t an idyllic situation. It was the early 1960s, and as Suárez says, this was a time when it wasn’t easy for Puerto Ricans to rent apartments in parts of Brooklyn. “My parents made a strategic move to a neighborhood that wasn’t always welcoming to us,” he said. “But they wanted my brother and me to go to the best elementary schools.” To counter any prevailing stigma about being Puerto Rican, Suárez recalled that his mom made sure she sent her sons out the door
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dressed better and more neatly than the other kids. Although he still encountered racism that made him a little cautious and wary in some situations, he did not let it become a “big deal” in his young life. “There were kids who were sometimes nasty and condescending to Latinos, but I didn’t let it matter so much to me,” he said. In fact, it taught him something about human nature. “I learned that what people knew, especially about groups such as Puerto Ricans, was not always flattering and not accurate,” he said. “I also learned that people sometimes act out of fear and insecurity.” One of the big advantages of living in the Bensonhurst neighborhood during the 1960s was that Suárez went to school with children who assumed they would be successful and go on to college. It was a powerful message that ran counter to his own upbringing, in which most family members did not have an opportunity to get much education. Suárez spoke about his early school days during an interview in support of public education for the United Federation of Teachers in New York City. He explained how those early years and the kids he hung out with, as well as his teachers, influenced his life. “Some of these kids knew education was their ticket out of Brooklyn and they had grand plans for their lives,” he said. “Other kids hated school and were suspicious of academic success.”
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Fortunately, Suárez was placed in the tracking for “smart kids,” which made all the difference. “You can’t predict how your life could’ve been, but that was a really important game changer,” he said. The teachers also exerted a positive influence, with many of them nurturing Suárez’s love of learning, especially his English and social science teachers, who he still recalls by name when talking about them. Eventually, Suárez chronicled the fondness that he and others felt for the closeknit, diverse community as part of his book, The Old Neighborhood: What We Lost in the Great Suburban Migration 1966-1999. The Paradox of the Pioneer The idea of a career in news became a passion for Suárez in his teens. He worked on his high school newspaper and, while in college, worked at both the newspaper and radio station. But he did not major in journalism. Instead, his undergraduate major at New York University was African studies. It was a choice that grew out of his fascination with the uprisings on that continent in the 1970s, such as the revolution for independence in British-controlled Rhodesia, which later became Zimbabwe. Once out of college, Suárez said he spent his early career “flopping back and forth between television, radio and print media.” During his 30-plus years in journalism, he has worked as a radio reporter in Rome, a reporter for various American and British news services in London,
and Los Angeles correspondent for CNN. He spent seven years covering local, national and international stories for the NBC-owned station WMAQ-TV in Chicago. Although newsrooms have become more diverse, Suárez’s entry-level jobs were at places in which he usually was the one and only Latino reporter. “I wound up being a pioneer among Hispanic journalists by default. There were no models on the network level,” he said. “You don’t choose when you’re born.” Suárez wrote about that time in an essay for the Neiman Foundation for Journalism at Harvard, calling it an era of “potential and paradox” for Latino reporters. “My own [newsroom] duties were largely carried out in seas of White men in white shirts named Dick and Bob,” he wrote.” I didn’t know that what I was looking at, as I made coffee, changed wire machine ribbons, and answered the phone, was the end of an era. Through lawsuits and community pressure, occasionally even out of a desire to do the right thing, the doors of local and national newsrooms were slowly being pried open.” Like many minority reporters at that time, Suárez said there was a temptation to assign him to Latino-related stories, which he refers to as the “taco beat.” He said editors finally realized “there is no such thing as a Latino electric bill, a Latino tax return or a Latino mass transit system.” On the other hand, there were expectations from the Latino community, which wanted him to represent their interests and create a truer portrait of Latinos, one that did not solely focus on poverty, crime or other “life in the barrio” stereotypes. “They would ask: why is your newsroom only here when there is a crime?” he said. “When you are covering a community that is underserved or badly served by the news media, there is a genuine need to want good news or other important stories about them to be told.” The expectations did not stop there. Suárez said that the pressures of being “one of the firsts and one of the onlys” included well-meaning invitations for community appearances, from principals who asked him to talk at schools to those who wanted him to be a parade grand marshal. “There were times when I felt like everyone wanted a piece of me, which was hard because I was working full time,” he said. Although he struggled with these issues, he
continued his quest for positions in the news business that would allow him to explore the world and tell compelling stories. The opportunity to fulfill that dream was enhanced by his transition to public broadcasting in 1993 when he became host of the radio news program Talk of the Nation. It was a demanding but rewarding job that he loved, and which cemented his reputation for excellence in reporting. “That program worked out better than I ever expected,” he said. “It was the beginning of the Clinton administration in Washington, and there
a Washington-based senior correspondent. These days, many of his NewsHour assignments focus on global health issues. His most recent stories have taken him to Haiti for follow-up on the recovery from last year’s earthquake, as well as to South Africa, Mexico, Peru and Tanzania. Some of the stories are breaking news, such as when he went to Mexico after the H1N1 flu virus broke out. Others are a result of planned coverage, such as the story about changes in Peru’s childbirth practices designed to bring down the rate of maternal deaths. Suárez talked about his work on the health care beat during a recent
“I grew up hearing Spanish, Italian and
Yiddish. But the diversity made us feel like we were in the mix and that we weren’t isolated from the rest of the world.” Ray Suárez, senior correspondent, PBS NewsHour was a combination of variables that contributed to great radio.” For example, the program went live to South Africa for on-site broadcasts of the first all-race elections in that country. In 1994, Talk of the Nation won the prestigious Alfred I. duPont-Columbia Silver Baton Award for that groundbreaking coverage. The following year, Suárez and the staff shared another Silver Baton award for coverage of the first 100 days of the 104th Congress. Suárez joined the PBS NewsHour in 1999 as
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interview at KCTS, the PBS affiliate in Seattle. “We shine a spotlight on less-covered parts of the world,” he said. “We bring into our viewers’ homes the daily life of a place like Tanzania, which is a 20-hour plane ride, and we show how developments in science and research and policy changes can affect how health care is delivered in a poor country.” Suárez believes that in this interconnected world, we are all impacted by world health events and, therefore, citizens in the United States can no longer ignore those things happening in
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faraway places. “Someone got on a plane in Mexico with the H1N1 virus and within 48 hours there were cases in Australia, Britain, Ireland and the United States,” he said, adding that the same thing happened with SARS when someone brought the virus from China to Toronto, forcing quarantines in many parts of the city. Suárez has a great deal of pride in the work of PBS, which he says looks and sounds better than ever. The NewsHour has steadily held its audience size at three to 3.5 million, a higher number than any national newspaper or cable network news channel. “PBS has maintained its viewers because we believe there is an audience that wants long, more informed storytelling and more in-depth coverage,” he said. Suárez continues to be motivated by his work because he believes this type of journalism arms people with the information they need to be better citizens. But he does think that news organizations need to do more to engage their audiences. “Most people lead lives that are demanding and difficult, with many distractions,” he said. “We cannot just shoot stories at them that are full of facts and figures and expect it to have meaning for them or for them to retain the information.” Needless to say, Suárez has earned many accolades and awards for his work. In addition to receiving several honorary doctorates from colleges and universities, he has received a Distinguished Alumnus Award from New York University and a Professional Achievement Award from the University of Chicago. He received the 1996 Rubén Salazar Award from the National Council of La Raza, and the 2005 Distinguished Policy Leadership Award from the University of California-Los Angeles’ School of Public Policy. His book The Holy Vote: The Politics of Faith in America won a 2007 Latino Book Award for Best Religion Book. Suárez was a founding member of the Chicago Association of Hispanic Journalists. He is a Life Member of the National Association of Hispanic Journalists, and in 2010, he was inducted into its Hall of Fame, cited for his “consummate professionalism and a record of achievement that should inspire journalists everywhere.”
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Interesting Reads Black Mexico By Ben Vinson III and Matthew Restall The essays in this collection build upon a series of conversations and papers that resulted from “New Directions in North American Scholarship on Afro-Mexico,” a symposium conducted at Pennsylvania State University in 2004. 2009. 278 pgs. ISBN: 978-0826347015. $29.95 paper. The University of New Mexico Press, (505) 277-2346. www.unmpress.com.
Marvels & Miracles in Late Colonial Mexico By William B. Taylor Miracles, signs of divine presence and intervention, have been regarded by Christians, especially Catholic Christians, as central to religious belief. This book consists of three rare documents about miracles from the second half of 18th-century Spain’s Bourbon dynasty, each accompanied by an introductory essay. 2011. 160 pgs. ISBN: 978-0-8263-4975-0. $34.95 paper. The University of New Mexico Press, (505) 277-2346. www.unmpress.com.
Wealth of Selves By Edwina Barvosa Many of us have multiple identities, ranking ourselves according to ethnicity, marital or family roles, political affiliation, or sexuality, we use to shape our behavior and selfunderstanding at any given time. The author explores how these identities interact. 2008. 288 pgs. ISBN: 978-1-60344-069-1. $35.00 cloth. Texas A&M University, (979) 845-1436. www.tamu.edu/upress.
and Media...
The Invisible Line: Spain’s Islamic Heritage Guiding viewers through the rich and complex history of the Iberian peninsula, this eight-part series showcases major facets of the Islamic presence in Spain and the prolonged interaction between Arab, North African, and indigenous European cultures. 2001. DVD (Spanish, 8 part series; 25 minutes each). $799.00. Films for the Humanities and Science, (800) 257-5126. www.films.com
Major League Baseball Profiles, 1871-1900, Volumes 1 and 2 Compiled and edited by David Nemec; 2011 Vol. 1-688 pgs.; vol. 2 - 576 pgs. ISBN: vol. 1- 978-0-8032-3024-8; ISBN: vol. 2 - 978-0-8032-3532-8 paper. University of Nebraska Press, (402) 472-3571. www.nebraskapress.unl.edu.
W
ith the World Series capturing headlines, our thoughts turn to baseball. Today’s baseball has its share of colorful characters with equally colorful nicknames, but what many baseball fans don’t realize is that early major league baseball was not immune to scandal, controversy or larger-than-life players. Baseball has been around since 1871, when America’s pastime was disorganized and operated like the Wild West – little in the way of rules governed play. In its infancy, major league baseball was anyone’s game, and that meant that any number of rascals and shady characters could get into the game, along with anyone from the athletically wellendowed to captains of industry, managers and umpires. Somehow, this odd confederation transformed club-based neighborhood teams into the first professional federations with formalized rules. Along with organization and rules came commerce, and an industry was born. With painstaking attention to detail, Major League Baseball Profiles, 1871-1900 volumes 1 and 2 profiles every key contributor to the major league game from May 4, 1871, through Dec. 31, 1900. For anyone seriously hooked on baseball, this is about as “inside baseball” as you can get. Volume 1 profiles all the key position players and pitchers of the 19th century, giving detailed information about each player’s role in the game. It not only features the player’s highlights, it also covers his entry into the game as well as his exit – sometimes graceful, sometimes less so. Nothing escapes the author’s scrutiny, from the high points and low, most important achievements, relationship to ground-breaking diamond occurrences, in addition to fascinating personal information about these pioneer players. In Volume 2, the author sets his sights on Hall of Fame players from 1871 to 1900, as well as 20 other figures who aren’t yet enshrined, but arguably should be because of their considerable impact on the game. The author makes a powerful case for these players finding their way to Cooperstown one day. Baseball had its share of scandals, which the author notes in volume 2. While steroids are the scandal du jour in the 21st century, he shows that scandals are timeless and come in all forms. He includes stories about what he calls “early day baseball’s crooks, madcaps, homicide victims, suicides, and missing persons.” But he also profiles and gives credit to the managers, team owners and umpires who helped give the game its structure and shape. David Nemec compiled both volumes and has unquestionable credentials when it comes to chronicling America’s pastime. He is the author of 23 baseball books, including Great Encyclopedia of 19th-Century Major League Baseball, winner of the Sporting News SABR Baseball Research Award. He has produced in these volumes a perfect gift for the baseball aficionado in your life. Reviewed by Mary Ann Cooper
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LANGUAGE/ESL
In Other Words by Mary Ann Cooper
Ifof these terms and phrases. Here’s some lingo that you might know:
you are going to walk the walk, you’re going to have to talk the talk when it comes to being informed about all things Hispanic. Test your knowledge
Botánicas Unlike tienditas, botánicas are neighborhood stores in the Latino community that sell items connected to the health and spiritual needs of their patrons. Here you’ll find homeopathic medicines, herbs, teas and ointments as well as religious articles. Many botánicas have special private areas where practitioners of the healing and spiritual arts can offer consultation and provide treatments. Brujería This form of witchcraft originated in medieval Spain and is believed to have its roots in an earth religion practiced by ancient Celts. In Latin America, brujería is the term for a magic spell. A practitioner of brujería is called a brujo or bruja. The bruja or brujo sells herbs, potions and amulets as well as performing rituals and casting spells for clients. Caló A slang speech style used in the Mexican-American and Chicano community that uses words and phrases from Romany and Spanish sources, caló was originally created by gypsies of the 19th century who migrated to Spain from Egypt. The slang language was then transported to the Americas through Mexico City and took root in El Paso, Texas. Curanderismo The traditional medical system among MexicanAmericans, curanderismo utilizes wild plants grown for medicinal purposes. The plants are traditionally grown by the practitioner, but exotic plants not found in the Americas are imported for use in herbal remedies. The word is taken from the Spanish curandero or curandera, meaning healer. Dia De Los Muertos Spanish for Day of the Dead, Dia de los muertos is a national holiday in Mexico and throughout Latin America celebrated on Nov. 2. It is a day when family and friends gather to pray for and remember friends and family members who have died. A ritual performed
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during this holiday is the cleaning of the graves of loved ones. Espiritismo A Latino religious practice blending African, Native American and European folk beliefs and practices, espiritismo is based on the belief that the spirit lives on after death and can communicate with the living through mediums to heal, solve problems and give advice. Practitioners meet in homes to pray and ask spirits to possess them to heal and give advice to others. Exilio This term refers to those living in exile. It is most commonly used to describe Cuban-Americans, who were exiled for political reasons as early as 1823, but other Latino groups are associated with the term as well. During the 1930s, Mexicans were exiled during the Mexican Revolution. In the 1970s pro-Allende activists and organizers were exiled from Chile. La Tiendita A neighborhood and usually family-owned store found in Latino communities, a tiendita is also known as a tendajo, tendajito or bodega. It is a basic community retail establishment selling staples like eggs, milk, bread and canned food. These stores are essential for community residents who lack transportation to larger stores and are the center for social interaction in some neighborhoods. Mestizaje Promoted as a way to stabilize Latin American and Caribbean nations, the practice of mestizaje encourages the blending of different cultures and races to create a society with one unique national identity. Advocates say that this practice produces an evolved society in which racism does not have a chance to take root. Quelites This term refers to edible wild plants. Quelites is actually the
Spanish word for lambsquarters, a green leafy edible plant used in salads or as seasoning for soups and stews. Mexican-Americans associate quelites with Lent, when Catholics abstain from meat at various times during this season. Quinceañera It literally is a Spanish phrase meaning one who is 15, and is used to describe a birthday celebration for a young woman’s 15th birthday. The event is also referred to as the Fiesta de Quinceañera. Symbolically, the birthday represents the transition from childhood to adulthood for the young girl. This tradition has been observed since the early years of the 20th century. Papalotes The term papalotes is taken from the indigenous Nahuatl language from Mexico and means kite. Although invented in China, kites came to Mexico with the arrival of Spanish explorers. Mexican fiestas often feature a form of papalotes called papel picado, banners originally made of tissue paper. The use of papel picados goes back to the days of the Mexicas, a people originating from Central Mexico. Piñatas These papier-mâché hollow figures filled with candy and trinkets have become staples at children’s birthday parties, but originated in China and were introduced to Europe by Marco Polo. They were introduced to Spain as an Italian import called pignatta, which means fragile pot. Culturally, the breaking of the piñata also symbolizes the religious battle between good and evil. Salsa An all-encompassing term that describes several types of AfroLatino musical forms, salsa is Spanish for gravy or sauce. The term began being used widely in the 1970s to describe Latin music. Toward the end of the 20th century, salsa was established as a fusion of urban rhythm and dance music as it became more mainstream. Santería Derived from the Spanish word for saint, Santería is a Cubanbased healing and belief system with an emphasis on African roots, particularly Yoruban gods. The center of Santería activity is a house run by a head priest or priestess assisted by mediums. Santería has raised ethical issues because of its ritualistic use of animal sacrifice. Santeros and Santeras This Spanish term is derived from the word santo, meaning holy image. This art form is prevalent in New Mexico and Puerto Rico, but it is not limited to the Southwest or Latin America. It can also be found on the East Coast. Santeros and Santeros are those who carve or paint these holy images. 16 de Septiembre This date marks the beginning of Mexican Independence from Spain and is celebrated in Mexico with a re-enactment of the Grito de Dolores, a speech given by Father Miguel Hidalgo y Costilla to rally the people in the tiny village of Dolores to rebel against Spain. This date also launches Hispanic Heritage Month in the United States. Teatro Campesino Also known as El Teatro Campesino or the Farm Worker’s Theater, this development in the Chicano/a movement was inspired by the efforts of César Chávez to organize farmworkers. Chávez believed that the theater group would educate and entertain workers as well as serve as a propaganda and fundraising tool for workers’ rights.
