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SEPTEMBER 03, 2012

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VOLUME 22 • NUMBER 22

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Students Become Activists

Better Pathways for Transferring

Guardian Scholars

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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 California State University-Fullerton

Editor – Adalyn Hixson Executive & Managing Editor – Suzanne López-Isa News Desk & Copy Editor – Jason Paneque Special Project Editor – Mary Ann Cooper

Juán González,VP Student Affairs University of Texas at Austin Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District Gustavo A. Mellander, Dean Emeritus George Mason University

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Loui Olivas,Assistant VP Academic Affairs Arizona State University

DC Congressional Correspondent – Peggy Sands Orchowski

Eduardo Padrón, President Miami Dade College

Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander

Antonio Pérez, President 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 23 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

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From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The

Article Contributors Frank DiMaria, Marilyn Gilroy, Debra Johanyak, Angela Provitera McGlynn, Miquela Rivera,Alexandra Salas

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

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Esquina E ditorial

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ere we go again. Next month, the U.S. Supreme Court plans to take up Fisher v. University of Texas at Austin, a case filed in 2008 by a White female student who was not admitted and claimed that the University of Texas discriminated against her based on race. Fisher did not rank among Texas’ Top 10 Percent of high school graduates, as more than 80 percent of those admitted did, nor did she compete successfully based on other criteria such as talents, leadership, race and family circumstances.

The hearings, alas, will not include Justice Kagan, who recused herself. Should the court rule in Fisher’s favor, that could spell the end of affirmative action.

As we go to press, United We DREAM, an alliance of youth-led organizations plus their partners and allies is launching a major initiative to help undocumented students take advantage of new regulations allowing them to apply for work permits and protection from being deported. Included is a nationwide network of application centers offering “essential legal advice from attorneys on site and a website to facilitate the application process.”

Crystal Williams, executive director of the American Immigration Lawyers Association, emphasized that the new process, “while generous, has no appeal and requires that you reveal yourself to the government. So it is important you get good legal advice from a licensed attorney or accredited representative.”

Last month, while announcing the release of an annual factbook by the Children’s Defense League, its president, Marion Wright Edelman, reminded us that 7.4 million poor children in rich America are living in extreme poverty, that “three out of four Black and Hispanic children are unable to read or compute at grade level in the fourth or eighth grade,” that a Black boy born in 2001 has a one-in-three chance of going to prison, and a Latino boy – one-in-six. ¡Adelante!

Suzanne López-Isa Managing Editor

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Po lit i cal Beat

In Mexico, Better the DevilYou Know

by Carlos D. Conde

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here’s an old Spanish saying, “Mas vale el Diablo conocido que diablo por conocer,” which could be applied to the recent presidential elections in Mexico that returned the once impregnable Institutional Revolutionary Party (PRI) to the presidency after an unexpected 12-year hiatus.

The proverb, known in English as “better the devil you know than the devil you don’t,” takes on special significance in Mexican politics.

In 2000, the unthinkable occurred when Mexicans booted the PRI out of power, ending its 71year dynasty, and during that decade elected as presidents members from a fledgling group, the National Action Party (PAN), that promised a new political dawn.

Unfortunately for PAN, the Mexican electorate sent its candidate (presidents serve only one six-year term), along with the party’s reformist doctrine, into an early sunset.

It opted to end the experiment in the July 2012 presidential elections and reconciled with the PRI again in the form of a handsome political charmer who may not have an impressive political résumé but makes up for it with smarts and brio.

It reminds one of Mexico’s northern neighbor, currently experimenting with its own neophyte political leader.

Meet the new president of Mexico, Enrique Peña Nieto, 45, a one-term

governor from the state of Mexico that surrounds Mexico City and with a lot of friends in high places who propelled his political ascendancy.

Peña Nieto, the son of middleclass parents, doesn’t have an impressive political pedigree and earned a law degree at a local university. He is known for his good looks, impeccable manners, wellgroomed appearance and knowing how to cultivate the kingmakers.

He is a product of the PRI political system, “the new face of an old guard” that identifies up-and-coming political talent and grooms it for high public office, and for some, like Peña Nieto, the ultimate post.

Peña Nieto is a good example of the padrino school of politics that nurtures the time-honored code of not what you know but who you know. And Peña Nieto’s rapid rise in politics, in concert with his personal capabilities and background, made this an integral part of his election.

Peña Nieto’s tenure as a oneterm governor was productive, according to him, but not particularly impressive to his detractors.

He won the governorship with his “608 Compromisos” in which he promised his constituents all sorts of pedestrian public goodies – 608 to be exact – but his detractors and opponents gave Peña Nieto a failing grade for falling way short of his promises.

Winning the presidency wasn’t as easy for Peña Nieto as it was for his predecessors. Back then, the PRI presidential candidate could lash on his presidential sash the day he was nominated, confident he would be the next president, because Mexico’s political system did not allow a PRI candidate to lose an election.

Mexico’s PRI doesn’t claim the patent on manufactured elections. Until recently, Latin American politics was fraught with chicanery and legendary strongmen who brooked no dissension

or opposition and could guarantee a candidate’s election because usually he was the only candidate.

Mexico’s politics and the PRI tradition are more civilized. Mexico has had a democratic tradition, albeit of sorts, since the early 1900s. PRI is not about overthrowing regimes because, until recently, it only had to contend with itself. In the ’40s, it defanged the military to neutralize ambitious generals.

Until PAN came in with Vicente Fox in 2000, the PRI was invisible, since no political party dared to seriously challenge it and no party was better at neutralizing, by hook or crook, ambitious political opponents.

Following the “Mexico Miracle” days of unprecedented economic growth, from the late ’40s to the early ’70s, hard times started to beset Mexico. PRI’s dominance begin to fray during the administration of Ernesto Zedillo, who ended PRI’s most hallowed tradition of letting the outgoing president choose his successor with the famous “dadazo.”

Literally, it means pointing the finger that, in PRI tradition, the outgoing president figuratively did at the person he wanted to succeed him, which of course was a PRI loyalist and, in truth, a selection consulted with the party’s hierarchy.

The outgoing president ceremoniously pointed his index finger for the “dadazo.” The party’s detractors, political wags say, repudiated it with the middle finger.

It’s not that Peña Nieto didn’t have challengers or that he routed the opposition. He won with 38 percent of the vote, beating the PRI’s nemesis, leftist Andres Manuel López Obrador, who lost in 2006 and again cried fraud and vote buying – like the PRI passing out gift cards redeemable at the ballot box.

PAN candidate Josefina Vásquez Mota received only 20 percent, which

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didn’t speak well for that party’s experience in governance the past 12 years.

The outgoing president, PAN’s Felipe Calderón, was frustrated by his party’s lack of a congressional majority to create any meaningful reforms and by a failed campaign against the drug cartels, which critics say was misdirected and overly deferential to the U.S. drug war tactics.

Peña Nieto, poetically speaking, has a lot of miles to travel and promises to keep in his tenure, like tackling poverty and revitalizing the anemic Mexican economy, the 13th largest in the world.

He wants to restructure and reform some of the Mexico’s sacred industries, like Pemex, and narrow the disparity between Mexico’s rich and poor, always a basic promise conveniently ignored by politicians.

He promises to confront the drug trade and drug wars that continue to terrorize and corrupt the country. He is not explicit on how, but he wants less direct U.S. involvement and a new strategy and hired a Colombian general as his new security advisor.

Peña Nieto has not laid out any grand designs except that he will be an honest broker and promoter for the welfare of all the people. In Mexico, with its Mexican ways, that’s a huge commitment and undertaking.

His biggest challenge is governance that doesn’t depict the old ways of PRI. He also says the demise of the party has been vastly overstated, as this year’s election showed, because “PRI knows how to govern.”

In the PRI style, yes, and that’s what worries many of the Mexico people.

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

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MAGAZINE® SEPTEMBER 03, 2012

CONTENTS VoiceThread Culture Enhances Language Learning in Higher Education by Alexandra Salas

Page 11

Undocumented Students Become Activists for Their Rights by Marilyn Gilroy

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Sergio Aguilar-Gaxiola – A Life Devoted to Hispanic Mental Health by Frank DiMaria

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Creating Better Pathways for Minority Student Transfer by Angela Provitera McGlynn

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Literature of the Undocumented Latino/a: Art Embracing Life by Debra Johanyak

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Guardian Scholars: From Foster Child to College Grad, at CSU by Michelle Adam

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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 Political Beat

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by Carlos D. Conde

In Mexico, Better the Devil You Know

Uncensored

by Peggy Sands Orchowski

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

Hispanics on the Move

Interesting Reads Book Review

by Mary Ann Cooper

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28 Page 20 29

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Trilogy of Resistance

Targeting Higher Education Money Talks, and Opportunities Shine

by Gustavo A. Mellander (Online only)

Priming the Pump...

Confronting Bad Habits

by Miquela Rivera

Back Cover

Page 23

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

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INNOVATIONS/PROGRAMS

Culture

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by Alexandra Salas alvanized by technology, language learning and instruction have VoiceThread and Compliance taken on new approaches that integrate multimedia tools that use In accordance with Section 504 of the Americans with Disabilities Act, voice, video, images and text to enhance the acquisition process. adoption of VoiceThread can bolster an institution’s commitment to proSome of these tools are also compliant with education-related sections of vide needed access and accommodations to all students. the Americans with Disabilities Act. Pacansky-Brock, a VoiceThread higher education learning consultant One of them is VoiceThread, described as a “Web-based tool which who facilitated the recent webinar “Reinventing Language Learning with gives instructors the ability to infuse a VoiceThread,” featuring best teaching participatory, multisensory learning practices by two college professors, environment directly into their course touts the advantages of this tool and how management.” it has inspired educators to develop creVoiceThread’s own website explains ative pedagogy that can meet the needs how it prioritizes accessibility in its of diverse learners. design, in accordance with Section 508 “Institutions have a responsibility to of the Rehabilitation Act: “We want to ensure their instructional content is serve the needs of a person with dyslexia accessible to all learners,” she says. or ADHD, an outdoor classroom with “The term ‘accessibility’ really is more mobile devices, a user in the developing broad than just simply meeting ADA world without high-speed internet, a compliance, and VoiceThread does an kindergartner, or an elderly lifelong impressive job of creating a product that learner. In our experience, the only way meets the needs of a wide variety of to do this is by thoughtful and sensitive learners.” design, with lots of input from our differ“Did you know the video comment ently-abled users.” feature in VoiceThread is still there During a VoiceThread webinar, today because Gallaudet University, leadonline community and faculty developing university for deaf and hard-of-hearment specialist Michelle Pacansky-Brock ing students, saw potential in it to explains how Web-based tools like empower deaf users to have online disVoiceThread serve as inspiration for cussions in sign language? VoiceThread “reinventing the traditional learning listened to this feedback, and that’s why model.” She explains how in this transthe video commenting feature is still formation educators are taking risks part of the experience. with learning technology. “It requires all “Moreover, creating a VoiceThread is of us to view ourselves as learners and to simple, but magically, without the creparticipate in the process of learning. ator doing any extra work, the content is David Thompson, associate professor of Spanish, Luther College, is And this means sharing what you’re available to users it has been shared an avid user of VoiceThread. doing in your classes, and reflecting on with,” through a variety of products those processes, talking to our colleagues about them.” designed to meet the needs of different users. “Today, when any user creOn her website, www.teachingwithoutwalls.com, educators can find ates a VoiceThread, users can access it from a computer using the stanmany useful instructional resources and expand their knowledge of dard Web version of VoiceThread that runs in any Web browser; if the user VoiceThread uses. Pacansky-Brock comments, “Each VoiceThread a user is blind and relies upon a full screen reader, she/he can access that concreates can be embedded into any website that accepts html code; this tent using VoiceThread Universal (http://voicethread.com/universal/) includes nearly every CMS I’ve worked with. For instructors and/or institu- which presents the same content in html, rather than flash; or a user can tions that require or prefer secure Web environments, VoiceThread opt to access it from one of the free VoiceThread mobile apps (iPhone, accommodates this as well because each VoiceThread can be adjusted to a iPad and Google Chrome ... Android coming soon!).” range of security settings from fully secure (using the Groups feature), to During the VoiceThread webinar, Pacansky-Brock explains how Websemi-private, to fully public.” based tools like VoiceThread serve as inspiration for “reinventing the tradi-

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Enhances Language Learning in Higher Education tional learning model.” She explains how in this transformation educators are taking risks with learning technology.

“It requires all of us to view ourselves as learners and to participate in the process of learning. And this means sharing what you’re doing in your classes, and reflecting on those processes, talking to our colleagues about them.”

“I like the way that VoiceThread allows for a collaborative environment in which students can listen to each other using the language,” says Thompson. They can learn from each other through these practice activities and the way that they can listen to themselves, which I think is a feature of language learning that often gets overlooked,” he says.