Telenovelas The term is from the Spanish, meaning television novel. It is the Latino equivalent of the American soap opera and is one of the most popular forms of entertainment in the world. The telenovela has its origins in the 19th-century French serialized novel, the feuilleton. Unlike American soap operas, which are continuous dramas, telenovelas have an established dramatic arc with a beginning, middle and end. Vaqueros The word is derived from the Spanish word for cow (vaca). It is a term for anyone in the Western Hemisphere who makes his or her living raising, driving or working with cattle. The vaquero lifestyle is also the basis of the American cowboy legacy in the west as exhibited in rodeos and the ranching lifestyle. It was Spanish settlers who first introduced cattle and horses to the Americas. Vejigantes Derived from the Spanish word verjiga, which means bladder, vejigantes are characters that have been part of carnival celebrations and festivals. During these festivals, vejigantes inflate a dried cow’s bladder that is painted to look like a balloon, and run after children with it to amuse them. Vejigantes are part of the culture of Puerto Rico. During festivals, vejigantes are sometimes portrayed as Moors battling Christian knights, representing the classic holy wars between these groups. Virgen de Guadelupe Devotion to this Mexican icon began when Nahua Indian Juan Diego says the Virgin Mary appeared to him in Guadelupe in 1531. A Basilica was constructed on that site to honor the Virgin Mary. Her feast day is Dec. 12, a date celebrated throughout the Western hemisphere, particularly in Mexico City. Images of the Virgen de Guadelupe have been politicized over the years with her image being used by Mexican revolutionists and striking farmworkers to promote their causes. Virgin de la caridad del cobre This object of veneration is the patroness of Cuba, whose basilica, named Basílica Santuario Nacional de Nuestra Señora de la Caridad del Cobre, built in 1926, is situated in village El Cobre, near Santiago de Cuba, Cuba. The story of La Virgen de la Caridad del Cobre began in the early 1600s when three men in a boat were caught in a storm. Praying for protection, they saw a statue of the Virgin Mary holding the child Jesus and a gold cross fastened to a board with an inscription saying “Yo Soy la Virgen de la Caridad” or “I am the Virgin of Charity” floating in the water, and they were saved. Ybor City Located in a historic district of Tampa, Fla., Ybor City was founded in the 1880s by cigar manufacturers and was widely known as one of the most important cigar centers of the world. From the period of the Great Depression to after World War II, the cigar industry left Ybor City, and it became a city in ruins. Most recently, it has been redeveloped into a entertainment and nightclub district and designated a National Historic Landmark District. Zapatistas This is the name of the Liberation Army of the South, a militia group created in 1910 that fought in the Mexican Revolution and was commanded by Emiliano Zapata, one of the leading figures in that uprising. This band of poor peasant farmers who were part-time soldiers was largely disbanded in 1919 when their charismatic leader, Zapata was assassinated.
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ARTS
Celebrate the Hispanic Heritage in Classic and Contemporary Literature No
by Debra Johanyak academic study of world literature is complete without paying respect to the tremendous contribution of Hispanic authors who, past and present, continue to significantly influence global literary movements. From the 16th-century Age of Discovery to the 20th-century postmodern era, Hispanic literature from the Old World and New World, from North America and South America, presents an important chronicle of cultural evolution and literary achievement. As classic and contemporary literature students read Spanish-speaking authors, they learn to appreciate the richness of Hispanic history and traditions. Writers like the following have influenced Western civilization in important and enduring ways. One of the earliest classical works is Miguel de Cervantes’ Don Quixote (complete title: The Ingenious Gentleman Don Quixote of La Mancha). Some believe this book is among the best ever written. Published in two parts, in 1605 and 1615, the story features an idealistic but confused hero whose good deeds clash with the dying values of an unconcerned world. This theme represents Western ennui in the wake of the Renaissance as realism challenged idealism for mastery of the intellectual mind.
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Don Quixote features a picaresque hero who sets off on a quest for meaning and purpose. The work satirizes popular period stories of romance, chivalry and comedy reminiscent of Spenser’s The Faerie Queene and Shakespeare’s A Midsummer Night’s Dream. Miguel de Cervantes Saavedra was born in 1547 near Madrid, Spain. After studying philosophy and literature in Italy, he entered the Naples military in 1570, and his left hand was injured by gunshot in the 1571 famous Battle of Lepanto. On the voyage home, he and other Christians were captured by pirates and held until 1580, when a ransom was paid. Later, Cervantes worked as a tax collector, but also served prison time as a debtor. In 1613, The Exemplary Novels of Cervantes (Novelas ejemplares) was published. This work included stories based on personal experience with gypsies and pirates. Cervantes died in 1616 – the same year as William Shakespeare – and is buried in Madrid. His writings should be required reading for students of early modern literature, as Don Quixote blends innocence with experience and solemnity with comedy to fashion meaningful stories for all. Federico del Sagrado Corazón de Jesús García Lorca (“Lorca” in Western vernacular)
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was born in 1898 and died in 1936. One of Spain’s foremost poets and dramatists, Lorca’s writing especially reflects 1920s and 1930s literary themes. Lorca lived at the Residencia de Estudiantes in Madrid in 1919 and in 1821 formed a friendship with artist Salvador Dali, who designed scenery for Lorca’s 1927 play Mariana Pineda. Lorca’s best-known poetry collections include Canciones (Songs, 1927) and Romancero Gitano (Gypsy Ballads, 1928). His most popular 1930s dramas were Bodas de Sangre (Blood Wedding, 1933), Yerma (1934), and La Casa de Bernarda Alba (The House of Bernarda Alba, 1936), whose earthy themes and realistic depic-
tions drew widespread acclaim. Lorca’s book of poems, Gypsy Ballads, helped his reputation as a poet to flourish. During the Spanish civil war, it is believed that Lorca was shot and killed by followers of General Franco. His contributions to drama and poetry and his political convictions are inspirational, suggestive of authors like Earnest Hemingway, who adopted causes beyond their immediate spheres of influence to cast a longer shadow in the literary world. Jorge Luis Borges was born in Buenos Aires, Argentina, on Aug. 24, 1899. A short time later, his family relocated to a seedier part of the city. Borges intellectualized his vivid observations and colorful impressions of loose women and passionate men who lived, loved and fought all around him. Of particular influence was his paternal grandmother, Francis Haslam (“Grandmother Fanny”), who told Borges stories of ancestral freedom fighters and the regional frontier. Her English dry wit influenced his concise writing style. Borges’ English nanny likewise added to his understanding of European culture. Visiting his mother’s relatives, he learned about ranch life and nature. As the father’s eyesight grew weaker, he moved the family to Geneva, Switzerland, where the children entered high school and Borges was exposed to Symbolist literature in the works of Verlaine, Rimbaud and Mallarmé, which helped him understand abstract writing. He admired Schopenhauer’s philosophy and Walt Whitman’s poetry. In 1919, the family moved to Spain. Young Borges joined a group of idealists and became a free thinker and pacifist. In 1921, the family returned to Buenos Aires, and two years later he published his first poem collection, Fervor de Buenos Aires. His sister Norah provided a woodcut cover, and 300 copies were given away. Returning to Switzerland in 1923 for his father’s additional vision treatment, Borges published some poems and Fervor received a positive review. His family returned the following year to Argentina,, where Borges began to be recognized as a poet. He published literary works and magazine pieces with moderate success. Books of poems emerged during the late ’20s, including Luna de Enfrente and Cuaderno San Martín, for which he received the Second Municipal Prize of 3,000 pesos. During the 1930s, Borges published essays, including Historia universal de la infamia (A
Universal History of Infamy), Crítica, and Historia de la eternidad (A History of Eternity). He translated the works of Virginia Woolf and William Faulkner into Spanish and, while holding a library cataloguing job, experimented with postmodernism in works such as “The Library of Babel” and a collection of stories titled The Garden of Forking Paths (later retitled Artifices and then Ficciones). He wrote against Nazism, anti-Semitism and fascism. When Juan Perón became president in 1946, Borges was promoted to government inspector and promptly resigned. His political stance recalls that of American playwright Arthur Miller, whose drama The Crucible criticized the U.S. government’s 1950s communist witch-hunt. In the 1940s, Borges gave literary lectures in Argentina and Uruguay, and in 1950 he was elected president of the Sociedad Argentina de Escritores (Argentine Writer’s Society). Later, Borges was made director of the National Library, and in 1956 he won the National Prize for literature. In 1960, his El hacedor (The Maker) was published, later retitled as Dreamtigers, a collection of prose, parables and poems. In 1961, he and Samuel Beckett shared the Publishers Prize (Formentor Prize) and $10,000 award. In 1975, he published El libro de arena (The Book of Sand). Borges died in 1986 at age 86. A sample stanza from his poetry depicts the beauty and depth of his style: The Art of Poetry To gaze at a river made of time and water And remember Time is another river. To know we stray like a river And our faces vanish like water. To feel that waking is another dream That dreams of not dreaming and that the death We fear in our bones is the death That every night we call a dream.... (www.poemhunter.com) Octavio Paz (1914-1998) grew up in Mexico City. His paternal grandfather, Ireneo Paz, was an intellectual novelist. After Zapata’s assassination, his family came to the U.S. in exile. Paz was influenced by Spanish writers Gerardo Diego and Antonio Machado, along with English poets D. H. Lawrence and T. S. Eliot (born in the U.S., Eliot became a naturalized Briton at age 39). In 1937, Paz attended the Second International Writers Congress in
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Defense of Culture, in Spain, and supported Republicans fighting fascism in Spain’s civil war. In 1938, he married Elena Garro, who became a leading Mexican author. Inspired by modernist and surrealist movements, he wrote a sequence of prose poems, Aguila o sol? (Eagle or Sun? 1951) examining Mexico’s past and future. After attending the University of California-Berkeley, he was a Mexican diplomat in New York and later Paris, where his work The Laberinto de la Soledad (The Labyrinth of Solitude) explored Mexican identity and thought. Later Paz traveled the world and eventually divorced his wife, marrying a Frenchwoman named Marie-José Tramini a few years later. Between 1970 and 1974, he lectured at Harvard University, resulting in a book titled Los hijos del limo (Children of the Mire). In 1977, he won the Jerusalem Prize for literature, and the Cervantes Award in 1981, Neustadt Prize in 1982, and Nobel Prize for Literature in 1990. In 1980, he received an honorary doctorate from Harvard. Paz examined the human condition from within (spiritual and political views), and without (personal and social freedom), paving the way for later writers who experimented with symbolism and modernism. His poetry embraces universal themes of beauty, desire and love. Sandra Cisneros (1954- ) was born to Mexican parents on Dec. 20, 1954, in Chicago, Ill. She frequently writes about the Latina experience. Her best-known book, The House on Mango Street, about a young Latina coming of age in Chicago, has sold more than two million copies. Cisneros has published several poetry collections, including My Wicked, Wicked Ways (1987), which critics accepted moderately well. She received a MacArthur Foundation Fellowship in 1995 and the Texas Medal of the Arts Award in 2003. Cisneros attended Loyola University in Chicago, where she decided to become a writer. Receiving her diploma, she enrolled in the highly respected Iowa Writer’s Workshop. It was here she realized that her Hispanic and particularly Latina experiences were different from those of other students; this gave her courage to write The House on Mango Street, which enjoyed great success. While teaching at California State UniversityChico, Cisneros received a National Endowment for the Arts grant for a fiction book called Women Hollering Creek and Other Stories, a collection of short stories about Mexican-
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American women living on the Texas-Mexico border. Random House published the book in 1991, and it received positive critical reviews. Cisneros joins the ranks of feminists whose writings explore racial and cultural heritage – bell hooks, Maxine Hong Kingston and Alice Walker. Gabriel José de la Concordia García Márquez (1927- ) is a Colombian novelist, short-story writer, screenwriter and journalist recognized as one of the most influential 20thcentury authors. His most prestigious achievement was receiving the 1982 Nobel Prize in Literature. In 1958, he married Mercedes Barcha. In addition to widely acclaimed nonfiction and fiction, Márquez is best-known for novels, particularly One Hundred Years of Solitude (1967) and Love in the Time of Cholera (1985), a fictionalized account of his parents’ courtship. His writing utilizes an emerging literary style called magical realism, which explains real events through mystical elements, a technique likewise employed by Isabel Allende. His grandfather’s war stories shaped Márquez’s writing style, as did his grandmother’s influence in regarding the supernatural as seemingly natural. Her deadpan style is evidenced in his novel One Hundred Years of Solitude. Márquez’s admired the works of Virginia Woolf and William Faulkner, with their personal and regional themes. Márquez’s socialist, anti-imperialist views led to friendships with leaders such as Cuban president Fidel Castro, described by Márquez as an intellectual connection. Márquez’s writings provide a panoramic vision of his life and musings that can be enjoyed by readers around the world today. Isabel Allende (1942- ) was born in Lima, Peru, but raised in Santiago, Chile, in her grandparents’ house, after her parents’ divorce. Allende has written several novels and a shortfiction collection, along with plays and stories for children. Her first novel, The House of the Spirits, was made into a 1994 film. Her grandmother’s stories and fortune-telling interests impacted Allende’s style. Allende’s father was a first cousin of Chilean president Salvador Allende (1908-1973), who was assassinated in a 1973 military takeover. Allende’s family relocated to Venezuela. The House of the Spirits (1982), a commercial success, describes personal and political conflicts in a Latin American intergenerational family. The book received the Quality Paperback Book Club
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New Voice Award nomination. Her next book, Of Love and Shadows, is about switching two infant girls at birth. The novel received a Los Angeles Times Book Prize nomination. Her novel Portrait in Sepia was published in 2001. Allende’s Paula (1995) was devoted to her daughter’s 1991 illness and death. In September 1996, Allende was honored at the Hispanic Heritage Awards for her contributions to the Hispanic American community. Although Allende’s writing has been compared to that of Márquez, she has been harshly criticized by those who dismiss her as a commercial writer. However, the Los Angeles Times refers to Allende as a “genius,” and she received the Dorothy and Lillian Gish prize, which goes to writers “who have contributed to the beauty of the world.” In 2007, Latino Leaders Magazine proclaimed Allende the third-most influential Latino leader in the world. Allende’s website indicates that she has published 19 books in 35 languages with more than 57 million copies sold; she has received 12 international honorary doctorates and 90 awards in more than 15
countries. The author started the Isabel Allende Foundation to empower women and girls around the world. Like other authors in exile who write about their people and nations, such as Iran’s Azar Nafisi, Allende’s work focuses global attention on the plight of Mexican women living between two worlds. Hispanic authors like those above contribute a wealth of insight to world literature. Transcending place and time, they offer a unique and yet universal perspective on the human condition, and help us celebrate their individualized and yet synergistic Hispanic heritage. Debra Johanyak, Ph.D., is a professor of English at the University of Akron Wayne College in Orrville, Ohio, dljohan@uakron.edu.