Learning Theories and VoiceThread Language Instructional Learning theories, such as language Practices learning theories, the likes of Lev Vygotsky’s David Thompson, associate prozone of proximal development or social fessor of Spanish at Luther College, learning, as well as Stephen Krashen’s lanDecorah, Iowa, highlights this eguage acquisition theories, suggest how tool’s “ease of use.” He notes, “To immersion in a language can increase lancreate a VoiceThread takes just a guage learning experiences and acquisition. few minutes and renders some pretIn addition, Richard Mayer multimedia ty nice benefits.” Thompson uses learning theories on several levels support VoiceThread in digital storytelling the use of education technology tools like exercises for intermediate-level stuVoiceThread to increase retention. dents of Spanish. These exercises Vicki Curtis, who teaches ESL at Ohlone are an opportunity for students to College, comments that VoiceThread is practice communication tasks. instrumental in language learning. “It was Thompson notes how VoiceThread really important to me to try to re-create facilitates activities for students what happens in most language classrooms, preparing for a study abroad experiwhich is this sense of community. And we all ence as well as interactive tutorials know that learning and language learning is for grammar practice. so social. So I had to find a way to get that to “Students who know how to type translate into the online world. And I decidusing accents and special characters ed to use VoiceThread.” in Spanish can introduce these into Krashen’s input hypothesis suggests that text comments in VoiceThread in the an individual’s ability to acquire and develop same ways that they use special fluency in a language emerges gradually and characters in word processing or “accuracy develops over time as the acquirer other programs,” he notes. hears and understands more input.”

“VoiceThread supports a wide range Consequently, language competence or masMichelle Pacansky-Brock, online community and faculty of languages and characters, tery is achieved based on a combination of development specialist although there are significant chalfactors – unconscious acquisition from lenges to having all languages and scripts appear equally well.” exposure to the language, knowledge of the rules, comprehensible input, Since VoiceThread combines images, text and audio, instructors can practical rhetorical experience and repetition. It follows that multimedia create a variety of tasks and scenarios for students to practice writing, lis- environments such as VoiceThread that facilitate playback and comment tening and responding in the target language. Moreover, students can play features support the repetition needed in language acquisition. In addition, back VoiceThreads as often as they like, and the comment tool feature establishing a learning environment that combines social activities and complements feedback and other exchanges. Thompson adds, “When interactions relative to language and respective culture can more positively someone introduces a voice comment, they have to hear it before they post engage learners and affect their performance. it.” Examples include: narrating past events in Spanish, narrating a photo According to S. A. McLeod, “Vygotsky believed that language develops story, or asking students to use a particular tense in their writing of from social interactions, for communication purposes” (Vygotsky and prompt responses.

Language). Similarly, Clabaugh discusses how knowledge formation or

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cognition is achieved through myriad mistakes and corrections made by the learner, and notes that “Mistakes are developmentally necessary. ...”

Instructors can use the comment tool in VoiceThread to provide voice comments to correct pronunciation, for example, as well as text comments to illustrate substantive critique.

Thompson elaborates on VoiceThread features: “Students whose learning requires voice-based interaction around concepts, problems or projects can benefit from VoiceThread. One of the greatest benefits of VoiceThread for language instruction is that when entering a new voice comment on a VoiceThread, a student must first listen to the comment and decide whether to save it or cancel and try again. VoiceThreads thus have a built-in mechanism for students to listen to themselves and judge their own performance. The ability to listen to oneself and adjust pronunciation, vocabulary, syntax and grammar is a crucial skill for language students.

This skill is difficult to develop, particularly in the classroom, where the presence of the instructor and other students produces considerable anxiety. I find VoiceThread activities valuable because they allow students to practice, make mistakes, try again and listen to each other in a relatively low-pressure environment. Students frequently tell me that they appreciate this about VoiceThread, and I believe the VoiceThread activities my students do outside of class move them toward more substantive and confident participation in class.”

Lastly, Mayer’s cognitive theory of multimedia learning suggests that presentation of materials should be useful and engage the learner.

VoiceThread’s multisensory, user-friendly set-up supports this type of presentation. Mayer does not imply that verbal or pictorial forms are better, but that dual channels may enrich the learning process by engaging the individual by tapping into and building on the preferred mode of the learner. “The rationale for multimedia presentation ... is that it takes advantage of the full capacity of humans for processing information.” Mayer explains the notion that “ two channels are not equivalent; words are more useful in presenting certain kinds of materials ... whereas pictures are more useful for presenting other kinds. ...” This concept undergirds his theory that “understanding occurs when learners are able to build meaningful connections between pictorial and verbal presentation.”

VoiceThread provides access to these formats in a manner that can satisfy a variety of learner and instructional needs. Thompson expands on this point. “VoiceThread is a tool that is taking strong roots in education at all levels and in many disciplines, and the creators of VoiceThread have gone to great lengths to make the tool useful for learning purposes. I believe VoiceThread appeals to many language instructors, because it helps us create voice-based, collaborative environments when we are not with our students in person. Language instructors can create simple or complex tasks in VoiceThread that target particular learning goals they are pursuing with students at any level of instruction. In a beginning language course, an instructor might use VoiceThread to have students work on pronunciation of new vocabulary, word recognition or simple communication tasks like describing a person or place. Students in higher-level language courses might complete more complex tasks in VoiceThread like narrating a photo story, responding to a hypothetical situation represented in a series of images or video, providing instructions for a procedure, or giving directions according to a map.”

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VoiceThread Acceptance Overall, student and faculty perception toward VoiceThread use is positive. Vicki Curtis, associate professor of ESL at Ohlone College, Fremont, Calif., has been using VoiceThread since 2008 and says, “students really love it and are really adept with technology. They say, ‘I love hearing your voice.’ They always talk about it being valuable to them.”

Ohlone College serves a diverse, multiethnic student body. “The demographic includes Afghani, Vietnamese, Chinese, Mandarin, Iranian and some Spanish speakers ... and many adult learners,” comments Curtis.

While some of her students have “never touched a keyboard or computer,” she adds that “the young ones will help the older ones.” In other words, learning with technology does not discourage her students.

As for faculty, Curtis explains that while some faculty may be hesitant about integrating new tools, she sees it as part of her field. She notes how communication imperatives, new vocabulary and directions are all a part of learning. “It’s a really easy interface,” she adds. “I’ve used [VoiceThread] to have students create pronunciation profiles at the beginning of a pronunciation class, to do a quick check of understanding of something that they’ve learned in class, to get to know students through introductions. I’ve done final exams, such as a speaking exam, peer writing conferences, group projects, and I’ve used it in class with students, as well as out of class,” concludes Curtis.

Pacanksy-Brock concurs that there is growing acceptance of VoiceThread. “We see pockets of innovation, and people see immediate opportunities; using technology is a new part of teaching. VoiceThread is a rich tool, but once you use it you realize it’s going to take more than a three-hour seminar to use it mindfully. Institutional support for faculty needs to be there.”

But a little VoiceThread training can go a long way. Curtis adds, “If I follow up with individuals and provide them a little more one-on-one time, it seems to help. And I do that with our ESL instructors because we absolutely want them using VoiceThread. But when I reach out to the larger faculty, I find that if I don’t follow up and kind of check in and help, then sometimes they don’t continue with it.”

Thompson concludes that VoiceThread is gradually taking hold on his campus. “I have several colleagues in my department – it’s the department of modern languages – that use VoiceThread. ... I think people saw the possibilities that VoiceThread has for language instruction and decided to at least try it, if not use it on a regular basis. ... Sometimes in courses where VoiceThread activities have not been assigned, they might choose to use VoiceThread for a project of some sort because they enjoy using that tool.”

While there are still faculty who are shy about education technology and might be overwhelmed by the choices and possible applications, VoiceThread seems to be a purposeful instructional tool. Instructors don’t have to struggle to determine whether it suits their pedagogy. It supports faculty creativity and instructional design goals to enhance learning in ways that are user-friendly as well as compliant with diverse learner needs.

LEADERSHIP

Undocumented Students Become Activists for Their Rights

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by Marilyn Gilroy ndocumented college students are coming out of the shadows, making noise and news by being more vocal and visible. They are stepping up to run for student government offices and are forming support groups on campus. Most notably, they have become high-profile activists in support of the DREAM Act and are using door-to-door campaigns as well as social media to rally support for the legislation. Their actions contributed to President Obama’s decision to remove the threat of deportation for those students who want to stay in the U.S. and continue their education.

News media began taking notice of the increased activism last March when José Luis Zelaya, an undocumented 24-year-old Texas A&M University graduate student from Honduras, made a bid to become the university’s student body president. Although he came in fourth out of six candidates, his campaign served to shine a light on the circumstances of the nearly 300 other undocumented students at Texas A&M. While Zelaya received supportive messages from many at the university, including its president, R. Bowen Loftin, he also confronted students who said they would report him to federal immigration authorities. Texas A&M has a reputation as being politically conservative, and many students on campus oppose the state law allowing illegal immigrants to qualify for instate tuition rates at public colleges and universities.

Zelaya knew his chances of winning the university’s student government election were slim, but said he hoped his effort would inspire others. As he stated in several interviews, he did not run for office to call attention to his status of being undocumented; rather Zelaya wanted his candidacy to make a difference.

“It’s not about being undocumented,” he said in an interview in The New York Times, “It’s about inspiring people to go to college, inspiring the parents to inspire their kids, and to inspire that person who mows the lawn that they can do better.”

But the media upended his desire to downplay being undocumented and ran national and local headlines emphasizing that an illegal immigrant was running for the campus presidency. The fact that other undocumented students have mounted similar campaigns at other colleges and won campus leadership positions received little mention.

This year, Diego Sánchez, an undocumented student, was student government association president at St. Thomas University (STU) in Florida.

Sánchez also led the campus SWER (Students Working for Equal Rights) group, which held an information session and press conference in support of Florida House Bill 81 and Senate Bill 106 that, if passed, would have granted in-state tuition rates to undocumented students.

“Leaders like Diego Sánchez have done very good work,” said Dr. Beatriz González Robinson, STU vice president for planning and enrollment. “We are very proud of him.”

Two years ago, Juan Rodríguez, also undocumented, was elected president of the student government of Miami Dade College’s InterAmerican Campus. Felipe Matos, another undocumented student, was student gov-

Diego Sánchez, an undocumented student, was student government association president at St. Thomas University in Florida.

ernment association president at Miami Dade’s Wolfson Campus in 200708. Matos’ story took an ironic twist when he was chosen that year as one of the top 20 community college students in the United States by the American Association of Community Colleges. He graduated from the Honor’s College at Miami Dade and was accepted to several four-year schools, but his status barred him from getting financial aid.

Hitting Barriers to College Matos’ experience is typical of the estimated 65,000 undocumented students who graduate from U.S. high schools each year. While they are

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guaranteed an education in K-12 public schools, they face many barriers to higher education at several levels.

Federal law prohibits undocumented students from receiving any kind of federal financial aid including loans, grants, scholarships or work-study.

As one expert pointed out, undocumented students have more limitations placed on them than international students who enter the country on nonimmigrant visas.

At the state level, the higher education picture for undocumented students is one of mixed messages and contradictory policies.

According to the College Board, 14 states have laws allowing undocumented students to receive in-state tuition rates at public colleges and universities. While not all the state laws are consistent with one another, they generally require that to receive this benefit, students must live in state and attend high school for several years or graduate or receive a GED. Most states also ask undocumented students to sign a note promising they will file for legal immigration status.

Although these students receive in-state tuition, they are not allowed to receive state financial aid. One exception is California, where Gov. Jerry Brown signed a law last fall that will enable undocumented immigrant students to receive state-funded financial aid in 2013. It has been referred to as the California Dream Act. Four states – Arizona, Georgia, Colorado and Indiana – bar undocumented students from receiving in-state tuition, and some states, such as South Carolina and Alabama, have enacted laws preventing undocumented students from enrolling in public postsecondary institutions.

And then there is North Carolina, which has changed its admissions policy for undocumented students five times in the past decade. At one point, undocumented students were banned from enrolling in North Carolina community colleges, but that policy has been modified, although they must still pay out-of-state tuition rates.

If undocumented students try to find private scholarships to help pay tuition costs, they run into similar roadblocks because most foundations

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will only award money to U.S. citizens or legal residents.

To help undocumented students who want to pursue a college education, the College Board has released a new guide, Repository of Resources for Undocumented Students, which includes information on college admission, financial aid and scholarships.

Campus Support Groups for Undocumented Students While individual undocumented students are stepping into the spotlight, advocacy groups also have formed on campus to support them. IDEAS (Improving Dreams, Equality, Access and Success) at the University of California-Los Angeles (UCLA) is one of most well-established. Founded in 2003, it has raised more than $200,000 in scholarship funds for undocumented students pursuing a college degree.