Department of Electrical & Systems Engineering
Faculty Positions in Market and Social Systems Engineering Tenure-Track or Tenure Faculty
The University of Pennsylvania seeks outstanding individuals for a tenure-track or tenured faculty position in the Department of Electrical and Systems Engineering to start July 1, 2012. Applicants must have a Ph.D. in Engineering, Applied Mathematics, Computer Science, Operations Research, or equivalent. This search focuses on candidates working at the mathematical and computational foundations of Market and Social Systems Engineering - the formalization, analysis, optimization, and realization of interconnected systems that increasingly integrate engineering, computational, social and economic systems and methods. We are particularly interested in candidates who have a vision and interest in defining the research frontier and education of next-generation leaders and will contribute to the formation of a new interdisciplinary undergraduate program in this interdisciplinary field. The University of Pennsylvania is pioneering a new undergraduate program on Market and Social Systems Engineering (MKSE) http://www.mkse.upenn.edu, as an interdisciplinary effort focused on topics at the burgeoning intersection of systems engineering, operations research, game theory and mechanism design, algorithmic aspects of economics and sociology, and many related areas. The program is designed to embrace the emerging scientific and engineering principles underlying phenomena as diverse as network science, social networking, web search and its monetization, electronic commerce, modern financial networks, and many others.
The University seeks individuals with exceptional promise for, or proven record of, research achievement who will excel in teaching undergraduate and graduate courses and take a position of international leadership in defining their field of study. Leadership in cross-disciplinary collaborations is of particular interest.
Interested persons should submit an application by completing the form located on the Faculty Recruitment Web site at http://www.ese.upenn.edu/opps/ including curriculum vitae, and the names of at least three references. The University of Pennsylvania is an Equal Opportunity Employer. Minorities/Women/ Individuals with Disabilities/Veterans are encouraged to apply.
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ARTS
Move Over, Salvador Dali ... The Wild and Wacky Art of Eduardo Milieris
How
by Thomas G. Dolan would you like to buy a new wristwatch that looks like it’s been washed up from the sea or found in a junkyard, one that not only cannot tell time, but was never intended to, for it’s only got a second hand? If not, you’re missing out, for there are an increasing number of art aficionados who pay top prices for the offbeat work of the Long Island City, N.Y.-based, Uruguay-born artist Eduardo Milieris. His battered wristwatches which can’t tell time are just one variation of a wide range of work as surreal and eccentric as that of Salvadore Dali, though the influences he names are Wassily Kandinsky, Jackson Pollock and, especially, Alexander Calder. Milieris was born in 1960 in Montevideo. He recalls, “I started working with watches as a child, painting the crystals and modifying the bands and bracelets. Apparently my fascination with timepieces goes to earlier times. My mother still keeps my first notebooks from elementary school, where the typical house drawn as a triangle for a roof and a couple of rectangles, with a path, flowers and tree in the front, always sported a clock on top of the front door.” But his great inspiration, Milieris says, “is Calder, a boy who never grew up, talented, with an endless creativity and always playful. Watching him perform with his mini-circus is just delightful.” But, apparently, what he was even more taken with was Calder’s miniature jewelry, put together with tiny nails and rivets. At age 14, Milieris created his first second meter, or device that measures seconds. These eventually morphed into the wristwatches that he sells today. These watches, Milieris maintains, are ideal to take on vacation. True, with only a second hand, you can’t tell the time, but that’s the point. For time is now Milieris’ credo. Or, more formally, as he put on a plaque on his enamel-faced clock with only a second hand, “Ars Longa, Vita Brevis” – art lasts, life is brief. Along the way, Milieris has created many variations, such as his signature sculpture clock, a “slow reading clock,” with three clocks made into one – one with a second hand, the second with a minute hand, and the
third with an hour hand. By the time you figure out the time, the time has changed. Are these timepieces a joke? Well, yes. Is Milieris, as an artist, dead serious about creating them? The answer to that is yes too. Do people actually buy them? Absolutely. In fact, Milieris makes a number of different timepieces, from wristwatches to clocks of assorted sizes, that actually tell time in the conventional manner. Yet it will hardly come as a surprise that even these instruments, which tell time, have their own caprices. Here’s where the battered look comes in. Milieris says he loves to walk along the railroad tracks or the East River to find old pipes, rusted metal, or decayed wood he can use in his creations. Obviously, his timepieces do not look new and bright, but rather dark and dingy, as if they’ve just been dug up out of the ground or washed up on the ocean shore. His rationale? “Imagine 50 years ago someone on a cruise through the Indian Ocean accidentally drops his or her wristwatch overboard and the watch ends up on the bottom until a fisherman finds it clinging from a fishnet,” Milieris explains. “You remove the algae and some crustaceans, you dry it under the sun and you find it looks wonderful.” Why wonderful? It’s junk transmitted into avant-garde art. “I love to give new life to things people throw away,” Milieris says. “I see them as treasures.” Milieris came to New York City on his honeymoon in the early 1990s, and decided to stay. But, as he was later to acknowledge, moving to New York permanently was always in the back of his mind. He considers it “the number one city in the world for artists, in the land of opportunity. It was on the top of my list.” Milieris started selling his wares as a street vendor in Central Park, SoHo, and at arts and crafts fairs. He started Watchraft Inc. in Long Island City in 1996, wholesaling his work to different retailers as well as appearing in art galleries and trade shows. Although it might seem at first glance that Milieris has chosen a novel
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His battered wristwatches, which can’t tell time, are
just one variation of a wide range of work as surreal and eccentric as that of Salvadore Dali, though the
influences he names are Wassily Kandinsky, Jackson Pollock and, especially, Alexander Calder.
approach, but one that, like any novelty, might wear thin and turn static, this is hardly the case, for variety and change are built into his creative process. His art is about time and the moods in flow with the passing of time. Or, as says his administrator/sales manager, Christine Nazario, “Eduardo is intrigued by time and the different ways of displaying or showing time.” Multiple pendulums and second hands show this in different ways. All of Milieris’ work is original. For instance, all of the wristwatch dials are hand-painted. On a larger level, he enjoys making clocks out of wood, not your typical grandfather clock, but with up to 54 pendulums and 54 faces all made out of oxidized polished steel. The watches themselves have variety built into them. His watchbands are made up of sterling silver, solid copper, and solid brass. But he will add variety even here. In his studio, three or four shelves are lined with random glass containers of metal washers. A few soak in a shot glass of saline water, some in a wine goblet with bleach, others in a Mason jar with vinegar. “I’m always experimenting to create certain finishes, to help me discover what’s next,” he says. On occasion, he throws silver on the concrete floor so the texture of the cement mingles with the silver. Sizes vary for men and women. Generally there are three versions, a large face with a wide band, a small face with a narrow band, or a large face with a narrow band. “One of Eduardo’s favorites,” Nazario says, “is a watch with doors which open up with a spring-activated button to show the time.” Milieris started out with just a few designs, built up to 10 to 15, and
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now has reached about 100. But each piece is hand crafted, so there is variety within the designs. For instance, in the Full Moon collection, there are a number of silver moons of different sizes and textures. When a particular design reaches 1,000, it will be retired. The eight current designs are called Cloister, Gates of Time (the watch with the doors that spring open), Full Moon, Porthole, Montevideo Born, Florence, Minstrel, and Heaven & Earth. Nazario explains that “Heaven & Earth is not really a collection. Each is one of a kind. They are made up of square and round washers, with coins that have been taken out of circulation. Some are extremely large, and could be used as weapons.” Milieris also makes bracelets, similar to the watchbands, but without the watches. “Eduardo started the bracelets about two years ago,” Nazario says. “They fit in with the recession, for people who wanted to buy his work, but couldn’t afford the watches. The bracelets sell about half the price.” The watches sell from $500 to $600; bracelets, from $295 to $350. The more elaborate
work goes up to $1,000. Watchcraft is located, says Nazario, “at 59th Street and the bridge, so you can walk across the bridge into Manhattan. The neighborhood looks terrible. It’s a polyglot melting pot.” And, she adds, “a combination of poverty and affluence.” Watchcraft consists of three offices and a studio on the fourth floor of an old six-story building. Milieris, who markets his goods through others, is not a storefront retailer himself, and discourages the general public from visiting, no doubt because it would interfere with his work. However, Watchcraft certainly would be successful as a tourist destination. There are 17 locks on the door. It is bizarrely decorated, with lots of old cameras and clocks including old-fashioned alarm clocks and rusty digital clocks, metal toys hanging from the ceiling, a candleholder made out of an old pipe from the river, a light fixture made out of an old trumpet, other light fixtures made out of air-conditioning ducts, X-rays with the instructions of “Turn them on and see some bones.” There is also what Nazario calls his “‘Pseudo-erotic photography.’ At first glance, you think you might be seeing an unmentionable, but on second glance, you see it’s just a pair of hands against a mirror with smoky lighting and a tricky angle.” Milieris studied photography and other traditional arts courses at the School of Arts in Montevideo. But, he says, “I have no training as a jewelry designer, and I don’t consider myself one. Also I am not a watchmaker. I see myself as an artist who is making watches.” He does consider himself a
photographer, however. He worked as an art photographer in Montevideo, experimenting with black-and-white Polaroids. His favorite work in this medium was a series of small pictures repeated, then manipulated with paint and acid. Milieris recently self-published a book titled Cabo Polonio, the name of the village in Uruguay where he takes his vacations, living in a small cottage on the beach, with no running water or electricity, “It’s his favorite place in the world,” says Naz, in the form of shifting sands, undulating waves and drifting clouds, though there are some shots of children as well. The photos are available on Facebook. Milieris is very much into promotion, especially in art galleries and trade shows. He’ll often let art galleries do his advertising for him, and pay them with his work. He participates in six major shows a year, such as the International Gift Show at the Jacob Javits Center in New York and the American Craft Retailers Expo in Las Vegas. A number of retailers abroad sell his goods in locations including the U.K., Canada, New Zealand, Germany, Mexico and the island of Aruba in the Caribbean. Asked to describe his creative process, Milieris replies, “There are several ways to create something – play and experiment, sit for hours at the drawing board, or pay attention to your dreams. My favorites watches were created after something I thought I saw on someone’s wrist in the subway or in the street. After a closer look, the real piece the person was wearing had nothing to do with what I had seen from a certain distance, but that image is already in my mind. Now it is only a matter of materializing it.” Milieris is one of those rare individuals for whom work and play are one and the same. “I try to have fun in everything I do,” he says. “I try to instill fun in my workplace, to inspire a relaxed and fun atmosphere without the stiffness and anxiety of the race for money.”
“When Eduardo is painting, he sings,” says Nazario. “He’s always in a good mood. He likes to play ping pong, and loves the outdoors, usually taking his camera with him.” He often works long hours, but finds time to spend with his children, his daughter, Virginia, who just started college, and Bruno, still in elementary school. “Between my family and work with time pieces, I still find time to experiment with photography,” Milieris says. “And if I can get my shirt sleeves dirty by trying something new, I’ll do that too.” For more about this artist, check out www.watchcraft.com.