Last year, the organization held an Undocumented Student Week in which students donned T-shirts that displayed the slogan “I am Undocumented” as part of its efforts to become visible on campus and to rally in support of additional provisions of the California Dream Act. IDEAS has spawned chapters at other UC campuses, including Santa Barbara and UC-Santa Cruz.

At the University of Michigan, a group known as the Coalition for Tuition Equality (CTE) is supporting the rights of undocumented students. As was reported in the Michigan Daily, the student newspaper, many undocumented students do not even apply for admittance to the university because the application form asks for citizenship (although it is not required) and also relies on common identification such as a Social Security number. In March, CTE sponsored a forum on Access for Undocumented Students in which young immigrants told of their struggles to have access to college, especially given their inability to obtain legal identification documents, such as a driver’s license. CTE also staged protests in support of in-state tuition for undocumented students at several of the university’s board of regents meetings.

“Undocumented students came here as children and grew up in Michigan communities here and graduated from Michigan high schools,” said Kevin Merisol-Barg, a public policy student who founded CTE. “They did not choose to come here.”

At Brown University, the Brown Immigrants’ Rights Coalition (BIRC) has been speaking out about the challenges facing undocumented immigrants. As a private university, Brown is able to offer more favorable financial aid packages to undocumented students but BIRC contends that many illegal immigrants do not know how to take advantage of these programs.

Most recently, BIRC members have been taking part in national rallies to stop deportation of undocumented youth.

One of the most significant shows of support for undocumented college students came at the 2012 meeting of the Association of Catholic Colleges and Universities. Members were urged to increase efforts to enroll and assist undocumented students, many of whom come from Catholic families. The movement has been led by Cardinal Roger Mahoney, archbishop emeritus of Los Angeles. On his blog, he urges compassion for immigrant parents who

bring their children to the country illegally because they do not want the family to be separated. He says that advocating for immigrant students is an expression of Catholic values and part of the church’s history.

“Much of our history as a college and university system starts with outreach to immigrants,” he said.

Fighting for the DREAM Act Although many undocumented students were encouraged by President Obama’s executive order that allows them to stay in the country, they continue to press for more rights, including work authorization and opportunities for higher education. The focus of the campaign is passage of the DREAM Act, an acronym for Development, Relief, and Education for Alien Minors. The act, first introduced in 2001, has undergone various revisions but essentially provides a pathway to citizenship and higher education for undocumented immigrant students. In 2010, the DREAM Act passed in the House of Representatives but later fell short of votes in the Senate.

The current generation of activists is very organized and seems undaunted by the fear of reprisals as members reveal their undocumented status, which could create a backlash for family members who do not have legal protection. Although groups in various states have adopted different banners, they are unilaterally referred to as “DREAMers.” Some of the groups with formal organizational structures include the Maryland-based Justice for Students in America, the United We Dream Network, Dream Scholars of New York and the iDream campaign, an offshoot of the Arizona Dream Act Coalition (ADAC).

Although they themselves are not eligible to vote, the DREAMers are

going after those who can cast a ballot. The campaigns employ a variety of strategies, such as demonstrations at state capitols and legislative offices, community efforts in which volunteers to go door-to-door to present their case, and social media strategies that use Facebook, Twitter and YouTube videos.

For the past year, ADAC demonstrators have adopted the slogan “undocumented and unafraid,” which became a rallying cry in many states. ADAC was formed after the passage of Arizona’s Proposition 300 in 2006, which mandated out-of-state tuition for undocumented students and made them ineligible for merit-based public scholarships.

Like other DREAMer groups, ADAC believes one of the most powerful strategies for influencing public opinion is the sharing of personal stories that depict dreamers as working hard and playing by the rules, but denied a chance at accessible, affordable higher education opportunities.

To tell those stories to a wider audience, Dulce Matuz, head of ADAC, enlisted Carla Chavarria, an artist, to create the iDream campaign to distribute the message via social media. Chavarria’s poster images of young adults and children who would benefit from the DREAM Act as well as videos that appear on the iDream website are compelling and moving.

“I wanted to change the way people look at the immigrant youth movement and put a face to it,” said Chavarria in an interview on Arizona State University’s AZPBS station. “I wanted to change some of the misconceptions about us.”

Meanwhile, the DREAM Act continues to be an election year issue with supporters pressing President Obama to push for the legislation and Republican presidential candidate Mitt Romney saying he would veto the act.

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LEADERSHIP

Sergio AguilarGaxiola – A Life Devoted to Hispanic Mental Health

by Frank DiMaria

At

the age of 16, Sergio Aguilar-Gaxiola came across Sigmund Freud’s Interpretation of Dreams while studying at a Jesuit high school in Guadalajara, Mexico. “A brilliant set of theories about our dreams, with thought-provoking ideas and hypotheses,” he calls it. Through his theories, Freud planted a seed in the young boy’s mind that would determine what he would study beyond high school and would shape his career path as a physician.

Aguilar-Gaxiola was born in a small town in northwest Mexico called Guamuchil, Sinaloa, close to the Pacific ocean. He lived there until age 14, when he and his family moved to Guadalajara, where he attended high school, college and medical school. After graduating from the University of Guadalajara School of Medicine, he practiced as an attending physician.

During this practice, he developed the first detoxification center in Mexico, an event that would shape his future career plans.

“We were experimenting with different ways of detoxifying drug addicts who were on heavy drugs from heroine to barbiturates. We used a team approach that was centered on the family and the community. We found that to make any headway with addicts, you really needed to pay attention to the family system,” says Aguilar-Gaxiola. He grew fascinated with program evaluation and decided to prepare as a researcher.

To accomplish that, Aguilar-Gaxiola came to the U.S. and enrolled in a Ph.D. program in clinical community psychology at Vanderbilt, a program that would prepare him to perform and evaluate research and also train him as a practitioner. The Vanderbilt program, then one of the few Ph.D. programs accredited by the American Psychological Association, not only trained him formally as a scientist but also trained him in family and community behavioral therapies and psychodynamic therapies.

“The psychiatry that I was exposed to,” he said, “was very heavy on med-

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ication and on custodial care. But I knew there was much more one could do to work with individuals and families. That’s one of the reasons I started thinking of the individual and how the individual exists, to a great extent, and is very much influenced by the context or the environment lived in.” He was intrigued by how the family system and the community affect individuals’ behaviors.

Aguilar-Gaxiola eventually brought his talents as a researcher to the University of California-San Francisco, in 1985, taking an internship in clinical community psychology, during which time he performed postdoctoral work that furthered his training in health services research. While there, he was also trained in disparities research or, as it was called back then, minority research, and co-founded a depression clinic at the San Francisco General Hospital.

“We developed treatments for depression both at the individual level and in group therapy, and we developed our own protocols based on community behavioral therapy. Those protocols have been used in research and treating depression in primary care settings,” he says.

After completing what he calls “six very strong years of training,” he had ample job opportunities in the U.S. But the pull to treat addicts in the underserved communities of Mexico proved too strong. In 1987, he moved back to Guadalajara and took a professorship at the Instituto Tecnológico y de Estudios Superiores de Occidente. It was there that he met Dr. Alex González, chair of the psychology department at California State UniversityFresno. González invited him to tour the school’s psychology department.

He declined. But González persisted, and after three years he persuaded Aguilar-Gaxiola to accept a position as an associate professor in Fresno State’s psychology department.

In that position, he put his training as a researcher to good use. He studied migration and mental health within the Latino population, and specifically

in the Mexican immigrant population. As part of his research on this subject, he performed what was at that time the largest needs assessment on individuals of Mexican origin, the Mexican American Prevalence and Services Survey.

“It contributed landmark information that really defined certain ways of looking at the mental health consequences of migration,” he says. The most important finding in this study, without question, was how immigration affects the mental health of the immigrants’ progeny who are born in the U.S. In his research, he divided Mexican immigrants into three categories: those with fewer than 13 years in the U.S., those with 13 or more years in the U.S., and those who were born in the U.S. after their parents migrated to the U.S. He found that those who had been in the U.S. for fewer than 13 years had the least prevalence of mental illness. The second-highest prevalence for mental illness in Mexican immigrants was found in those who had been in the U.S. for 13 years or more. And the highest prevalence occurred in the children born in the U.S. after their Mexican immigrant parents had moved here.

“The second and third generations who are born in the U.S. consistently have two or three times higher rates [of mental illness] than the immigrants themselves,” he reports Aguilar-Gaxiola is not absolutely sure why this is, but other facts may shed some light on these findings. “This is very complicated. What makes the difference is not where people were born, but it appears that it is the age at which people immigrate,” he says. When he looked at those individuals who immigrated from Mexico before age 7, which proves a critical stage in development, and compared them to their American counterparts of the same age, he found no differences in the levels of mental illness between the two groups. This finding leads him to believe that “the older people are when they migrate from Mexico, the more protected they seem to be” from mental illness, he says.

There are several things at work here, he says. Those immigrants who come to the U.S. after adolescence, another critical stage in development, have a very strong sense of what is right and wrong. This sense keeps them from getting in trouble because they more or less understand moral issues.

Unfortunately, many immigrants come to the U.S. to escape the poverty of Mexico and embrace the American Dream. Many of those are from rural areas, and “they end up in the only places that they can afford. Usually this is in bad parts of the city,” says Aguilar-Gaxiola. Children of immigrants are often left unsupervised because their parents are forced to work long hours.

“These children have a greater chance of being in bad company,” he says.

Aguilar-Gaxiola stayed at Fresno State until 1994, when he was once again courted by a California university. This time, it was the University of CaliforniaDavis (UCD). During the formal interview process, the interview committee asked Aguilar-Gaxiola about his vision as a psychiatrist. He said he wanted to create a center. The committee asked him for a five-page proposal. He provided them with 19 pages. “The dean liked it a lot, along with my leadership qualities. They hired me to be the founder of the Center for Reducing Health Disparities (CRHD),” he says. He opened the center in October of 2005.

The center takes a multidisciplinary, collaborative approach to the inequities in health access and quality of care. This includes a comprehensive program for research, education and teaching, and community outreach and information dissemination. The mission of the center is to provide more equitable health care that takes into account diverse patient backgrounds and differing levels of health literacy.

Under Aguilar-Gaxiola’s leadership, the Center for Reducing Health Disparities has made significant strides in building organizational capacity within the UCD Health System. He has brought external resources of six million dollars into the center in the past five years by actively seeking funding from federal and state governments and from foundations.

When Aguilar-Gaxiola first arrived on the UCD campus, he requested race, ethnicity and preferred language information of the patient population for which the UCD health systems were responsible. He was displeased with what he received. He found that although the system made some efforts to collect such data, it failed to do so systematically and in a standardized manner. Information was collected, he said, “by just ‘eyeballing’ people. It was almost anecdotal, and you couldn’t rely on the data.”

Under his direction, the center led the system-wide effort to create tools for collecting racial, ethnic and linguistic information (REAL data) from its patients. REAL data is now being added to patients’ electronic health records.

“It took us four years to do that. I would never have imagined it was going to take that long. But it makes perfect sense because our health system is very big and there are a lot of people who are involved in it. To be able to successfully add what we call REAL data is a big task,” he says. To accomplish such a daunting task, he says, the center had to work with many people and at many different levels.

Capturing this information and presenting it in a patient’s electronic record allows health professionals access to timely information and in turn will aid in the delivery of more equitable care and will improve the quality of care for all patients. REAL data provides UCD health professionals with a more complete picture of the cultural and linguistic backgrounds of its patients.

Similarly, with four-year funding from the U.S. Department of Health and Human Services Office of Minority Health to the California Departments of Health Care Services and Public Health’s Office of Multicultural Health, CRHD created a toolkit curriculum based on 14 standards known as the CLAS standards (Culturally and Linguistically Appropriate Service). The toolkit, called Providing Quality Health Care with CLAS, is designed to help health care leaders integrate the CLAS standards into their health system’s infrastructure, mission, values and programs. For example, 17 high- and mid-level UCDHS administrators and clinical supervisors were trained in developing and adapting policies and program features so that patients and health consumers from all cultural and socioeconomic backgrounds received better quality care. The CRHD also trained the top leadership of the California Department of Alcohol and Drug Programs and the Departments of Public Health and Behavioral Health of San Joaquin County.

Aguilar-Gaxiola has directed and coordinated a number of quality improvement projects over his 30-year career. For example, he was principal investigator of the Robert Wood Johnson Foundation’s Speaking Together: National Language Services Network project at UC-Davis Health System. This program established a high-level learning collaborative that identified best practices in language services and shared those findings with health professionals within the UC-Davis Health System and across the nation. In an effort to improve the quality of care for hospitalized patients who can’t easily communicate in English, UC-Davis Health System was named one of 10 institutions nationwide to participate in a special project designed to identify and overcome such challenges – and the only medical center in California selected. Aguilar-Gaxiola and his team were trained by the Speaking Together’s trainers and consultants on rapid-cycle quality improvement methodology and the use of small, rapid PDSA (Plan, Do, Study, Act) cycles of change. He successfully used this methodology in implementing the Speaking Together program at the UC-Davis Health System.

In addition, Aguilar-Gaxiola has for many years held leadership posts with national organizations focused on health and mental health, among them Mental Health America, and the National Resource Center for Hispanic Mental Health.

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Creating Better Pathways for

INNOVATIONS/PROGRAMS

One

Minority Student Transfer

by Angela Provitera McGlynn

of California’s major problems is that the state is projected to be one million college degrees short of meeting its workforce needs by 2025.

In the state, about 60 percent of all K-12 students are underrepresented minorities (Hispanics, African-Americans and Native Americans). The great majority of these students, approximately 65 percent to 75 percent of those who decide to go to college, enroll in community colleges due to open admissions policies and lower tuition rates.

The percentages of these students who

who had intended to transfer did so. Most of the students who failed to transfer had in common that they came from low-performing high schools that underprepared them to do collegelevel work.

Since the four University of California (UC) campuses studied tend to target the most academically successful community college students – often students in honors programs – talented minority students who have received poor high school educations and are, consequently, in need of remediation might be overlooked by UC’s current outreach programs.

Transfer Rates by Race/Ethnicity

Percent of Students

60 50 40 30 20 10 0 Whites

Blacks

Latinos

Asians

Source: Building Pathways to Transfer: Community Colleges that Break the Chain of Failure for Students of Color, February 2012

intended to transfer to a four-year college but did not transfer are alarming. A new report by the Civil Rights Project, published February 2012 and titled Building Pathways to Transfer: Community Colleges that Break the Chain of Failure for Students of Color, showed that after seven years, only 17 percent of Latino students and 19 percent of African-American students

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Report authors Patricia Gándara, Elizabeth Alvarado, Anne Driscoll and Gary Orfield say their research shows it will take more than UC casting a wider net for a broader range of students. For UC outreach efforts to work, the faculty and staff at both the community college sector and those at high schools must create more productive pathways for transfer.

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This study followed all first-year community college students in the state who had demonstrated intent to transfer from 1996, 1997 and 1998. After six years, outcomes were assessed for each of the three entering cohorts (2002, 2003 and 2004). Correlations were made between high schools of origin and four-year colleges to which they transferred. The data clearly showed that quality of high school resources was highly correlated with the likelihood students had to transfer to a four-year institution.

Not surprisingly, the data also showed that the odds of attending a high- or low-quality high school were strongly related to race and ethnicity. One-third of Latino students and 20 percent of Black students attended low-resource high schools while only one in 25 White students and one in 10 Asian students went to such high schools.

That picture of inequality holds up at the other end of the scale as well: One in seven White students went to high-resource high schools along with 10 percent of Asian students.

By contrast, only three in 100 Latino and Black students attended a high-resource high school.

Typically, students from low-performing high schools enroll in community colleges with low transfer to four-year institutions rates. There were students, however, who broke that pattern and enrolled in community colleges with higher transfer reputations. It was also found that some community colleges demonstrated greater success with minority students from low-performing high schools than other community colleges.

Essentially, the report posed two important questions: 1) Why do some students choose higher-transfer community colleges than the college most students from their high school attend? 2) What do these higher-transfer colleges do to have better outcomes for students of color and Latinos coming from these high-need/lowperforming high schools?

Five community colleges were noted for having higher transfer rates for minority students coming from low-performing/high-needs high schools. Three of those community colleges were disproportionately successful with Latino students, and two colleges were more successful with African-American students.

None of the five colleges were equally successful with both groups.

The colleges varied on student population size, geographical type, that is, urban, urbansuburban, and rural, and there were more differences than similarities among the five institutions. Additionally, in a sense, the study represents a “moving picture” of a seven-year period of conditions in the five community colleges that were monitored with little across-the-board suggestions for best practices. It is not known whether the five colleges are still high-transfer colleges, due to the changing times.

The report did, however, find five key characteristics that seemed to affect student success in transfer. These five findings as reported in the full document (p. 100-109) are: 1) The colleges that showed disproportionate success in transferring African-American and Latinos from low-performing/high-need high schools were not necessarily those with strong reputations for transfer. One of the basic findings in the literature on community colleges is that a key to student success in transfer is to create what is known as a “transfer culture.”

What was interesting to note is that many of the colleges with reputations for transfer cultures did not do as well as other community colleges did with this particular population. It might be that creating a generalized transfer culture does not necessarily help this minority population from low-performing high schools. This study showed that the necessary ingredient for this population’s success in transferring had more to do with the colleges creating a sense of family or what previous researchers called a sense of belonging. For example, four of the five campuses studied had strong ethnic studies centers or departments that provided services and a safe space, co-ethnic peer support activities, and faculty who shared similar backgrounds with these students. Successful transfer colleges had very specific programs targeted to this population involving culturally appropriate interventions and specific counseling strategies.

2) Community College outreach was in many cases the reason that students came to the college in the first place, and connected with

appropriate services once there. In many cases, outreach counselors from the community colleges were the only resource guiding them to apply to college.

3) Strong transfer counseling is the sine quo non of community college transfer, yet it is wholly inadequate and is not always just because of resource limitations. At all five colleges, counseling was cited as the primary reason for their

these programs only reach a small percentage of students who would most benefit from them. The Adelante program focuses on connecting parents to the college, and although it provides fewer services, it reaches more students.

5) Developmental education is the elephant in the room for transfer of minority students from low-performing/high-need high schools.

The fact is that almost all minority students from

Transfer Rates by High School Quality by Race/Ethnicity 70 60 50 Low 40

Low-Med Medium

30

High-Med

20

High 10 0 Whites

Blacks

Latinos

Asians

Source: Building Pathways to Transfer: Community Colleges that Break the Chain of Failure for Students of Color, February 2012

transfer success with this population. However, transfer centers were usually too underfunded to contribute significantly to counseling students.

Interviews with community college counselors found that in some cases, they eliminated University of California as a transfer option for students who began their community college days in low-level developmental courses. Too many students fall through the cracks, especially from this population.

4) Every campus immediately pointed to its special support programs for underrepresented students as key to increasing its transfer rate for these students. Special support programs cited as meeting the needs of this population included EOPS and CARE that provide counseling, financial aid, and support services such as child care. The programs cited as being most successful in aiding transfer success for this group were programs such as Puente and Adelante that specifically target Latino students and Unity and Umoja that target African-American students. All this adds support to the importance of sense of belonging, yet

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low-performing high schools need remediation when they enter community colleges and this impedes transfer by slowing up the process of completing college-level work. Even for these most successful community colleges that do better in transferring their at-risk students to fouryear institutions, developmental education remained a looming challenge.

Few innovations were seen at the five community colleges studied except for one campus that was experimenting with intensive review courses in English and mathematics before testing students for remedial course placement.

Additionally, this college uses diagnostic assessment to determine the specific areas of need for remediation and then provides students with modules aimed at their specific deficits so as to speed up the remediation process. These practices seem to reduce the time that students are in developmental courses and get them into college-level work faster. This particular community college offered a “bridge academy” over the winter break, and many other colleges around

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2012 National Hispanic Recognition Finalists

the nation are offering summer bridge programs with the same goals.

The authors of this study condensed their overall findings and conclusions into five recommendations they believe will focus on the needs of the underserved population of Latinos and African-Americans who come from low-performance high schools that have not prepared them for college-level work.

The recommendations that flow from their research aimed at increasing this population’s successful transfer from community colleges to four-year institutions are as follows: 1) It is critical to enhance and guarantee funding for community college and four-year college outreach to the most high-need high schools in the state as their counseling is typically week and these

programs are often the only real preparation students receive for how to navigate college.

2) Careful evaluation of special programs targeted to Black and Latino students who seek to transfer needs to be conducted to determine their relative costs and benefits. Evidence suggests they might be the most effective tool to increase transfer for underrepresented students from low-performing high schools, but they must serve more students. Research should now investigate how these programs can be most cost-effectively scaled up.

3) Different delivery models of developmental education that focus on reducing the time to eligibility for college credit courses need to be evaluated, and structures that allow effective models to be disseminated need to be created.

We found evidence of potentially successful models, but they need to be carefully evaluated and then disseminated if proven successful.

4) There should be increased attention to and research on campuses that do an effective job of transferring students of color (and Latinos) from low-performing high schools. Incentives for campuses to focus on the transfer of these students, in particular, should be put in place.

5) Additional research needs to focus on the issue of the poor transfer rates of AfricanAmerican students with a goal of identifying specialized programs and practices that can support this particularly vulnerable population in California’s community colleges.

Given the extensiveness of this study, these recommendations would be an excellent starting point to address the inequities inherent in our K-12 to community college to four-year institution pipeline.

Major problems impeding interventions that would help this underrepresented population are cost factors and the pressure on community colleges to graduate more students. In an article published by The Chronicle of Higher Education titled “Education for All? 2 Year Colleges Struggle to Preserve their Mission,” Kay McClenney, director of the Center for Community College Student Engagement at the University of Texas-Austin, said, “The students we turn away [or don’t provide services they need to succeed] are the demographic future of America.”

For those interested in reading the full report Building Pathways to Transfer online, it can be found at: http://civilrightsproject.ucla.edu/ research/college-access/diversity/building-pathways-to-transfer-community-colleges-that-breakt h e - c h a i n - o f - f a i l u r e - f o r- s t u d e n t s - o f color/Fullpaper-Building-Pathways-final-2-112b.pdf Angela Provitera McGlynn, professor emeritus of psychology, is a national consultant/presenter on teaching and learning issues.

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UNCENSORED

by Peggy Sands Orchowski

OECD DISCOVERS WHY SOME PEOPLE LEARN LANGUAGES BETTER – For years, Bruno della Chiesa, who lives variously in France, Germany, Egypt, Mexico, Austria and the U.S. and is a self-defined “pluricultural” European and quadrilingual, wanted to find out why some people learn multiple languages better than others. A trained linguist from the universities of Bonn and Paris-Sorbonne, Chiesa founded the OECD Center for Educational Research and Learning Sciences to study how the brain learns languages; and the Globalization, Languages and Cultures program at Harvard University. In May, he presented his multiyear 50-country OECD report on Languages in a Global World. The study is highly readable even as it gets into the weeds of sociolinguistics, neuroscience and things called “tesseracts-in-the-brain” that enable language learning. But Chiesa makes the question “so what fires up the tesseracts?” dramatic and meaningful. Not to take away anything from this fascinating study, but the bottom line is both “aha” and “duh” – it’s MOTIVATION. People in countries that speak minor or even “exotic” languages are motivated to learn other languages for their future survival. Easy!

But how do ambitious global-thinking parents in the U.S. motivate their young children to learn a perceived future important language such as Chinese or Arabic when everyone the child knows is monolingual? Bruno has little help for that parental presumption.

UN

CE

NS

COLLEGE TRENDS NOW REFLECT HISPANICS’ M.O. – Hispanic college students might have an advantage in dealing with the new challenges of going to college these days. The traditional ways of choosing and attending college are changing rapidly and now reflect what Latino families have more often faced. According to many recent trend studies, more college students today go to a local college or choose the college they attend based on financial factors. More students now live at home, work more, rely on savings and take practical majors that will lead to jobs. Today’s average college parent contributes less towards their kids’ college expenses and is increasingly reluctant or unable to borrow more. Hispanic students are used to these challenges. Traditional students might have to learn from them.

are short of American minority students – except for one group: those of Asian descent, now the fastest-growing ethnic group in America.

OR

MORE HISPANICS GO INTO BUSINESS, BUT FEW ARE IN BUSINESS SCHOOLS – Census data shows more Latinos own or work in businesses than African-Americans, while more than double the number of Blacks than Hispanics have government jobs.

Blacks and Hispanics are almost equally represented in the armed services.

These professional choices might be due to the fact that of the total Hispanic population, almost 25 percent are not citizens while about 10 percent of Blacks are foreign-born and noncitizens. Business is the best opportunity for these diverse students. But top business schools still

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NO LATINOS ON CONGRESSIONAL IMMIGRATION COMMITTEES – Maybe one reason that Comprehensive Immigration Reform has no legs in the 112th Congress is that there are no Hispanic members on the House and Senate Judiciary subcommittees on immigration. Gone are the days when Rep Luis Gutiérrez, D-Ill., and other Latino House members led a vociferous and constant demand for immigration reform. Today only three Democratic representatives serve on the House subcommittees on Immigration Policy & Enforcement: Zoe Lofgren, Calif., Sheila Jackson Lee, Texas, and Maxine Waters, Calif. A fourth member, Pedro Pierluisi of Puerto Rico, does not have full voting rights as he is a “resident commissioner.” Lofgren, an immigration lawyer who was the former subcom chairperson, represents Silicon Valley, where immigration is mainly an issue of high-tech Internet entrepreneurs and engineers with H1B and green card interests. Although Linda Sánchez, D-Calif., is on the House Judiciary full committee, she serves on the IP, Competition and Internet Subcommittee. Lee and Waters are prominent African-American women legislators whose districts in Texas and California respectfully are becoming increasingly Hispanic; their advocacy of CIR places them at times in the awkward position of having to advocate for legalizing millions of illegal immigrant workers while the African-American unemployment rate is almost double that of Whites and half again more than Hispanics. In the Senate, neither of the two Hispanic members Bob Menéndez, D-N.J., and Marco Rubio, R-Fla., is on the Judiciary Committee.