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ARTS
Luis Alfaro: Playwright, Poet, Performer and MacArthur Fellow by Clay Latimer
Thethat Luis Alfaro misunderstood the message.
telephone rang so early in the morning in his Los Angeles home
“A woman says, ‘we’re from the MacArthur Foundation,’” he said. “Well, I’m so sleepy and I’d done so much organizing and working with other artists so that I thought they were calling for people’s names to be nominated so I went for my address book. “I say, ‘whose name do you want?’ “And she says, ‘No. ...’” This was the moment in 1997 when Alfaro found out he’d won a MacArthur Foundation fellowship, popularly known as a “genius grant,” awarded to people who have demonstrated expertise and exceptional creativity in their respective fields. Fourteen years later, it looks like the foundation made the right call. A remarkably gifted and energetic Hispanic writer/performer, Alfaro has received rave reviews for his work in poetry, theater, short stories, performance and journalism. His plays Bitter Homes and Gardens, Breakfast, Lunch, & Dinner, and Straight as a Line have been produced in Los Angeles and at premiere regional theaters throughout the United States. Alfaro’s script for the short film Chicanismo (1997) was produced by PBS and nominated for an Emmy Award. Chicanismo is composed of four character sketches of two men and two women who provide diverse representations of Hispanic life in late 20th-century Los Angeles. Alfaro wrote the script and performed each of the characters. A Rockefeller Fellow and University of California Regents Chair Fellow, the 49-year-old California native has received awards from the National Endowment for the Arts, Theatre Communications Group and PEN USA and is the only artist to have won two awards in the same year from the Kennedy Center’s Fund for New American Plays. He also won the 1988 National Hispanic Playwriting Competition Prize. Alfaro teaches at the University of Southern California (USC) – Graduate Playwriting Program, Solo Performance, Youth Theater – and California Institute of the Arts. He spent 10 years at the Mark Taper Forum as associate producer, director of new play development and co-director of the Latino Theatre Initiative. In addition to his talent as an artist, Alfaro is well known for activism. He co-founded VIVA! – a collective of gay and lesbian Latino artists. “I see more and more Hispanics becoming involved in theater, but one of our biggest challenges is how do you create the opportunity in the university and how do you create the opportunity in the mind of the artist to imagine that they can and should do it,” he said. “I don’t think I’m the most talented person out there, but I do believe I have a strong desire to live my life as an artist, make my living as an artist,
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“But my father always
said – if powerful people want you to shut up,
you’re onto something.”
so that changes the way I do my work. I think of myself as being 100 percent artist all the time; in order to do that, I’m going to write these plays, get ’em done.” Alfaro grew up just two houses from the intersection of Pico Boulevard and Union Avenue in downtown Los Angeles, a poor, gang-ridden Hispanic neighborhood. To escape the violence, he turned to writing. “When I was a kid, my mother was at a prayer service, my father was at a racetrack – a man at a bar on the corner walked out with a pool cue in his stomach,” he said. “He fell on his back in front of our house. My brother ran to the back of the house, but I couldn’t look away. He died right there. I was mesmerized. It was opera, although I didn’t know what that meant at the time. “That night, I wrote a five-page essay, and I gave it to my teacher. The teacher promptly took me to the principal, and the principal suspended me for a week – I was in fifth grade “But my father always said – if powerful people want you to shut up, you’re onto something. I never stopped writing after that day.” Alfaro’s father, Jamie, was a migrant worker who settled in the city and worked at a carburetor factory. His mother, Orpha, went out of her way to make sure her son understood the importance of the arts. “I think the theater intimidated her; she never went in, but she started driving me to see shows,” he said. “She’d pull up in front of the Los Angeles Music Center, drop me off, and wait in her car while I watched inside. At intermission, I’d bring her a Coke.” A major turning point occurred when he got a job at Inner City Cultural Center, where he was paid by a federally funded job-training program $100 every week to attend dance and theater classes. As a teenager, he also interned with Los Angeles theaters, serving once as gofer for playwright Lillian Hellman during a production of The Little Foxes. After the Inner City Cultural Center, Alfaro juggled his writing and performing, making his living as an assembly line worker at a carburetor factory like his dad, teaching performance art to children at the Los Angeles Children’s Museum, organizing for a labor union and working for an AIDS drop-in center in South Central L.A. Alfaro’s big break came in 1991 with his one-man show Downtown, a series of monologues about growing up in the Pico-Union neighborhood of Los Angeles. Soon afterward, he was invited to study playwriting at the Mark Taper Forum, a prestigious program that introduced him to acclaimed playwrights such as Irene María Fornes, Paula Vogel and Mac Wellman. During his time at the forum, he wrote the first draft of Straight as a Line, a play about a mother and son that debuted in 1998. Alfaro’s plays and fictions are typically set in Los Angeles’ Hispanic barrios and often feature gay and lesbian and working-class themes. Alfaro continued to keep one foot in another world. As the son of Mexican-American farmworkers who were admirers of union leader César Chávez, he had developed a sense of social purpose from an early age. “I consider my playwriting and art life as 50-50 – 50 percent I spend in professional American theater and 50 percent I spend in what I call community work, service work,” he said. “In Tucson, I worked in a youth authority program for kids who have committed serious crimes. I met a young girl in a poetry workshop I was doing who had killed her mother, and she had killed her mother because her mother had put a hit on her dad, who was a local drug dealer. She was 13. I was kind of freaked out by this story. It was very intense.
“One night, I was in a bookstore and there were a couple of Greek classics on sale. The first play I read was Electra, a play about a little girl who murders her mother to avenge her father’s death. I said: ‘Of my God,’ here’s a story 1,004 years old, and we’re still in the same cycle of violence and revenge and poverty of the mind.” As the idea of an adaption took hold, Alfaro says he was amazed at how easily the stories wound together. Taken by the power of how an ancient text could translate so readily to a modern situation, his goal was to stay true to the original story and build out from there. Written in Spanglish, Electricidad transports the tragic mother-daughter story to a Latino barrio in the middle of a desolate desert. As re-imagined by Alfaro, the infuriated Electricidad plots against her ex-rodeo queen mother Clemencies, who has taken over a drug-dealing gang in the Tucson barrio after killing her husband Augusto and banishing her son Orestes to a casino job in Las Vegas. Electricidad steals her father’s body from a mortuary and places it on a makeshift altar in the family’s front yard, keeping vigil while waiting for the opportunity to strike back. “What I like about the Greek plays is that in an hour and a half you go through the whole cycle of life and death. I wanted to capture this same sort of transformative experience on stage,” he said. Alfaro’s fascination with the classics, prisons and modern Hispanic life coalesced again with Oedipus el Rey, which is drawn from Sophocles’ Oedipus the King. Alfaro’s relatives worked in the prisons in his hometown of Delano, Calif., which opened a door to a second adaptation. “I read this horrific statistic about the recidivism rates: more than half of all prisoners will go back to prison after they get out. I said: ‘What’s causing the majority of these guys to go back in. What sort of world have we created if they feel safer on the inside than on the outside?” As re-imagined by Alfaro, Jocasta is the wife of gangland kingpin Laius, who orders the murder of the infant Oedipus after a seer prophesies the son’s murder of the father. In the playwright’s version, Oedipus’ father – the king of his gang – orders the infant killed, but the man he gives the job to can’t go through with it and keeps the boy. Oedipus is brought up thinking the man is his real father, so when the young man hears the myth, he runs away to avoid his fate. Oedipus kills his father, beds his mother, Jocasta, and rips his eyes out when he discovers what he has done. “The story of Oedipus is really the story of ‘Can we escape our destiny?’ When you get out of prison, is there a way that you can change your life? Or are you destined to always be a prisoner in your mind, even if you are free?” he said. Oedipus el Rey won the Will Glickman Playwright Award for the best new play to premiere in the San Francisco Bay Area in 2010. Alfaro’s passion for social justice manifested itself in another way: He says that after being awarded a MacArthur Foundation “genius” grant in 1997, he gave it all away, including $150,000 to the Los Angeles Free Clinic, a dispenser of free medical care. At University of California-Los Angeles Extension, writing director Linda Venis said Alfaro is known as a “generous” instructor with “a great passion and a great urgency for the arts and a lot of intelligence and humor.” At USC, he is bringing writers and actors together for a class on collaboration. “Teaching is a calling and a service. I think of it as facilitating a process that I know. I help people facilitate their own artistic process.
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HIGH SCHOOL FORUM
Hispanic High School Students Advance to College – or Are They in Retreat?
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by Mary Ann Cooper dismal economic times still casting a pall over the United States, especially in Black and Hispanic communities, many Hispanic high school seniors and their families have opted for a holding pattern. Seniors who might have entered the work force as soon as the ink on their diploma dried are taking refuge in college to wait out the financial storm as well as improve and re-evaluate their skills for what is ruefully being called “the new economy.” For this and other reasons, the Pew Hispanic Center reports that Hispanic college enrollment has spiked, hitting an all-time high. According to the recently released Pew Hispanic Center report by Pew’s senior research associate, Richard Fry, there has been a singleyear surge of 24 percent in Hispanic enrollment for those 18- to 24-year-olds attending a college in the United States. As of October 2010, 1.8 million Hispanics in that age group were attending college, of the 12.2 million overall college student population, according to the most recent U.S. Census Bureau data released. From 2009 to 2010, the number of young Hispanics enrolled in colleges or universities increased by 349,000, compared with an increase of 88,000 young Blacks and 43,000 young Asian-Americans and a decrease of 320,000 young Whites. According to Fry, “College enrollments have been rising steadily for decades, but the pace of growth accelerated when the Great Recession began in 2007. Historically high levels of unemployment, especially for young adults, appear to have served as a stimulant to college enrollment.” The stimulant that Fry references has not abated even though economists have argued that the recession ended in the middle of 2009. Apparently, the word has not trickled down to young people opting for college instead of the workplace or trickled up to the so-called job creators who are sitting on more than a trillion dollars (according to a report from S&P) that could be used to employ millions waiting for economic signs to improve.
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The first quarter of 2010 did not hold much promise for employment across the board for young people 20 to 24 years old. The percentage of that demographic in the labor force then was only 60 percent. By the end of the fourth quarter of that year, the percentage of employed 20- to 24-year-olds in the work force had only risen to 60.3 percent. With no jobs and no prospects, this demographic, especially Blacks and Hispanics, has been pursuing a college education, often at the community college level. As a result of this and the fact that they are the fastest-growing minority in the United States, Hispanics are driving up the numbers in college – a population of Latinos honing their skills and bidding their time until the job market improves. There are many challenges Hispanic students face, such as entering the work force when the unemployment numbers are high and stagnant, but external factors aren’t the biggest problem facing Hispanic students. Bad decisions made by students can be more devastating than any other determining factor. More specifically, the decision to drop out of college is a devastating self-inflicted wound. According to the Pew report, “Although Hispanic youths have narrowed the gap in college enrollment, Hispanic young adults continue to be the least-educated major racial or ethnic group in terms of completion of a bachelor’s degree. In 2010, only 13 percent of Hispanic 25- to 29-yearolds had completed at least a bachelor’s degree, according to the National Center for Education Statistics. In comparison, more than half (53 percent) of non-Hispanic Asian young adults have at least a bachelor’s degree, and nearly 39 percent of White young adults completed a fouryear degree. Among non-Hispanic Black 25- to 29-year-olds, 19 percent have at least a bachelor’s degree. The low college completion of Hispanic young adults partly reflects the lower schooling levels of Hispanic immigrants. Among native-born Hispanic 25- to 29-year-olds, 20 percent had completed a bachelor’s degree.” Pew concludes that one of the reasons why Hispanics have a markedly lower percentage of
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young adults completing college is that, as a group, Hispanic immigrants have lower schooling levels. They note that among the group that is native-born Hispanics 25 to 29 years old, just 20 percent hold a bachelor’s degree or better. But Pew also points out that the reason there is a large number of Hispanics currently enrolling in college is because of the great efforts made to educate this demographic on the importance of higher education. That, coupled with the natural spike in the underlying Hispanic population, has inflated those numbers. Fry explains, “In October 2010, a record 32 percent of Hispanic 18- to 24-year-olds were enrolled in college (up from the previous high of 27.5 percent in 2009). In October 2010, there were about 5.7 million Hispanic 18- to 24-yearolds, and some 1.8 million of them were pursuing college.” And Fry also says that the rise in underlying population can’t explain the almost six million Hispanic young people on the college rolls. He notes, “If young Hispanics enrolled in college at the rate they did 25 years ago (17 percent in 1985), fewer than 1.0 million of them would be pursuing college degrees today.” With statistics bearing out the fruit of the hard work that has been going on in the community, home, colleges and high schools to make the case for a college education, the imperative to keep those same Hispanic students in college to complete a degree is essential to this demographic group. The discrepancy between the earnings of those with a college degree and those without one is stark and presents an even more compelling argument for high school seniors and their families. Even taking into consideration the fact that there are more and more students earning college degrees – more than ever before – employers have consistently paid their collegeeducated employees 50 percent more than a worker in a similar position with no more than a high school diploma. As Fry concludes, “So, at least in terms of the typical pay of college graduates versus high school graduates, a college education has not lost its luster.”
Theory into Practice Getting into college and staying there are two very different things. If you are the mentor or parent of a young Hispanic who is entering college, you know that the Hispanic college dropout rate is a real problem for the Hispanic community. To address that issue, the Center for Community College Student Engagement (CCCSE) administered the Survey of Entering Student Engagement, or SENSE, to more than 50,000 new students at 120 community colleges during the fourth and fifth weeks of classes in fall 2009 to evaluate how institutions deal early on with new students and how students react to this new environment. The goal was to find ways to discourage dropping out and encourage better student participation in college. The survey began in 2007 with a pilot test involving 22 colleges. A report on the survey, Benchmarking and Benchmarks: Effective Practice with Entering Students, provides six benchmarks for colleges that are trying to improve students’ habits during the critical first three weeks of class. Here are their recommendations for colleges and universities: Early Connections The study states, “When students describe their early college experiences, they typically reflect on occasions when they felt discouraged or thought about dropping out. Their reasons for persisting almost always include one common element: a strong, early connection to someone at the college.” CCCSE asks college personnel to examine how welcome they are making students feel when they first arrive there. They stress the idea that a student should be able to point to someone early on who knows them by name, checks on their financial well-being and is available to answer their questions. High Expectations and Aspirations The study states, “Nearly all students arrive at their community colleges intending to succeed and believing that they have the motivation to do so. When entering students perceive clear, high expectations from college staff and faculty, they are more likely to understand what it takes to be successful and adopt behaviors that lead to achievement. Students then often rise to meet expectations, making it more likely that they will attain their goals. Often, students’ aspirations also climb, and they seek more advanced credentials than they originally envisioned.” CCCSE notes that students succeed when they perceive that instructors want them to succeed. It also points out that instructors and counselors should be on the lookout for the initial signs of student disengagement during the first three weeks of school, such as cut classes, late assignments or not coming to class prepared. Clear Academic Plan and Pathway The study states, “When a student, with knowledgeable assistance, creates a road map – one that shows where he or she is headed, what academic path to follow, and how long it will take to reach the end goal – that student has a critical tool for staying on track. Students are more likely to persist if they not only are advised about what courses to take, but also are helped to set academic goals and to create a plan for achieving them.” The key to this benchmark is accessibility. Counselors need to make sure they are available to meet with students at times that the student can meet with them and make sure they impart a clear plan and pathway to meeting long-term as well as short-term academic goals. The counselor should also be aware of family, work or financial impediments to achieving those goals and revise the game plan accordingly. Effective Track to College Readiness The survey states, “Nationally, more than six in 10 entering community college students are underprepared for college-level work. Thus, significant improvements in student success will hinge on effective assessment, placement of students into appropriate courses, and implementation of effective strategies to ensure that students build academic skills and receive needed support.” CCCSE recommends that colleges make sure incoming students’ skills are evaluated prior to enrollment, not only for the purpose of admission (if there is not an open admission policy), but for the purpose of making sure they are enrolled in classes that will allow them to improve deficient skills early in their academic experience there. Engaged Learning The survey states, “Instructional approaches that foster engaged learning are critical for student success. Because most community college students attend college part-time and most also must find ways to balance their studies with work and family responsibilities, the most effective learning experiences will be those the college intentionally designs.” CCCSE suggests that instructors draw out students and encourage them to ask questions and participate in class discussions. They should be perceived as approachable by giving their students oral or written feedback on assignments and class activities. This will encourage students to reach out to these instructors if they have questions or problems. Academic and Social Support Network The survey states, “Students benefit from having a personal network that enables them to obtain information about college services along with the academic and social support critical to student success. Because entering students often don’t know what they don’t know, colleges must purposefully create those networks.” CCCSE suggests that colleges make sure that incoming students know that they are part of a community where help is available to them if they need it and it is clearly explained where and how to obtain that help. Instructors need to make sure their students know precisely what is expected of them and how they will be graded. Instructors also have to let students know how to reach them outside of the classroom, if needed.
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The Hispanic Outlook In Higher Education
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National Association of Hispanic Nurses Awards $40,000 in United Health Foundation Scholarships WASHINGTON, D.C.
The United Health Foundation/National Association of Hispanic Nurses (NAHN) awarded a total of $40,000 to eight NAHN student members enrolled in a baccalaureate or graduate nursing program at its recent 2011 Annual Conference in Las Vegas, Nev. Each student received $5,000. The National Association of Hispanic Nurses Scholarships, funded by a grant from the foundation, aim to increase the number of qualified, bilingual/bicultural Hispanic/ Latino student nurses. As the Hispanic pop-
Cambridge College Named an Emerging Hispanic-Serving Institution by Excelencia in Education CAMBRIDGE, Mass.
Cambridge College has been named an emerging Hispanic-Serving Institution (HSI) by Excelencia in Education, a Washington, D.C.-based nonprofit organization whose mission is to accelerate Latino student success in higher education. “Ensuring equal access to a high-quality college education is central to the mission of the college. We’re pleased to receive this distinction and very proud of our continued progress in advancing educational access and equality to the Latino community,” said Cambridge College President Deborah Jackson. “We believe in empowering all of our students to succeed. We support this goal
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ulation increases in the U.S., so does the need for bilingual/bicultural Hispanic nurses. Of the more than three million registered nurses in this country, only about 3.6 percent are Hispanic. The following students were selected based on their outstanding academic achievements and commitment to the Hispanic community: • María Beltrán, RN of New York • Luz Marina Bradberry, B.S.N., RN of Arizona • Lorraine Cuesta, M.S., RN, ANP of Arizona • Josephine Foley, B.S.N., RN, CCM, of Michigan • Alessandra Gonzales of Texas • Amy Hardy of Oregon • Paulette Lizárraga of Arizona • David Sánchez, RN of California
“We had a very strong group of students this year, four of whom are pursuing their master’s or doctorate degrees in nursing. These nurses will help expand the number of culturally competent Advance-Practice Nurses serving our diverse population,” said NAHN President Angie Millan, RN, M.S.N., NP, CNS. “With these scholarships, United Health Foundation is helping to address disparities in the nursing field to ensure that everyone, including diverse communities, has access to quality, culturally competent care. Partnering with a respected organization such as the National Association of Hispanic Nurses to create these scholarships is an effective way to help foster a more diverse health care work force,” said Kate Rubin, president, United Health Foundation.
by creating an environment that is respectful of adult learners, intellectually stimulating and available to fit our students’ schedules, and we work tirelessly to keep tuition affordable so that cost is not a barrier to success.” The Excelencia in Education report follows recent Pew Hispanic Center findings that Hispanic college enrollment hit an alltime high of 12.2 million in October 2010. Nationwide, the rate of young Hispanics enrolled in college rose from 13 percent in 1972 to 27 percent in 2009 to 32 percent in 2010. Consistent with the growth noted in the Pew report, during AY 2010-11 at Cambridge College, 13 percent of all degree-seeking students were Hispanic, including 21 percent of all undergraduates. Hispanic-Serving Institutions are defined by federal law as accredited, degree-granting public or private nonprofit colleges that have the equivalent of 25 percent or more
full-time Hispanic enrollment. To calculate this equivalent, colleges combine their fulltime student headcounts with a fractional weighting of part-time students. To be eligible, colleges must also have a high percentage of students who qualify for need-based financial aid. Colleges report these figures to federal government’s Integrated Postsecondary Education Data System (IPEDS) database as part of routine reporting for federal financial aid eligibility. Excelencia in Education analyzed the IPEDS database and identified colleges near the threshold of qualifying for HSI status, with between 15 percent and 24 percent undergraduate full-time equivalent Hispanic enrollment. Nine Massachusetts colleges qualified for this distinction. For more information about Excelencia in Education and access to the full report on emerging HSIs, go to: http://edexcelencia.org/research/hsi.
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The Hispanic Outlook In Higher Education
Eight Institutions Named to ACE Project on Diversity and Internationalization WASHINGTON, D.C.
The American Council on Education (ACE) has named eight institutions as participants in At Home in the World: Educating for Global Connections and Local Commitments, a project funded by the Henry Luce Foundation to promote collaboration between internationalization and diversity/multicultural education initiatives
Latin American-Focused Library Collection and Institute Pilot Joint Endeavor AUSTIN, Texas
The Benson Latin American Collection (BLAC) and the Lozano Long Institute for Latin American Studies (LLILAS) have joined efforts in an inventive approach to achieving common goals. As of last month, the two distinguished Latin American keystone institutions at the University of Texas-Austin began integrating their respective staffs and missions in a three-year plan that places them under a sole directorship. Dr. Charles Hale, director of LLILAS since 2009, will helm the LLILAS-BLAC effort to unite the institutions’ student programs, research and scholarly resources related to Latin America. Dr. Juliet Hooker will continue as associate director of LLILAS, and Dr. David Block will become associate director of BLAC. “Especially in this era of budget scarcity, it is exciting and promising for a universitybased initiative to enter a phase of expansion and transformation, raising two venera-
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October 17, 2011
on college and university campuses. The institutions are: Alliant International University-San Diego (Calif.), Arcadia University (Pa.), Bennett College for Women (N.C.), Grossmont-Cuyamaca Community College District (Calif.), Mercy College (N.Y.), North Carolina State University, University of Colorado-Colorado Springs and Washington State University. They were chosen out of 54 applicants. “The interface between multicultural and international efforts on campus is a critical place to engage students, who will face an increasingly diverse and global workplace
over the course of their careers,” said Patti McGill Peterson, presidential advisor for global initiatives at ACE. “Competition for this project was quite intense and showed a great desire among applicants to address this important relationship. We anticipate great strides from this learning community.” The institutions will explore connections between on-campus international and diversity efforts to better prepare students for the impact of globalization and improve cultural communication skills among students, faculty and staff. ACE will provide consultation on the project and facilitate meetings between participants.
ble institutions to new heights of excellence while at the same time conserving resources and taking full advantage of untapped synergies,” Hale says of the collaboration. The plan exemplifies four key priorities of current university-wide directives on enhancing the benefits of higher education. • Hemispheric collaboration – As practices that emphasize horizontal and reciprocal relationships with Latin American colleagues and peer institutions become the prevailing standard, LLILAS-BLAC will lead this collaborative reinvention in the field of Latin American studies • Scholarly integration – BLAC scholarly resources will be developed through increased dialogue with faculty, graduate students and visiting scholars, the principal users of the collection, and faculty consultations will be used to enhance and expand the scholarly program at the BLAC • Public engagement – LLILAS-BLAC will increase its presence to sectors beyond the university by providing educational opportunities, outreach programs and awareness of its work and resources to the larger public • Development – Through a focused effort
based on shared goals, this combined site of Latin American studies will attract new resources to support the programs and collections benefiting the global study of Latin America “We’re enthusiastic about the prospects for this collective enterprise,” says University of Texas Libraries Director Dr. Fred Heath. “By closely aligning academic teaching and scholarly research with the resources of the university’s collections, we think we’ve hit upon a novel structure that is informed by the strategic goals of the university.” A program review by the College of Liberal Arts and the University of Texas Libraries at the close of the pilot period will determine the future course of the venture. “The pilot between LLILAS and BLAC is a natural and innovative way to further strengthen our premier Latin American studies initiatives offered by the university,” says Dr. Randy L. Diehl, dean of the College of Liberal Arts. “I expect to see many positive outcomes in the area of scholarly collaboration and public engagement. I’m excited to see the future possibilities unfold.”
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HI S PAN I C S O N T H E MO VE Olivárez New President at Aquinas College
College and a master’s and doctorate from the University of Nebraska-Lincoln.
Juan Olivárez, Ph.D., became the new president of Aquinas College (Mich.) this summer. For the past three years, Olivárez was president and CEO of the Kalamazoo C o m m u n i t y Foundation. Prior to that, he served for nine years as the president of Grand Rapids Community College. A 1971 graduate of Aquinas, Olivárez is its seventh president.
Chávez Selected CEO of Girl Scouts of the USA Girl Scouts of the USA has announced that Anna María Chávez, who grew up in a small town in southern Arizona and rose to become deputy chief of staff to that state’s thenGov. Janet Napolitano, was appointed to the top post at the iconic organization. Chávez is set to officially assume her new role at the Girl Scouts National Council Session/52nd Convention in November. Chávez holds a bachelor’s degree in American history from Yale University and a law degree from the University of Arizona College of Law.
García on President’s Advisory Commission on Hispanic Education Dr. Mildred García, president of California State University-Dominguez Hills, was appointed by President Barack Obama in July to serve on the President’s Advisory Commission on Educational Excellence for Hispanics. García is one of 19 individuals from the education, business, nonprofit, philanthropic and hightech sectors nationwide appointed to the commission, which will advise the president and U.S. Secretary of Education Arne Duncan on issues related to improving educational opportunities and outcomes for Hispanics.
Monteiro Appointed to N.J. Center for Hispanic Policy Research and Development’s Advisory Committee Kathy G. Monteiro, project director for New Jersey City University’s West Campus Development, has been named to the New Jersey Center for Hispanic Policy, Research and Development’s Advisory Committee by New Jersey Gov. Chris Christie. Monteiro holds a bachelor’s degree and a master’s from the School of Architecture of New Jersey Institute of Technology and expects to earn a doctorate in public administration from Capella University in 2014.
Rodríguez Named KU Vice Provost for Diversity and Equity Veteran educator Fred Rodríguez has become the University of Kansas’ first-ever vice provost for diversity and equity. An associate professor in the School of Education’s Department of Curriculum and Teaching, Rodríguez had been interim associate vice provost for diversity and equity since April 2009. He holds a bachelor’s degree from Chadron State
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director of the Pew Hispanic Center. Escobar will teach at the Division of Journalism in SMU’s Meadows School of the Arts. He holds a bachelor’s degree in creative writing from Queens College, City University of New York, and a master’s in journalism from the University of Maryland.
Palar Receives National Transfer Scholarship Raritan Valley Community College (N.J.) graduate María Palar is one of 60 community college graduates from across the country to receive a prestigious Undergraduate Transfer Scholarship from the Jack Kent Cooke Foundation. The scholarship is valued at up to $30,000 per year for up to three years. Palar is continuing her education at Sarah Lawrence College where she is studying sociology.
The Hispanic Outlook Magazine® is also available in a digital format
Escobar Named to Joint Appointment at Dallas Morning News and SMU Meadows School of the Arts The Dallas Morning News and Southern Methodist University (SMU) have announced the joint appointment of Gabriel Escobar, former metropolitan editor at the Philadelphia Inquirer, city editor and foreign correspondent at the Washington Post and associate
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Dr. Ricardo R. FernĂĄndez, President, and the Students, Faculty, and Staff of Lehman College
Celebrate
Hispanic Achievement in Higher Educ ation CUNY’s only senior college in the Bronx, Lehman College enrolls more than 12,000 students and offers over 100 undergraduate and graduate degree programs, including the borough’s only graduate programs in educational leadership, public health, and social work. The College has a dual-degree program with Sungshin Women’s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. In 2010, it was rated by U.S. News & World Report as a Tier 1 and Top 50 Public College for Regional Universities (Northeast). Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical *DUGHQ $ QHZ PLOOLRQ EXLOGLQJ RSHQLQJ LQ LV WKH ÞUVW SKDVH RI D WKUHH SKDVH qFDPSXV ZLWKLQ D FDPSXVr GHYRWHG WR WKH sciences. Other new facilities include a state-of-the-art $16 million Multimedia Center, which is the most advanced academic facility of its kind in the region.