“GLOBAL GENERATION”/WORLD CITIZENS? WHAT’S YOUR NATIONAL ID? – In early July, NPR did an ecstatic piece about the new young “global generation” – Americans who go to colleges and work all around the world. They sound like the dream “World Citizens” of my youth. It seems ideal when you’re young and unfettered. But reality hits later on. Your national ID really counts when it comes to dominant language, college costs, civic literacy, national service and – let’s face it – your attitude toward politics, government’s role and the most difficult of all – child raising. Citizenship and national identity are as old as nationhood and aren’t disappearing. In fact, there are more sovereign nation states now than ever before.

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

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ARTS

Literature of the Undocumented Latino/a: Art Embracing Life

L

by Debra Johanyak

atino/a immigration literature is a growing body of writing that is drawing increased interest and readership. While Diaspora literature has existed for thousands of years in cultures around the world, Hispanic immigration lit – especially works about undocumented or “illegal” immigrants – is relatively new, having strongly emerged in a variety of genres during the 20th and 21st centuries as an artistic representation of a people in transition.

The history leading up to the influx of Hispanic immigrants is complex.

The Mexican-American War of 1846-1848 resulted in the U.S. obtaining a sizable region of land from Mexico that would become part of the Southwest territory of the United States. Just 50 years later, the Spanish American War in 1898 between Spain and the U.S. over Cuba’s independence served as a major impetus for immigration at the turn of the 20th century. Between 1910 and 1940, the U.S. experienced extensive immigration by European as well as Mexican and Central American peoples. But some of these immigrants, particularly those south of the border, were neither automatically welcome nor encouraged to stay. Later, during the Depression, approximately one million Mexicans and Mexican-Americans were expelled, along with American-born offspring. But with the start of World War II, they were welcomed back once more until the 1950s, when Mexicans – then called “wetbacks” – were again demonized as an economic bane to a flourishing post-war economy.

When Fidel Castro came to power in 1959 in Cuba, immigration from that region likewise increased. Since the late 20th century until the present, extreme poverty along with drug activity and gang wars in Mexico have led many to leave their homeland and immigrate to the United States for personal safety and economic security.

The transnational nature of immigration, sanctioned or otherwise, has brought to U.S. society a rich infusion of Hispanic natives with their stories, real and imagined, of survival and self-expression, to reveal the humanistic experiences of exile and displacement. Themes of crossing borders, multiculturalism, dual identity and isolation are found in the impassioned writing of Latino/a authors striving to preserve their history while assimilating to a new and often hostile environment.

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It is important to understand that Latino/a immigration literature encompasses a broad range of people from Central America, South America, Mexico and other Hispanic nations, including some in the Caribbean. Hispanic immigration writing spans time and geographical space and includes a diverse range of experiences and voices that enrich Western culture and literary study.

Gloria Anzaldúa’s Borderlands/La Frontera describes a personal depiction of the body as boundary with meaningful psychological implications of border theory. Americo Paredes, Mexican-American author who grew up in Brownsville, Texas, won a poetry contest at age 18. In 1967, he founded the Center for Folklore Studies at the University of Texas-Austin, where he taught. He is best known for his dissertation-derived publication, With His Pistol in His Hand. He went on to win numerous other awards in his field.

Literary analysis of Hispanic immigrant literature has recently emerged as a significant body of study. One of the most respected works in this field is El Sueño del Retorno (July 2011) by Nicolás Kanellos. The author and critic explains that immigration is one of the most significant themes in the literature of Hispanics residing in this country, uniting many peoples of various backgrounds and cultures under the proud banner of Latino/a authorship. Kanellos is the director of the U.S. Hispanic Literary Heritage project, a definitive study written and recorded by immigrants from the Caribbean, Cuba, Mexico and Central America, among others, representing the Hispanic immigration experience for more than 150 years. Author of 30 books, Kanellos is director of Arte Público Press and Brown Foundation Professor of Hispanic Studies at the University of Houston.

Diverse racial and socioeconomic perspectives are found in Hispanic immigration literature works like The Circuit (Francisco Jiménez) and Esperanza Rising (Pam Muñoz Ryan). Before We Were Free (Julia Alvarez) represents a less common perspective about migration from the Dominican Republic. Characters are from the upper middle class in which children go to American private school and the family employs a housekeeper. In Esperanza Rising (a juvenile novel), two principal characters, Esperanza and her mother, are from a privileged Mexican social class. Not

all immigration literature is based on poverty and despair, but rather on the universal human struggle for self-actualization and survival – emotional as well as physical.

Latino/a authors explore alternative meanings of gender, race and class as they pertain to their lives before, during and after migrating to the U.S. In 2012, as immigration policies continue to be debated and revised, undocumented Latino/a immigration literature offers insight and witness to Hispanic authors who have lived or chronicled the immigration experience.

Dr. Marta Caminero-Santangelo, professor of English at the University of Kansas, is writing a book on this topic, titled Documenting the Undocumented: Narrative, Nation, and Social Justice in the Gatekeeper Era. She graciously agreed to be interviewed by The Hispanic Outlook in Higher Education Magazine about her research and forthcoming book.

The Hispanic Outlook: Your research has focused on Latino/a literary representations of undocumented immigration into the U.S. Would you please explain more about your current work?

Dr. Marta Caminero-Santangelo: I am interested in how Latino/a narratives (both fictional and nonfictional) negotiate the central currents of popular discourse about “illegal” immigration, and how it attempts (as it often does) to engage readers’ imaginations and move them to a position of solidarity with immigrants.

HO: When did the Latino/a literary movement, in general, begin? What motivated these authors?

Caminero-Santangelo: Like African-American literature, Latino/a literature has a very long history and corpus. First, it’s important to clarify that not all Latino/a literature is “immigrant” literature. If by “Latino/a” we mean people of Latin American descent writing in the United States, then some Latino/as have been here for generations. When does literature stop qualifying as “immigrant”? I’d want to reserve that label for literature by immigrants, people who actually came to the U.S. from elsewhere. So some very prominent Latino/a novels that might be considered “immigrant” novels would include How the García Girls Lost Their Accents by Julia Alvarez and Dreaming in Cuban by Cristina García. Both of these novels were published in the 1990s and really brought mainstream attention and popularity to Latino/a writing – both authors had originally come to live in the United States with their families (from the Dominican Republic and from Cuba, respectively) when they were young children. The origins of U.S. “Latino” literature are sometimes identified as the Chicano Movement of the 1960s, but writers of the Chicano Movement would probably not have identified Chicano literature as “immigrant” literature. (Remember that with the Treaty of Guadalupe-Hidalgo in 1848, a huge part of Mexico just became the United States, so some Mexican-origin families never “immigrated” anywhere.) Another crucial foundation in U.S. Latino/a literature as we understand it today was the Nuyorican Movement of Puerto Rican writers in New York in the 1970s. But again, this doesn’t really qualify as “immigrant,” since Puerto Ricans are U.S. citizens! Gloria Anzaldúa’s Borderlands/La Frontera, a mixed-genre book (historical/personal essays and poetry) published in the 1980s, was also a foundational text that really gave expression to a “border” or “mestiza” identity and to all the issues of cultural hybridity, inclusion and exclusion, etc., that are involved with that.

She was vitally influential for generations of Chicana writers that followed, and for other Latinas and Latinos too. It would be important to point out,

however, that a Spanish-speaking presence in the territory that became the United States dates back much farther than the 1960s. Some anthologies of U.S. Latino/a literature actually include writing from the period when the Spanish began to colonize what would eventually become Mexico, fiction by writers of Mexican origin in the U.S. in the late 19th and early 20th centuries, writing by major Latin American figures such as José Martí who spent some time living in the U.S., and so on, up to the 1960s. This is all part of the Latino/a literary heritage.

HO: Has the Latino/a immigration literary genre evolved over time? Or are themes fairly consistent?

Caminero-Santangelo: It is helpful to keep in mind that Latino/a literature includes many genres (all genres): poetry, essays, short fiction, novels, memoirs, plays. So I would call it the Latino/a literary canon, rather than a “genre.” Of course, all writing reflects and responds in some way to the time in which it is written, both in terms of literary trends and developments and in terms of pressing social issues of the time. The Chicano (Mexican-American) and Nuyorican (originally New York Puerto Rican – now often just refers to Puerto Ricans living on the mainland U.S.) movements of the 1960s and 1970s have been characterized by strong themes of social protest to marginalization, economic and social oppression, and assimilation. Some of the most prominent writing of the 1990s dealt with themes of immigration, assimilation, and a hybrid or hyphenated or border identity – being two things culturally at once. Writing in the new millennium is often characterized by a transnational and even globalized sensibility. It also increasingly reflects what we might call pan-ethnic or cross-ethnic interactions among various Latino ethnic groups (Mexican, Puerto Rican, Cuban, Salvadoran), as the different populations are no longer identified exclusively with particular regions in the U.S. (Puerto Ricans in New York, Mexicans in the Southwest, Cubans in Miami); especially in the urban centers there is more interaction and cross-pollination among Latino groups, so arguably there is the possibility that a larger sense of a “Latino” community that spans the groups is developing. I do think that because of the heated nature of immigration debates in the last decade, we’re starting to see Latino/a writers really address the topic of undocumented immigration.

HO: Are immigration-based short stories, poetry, narratives, novels, etc., finding a niche in contemporary mainstream literature?

Caminero-Santangelo: The most popular or “mainstream” literary genres in general these days are novels and short stories, and Latino/a literature is no exception. Junot Díaz’s novel The Brief Wondrous Life of Oscar Wao was a best-selling novel that won the Pulitzer Prize in fiction in 2008 and received significant mainstream attention. Before that, The Mambo Kings Play Songs of Love by Cuban-American writer Oscar Hijuelos had won the Pulitzer in 1990 and was made into a movie. Alvarez, García, Sandra Cisneros, Ana Castillo have all achieved some degree of mainstream success. Who hasn’t heard of The House on Mango Street? I think to some degree ethnic sells in the mainstream, and so does “magical realism.” So one marketing tactic is to foreground things that are associated with being “Latin” in some of these works – in cover art, dust jacket blurbs, and even in the titles. A great book on this topic, by the way, is The Latino/a Canon and the Emergence of Post-Sixties Literature by Raphael Dalleo and Elena Machado Sáez. They argue that more recent

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Latino writing (which some scholars have seen as “selling out” to the mainstream) has in fact negotiated in a pretty savvy way between the tensions of the market and forms of political engagement.

HO: Can you think of two or three works that clearly express the immigrant experience in ways that non-Latinos/as can appreciate and learn from?

Caminero-Santangelo: Because what I’m working on right now is writers that are trying to represent the issue of undocumented immigration, I’d like to focus on that. Ana Castillo, who is one of the most prominent Chicana writers, has written a novel, The Guardians, that really captures the trauma of living on the border and of families whose loved ones disappear while trying to cross. Luis Alberto Urrea’s book The Devil’s Highway, a nonfictional account of 14 men who died while trying to cross the Arizona desert, is as powerful and gripping a read as you could find, and really gets across the horror that these people go through in trying to cross. He really attempts to write the book so that readers are forced to look through the eyes of the crossers. I would also strongly recommend Helena María Viramontes’s novel Under the Feet of Jesus, about a migrant farmworker family, which focuses on the adolescent daughter, Estrella. It really captures the ways in which Mexican laborers are viewed and treated as “illegal” whether they are or not. An interesting additional work is Julia Alvarez’s young adult novel Return to Sender, which is about a Vermont farming family that has to hire undocumented laborers from Mexico; it alternates between the perspective of the teenaged white Vermont son and the teenaged, undocumented Mexican daughter of one of the farmworkers.

Alvarez actually addresses her nonimmigrant, young readers in a postscript; she clearly wants them to try to understand the experience of the undocumented and to see the issue from a different point of view.

HO: Does Latino/a literature include diverse voices, such as works by women and homosexuals? Others?

Caminero-Santangelo: Absolutely! In fact, queer Latino/a writers have been at the very forefront of the Latino/a literary canon for decades, starting with Gloria Anzaldúa. Cherríe Moraga, Achy Obejas and Emma Pérez have been leading figures in Latina writing and openly address the issue of being queer. Richard Rodríguez is an interesting figure because he’s a pretty conservative voice in the Latino/a canon, well known for writing against bilingual education. But in Days of Obligation, he writes about his homosexuality. Manuel Muñoz is a fantastic gay Chicano writer; in fact, one of the stories in his second story collection, The Faith Healer of Olive Avenue, is a poignant story of an undocumented woman whose gay son dies. The story is called “Lindo y Querido,” and it’s just breathtaking. I could go on and on.

But actually, it’s also important to point out another kind of diversity, which is the diversity of national/ethnic origins. Latino/a writers are, of course, not just one ethnicity: they are Cuban, Mexican, Puerto Rican, Dominican, Salvadoran, Guatemalan. ... they bring all kinds of backgrounds and experiences to their writing. This was the subject of my last book, On Latinidad: Latino Literature and the Construction of Ethnicity.

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HO: How did you become interested in the immigration literary niche?

Caminero-Santangelo: I’m a child of Cuban immigrants myself; my parents left Cuba in 1960, after Fidel Castro had taken over. So originally, the attraction to Latino/a literature in general was to the immigrant literature, because that had been my family’s experience. But as I immersed myself in Latino/a literature in graduate school, I also became aware of some pretty dramatic differences in experience. My family had been relatively privileged, for example, and we had not had to struggle with issues of how to get to the U.S. legally or how to become citizens. Cubans have had a much easier time of it in this particular way (being able to enter the U.S. and become legal residents and citizens) than Mexican or Central American immigrants, for example. And as I became a professor and taught these books to my students, I became more and more aware that really understanding and empathizing with the literature that I was teaching meant understanding, also, the profound differences between my experiences and the experiences we were reading about. But the turning point on the topic of undocumented immigration specifically for me came when I read The Devil’s Highway by Urrea. That book just got under my skin. It inhabited me. I would read it late at night before going to bed, and I started having dreams about getting lost in the desert. That was when I knew that I couldn’t just read about it anymore – it wasn’t just a book. I actually volunteered for a week here and a week there with the organization No More Deaths in Arizona, and I also became involved in the Immigrant Rights Movement, and all of this contributed to the current book I’m working on.

HO: Do you feel that current debates over immigration law (particularly in Arizona) have impacted Latino/a lit, or will in the future?

Caminero-Santangelo: Of course! The efforts to “crack down” on illegal immigration via border enforcement strategies like Operation Gatekeeper, raids and deportations, anti-immigrant state legislation like SB 1070, and just the heated pitch of the rhetoric on immigration have really created a sense of crisis that Latino/a writers – perhaps especially Latina writers – are definitely feeling they need to address. Julia Alvarez, Ana Castillo and Cristina García have all represented undocumented immigrants in their fiction. It’s becoming a topic that is really pressing and important to Latino/a communities; it has a much wider impact than undocumented immigrants themselves. Their families and communities are also affected. So, if as a writer you feel a connection, an ethical and emotional connection, to this larger community, it becomes something that begins to haunt the imagination. This is exactly why I think we are seeing so much writing on this issue in the last 15 years or so. *** Hispanic immigration literature offers an extensive array of works that encapsulate the journey of diverse peoples from their homelands to the U.S. Their lives preserved in stories, poetry, drama and narratives weave a rich textural element through the modern literary landscape to lead us toward enhanced understanding of these deeply meaningful experiences that impact us all.

INNOVATIONS/PROGRAMS

Guardian Scholars – From Foster Child to College Grad, at CSU

K

by Michelle Adam arla Martínez was like many other Latinos in high school – she ship, and she received tuition, housing and medical support through this thought college was a good idea but didn’t know the first thing about program. She moved to the cheapest home she could find, in a mobile getting there. She was similar to many foster kids as well – her child- home park a distance from school. hood was unpredictable, without the support of a stable family.

It wasn’t until her sophomore year that Martínez applied for and was Despite her challenges, though, she will complete her undergraduate accepted into the Guardian Scholars Program. Along with the Pathways studies this year, thanks to the Guardian Scholars Program at California program, it helped her with her tuition and housing, making it possible for State University. This program was the first in the country to help foster stu- her to live in a safer place and on campus. “This was amazing. I started to dents complete bachelor’s degrees. Since 1998, it has helped about 80 other foster students like Martínez graduate from college and create a new life path for themselves.

“I am so grateful to this program,” said Martínez. “This is a blessing in a lot of ways.”

Martínez was born in Mexico but then moved with her mom and her two older sisters to the U.S. when she was 4 years old. “We were very poor in Mexico, but even worse off in the U.S. My mom had three jobs, and I barely saw her,” she said. “Then we moved with my stepfather to a nicer neighborhood, and it was great for the first couple of years.

Later, though, we were taken into foster care because of the abuse perpetuated by my step- Pictured from l. to r.: Onikah Porter (2012 graduate), Grace Castillo Johnson (Guardian Scholars Program father.” director), Karla Martínez (current Guardian Scholar senior), Danny Martin (2012 graduate) and Giulii Kraemer (Guardian Scholars Program coordinator) Martínez went from a group home to foster parents who were high school teachers for a year (when she was 14 to 15 years old). Her foster parents “helped me believe I could go to college and be successful. They were more like men- feel connected to campus,” said Martínez. “My first year, I went to class tors to me. They gave us tough love, telling us that we would probably have and then went home. I didn’t know people on campus, and I thought I just to do things on our own,” she said. needed to get through college and move on. But being on campus and a After a year in foster care, Martínez and her sisters were reunited with part of the Guardian Scholars Program transformed my college experiher mom. But then her mom moved back in with their stepfather, and so ence.”

Martínez went to live with her oldest sister and boyfriend. “I was really a Beyond financial and housing support, the Guardian Scholars Program good student until then. I got mad and rebellious. I started doing bad in offered Martínez a true sense of home she barely experienced growing up. school and tried to run away,” she said. “I got into a physical fight with my Here she visited with others and received support at the program’s center, sister and then went to my foster parents and asked them if I could live as well as worked on computers and used other resources. with them. I lived with them for a year, for the rest of my senior year.”

“It helps a lot having a base where you can talk to people and meet Martínez worked 20 to 40 hours a week while attending high school. with other foster kids. With the Guardian Scholars at the center, we can She thought of going to college, but due to complete ignorance of the talk about foster care, and I am surrounded by people who get it – who process, she almost missed application deadlines. Fortunately, with the know what it is like to have a complicated family situation,” she said. “I help of her oldest sister, she did apply to California State University- cannot begin to tell you how much I also appreciate Grace and Giulii,” Fullerton (CSUF) and was accepted. the director and coordinator of the program. “They are mentors, moms The first support Martínez received for college came from a Pathways and advisors. They are everything, and never too busy to sit down and Independent Scholarship. Her foster parents told her about the scholar- catch up.”

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Through the Guardian Scholars Program, Martínez received support in all arenas of campus life. Grace and Giulii “created a support system and connected me to the campus. I was connected as an employee, a club member and more, and didn’t feel like one of 35,000 students,” she said.

“I felt I could walk onto campus and have a community base.”

Martínez will have completed her Bachelor of Arts in sociology with a minor in human services this December, yet she will have to wait until May to make it official at the program’s annual banquet, held at the president’s house. During the banquet, new Guardian Scholars are welcomed, seniors graduate, and program alumni and donors support this great celebration.

“I am looking forward to this. I am so blessed to have had this scholarship, to have Giulii and Grace, to have the different connections on campus, and to have all the support and good people around me,” said

When asked why her program focuses solely on foster students, and the importance of helping this subset of the population, Johnson explained the following: “Statistically speaking, only 50 percent of foster kids graduate from high school, and of them only 10 percent are admitted into colleges, and of those admitted, only 1 to 3 percent graduate. These students have a higher percentage chance of being part of the criminal justice system or becoming homeless. It is really important to assist this population.”

Compared to the statistics Johnson mentioned, her program has a 70 percent retention and graduation rate, which is actually higher than the average university graduation rate. “We are defying statistics for foster youth,” she said.

The Guardian Scholars Program is a unique one that has been modeled since throughout California and the nation (programs have been developed in New York at Hunter University, at University of California and California State University campuses, in Colorado, and most recently at Pepperdine University, a private university in Malibu, Calif.). It provides awareness of the campus community and creates a web of resources and support services to help foster youth obtain their bachelor’s. The program monitors students’ success at a midpoint of the semester and at the end. Center staff then have an opportunity to intervene and create a plan of action to help students with challenges they may be experiencing.

Since CSUF is a Hispanic-Serving Institution with 32 percent Hispanics, a reasonable number of Guardian Scholars are Hispanic. About 37 percent of the program’s students are Hispanic of the 10 to 15 brought in every year.

“It’s a small program because we fully fund the students. When we bring in freshmen, we are committing to a $40,000 investment for Pictured from l. to r.: Dr. Silas Abrego, interim vice president, Student Affairs (retired July 2012); four years,” said Johnson. “We offer yearDr. Milton A. Gordon, CSUF university president (retired January 2012); Jorge Cárdenas, CSUF Guardian round housing. During winter breaks and Scholar, 2011 graduate; Ron Davis, CSUF alumnus ’69 and Guardian Scholars Program founder Thanksgiving, some of our students don’t have places to go. This is a huge stress-reliever for Martínez. “I will be the second one in my family to graduate college. Next I foster kids – a lot of them come to us after they’ve been couch-surfing or want to get my master’s in social work at University of California at have been homeless. This helps them focus on their academics.”

Berkeley. I am excited for the next step and feel prepared.”

The Guardian Scholars Program is a home to many of these students, Martínez is only one student of more than 80 who have received finan- and helps them in whatever way is needed. This has included helping stucial, emotional and social support through the Guardian Scholars dents get driver’s licenses and birth certificates, open bank accounts, and Program, which began as a grass-roots effort helping one student out 13 go grocery shopping. In addition, the program offers them budgeting years ago. According to Grace Castillo Johnson, director of the program, a workshops and coaching in areas they’ve not have learned about due to young lady who was a foster youth and single mom wanted to go to college lacking family guidance. back then, and asked for assistance in being able to do so. Ron Davis, an When students graduate from the Guardian Scholars Program and alumni of CSUF who became CEO of Arrowhead Water, helped start a pro- enter the working world, many stay in touch and return in May for the gram for this lady that has mushroomed into the Guardian Scholars annual banquet. Jorge Cárdenas is one such student. He graduated from Program today. Davis is now chair of the program’s advisory board, and CSUF in May 2011 and has returned to support the program and new stuhas since begun a similar organization in Colorado. dents coming in. He graduated with a degree in finance, and has since “Since then [13 years ago], we have provided a comprehensive pro- been working as a data analyst for Oakley, an apparel company in gram that offers financial, academic, social and emotional support to fos- Foothill Ranch, Calif. ter students. We really try to meet them where they are and help them naviWhile his story is different from that of Martínez, he too experienced an gate through the college experience,” said Johnson. “We realize they all unstable childhood and was able to have a successful college career with have different needs, and we try to meet them where they are in helping help from the Guardian Scholars Program. The oldest of six boys, he spent them develop themselves as an adult. We try to connect them with all the his first nine years in Riverside, Calif., moving back and forth between resources that are available here on campus.” houses, including his grandparents’ house. His mother had him when she

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was 16, and his father, who was 24 at the time of his birth, was rarely in his life. His Mexican father and his stepfather were drug dealers. When Cárdenas was 9, his father was deported to Mexico, his mother was sent to prison, and he was placed in foster care.

Cárdenas went back and forth from foster homes to group homes until his mother was allowed to have her children back. He and his siblings then lived with her in various places until he was 16 years old, at which point he moved in with his pregnant girlfriend. He worked multiple jobs in high school to support himself, and eventually applied to and was accepted to CSUF. At CSUF, Cárdenas received FASFA support, enough to cover school expenses, but not enough to pay for housing and what it took to raise his daughter. It was only during his third year of college that he learned about other support from the Orangewood Fund of his home county and the Guardian Scholars. He then received enough financial support from the Guardian Scholars Program to help him with housing and other expenses, and he got priority registration for his classes.

“The Guardian Scholars made a huge difference to me. Especially with me having a child, the extra financial support allowed me to not stress out as much as I would have,” said Cárdenas. “Priority registration was also huge. I would do nine- to 10-hour days, and I’d do all of my classes in one to two days so I could work other days.”

In addition to this, Cárdenas recognized the program as a great networking organization. “They helped me out a lot and had awesome donors who were involved. They held at events and there were opportunities to encounter successful, wealthy individuals I could talk to and learn from,” he said. “The program also introduced me to the “other side of the train tracks.” I even had a mentor I met through one of their events. It was enormous to have that kind of support. I knew that with so much support, if I worked hard and did what I was supposed to do, I wouldn’t go hungry.”