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We are currently accepting applications for the following position:
Associate Dean for Academics
At the rank of Associate or Full Professor For details of the position and application instructions, visit our website at education.asu.edu/jobs
Our college is:
• Dedicated to preparing the next generation of education leaders • Focused on scholarship that positively impacts local, national and global communities and influences PreK-20 education • A recognized leader in cultivating mutually beneficial partnerships
Arizona State University is an equal opportunity / affirmative action employer. Women and minorities are encouraged to apply. For a complete statement of ASU’s non-discrimination statement, refer to asu.edu/titleIX
Chef This position directs and executes food preparation in a large production kitchen for multiple areas including on and off site-catered functions, a bistro style restaurant, an oncampus pizza delivery service and a food court. The individual provides leadership in all culinary skills, including proper food preparation, quality control, safety and sanitation, and customer service to ensure excellent customer service. This position performs a variety of tasks including requisitioning, evaluating and preparing food, menu planning, record keeping, inventory control, and staff training and development. Chef for Shriver Center and Catering: Completion of culinary training from an accredited culinary program, which includes a diversified curriculum encompassing all types of food preparation, or equivalent training and experience is required. An affiliation with the American Culinary Federation will be a requirement within 6 months of employment. Serv Safe Certification is required within 3 months of employment. Campus food service facilities are typically in operation from early morning until midnight. This position will have a varied work schedule, including weekends and evenings. A valid driver's license is required for this position to operate University service vehicles. For this search, applications will be accepted online only. www.miamiujobs.com/applicants/Central?quickFind=51841 Miami University is an EOE/AA employer with smoke-free campuses. Campus Crime and Safety Report – www.muohio.edu/righttoknow. Hard copy upon request. Employment will require a criminal background check according to University guidelines.
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JOIN US AT
Prepárate : ™
EDUCATING LATINOS FOR THE FUTURE OF AMERICA
May 31–June 1, 2012 Hyatt Regency Miami Miami, Fla.
Share your ideas, experiences and expertise at the 2012 Prepárate™ conference. Together we can help shape the future of education and work toward giving every Latino student the opportunity and the tools to succeed. Learn more and register at preparate.collegeboard.org For questions, email preparate@collegeboard.org.
© 2011 The College Board.
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The College of Social Sciences and Humanities at Northeastern University in Boston announces searches for the following faculty positions to begin in the 2012-2013 academic year: • • • • • • • • •
Assistant Professor in the School of Criminology and Criminal Justice in the field of Socio-legal Studies or Law and Psychology. Associate or Full Professor in the School of Criminology and Criminal Justice in the field of Criminology and Justice Policy. Assistant or Associate Professor of English in the field of Modern and Contemporary American Literature. Assistant Professor of History in the field of Early Modern Atlantic History. Assistant, Associate or Full Professor of History in the field of Modern Latin American History. Associate Professor in Law and Public Policy in the field of Public Policy and Urban Sustainability. Assistant Professor in Philosophy and Religion in the field of Comparative Religions and Ethics. Associate or Full Professor and Director in the Women's, Gender and Sexuality Studies Program. Professor and Chair of Political Science
The College of Social Sciences and Humanities is one of three newly formed colleges at Northeastern University. Founded in 1898, Northeastern is a global, experiential research university. Grounded in its signature co-op program, Northeastern today provides unprecedented experiential learning opportunities around the world for its nearly 20,000 undergraduate and graduate students. The university has a strong urban mission along with a global perspective to educate students and to create and translate knowledge to meet societal needs. Northeastern University is an Equal Opportunity, Affirmative Action Educational Institution and Employer, Title IX University. Northeastern University particularly welcomes applications from minorities, women and persons with disabilities. Northeastern University is an E-Verify Employer. To see full descriptions and apply for any of these positions, please visit the college website at: http://www.northeastern.edu/cssh/ and click on the Faculty Positions link.
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GRADUATE SCHOOL OF EDUCATION Tenure Stream Appointment • Literacy The Rutgers University Graduate School of Education located in New Brunswick, NJ seeks a tenure-track or tenured faculty colleague in Literacy with specialization at the middle and high school levels. The successful candidate will have experience teaching and conducting related research in English education and reading and will be teaching in both areas in face-to-face, online, and hybrid formats. Applicants should demonstrate evidence of a developed research agenda with an emphasis on quantitative or mixed methods research designs. Experience as a classroom teacher preferred. Details on the position and information on how to apply can be found at www.gse.rutgers.edu/employment-opportunities. Applicants are expected to have earned a doctoral degree from a major research university. In screening applicants, we will be looking for evidence of scholarly promise or accomplishment; commitment to a strong, productive, and externally funded research program; and appropriate experience and commitment to excellence in teaching. We invite applications from beginning to mid-career scholars. Salary and rank will be commensurate with qualifications and experience. Our School and University are especially interested in applications from individuals who are members of groups that have been and still are underrepresented in university faculty positions. Responsibilities include: teaching and academic advising of both undergraduate and graduate students; chairing Ed.D. and/or Ph.D. dissertations; an active program of research; contributing to the effective operation of the profession, the School, and the University. Pursuit of external funding for one’s research program is also expected. Applications will be accepted until December 16, 2011. Subject to the availability of funding, the position begins September 2012. Rutgers University is an Affirmative Action/Equal Opportunity Employer and a NSF ADVANCE Institution.
The Department of Polymer and Fiber Engineering at Auburn University is seeking a candidate for a tenuretrack faculty position starting August 15th, 2012. Appointment will be at the assistant or associate professor level. Interested candidates should submit a curriculum vitae, names and contact information of three references, a statement of research interests and a statement of teaching interests by email to Professor Yasser Gowayed, Search Committee Chair, gowayed@auburn.edu. Responses received by January 15, 2012 will be given priority. Auburn University is an Affirmative Action/Equal Opportunity employer. For more information, check the full announcement at www.eng.auburn.edu/about/employment/ coe-job-openings.html
DEPARTMENT OF BICULTURAL-BILINGUAL STUDIES (BRIEF AD) Biliteracy/Literacy within Latino/a Communities. Tenure-track Assistant/Associate Professor to begin Fall 2012, pending budget approval. Expertise in biliteracy, broad knowledge and record of research in bilingual education, language minority education, cultural pluralism, linguistic diversity, bilingualism, classroom-based research, or other related areas. Teach graduate/undergraduate courses, advise masters and doctoral degree students, pursue an active research agenda, and provide support to teacher preparation program. Salary competitive. Submit application letter, CV, two publications or sample writings, and names & addresses of three references to Dr. Lucila D. Ek, Chair, Search Committee, Lucila.Ek@utsa.edu, Department of Bicultural-Bilingual Studies, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249-0653. Review of applications begins 10/17/11. AA/EO employer. Please review the complete advertisement at UTSA website: http://education.utsa.edu/bicultural-bilingual_studies.
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PROVOST AND DEAN OF THE FACULTY Geneva, New York
Worlds of Experience. Lives of Consequence. Since Hobart’s founding in 1822 and William Smith’s founding in 1908, Hobart and William Smith Colleges have stayed true to the mission of providing a student centered, residential learning environment, globally focused and grounded in the values of equity and service – to educating young men and women to lead lives of consequence. Located on 176 acres in the Finger Lakes region of New York in a setting of incomparable beauty, Hobart and William Smith Colleges enjoy a rich heritage based on a two-college coordinate system with a long history in interdisciplinary teaching and research. Under the leadership of President Mark D. Gearan, the Colleges have experienced tremendous growth and development which have produced a sense of momentum and excitement about Hobart and William Smith and their future. Since 2004, the student body has been enlarged from 1,873 to over 2,100 and applications for admission have grown more than 60 percent. More students are winning nationally competitive fellowships such as the Rhodes, Gates Cambridge Scholarships, Udalls, Fulbrights, and Goldwaters. Permanent faculty has increased since 2001 with the addition of 45 new faculty lines supporting a student-faculty ratio of 11:1. The Colleges have added more than $100M in new and renovated facilities across the campus, including residence halls, academic buildings, athletic fields and facilities and a significant expansion of the Campus Center. The endowment has grown substantially over the past eight years which has created greater access through scholarships. The HWS academic program creates a highly interactive environment and its excellence in teaching and research distinguishes it among peer institutions. Education takes place not only in classes but also in offcampus programs and in community-based learning in the region and abroad. Approximately 60 percent of HWS students participate in studyabroad opportunities many led by HWS faculty and nearly all participate in community service. In these times of economic uncertainty the Colleges remain committed to an ambitious and continued upward trajectory. The Colleges are launching a new strategic plan, HWS 2015, and completing a $200M capital campaign focused on securing resources adequate for meeting their ambitious strategic goals. The next Provost of HWS will have the opportunity to fulfill these aspirations. In particular, s/he will promote and support academic rigor by continuing to foster an outstanding, research productive, motivated and effective faculty; promote a culture of evidence-based assessment of teaching and learning; strengthen student advising; and demonstrate that inclusive excellence is a core value of the institution. HWS are seeking a Provost and Dean of the Faculty who is a seasoned senior administrator, is energized by the opportunities presented, and who will work collaboratively with the entire HWS community to sustain this momentum enabling HWS to attain another level of excellence. The Colleges have retained Isaacson, Miller, a national executive search firm, to assist with this important search. Inquiries, nominations, and applications should be directed in confidence to the firm as indicated at the end of this document. TO APPLY: Please send all inquiries, nominations/referrals, and resumes with cover letters, should be sent electronically and in confidence to: Jane Gruenebaum or Gail Gregory, Isaacson, Miller, 1875 Connecticut Ave., NW, Suite 710, Washington, DC 20009, E-mail: 4341@imsearch.com.
Hobart and William Smith Colleges are an Affirmative Action/Equal Opportunity employer with a strong commitment to the principles of diversity and inclusion.
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Building on an exciting period of positive growth and transition, Arcadia University seeks a visionary academic leader to serve as the Founding Dean of the newly established College of Arts & Sciences. Arcadia University is a top-ranked master’s university that provides students with global perspectives, integrated real-world learning, and research experiences. Arcadia has one of the oldest and largest campus-based study abroad operations in the country. The Founding Dean will be an enthusiastic leader of academic excellence who is passionate about internationalization and diversity. Working in close collaboration with faculty, the Dean will chart the course of the College congruent to strategic plan of the University. The Dean directly oversees twenty-nine department and program heads, and has primary responsibility for fostering an integrative, collaborative, and dynamic College. The Founding Dean will work closely with other senior administrators and reports directly to the Provost/Vice President for Academic Affairs. As a global-oriented institution, Arcadia seeks global-minded faculty, staff, and leaders. The Founding Dean will be an innovative leader and accomplished scholar who has a demonstrated record of cross-unit collaborations, mentoring and inspiring faculty toward excellence in teaching and scholarship, and managing academic units, and will be expected to contribute to the advancement of the University. The candidate holds a terminal degree, has achieved rank of full professor and a demonstrated record of academic leadership. He or she must have: proven experience with planning; fiscally responsible management practices; a track record in advocating for faculty; a commitment to diversity; strong communication skills; evidence of consensus and community building; commitment to global education; academic and personal integrity.
DIRECTOR II/PUBLIC INFORMATION OFFICER (MARKETING) The successful candidate will supervise the day-to-day functions of Marketing, Communications, Public Relations, and Creative Services Departments. He or she will work with the Senior Vice President and other senior administrators to form and implement a College-wide marketing and communications plan. In addition, this position will compile data and other relative information to guide the selection of the appropriate advertising mediums available to promote College academic programs and services that support the institution’s mission. The employee will develop, implement and participate in review systems that ensure accuracy and consistency of internal and external marketing materials and communications; work with the Communications Manager and Manager of Creative Services in writing, designing and pre-production strategies of college publications; and work with clients, Communications Manager and Creative Services in the maintenance and development of the Marketing-related portions of the College Website and electronic internal/external communications. This position will also assist in defining the research data needed to determine the expectations of students and prospective students for DSC’s academic programs and other services; develop short and long-term plans and budgets for the department; and perform the Public Information Officer duties with consultation of the President, Senior Vice President of Enrollment and Student Development and other appropriate staff as needed. Requires a Master’s degree in Marketing, Communications, Public Relations, Business Administration or closely related field and a minimum of four years of related experience. Candidates must possess knowledge of marketing as well as communication strategies and techniques; excellent organizational and leadership skills; strong knowledge of computers, peripherals, and software programs; and be comfortable with technology, including the Microsoft Office Suite. Public speaking experience is required. This is a twelve (12) month administrative position with a competitive salary, along with great benefits and on-campus amenities. For detailed information and to apply online now, please visit: http://www.daytonastate.edu/hr/ If unable to see us online, call Human Resources at 386-506-4505. Equal Opportunity/Equal Access Employer
The Search Committee will accept applications and nominations starting October 1, 2011, and will continue until the position is filled. Application materials should include: a letter describing the candidate’s interest in and qualifications for the position; a curriculum vitae; and the names, addresses (including email), and telephone numbers for at least five references which may include administrators, faculty, students, and community leaders. Applicants and nominators are strongly encouraged to communicate by email. All nominations and applications shall be confidential. Requests for information and all written nominations and applications should be directed to: Kristin O. Wiesenhutter, Assistant to the Provost and Vice President for Academic Affairs, CAS Dean Search Committee, Arcadia University, 450 S. Easton Road, Glenside, PA 19038, (Electronic submissions preferred) CASsearch@arcadia.edu. For more information on Arcadia University and its programs, please consult its website:
www.arcadia.edu/jobs Arcadia University seeks candidates of diverse cultural background and abilities. As an Affirmative Action/Equal Opportunity Employer, Arcadia University encourages members of underrepresented groups to apply. All offers of employment are conditional, based upon successful completion of a background check.
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COLLEGE PRESIDENT The Board of Trustees of the Chabot-Las Positas Community College District seeks applicants and nominees for the position of Chabot College President. Chabot College is located in the San Francisco Bay Area, amid one of California’s most diverse and thriving regions. The President of Chabot College serves as its Chief Executive Officer and reports to the Chancellor of the Chabot-Las Positas Community College District, a two-college district. The President will be expected to provide strong leadership and advocate for the College in a diverse and changing community. Salary and benefits are competitive with similar positions in California Community Colleges. The successful candidate should be available for employment in January 2012. Nominations and applications will be accepted until the position is filled. However, to ensure full consideration, all application materials must be received no later than Monday, October 31, 2011. For confidential inquiries, nominations or additional information about the selection process, please contact Dr. Pamila J. Fisher, ACCT Search Consultant, at 406-570-0516, or pamfisher@ bresnan.net., or Dr. Narcisa A. Polonio, Vice President, ACCT Board Leadership Services, at 202276-1983, or npolinio@acct.org. *An ACCT Search*
For position details and application instructions, visit our website at education.asu.edu/jobs
We welcome applications for the following faculty positions: • • • • • • •
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Lewis Endowed Chair Professor in Literacy Education Basha Endowed Professor in Early Childhood Warner Professor in Special Education Asst./Assoc. Professor Gifted Education & Related Field Asst./Assoc. Professor Technology Assistant Professor Early Childhood with strength in Special Education Assistant Professor Open Rank Science or Mathematics Education Assistant Professor in Educational Leadership Assistant Professor in Secondary EducationSocial Studies or Literacy Asst./Assoc. Professor in Foreign Language EducationJoint Appointment with College of Liberal Arts & Sciences
Our college is dedicated to preparing the next generation of education leaders and is focused on scholarship that positively impacts and influences PreK-20 education. Arizona State University is an equal opportunity / affirmative action employer. Women and minorities are encouraged to apply. For a complete statement of ASU’s non-discrimination statement, refer to asu.edu/titleIX
Health Psychology Faculty Member
For detailed information, the presidential profile and information on how to apply please visit http://www.clpccd.org or http://www.acct.org. To apply go to http://www.acctsearches.org.