Because of the Guardian Scholars Program, and other programs like it, Cárdenas can now build a life very different from that which he grew up in.

He can be one who defies statistics for those raised in foster care, thanks to the program. He, Martínez and more than 80 others who have been graced by the help of the Guardian Scholars also know what it’s like to have a home, a place where people care for you and help you succeed.

“Many of these kids didn’t have good role models. This it the first time they’ve known people who actually care about them and see them through,” said Johnson. “Sometimes all they need is validation, people telling them that they are valuable and can accomplish what they put their mind to. And many accomplish what they set out to do, and graduate from here to start new families and a new life.”

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

U.S. Department of Education Awards More than $5.9 Million in Grants to Help Migrant Students WASHINGTON, D.C.

The U.S. Department of Education recently awarded more than $5.9 million to programs in nine states to support education for high school and college students who are migrant or seasonal farmworkers, or the children of such workers. The fiveyear grants are awarded under the High School Equivalency Program (HEP) and the College Assistance Migrant Program (CAMP) through the department’s Office of Migrant Education. Funding is for the first year of the grant.

“The students helped by HEP and CAMP are some of the most motivated learners in America,” U.S. Secretary of Education Arne Duncan said. “These grants will help hardworking farmworkers and their families

Pew Hispanic Center Report Identifies 10 Largest HispanicOrigin Groups WASHINGTON, D.C.

Among the 50.7 million Hispanics in the United States, nearly two-thirds (65 percent), or 33 million, self-identify as being of Mexican origin, according to tabulations of the 2010 American Community Survey (ACS) by the Pew Hispanic Center, a project of the Pew Research Center. No other Hispanic subgroup rivals the size of the Mexican-origin population. Puerto Ricans, the nation’s second largest Hispanic origin group, make up just 9 percent of the total Hispanic population in the 50 states and the District of Columbia.

Overall, the 10 largest Hispanic-origin 26

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obtain the quality education that they need to compete in the 21st-century global economy.”

HEP grants help migrant and seasonal farmworkers and members of their immediate families obtain general education diplomas that meet the guidelines for high school equivalency established by the state in which the HEP project is conducted. In addition, the program helps migrant youth gain employment or be placed in an institution of higher education or other postsecondary education or training. Services provided include counseling, job placement, health care and housing for residential students. The program serves more than 5,000 students annually.

CAMP grants support students who are migratory or seasonal farmworkers, or the children of such workers, during their first year of undergraduate studies and to continue in postsecondary education. The program serves approximately 2,000 students annually.

More information about HEP, CAMP and other migrant education programs is available

at www2.ed.gov/about/offices/list/oese/ome.

A complete list of the 14 grantees and grant awards follows: New 2012 High School Equivalency Program (HEP) Projects – Michigan State University, $474,000; Crowder College (Mo.), $412,855; University of New Mexico, $444,591; Community Council of Idaho, $462,800; Sonoma County Jr. College (Calif.), $329,712.

New 2012 College Assistance Migrant Program (CAMP) Projects – Columbia Basin College (Wash.), $420,960; University Aux. & Research Services: California State University, $425,000; Regents of New Mexico State University, $424,924; (Rancho) Santiago Community College (Calif.), $425,000; Regents University of New Mexico, $421,315; University of Texas, $424,956; Western Michigan University, $407,706; Regents of University of Colorado, $424,899; Washington State University, $424,709.

groups – Mexicans, Puerto Ricans, Cubans, Salvadorans, Dominicans, Guatemalans, Colombians, Hondurans, Ecuadorians and Peruvians – make up 92 percent of the U.S. Hispanic population. Six Hispanic-origin groups have populations greater than one million.

Hispanic-origin groups differ from each other in a number of ways. For instance, U.S. Hispanics of Mexican origin have the lowest median age, at 25 years, while Hispanics of Cuban origin have the highest median age, at 40 years. Colombians are the most likely to have a college degree (32 percent) while Salvadorans are the least likely (7 percent).

Ecuadorians have the highest annual median household income ($50,000) while Dominicans have the lowest ($34,000). Half of Hondurans do not have health insurance – the highest share among Hispanic-origin

groups. By contrast, just 15 percent of Puerto Ricans do not have health insurance.

Hispanic-origin groups also differ in their geographic concentration. The nation’s Cuban population is the most concentrated – nearly half (48 percent) live in Florida’s Miami-Dade County. Miami-Dade County is also home to the nation’s largest Colombian, Honduran and Peruvian communities. For Mexicans, Salvadorans and Guatemalans, Los Angeles County in California contains each group’s largest community. The largest Puerto Rican and Dominican communities are in Bronx County, New York. The largest Ecuadorian community is in Queens County, New York.

The report The 10 Largest Hispanic Origin Groups: Characteristics, Rankings, Top Counties is available online at www.pewhispanic.org.

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The Hispanic Outlook In Higher Education

NCES Releases New Data on Postsecondary Tuition, Fees and Degrees WASHINGTON, D.C.

Between 2009-10 and 2011-12, the average tuition and required fees at four-year public institutions (after adjusting for inflation) increased more for in-state students (9 percent increase) than for out-of-state students (6 percent increase). During that same time period, four-year nonprofit institutions increased overall at 4 percent.

However, for-profit institutions reported no increase. The National Center for Education

McDonald’s Joins Forces with Latinos in College and LULAC National Educational Service Centers to Launch the New Webinar Series “Latinos Rumbo al College” OAK BROOK, Ill.

McDonald’s has announced the latest extension to its national Hispanic education program with the launch of “Latinos Rumbo al College,” a free webinar series developed in conjunction with nonprofit organization Latinos in College (LIC) and LULAC National Educational Service Centers (LNESC). The new webinar series was created to make the college process simple and attainable for both Hispanic students and their parents by leveraging LIC’s expertise in developing interactive content that will be delivered in a culturally sensitive way through a trusted community partner and premier educational service organization, LNESC. The first of the bilingual webinars, titled “On the Track to College,” was broadcast live from the LULAC National Convention in Orlando, Fla., in front of an audience of stu-

www.hispanicoutlook.com

September 03, 2012

Statistics released those findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 data collection, which included three survey components: institutional characteristics for 2011-12 – such as degrees offered, type of program, application information, and tuition and other costs; the number and type of degrees conferred from July 2010 through June 2011; and 12-month enrollment data for the 2010-11 academic year.

Other findings include: • In 2011-12, of the 7,398 Title IV institutions in the United States and other jurisdictions, 3,053 were classified as four-year institutions, 2,332 were two-year institu-

tions, and the remaining 2,013 were lessthan-two-year institutions • Institutions reported a 12-month unduplicated headcount enrollment totaling about 29.5 million individual students; of these, roughly 25.6 million were undergraduates and approximately 3.9 million were graduate students • Of the roughly 3.6 million degrees institutions reported conferring, about 2.9 million were awarded by four-year institutions and approximately 650,000 were awarded by two-year institutions To view the full report, visit www.nces.ed. gov/pubsearch/pubsinfo.asp?pubid=2012289.

dents, parents, educators and community stakeholders.

“As a longstanding partner of Hispanic education, McDonald’s understands that some of the main barriers preventing Hispanic students from obtaining a college degree are misconceptions about financing a college education and unfamiliarity with the college application process,” said Cristina Vilella, U.S. marketing director for McDonald’s USA. “Through the new ‘Latinos Rumbo al College’ webinar series, we will reach thousands of Hispanic students and parents with an interactive resource, in English and Spanish, to help them navigate their way to college.”

The webinar featured 2009 RMHC/HACER National Scholarship recipient Luis Durán, the son of Salvadoran immigrants who just finished his junior year at Arizona State University where he is studying to become an architect. Dúran talked about his experience attending college despite financial difficulty and lack of familiarity with the college application process. The webinar also offered practical tips for parents and students to get on the track to college – including the importance of building a support

network of other college-bound students.

“College starts as an almost unreachable dream for many Latino students,” said webinar host and designer Mariela Dabbah, who founded Latinos in College to help students find the resources, tools and connections they need to successfully graduate. “There’s nothing wrong with dreaming. But if you want to make it to college, you need to connect your dreams with actions. You need to find the right people and resources to support that dream so it becomes a reality.”

The “Latinos Rumbo al College” series will continue in the fall with the following webinars, which will be made available in English and Spanish: • “Acing Scholarship Applications” – Wednesday, Sept. 5 • “Finding Mentors and Building a Support System” – Wednesday, Oct. 3 • “Mastering the College Application Process” – Wednesday, Nov. 7 For more information about the upcoming Latinos Rumbo al College webinars, and to register for the free sessions, log on to http:// event.xfactorcom.com/sd/mcds/20120629/.

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HI S PAN I C S O N T H E MO VE SFCC Appoints Guzmán President

New York Cuban Cultural Center Recognizes de la Vega for Contributions to Classical Music

The Santa Fe Community College (N.M.) Governing Board has named Dr. Ana Margarita “Cha” Guzmán of San Antonio, Texas, as the institution’s seventh president. Guzmán will officially begin her duties Sept. 4. Guzmán has been president of Palo Alto College in San Antonio for the past 12 years. A leading voice for Hispanics in education, she is currently on the governing board of the Hispanic Association of Colleges & Universities. The U.S. Senate confirmed Guzmán in June 2011 to a four-year term on the National Security Education Board (NSEB). She has a BS in education from Stout State University in Wisconsin, an MA in sociology from Texas Southern University in Houston and an Ed.D. from the University of Houston.

Aurelio de la Vega, California State University-Northridge music professor emeritus and internationally recognized composer, was honored by Centro Cultural Cubano de Nueva York with the Ignacio Cervantes Medal, the organization’s lifetime achievement award for excellence in classical music. De la Vega was born in Havana, Cuba, in 1925 and studied law at the University of Havana and music composition at the Conservatario Ada Iglesias. He was a cultural attaché at the Cuban Consulate in Los Angeles and toured the United States as a lecturer from 1952 to 1954 before settling in Los Angeles. De la Vega joined the faculty of what was then San Fernando Valley State College, now Cal State Northridge, in 1959.

UNT Names Flores Niemann New Senior Vice Provost

Lozano Featured in National Report Highlighting Immigrant Patent Holders

The University of North Texas (UNT) recently appointed Dr. Yolanda Flores Niemann senior vice provost.

Flores Niemann had been a professor in the psychology department at Utah State University where she was vice provost from 2010-11 and dean of the College of Humanities, Arts and Social Service from 2008-10. Prior to joining Utah State, she was department head and special assistant to the dean of the College of Liberal Arts at Washington State University. Flores Niemann has a bachelor’s degree in psychology, master’s in education psychology, master’s in psychology and doctorate in psychology with a minor in management, all from the University of Houston.

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Dr. Karen Lozano, the Julia Beecherl Endowed Professor of Mechanical Engineering, University of Texas-Pan American, is one of several foreign-born faculty and research staff members from colleges and universities across the United States featured in a report released by the Partnership for a New American Economy, a group of more than 450 Republican, Democratic and Independent mayors and business leaders who support immigration reforms that will help create jobs for Americans. Patent Pending: How Immigrants Are Reinventing the American Economy shows that 76 percent of patents from the country’s top patentgenerating universities in 2011 had a foreignborn inventor. Lozano has master’s and doctoral degrees from Rice University.

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Jiménez Selected as City Tech’s 2012 Salutatorian New York City College of Technology recently chose Keila Joann Jiménez as its 2012 salutatorian (second in her class).

The college chose Jiménez in recognition of her hard work and 3.92 grade point average, as well as the values and ideals she has exemplified. Jiménez, who has a keen interest in the lodging operations industry, received a bachelor’s degree in hospitality management, summa cum laude, at City Tech’s June commencement.

The Hispanic Outlook Is Now Also Available As A

Digital Magazine!

www.hispanicoutlook.com

for additional information

Interesting Reads After Monte Alban Edited by Jeffrey P. Blomster One of the forgotten areas of Mesoamerica, the Zapotec state in Monte Alban was nestled between the Aztec and Maya empires. The author brings together top archaeologists to show how the culture collapse of its surrounding empires dictated how this valley changed life radically for the elites there, but did not alter the day-to-day existence of a vast majority of its population. This book helps to establish Oaxaca as an important area for the study of Mesoamerican antiquity.

2008. 443 pages. ISBN: 978-0-87081-896-7. $65.00 cloth. The University Press of Colorado, (720) 406-8849. www.upcolorado.com.

Memories of Two Wars: Cuban and Philippine Experiences

By Frederick Funston Before 1898 when America got involved with the Cuban forces against the Spanish empire, Frederick Funston (1865-1917) was lobbying for Cuban independence. During the war with Spain, he took command of a regiment and received the U.S. Medal of Honor for his valor at the Battle of Calumpit. This book is his firsthand account of his adventures in the Cuban Revolution and the Philippine-American war, including his role in capturing Philippine president Emilio Aguinaldo.