The Chabot-Las Positas Community College District is an equal opportunity employer.
Assistant Professor tenure-track Comparative Law Must possess experience in comparative politics generally & legal systems specifically. Research and teaching focus in comparative with law concentration in method or topic. Position requires teaching 3 courses per semester. Must show evidence of quality undergraduate teaching, an active research agenda, & willingness to perform service to the university & community. University experience required. Ph.D. preferred, J.D. considered. Application review begins November 30, 2011 and continues until position is filled. SIUE is an AA/EOE. Benefits under state sponsored plans may not be available to holders of F1 or J1 visas. See position details for submission instructions at: www.siue.edu/humanresources/employmentopportunities/faculty/cas/FY12-23f.shtml
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The UCLA Department of Psychology seeks to hire a new faculty member (open rank) in health psychology with an established program of research in biopsychosocial processes in health and disease and preference for expertise in epigenetic processes, and/or health behaviors and behavior change. Teaching responsibilities include graduate courses in psychology and health broadly construed and undergraduate service courses in any area of psychology. Individuals with scholarship regarding health in underrepresented groups and/or a history of and commitment to mentoring students from underrepresented minorities are encouraged to apply. Applicants should send a letter, curriculum vitae, statement of research interests, relevant publications, and the names and addresses of three references to the Health Psychology Search Committee, (Job #: 0875-1112-02) Department of Psychology, Box 951563, UCLA, Los Angeles, CA 90095-1563 or email materials as attachments to facultysearch@psych.ucla.edu. Review of applications will begin as soon as they are received and will continue until the position is filled; candidates are urged to apply before October 15, 2011. UCLA is an affirmative action/equal opportunity employer with a strong institutional commitment to achieving diversity among its faculty, students and staff.
ASPIRE. ENGAGE. EXCEL. www.brockport.edu
The College at Brockport is a leading comprehensive college in New York. We focus on educating the whole student by providing rigorous classroom learning as well as student-faculty engagement in educationally purposeful activities outside the classroom as well as exceptional co-curricular programs and support services. Our commitment to the student experience is evidenced by our culture of global learning, diversity, and community and civic engagement. This fosters an inclusive environment where students learn to welcome and embrace differences and develop personal responsibility for their future success. We especially welcome candidates who can contribute to the diversity and excellence of the academic community through research, teaching, and service. Brockport, NY is a small college town of 8,100 residents located on the historic Erie Canal, approximately 16 miles from downtown Rochester, NY. We invite applications for faculty positions to begin in the 2012-2013 academic year. Assistant Professors are full-time, tenure track positions and require a terminal degree in the field. Visiting Assistant Professors are non-tenured track positions. For additional information about each position and individual requirements, visit our website at www.brockportrecruit.org. SCHOOL OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES Communication Assistant Professor – Media Studies Assistant Professor – Rhetorical Theory English Assistant Professor – Romantic Literature Modern Languages & Cultures Visiting Assistant Professor – Spanish Political Science Assistant Professor – Public Policy, Public Law and International Law Sociology Assistant Professor – Race, Ethnicity, Diversity Assistant Professor – General/Ethics SCHOOL OF HEALTH AND HUMAN PERFORMANCE Kinesiology, Sport Studies & Physical Education Assistant Professor – Sport Sociologist/Sport Psychologist Nursing Assistant Professor – Community Health Recreation & Leisure Studies Assistant Professor – Generalist
LIBRARY, INFORMATION AND TECHNOLOGY SERVICES Senior Assistant Librarian SCHOOL OF BUSINESS ADMINISTRATION & ECONOMICS Assistant Professor – Accounting/ Forensic Accounting Assistant Professor – International Trade SCHOOL OF EDUCATION AND HUMAN SERVICES Criminal Justice Assistant Professor – Crime Prevention, with Juvenile Process and Correctional Interventions Education Administration Assistant/Associate Professor – School, District or Business Leadership Education and Human Development Assistant Professor – Adolescence Inclusive Mathematics Education Assistant Professor – Childhood Inclusive Science Education
Social Work Assistant Professor – MSW Program Interdisciplinary Health Concentration Social Policy/Social Work Practice Assistant Professor – BSW Program Human Behavior/Social Work Practice SCHOOL OF SCIENCE AND MATHEMATICS Biology Visiting Assistant Professor – Anatomy & Physiology Assistant Professor – Physiology Chemistry Assistant Professor – Organic/ Biochemistry Assistant Professor – Inorganic Chemistry Earth Science Visiting Assistant Professor – Earth Scientist OFFICE OF THE VICE PROVOST Delta College Visiting Assistant Professor – Interdisciplinary, Humanities and Social Sciences
Public Administration Assistant Professor – Health Care and NonProfit Policy, Management and Finance
For a complete overview, visit www.brockport.edu. Review of applications will begin immediately and will continue until the positions are filled. Availability of all positions is subject to final budgetary approval.
Please apply online at
www.brockportrecruit.org
The College at Brockport, State University of New York, is an EO/AA Employer
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Hispanic Outlook.... There’s An App For That! Download Your Free App At itunes
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Tenure-Track or Tenured Faculty Position for the Jay Lepreau Professorship of Computer Science The University of Utah’s School of Computing is seeking to hire an outstanding tenure-track or tenured senior faculty member in systems, with a particular emphasis on operating systems, testbeds, or networks. This professorship is named in honor of Jay Lepreau, a professor of Computer Science at Utah. Candidates for this position should have an established record of leadership and an interest in large-scale systems research. To assist in discharging research and leadership obligations, successful applicants for this position will have a reduced teaching load and an endowment providing funding into perpetuity. This professorship provides an opportunity to work closely with the Flux Research Group, which Jay founded and led. This well-established group of research staff and students is more than a dozen years old and draws on decades-long history of strong systems research at Utah. Its past and ongoing projects span a range of systems topics including operating systems, networking, security, programming languages, compilers, software engineering, and testbeds. The group has been a part of research initiatives sponsored by NSF, DARPA and several major companies. One of the group’s ongoing and best-known projects is Emulab, a network testbed with global impact. The Emulab software runs testbeds at dozens of sites, and the installation at Utah, in operation for eight years, is used by thousands of researchers at hundreds of institutions worldwide. Applicants should have earned a Ph.D. in Computer Science or a closely related field. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural facilities and unsurpassed opportunities for outdoor recreation only a few minutes’ drive away. Additional information about the school can be found at www.cs.utah.edu. Please send curriculum vitae, a research goals statement, a teaching goals statement, and names and addresses of at least four references. Please go to the following link to apply https://utah.peopleadmin.com/postings/10346 Applications will be evaluated as received until the position is filled. Applicants are encouraged to apply at their earliest convenience. 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. 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.
ARIZONA SCHOOL BOARDS ASSOCIATION The Arizona School Boards Association seeks an individual with visionary leadership and strong administrative skills for the position of Executive Director. The Executive Director is responsible for leading, directing and administering a program of services that is responsive to the needs of the membership. The salary will be in the range of $150,000 plus an excellent comprehensive benefits package. The final salary for the successful candidate will be negotiated and determined based upon proven experience, qualifications and meeting Board criteria. Interested candidates may request an application form by contacting:
LIBRARY DIRECTOR The Long Island Campus of St. Joseph's College, New York, invites applications for the position of Director of the Callahan Library. The Director is responsible for the management and assessment of all campus library operations, services, and staff. • ALA accredited MLS degree required; doctorate in library science or a second master's degree preferred. • Demonstrated leadership and management skills in an institution of higher education • Knowledge of emerging library/information technologies and trends • Demonstrated ability to relate effectively to all constituent groups of the college
Ray and Associates, Inc. Ph: 319/393-3115 Fax: 319/393-4931 E-mail: glr@rayassoc.com or Apply online at www.rayassoc.com
Please send cover letter and resume to: Search Committee, St. Joseph's College, Callahan Library, 25 Audubon Avenue, Patchogue, NY 11772 or by email to jryan@sjcny.edu.
Application Deadline: November 21, 2011 Do not contact ASBA directly.
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Executive Director Arkansas Biosciences Institute Arkansas State University invites nominations and applications for a dynamic, visionary individual to serve as the Executive Director of the Arkansas Biosciences Institute (ABI) at Arkansas State University (http://abi.astate.edu). The ABI currently supports several broad interdisciplinary research areas related to health improvement. ASU is an Equal Opportunity Employer/Affirmative Action Employer with a strong institutional commitment to the achievement of excellence and diversity among its administrators, faculty, staff, and students. The successful candidate will have a clear understanding of ABI’s role and importance; a vision for enhancing and expanding its contributions to scholarship, teaching, and economic development; a demonstrable commitment to diversity; and a record of outstanding leadership and accomplishments in a university or research setting. The candidate must hold an earned terminal degree in science, engineering, medicine or related field from an accredited institution of higher education, possess academic credentials and a record of scholarly accomplishments sufficient to merit a tenured appointment at senior rank in one of the University’s academic departments, and have a proven record of administrative experience that may include academic appointments as department chairperson, associate dean, and/or dean, and must have a record of establishing and maintaining scholarly, interdisciplinary collaboration. Please visit https://jobs.astate.edu for detailed information and to apply for position A00246. Screening of completed applications will begin on October 24, 2011 and will continue until the position is filled. Under the provisions of Arkansas’ Freedom of Information Act, applications are subject to public inspection. Rent Consulting Group, LLC is assisting in the search and may be contacted for more information at info@rentconsultinggroup.com or 704-366-2388. Nominations should be sent to the Chair of the Search Committee, Dr. Andrew Sustich, ASU Graduate School, PO Box 60, State University, AR 72467, 870-972-3029, or sustich@astate.edu.
ASU is committed to creating a productive workplace in which both persons and property are secure. To achieve that goal, background investigations are conducted on all final applicants recommended for employment.
Assistant/Associate Professor of Educational Administration Description of Duties: Graduate level (post-master's) teaching. Scholarly research and publication. Academic advisement and mentoring. Other duties in support of department and college. Required Qualifications: Ph.D or Ed.D. ABD candidates must earn their degree within 6 months of hire; Knowledge of NYS public school laws and administrative practices; Successful teaching and/or administrative experience at the public education and/or higher education level; Successful history of scholarly research, publication and presentation. Preferred Qualifications: Recent public school administrative experience, with a particular preference for NYS experience. Start Date: 09/01/2012 To apply, go to: https://www.brockportrecruit.org Please attach a cover letter and CV. Official transcripts required upon hire. The College at Brockport is an Equal Opportunity/ Affirmative Action Employer
Fairfax County Fire and Rescue Department is currently seeking highly motivated individuals to join our team. We offer great career advancement opportunities, highest quality training, and an excellent benefits package. Individuals will be trained and certified in both fire suppression and emergency medical services. Come for the experience, stay for a career with one of the finest Fire Departments nationwide.
In the pursuit of excellence, the University of North Carolina Wilmington (UNCW) actively fosters, encourages and promotes inclusiveness, mutual respect, acceptance and open-mindedness among students, faculty, staff and the broader community. As the state’s coastal university located in Wilmington, UNCW is one of 16 campuses of the University of North Carolina system with an enrollment of 13,000. OPEN FACULTY POSITIONS Chemistry, English, Film Studies, Health and Applied Human Sciences, History, Randall Library, Nursing, Public and International Affairs, and more! For more information and to apply, visit http://www.uncw.edu/hr/employment-epa.html. EEO/AA Institution
Firefighter/EMT: $49,855 Firefighter/Paramedic: $49,855 *after 9 months $54,965 (Must already be NREMT-P or NREMT-I or VA State certification as an EMT-P or EMT-I)
We are only accepting applications for the Firefighter/ EMT position from November 7, 2011 thru the close of business on November 18, 2011. Visit our website at www.fairfaxcounty.gov/fr/recruitment to download an application. Were ALWAYS accepting applications for the Firefighter/Paramedic position; if you are a paramedic, go to fire.recruitment@fairfaxcounty.gov to request an application.
Minimum Qualifications: Be 18 years or older, possess a High School Diploma or G.E.D, and have a valid Driver’s License.
For more information or general inquiries, please visit our website or contact the Recruitment Section at (703) 246-3939 and ask to speak to a recruiter. Web: www.fairfaxcounty.gov/fire Email: fire.recruitment@fairfaxcounty.gov Fairfax County is an Equal Opportunity/Affirmative Action Employer, committed to workplace diversity.
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Williams
Gaius Charles Bolin Dissertation and Post-MFA Fellowships
Enhanced program to continue in academic year 2012-13 The Gaius Charles Bolin Fellowships at Williams College are designed to promote diversity on college faculties by encouraging students from underrepresented groups to complete a terminal graduate degree and to pursue careers in college teaching. The Bolin Fellowships are two-year residencies at Williams and up to three scholars or artists are appointed each year. Fellows devote the bulk of the first year to the completion of dissertation work—or in the case of MFA applicants, building their professional portfolios—while also teaching one course as a faculty member in one of the College's academic departments or programs. The second year of residency (ideally with degree in hand) is spent on academic career development while again teaching just one course. Gaius Charles Bolin was the first black graduate of Williams. The fellowship program was founded in 1985 on the centennial of his admission to the College. He was an active and influential member of his class who went on to a career as a lawyer. He valued education and worked against racial prejudice. Eligibility: The Bolin Fellowships are awarded to applicants from underrepresented groups including ethnic minorities, first-generation college graduates, women in predominantly male fields, or disabled scholars. Applicants must be U.S. citizens or permanent residents who intend to pursue a professorial career in the U.S. Ph.D. candidates must have completed all doctoral work except the dissertation by the end of the current academic year. MFA candidates must be recent recipients of the degree; only those with degrees granted in 2011, or to be granted in 2012, are eligible to apply. Terms: The annual stipend for the position is $35,000. The College will also provide health and dental benefits, relocation and housing assistance, academic support including office space and a computer, and an annual allowance of $4,000 for research-related expenses. During the period of residence at Williams, the Bolin Fellows will be affiliated with an appropriate department or program and will be expected to teach one one-semester course each year, normally in the fall semester of year one and the spring semester of year two. Application: 1) Candidates should submit two full sets in hard copy (electronic applications cannot be accepted) of each of the following materials including letters of reference and transcripts, to be received by November 15, 2011: • a cover letter with a description of teaching interests within one of the departments or programs at Williams; this letter should also explain how you fit the eligibility criteria for the fellowship. If you wish to apply to more than one department, please send a full application (two full sets of application materials) for each department you wish to apply to. • a full curriculum vitae; • an official graduate school transcript and three confidential letters of recommendation; the transcript and letters may arrive separately if necessary. • Ph.D. applicants: a copy of the dissertation prospectus, preferably limited to 1015 pp., double spaced, and a timetable for completion of the degree. • Post MFA applicants: project description and representations of work, as described below (self-addressed stamped envelope required for return of originals): o Writers: 2-3 short stories, 10-15 poems, or novel passages not to exceed 50 pages; o Visual Artists: 20 images (35 mm slides or DVDs); o Theatre Artists: video documentation of work performed or directed; digital or hard-copy sample of design portfolio; o Musicians: complete list of works or significant performances, plus 3 scores or recordings of compositions/performances; o Choreographers/Dancers: video documentation of performance; o Film and Video: DVDs as appropriate. 2) Also by November 15, 2011, applicants should complete the online form: http://tinyurl.com/3wfxjn7 Apply To: Peter E. Murphy, Dean of the Faculty - GCBDF, Williams College, 880 Main Street, P.O. Box 141, Williamstown, Massachusetts 01267 Questions: Email Gail Burda (gburda@williams.edu) Notification: Candidates will be notified of the Selection Committee's decision by early March 2012. Williams College is a coeducational liberal arts institution located in the Berkshire Hills of western Massachusetts with easy access to the culturally rich cities of Albany, Boston, and New York City. The College is committed to building and supporting a diverse population of approximately 2000 students, and to fostering an inclusive faculty, staff and curriculum. Williams has built its reputation on outstanding teaching and scholarship and on the academic excellence of its students. Please visit the Williams College website (http://www.williams.edu). Beyond meeting fully its legal obligations for nondiscrimination, Williams College is committed to building a diverse and inclusive community where members from all backgrounds can live, learn, and thrive.
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SENIOR PROFESSOR INTEGRATIVE ECOLOGY, EVOLUTION AND/OR BEHAVIOR
The Department of Ecology and Evolutionary Biology at Princeton University seeks a senior faculty member to bring a world-leading research program to Princeton. A common appreciation of theory, natural history and evolutionary thinking unites our Department that has broad interests in ecology, evolution, behavior, conservation, functional biology, disease and biogeochemistry. Applications, including a vision of where the candidate’s program is headed, curriculum vitae, and names and email addresses of three potential referees, should be addressed to Daniel Rubenstein, Search Committee Chair, and submitted online via http://jobs.princeton.edu, Req# 0110624. Screening of applications will continue until the position is filled. Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.
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The University of Texas at El Paso Departments/Programs with Anticipated Tenure/Tenure-Track Faculty Positions for Fall 2012 UTEP is a Doctoral/Research - Intensive university offering bachelor, master and doctoral degree programs to more than 22,000 students. A member of the University of Texas System (www.utsystem.edu), UTEP serves the Paso del Norte border region which includes far west Texas, southeast New Mexico, and northern Mexico. UTEP is recognized nationally for its leadership role in changing the face of U.S. higher education. Our students, who are 75% Hispanic, mirror the population of this region and, increasingly, that of Texas and the United States. UTEP's success in serving as a catalyst for economic development and quality of life in this region has also placed us in the national spotlight as a model 21st century U.S. research university.
College of Business Administration
College of Health Sciences Clinical Lab Science • Kinesiology • Occupational Therapy • Physical Therapy • Social Work
Accounting
College of Education Educational Psychology • Educational Leadership • Teacher Education
College of Liberal Arts Communication • English • Language & Linguistics • Music • MPA • Philosophy • Sociology/Anthropology
College of Engineering Civil Engineering • Computer Science/ Electrical Engineering • Mechanical Engineering • Metallurgical & Materials
College of Science Infectious Diseases & Immunology • Neuroscience Metabolic Disorder • Toxicology
School of Nursing FOR A DESCRIPTION OF OUR CURRENT OPENINGS AND APPLICATION PROCEDURES, PLEASE VISIT OUR WEBSITE AT
www.utep.edu/employment The University of Texas at El Paso does not discriminate on the basis of race, color, national origin, sex, religion, age, disability, veteran status, genetic information or sexual orientation in employment or the provision of services.
Temple University School of Tourism and Hospitality Management The School of Tourism and Hospitality Management is soliciting applicants for two tenure track positions in Tourism, Hospitality, and Event Management - Associate/Assistant Professors. Applicants will be expected to teach graduate and undergraduate courses. Rank and salary will be based on qualifications and experience. Terminal degree is required. The appointments begin the fall semester, 2012.
The School is seeking experienced scholars who have an established research record and a proven track of external funding acquisition. Applicants will be asked to submit copies of recent publications. Applicants will be expected to have teaching experience, in both graduate and undergraduate academic programs, and teaching evaluations are required with application.
Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia's extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences for Temple University faculty and students. The School of Tourism and Hospitality Management was established July 1, 1998. The School offers four degree programs: the bachelor's and master's degrees in Sport and Recreation Management, as well as the bachelor's and master's degrees in Tourism and Hospitality Management. The School is a self-standing school, affiliated with Temple University's Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism and Sport emphasis is offered.
Applicants should submit a letter of application, curriculum vitae, the names of three references, sample publications, and other supporting materials to Dr. Seoki Lee, Search Chair for Tourism and Hospitality Management (215-204-0543, seokilee@temple.edu), at the following address: School of Tourism and Hospitality Management, 1810 North 13th Street, 111 Speakman Hall (006-68), Temple University, Philadelphia, PA 19122. Temple University is an Affirmative Action/Equal Opportunity employer. Women and minorities are encouraged to apply.
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Coming November 14th
Our Annual
Hail To The Chiefs Issue Advertising Deadline: October 25th 54
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ADVERTISING INDEX LANGSTON UNIVERSITY PRESIDENT The Langston University Presidential Search Committee and Board of Regents for the Oklahoma Agricultural and Mechanical Colleges invite nominations and applications for the position of President of Langston University.
The President is the Chief Executive Officer responsible for providing leadership to and assuring the effective administration of Langston University, which includes a main campus in the rural setting of Langston, Oklahoma, and urban centers in Oklahoma City and Tulsa.
Langston University is Oklahoma’s only historically black college or university. It is an 1890 Land Grant college established in 1897.
The annual budget of the institution exceeds $73 million, and the University administers over $21.3 million in federal grants and contracts. Fall 2011 enrollment is 3,046. Langston University offers a comprehensive range of instructional programs, including professional programs in Nursing and Physical Therapy and graduate programs leading to the Master of Education degree and Master of Rehabilitation Counseling degree.
To receive full consideration, nominations and applications should be submitted by November 4, 2011. Screening will continue until the position is filled. Ayers and Associates, Inc., is consulting on this search. Please submit a resume and letter of interest to: Ayers & Associates Inc. 2001 Jefferson Davis Highway, Suite 503 Crystal Plaza One Arlington, Virginia 22202 Phone: (703) 418-2815 Fax: (703) 418-2814 E-mail: contactus@ayersandassoc.com
AN EQUAL OPPORTUNITY, AFFIRMATIVE ACTION EMPLOYER
POSITIONS ALABAMA
Auburn University
43; 52
ARIZONA
Arizona School Boards Association Arizona State University – Mary Lou Teachers College
49 41; 46
ARKANSAS
Arkansas State University
50
CALIFORNIA
California State University, Fresno California State University, Fullerton California State University, Long Beach Chabot-Las Positas Community College District University of California, Los Angeles
22 48 31 46 46
DC
George Washington University
55
FLORIDA
Daytona State College
45
GEORGIA
Georgia Gwinnett College University System of Georgia
10 49
ILLINOIS
Northern Illinois University Oakton Community College Southern Illinois University, Edwardsville
44 51 46
MASSACHUSETTS
Northeastern University
42
NEW JERSEY
Princeton University Rutgers, The State University of New Jersey
52 42; 54
NEW YORK
City University of New York/CUNY Hobart & William Smith Colleges Hunter College/CUNY St. Joseph’s College SUNY/College at Brockport
42 44 45 49 47; 50
NORTH CAROLINA
University of North Carolina Wilmington TENURED OR TENURE TRACK FACULTY Position Announcement
The George Washington University School of Business invites applications to fill tenured/tenure track, open rank positions, to begin Fall 2012, in the following disciplines: Accounting, Finance, Information Systems, Management, Marketing, Strategy, Business Ethics, and allied disciplines. All candidates must have a strong commitment to scholarly research and teaching excellence.
Basic Qualification – Associate- Full: Applicants for Associate or Full Professor must have a Ph.D., an internationally recognized record of research and scholarship including publications in top academic journals and an excellent record of teaching.
Preference will be given to candidates who demonstrate a strong and continuing interest in conducting significant scholarly research, providing academic and managerial leadership and who have substantial relevant experience in tertiary education.
Basic Qualifications – Assistant - ABDs: Applicants for Assistant Professor must complete all doctoral degree requirements by August 1, 2012. ABDs will be considered at the rank of instructor and, if appointed, must complete the doctoral degree by the end of the first academic year of appointment. Applicants must demonstrate research excellence/strong potential as indicated by refereed publications in top journals or works in progress and teaching excellence as evidenced by letters of reference and teaching evaluations.
For all positions, tenure and rank are commensurate with the qualifications. Salary and benefits are competitive.
Application Procedure: To be considered, please send (or email) a letter of application that identifies the field(s) and rank of interest, resume, teaching and research record, representative examples of research and summary teaching evaluations, applicants for Assistant Professor and ABD applicants must send three letters of reference to: Vice Dean for Faculty and Research, The George Washington School of Business, Duques Hall 660, 2201 G Street NW, Washington, DC 20052 (e-mail: GWSBApps@gwu.edu). Only complete applications will be considered. Review of applications will begin on October 16, 2011 and will continue until the positions are filled. The George Washington University is an Equal Opportunity/Affirmative Action Employer. The University and the GW Business School seek to attract an active, culturally and academically diverse faculty of the highest caliber.
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OHIO
College of Wooster Miami University
47; 48 41
OKLAHOMA
Langston University
55
PENNSYLVANIA
Arcadia University Temple University University of Pennsylvania
45 53 28
TEXAS
University of Texas at El Paso University of Texas at San Antonio
53 43
UTAH
University of Utah
49
VIRGINIA
Fairfax County Fire and Rescue Dept.
50
INSTITUTIONAL
Eastern Illinois University Lehman College/CUNY Northeastern University Texas Tech University
IL NY MA TX
39 40 2 41
FL VA CA MA
4 43 42 51
CONFERENCES/FELLOWSHIPS/SCHOLARSHIPS
Hillsborough Community College Jack Kent Cooke Foundation The College Board Williams College
*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com
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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED
P ri min g the Pump. .. START EARLY TO DEVELOP CULTURAL COMPETENCE AMONG LATINO STUDENTS
Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.
C
Culture is the widening of the mind and of the spirit. – Jawaharlal Nehru ulture provides the context for life across the globe. Teaching Latino students to be sensitive to and competent in other cultures is the most practical way to prepare them for life beyond the boundaries they know as children. Many Latinos who are contextual learners extract and organize abstract information by seeking “real world” applications to understand and retain the information meaningfully. The classroom, workplace or various community groups provide rich cultural settings for learning essential concepts. Cultural competence reaches beyond race and ethnicity. Understanding the rules of human interaction and behavior in any setting is part of cultural sensitivity. Latino students who can navigate various groups by skillfully understanding those rules, norms and values will understand how people get along and will be prepared to succeed in many situations. Beyond required state history, Latino elementary school students who are encouraged to explore the values, norms and traditions of their people will begin to understand why family and friends do as they do – and then learn how other groups behave, too. This understanding will help Latino students embrace the heart of what makes a people endure across time. Providing Latino students a template for understanding the rules of other groups by observing relationships through communication and interpersonal relationships is a powerful tool for getting along, whether a group is formed through racial or ethnic lines, or by common purpose or interest. The key elements of intercultural competence can be taught early. The display of respect is fundamental to all aspects of cultural competence. The two overall goals for teaching cultural competence are to help the student develop empathy – understanding another person’s worldview – and master the communication and interpersonal skills necessary in any setting. Buoying the respect, empathy and effective communication are objectivity and withholding judgment of other people and varied situations until they are understood (which, in many cases, removes the need for any
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judgment after all). Knowing how people view themselves helps another understand why they do what they do. People who view themselves as the intellectual elite, for example, will view themselves and behave differently than those who consider themselves stewards of the land through cultivating crops. That worldview determines how people solve problems, individually and as a group. Preserving the earth, for example, is a worthy goal of both intellectuals and those who work the land, but how they choose to preserve the earth might differ greatly – and even be adversarial. Developing and maintaining interpersonal harmony between differing groups becomes crucial if a mutual solution is to be found. How to talk with one another – managing a conversation – becomes an equally important skill. Bringing disparate (and sometimes adversarial) groups together requires a common understanding and managing the conversation so that they hear one another. Suspension of judgment becomes even more important then, for if one party feels supported or valued more than another, the conversation ceases. Finally, helping students to tolerate ambiguity is important for developing cultural competence, since they must wait until they understand a situation or group more fully before taking any action. The balance in seeking clarity, tolerating ambiguity and moving toward a productive conversation is a delicate balance, but Latino students are capable. Just ask any of them who have had groups of school buddies who typically don’t get along finally begin talking through that mutual friend who sees the validity of the viewpoints both groups hold. In many cases, neither group is right nor wrong; merely different. And those differences, when managed toward a mutual goal, can yield powerful, lasting solutions. Teachers can help Latino students broaden their worldview, diversify their interpersonal experiences and develop communication skills through curriculum, diversity in the faculty and staff, structured, intentional extra-curricular activities and quality mentoring. Encouraging each Hispanic student to examine his personal world view as it changes helps the student navigate outside groups and understand and support his own changing Latino family, too. Finally, ethics is the formal piece that reminds the student that, beyond the differences in worldview and the known commonalities across people, doing what is right trumps all.