2009. 506 pages. ISBN: 978-0-8032-2289-2. $ 17.95 paper.

University of Nebraska Press, (800) 755-1105. www.unp.unl.edu.

Microfictions

By Ana María Shua Cinderella’s sisters surgically modify their feet to win the prince’s love. A werewolf gathers up enough courage to visit a dentist. A medium trying to reach the afterworld gets a recorded message. A fox and a badger compete to out-fool each other. These are the writings of Ana María Shua, one of Argentina’s most prolific and well-known writers. Some as short as a sentence, these microfictions from four books have been selected and translated into English.

2009. 210 pages. ISBN: 978-0-8032-1376-0. $50.00 cloth. University of Nebraska Press, (800) 755-1105. www.unp.unl.edu.

Trilogy of Resistance

In

by Antonio Negri, translated by Timothy S. Murphy 2009. 126 pages. ISBN: 978-0-8166-7294-3. $24.95 paper.

University of Minnesota Press, www.upress.umn.edu

Trilogy of Resistance, political philosopher Antonio Negri seeks to exert his influence over modern-day politics and culture with a flair for the dramatic. Negri, who has taught at the University of Padua and the University of Paris, is the author of more than 30 books. His works, which have been translated from Italian as well as French, presents a unique challenge for Timothy S. Murphy, who served as the translator for this English edition of these three plays, Swarm: Didactics of the Militant, The Bent Man: Didactics of the Rebel and Cithaeron: Didactics of Exodus.

Murphy explains how difficult this process can be in a note explaining his decision to modify two of Negri’s key philosophical terms that have become standard over the past two decades. The linked Italian terms potere and Potenza, which correspond to the French terms pouvoir and puissance, are terms that translate as the English words “power.” Because of the intricacies of the text, Murphy took great care to translate poterepouvoir as “power” and potenza-puissance as “potency.”

In the tradition of theater greats like Bertolt Brecht and Heiner Müller, Negri’s political dramas are fashioned to stir conversation and spirited arguments about how society thinks about and deals with resistance, violence and tyranny. In Swarm, the protagonist searches for a way to express herself and change society. Against the backdrop of a Greek-style chorus that urges her on, she explores all kinds of possibilities for political expression, from contemplating being a suicide bomber, to walking lockstep with political dogma and becoming a full-time member of the Communist Party.

In The Bent Man, set in a time when fascists ruled Italy, a woodcutter finds that his only means of resisting this oppressive regime is to bend himself in half and use his own now-twisted body as a weapon against war. But even this is not the depth of Negri’s theatrical audacity. In Cithaeron, perhaps the most boldly conceptualized and written of the three plays, Negri presents homage to Euripides’s Bacchae. In Negri’s version, an otherwise enlightened society is conflicted about blind adherence to an oppressive government and the way that government uses family values to remain in power.

With Trilogy of Resistance, the political philosopher Negri expresses his contemporary philosophy for politics and culture in a new medium: drama. The three plays collected for the first time in this volume dramatize the central concepts of what he has articulated in his best-selling books Empire as well as Multitude, co-authored with Michael Hardt.

First published in France in 2009 and featuring an introduction by Negri, Trilogy of Resistance provides a direct and passionate distillation of Negri’s concepts, offers insights into his political philosophy, and serves as a timely reminder of the power of theater to effectively dramatize complex and challenging ideas.

Reviewed by Mary Ann Cooper

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P R OVOST The University of West Florida (UWF) seeks a transformational academic leader to serve in the position of Provost. The Provost reports to the President and serves as the chief academic officer of the university, as well as chief administrative officer for the institution in the President’s absence. As the President’s first delegate, the Provost has the primary responsibility for the overall administration and quality of academic programs. The Provost provides leadership and coordination for the Division of Academic Affairs.

UWF is seeking applicants that possess the fortitude, integrity and ability to build community across diverse constituencies in order to propel the institution into its next phase of development. Under the leadership of President, Dr. Judith Bense, the university has strategically engaged a significant growth trajectory that has been sustained for five years. Additionally, the university recently completed academic visioning and a full revision and enhancement of the UWF strategic plan oriented toward the needs and expectations of higher education in the 21st century. UWF is an institution in the midst of an accelerated maturation process focused on distinctive teaching, scholarship and service, as well as innovation in the way the university engages community and sustains institutional excellence. The UWF community is seeking an academic leader that is passionate about the opportunity to join an institution that is in motion and on the rise.

The University of West Florida is a creative, student-centered state institution focused on excellence. At UWF, our highest priorities are our students and the academic programs that serve them. The faculty, staff and students at UWF are not here to merely do what’s been done before.

Individual attention from a world-class faculty in a warm and caring environment is the essence of UWF. Our mission is to empower each individual we serve with knowledge and opportunity to contribute responsibly and creatively to a complex world.

The University of West Florida, with campuses in Pensacola and along the Emerald Coast of Northwest Florida, is one of the region’s prized resources. UWF is a member of the State University System of Florida. The Florida legislature established the university in 1963, ground was broken in 1965 and classes began in the fall of 1967. UWF has three colleges, Arts and Sciences, Business and Professional Studies, and is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Q UA L I F I C AT I O N S : 1. An earned doctorate from an accredited institution.

2. Earned tenure and promotion in rank in the field of the doctorate.

3. A distinguished record of academic accomplishments, including effective teaching, scholarly activity and service at a level consistent with the appointment of the rank of Professor.

4. Successful administrative experience in higher education with demonstrated achievement in the management of curriculum, academic personnel, budget administration, strategic planning, and comprehensive academic planning.

5. A successful track record demonstrating an ability to work effectively in an environment of shared governance that relies on collegiality and consultive decision-making.

6. Proven experience demonstrating the ability to foster and encourage and celebrate a diverse campus community.

7. Ability to provide visionary leadership in the use of technology and information systems to support teaching, learning, research and administration.

CO M P E N SAT I O N : Commensurate with qualifications and experience.

The University of West Florida is an Equal Opportunity/Access/Affirmative Action Employer. Pursuant to provisions of the Americans with Disabilities Act, any person requiring special accommodations to respond is requested to advise UWF by contacting ADA Compliance in the Office of Human Resources at 1.850.474.2694 (Voice) or 1.850.857.6114 (TTY).

APPLY ONLINE AT JOBS.UWF.EDU

Preferred response date is Friday, September 28, 2012 For more information visit uwf.edu/provostsearch

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09/03/2012

Department of Accounting at School of Business Administration, Wayne State University invites applications for a full-time tenure-track either assistant or associate professor position, effective fall semester 2013 (subject to funding approval). Candidates for the Assistant Professor position must hold or be near completion of an earned doctorate in accounting (or in business administration with a major in accounting) from an AACSB-accredited business school, show promise for effective teaching and interactions with students, and demonstrate an ability to publish high quality research. Candidates for the Associate Professor position are required to have an established record of high quality teaching and research, including publications in major accounting journals. Professional certification in accounting (e.g., CPA, CMA, or CIA) is desirable. Wayne State University offers competitive salaries and excellent benefit packages to its employees.

Successful applicants must fulfill teaching, research and, service responsibilities to the department, school, university, and community. They must maintain continued scholarly activity, including research publications in high-quality accounting journals.

Preference will be given to candidates with teaching interest and experience in managerial accounting, accounting information systems and auditing, but we will consider qualified individuals in all specialty areas of accounting (including financial accounting and tax).

Wayne State University is a nationally recognized urban center of excellence in research, and one of the three major state-related research universities that comprise Michigan’s University Research Corridor. We are located in the heart of Midtown, Detroit’s cultural center, with easy access to the Detroit Institute of Arts, the Detroit Symphony, Comerica Park, Ford Field, and the world famous Fox Theatre. The university offers more than 350 academic programs to approximately 32,000 students.

The School of Business Administration is among one of 13 schools and colleges at Wayne State University and is accredited by AACSB International. The School grants degrees in Bachelor of Arts (BA) and Bachelor of Science (BS) with majors in Accounting, Finance, Global Supply Chain Management, Information Systems Management, Management and Marketing; Master of Business Administration (MBA); Master of Science in Accounting (MSA); Master of Science in Taxation (MST); and Ph.D. in Business Administration with tracks in Finance, Marketing, and Management. The School enrolls more than 1,500 upper division undergraduate and nearly 1,000 graduate students.

How to apply: Applicant must submit a letter of interest, current vita and a list of three references electronically at the Wayne State University Employment Website at http://jobs.wayne.edu with the job posting number 038805. Applications will be considered until the positions are filled; however, applications received by October 31, 2012 will be given priority consideration. Questions about the positions may be addressed to the Interim Chair, Department of Accounting, Dr. Santanu Mitra at smitra@wayne.edu or 313-577-9908.

The Department of Computer Science at the University of Chicago invites applications from exceptionally qualified candidates in the areas of theory of computing, systems and networking, and machine learning for faculty positions at the rank of Assistant Professor.

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

Applicants must have completed all requirements for the PhD except the dissertation at time of application, and must have completed all requirements for the PhD at time of appointment. The PhD should be in Computer Science or a related field such as Mathematics or Statistics.

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

The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown on an electric commuter train.

All applicants must apply through the University’s Academic Jobs website. For applicants in: 1.

2.

3.

the theory of computing, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=52334. systems and networking, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=52337. machine learning, the LINK is academiccareers.uchicago.edu/applicants/Central?quickFind=52338.

A cover letter, curriculum vitae including a list of publications, a statement describing past and current research accomplishments and outlining future research plans, and a description of teaching experience must be uploaded to be considered as an applicant. Candidates may also post a representative set of publications, as well as teaching evaluations, to this website. Three reference letters are required, one of which must address the candidate’s teaching ability.

The reference letters can be sent by mail to: Chair, Department of Computer Science The University of Chicago 1100 E. 58th Street, Ryerson Hall Chicago, IL. 60637-1581 Or by email to: Recommend@mailman.cs.uchicago.edu (letters can be in pdf, postscript or Microsoft Word).

To ensure fullest consideration of your application all materials, including supporting letters, should be received by November 19. However, screening will continue until all available positions are filled.

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

Faculty Positions To be considered, education and research/professional experience/expertise are required in at least one of the following units: Accounting and Management: financial reporting and analysis, management accounting, performance measurement and management control systems. Closing date: 30 November 2012.

Business, Government & the International Economy: international political economy, comparative political economy of advanced industrialized or developing countries, and American politics or sociology.

Closing date for applicants with a background in international political economy or comparative political economy: 1 October 2012 (indicate “Tenure-Track Position: Political Science” on application). Closing date for applicants with a Ph.D. in history and research interests in the political economy of development, economic history, history of economic policy and regulation, history of capitalism, or history of globalization: 15 November 2012 (indicate “Tenure-Track Position: History” on application). Closing date for applicants with a background in economics, especially with research interests in macroeconomics, international trade and finance, public economics, regulation, law and economics, or development: 20 November 2012 (indicate “Tenure-Track Position: Economics” on application).

Entrepreneurial Management: entrepreneurial leadership and organization; emerging industries and technologies; financing ventures and growth; or business history and policy. Closing date for applicants with background in management, organization theory, sociology, or business history: 4 November 2012 (indicate “Assistant Professor Entrepreneurship (MOH)” on application). Closing date for applicants with background in economics or finance: 25 November 2012 (indicate “Assistant Professor Entrepreneurship (ECF)” on application). Applicants with a background in economics or finance will need to be available for a first round interview at the AEA meeting in San Diego in January 2013.

Finance: corporate finance, capital markets, investments, behavioral finance, corporate governance, and financial institutions. Closing date: 26 November 2012. First round interviews will be held at the AEA meeting in San Diego in January 2013.

Negotiation, Organizations and Markets: negotiation, competitive decision making, incentives, the motivation and behavior of individuals in organizations, and the design and functioning of markets. The unit emphasizes psychological, economic, and behavioral perspectives with empirical, theoretical, and experimental methodologies. Closing date: 16 November 2012.

Organizational Behavior: micro- and macro-organizational behavior, human resources management and leadership. Closing date: 30 September 2012.

Strategy: competitive and corporate strategy, global strategy, boundaries and organization of the firm, strategy and technology, strategy implementation, and the economics of competitive interactions.

Closing date: 14 November 2012.

Technology and Operations Management: operations management in manufacturing and service contexts, new product development, management of technological innovation, supply chain management/ logistics, information technology. Candidates should submit a current curriculum vitae and the abstract of the job market paper by 1 October 2012 and job packet by 15 November 2012.

Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels.

Applicants for tenure-track positions should have outstanding records in Ph.D. or DBA programs, and strong demonstrated potential and interest to conduct research at the forefront of their fields.

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

Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting/ If there are materials that can only be sent in hard copy, please send them to the address below. If applying to more than one of the above listed units, please submit copies of these materials for each position.

Harvard Business School, Faculty Administration Attn: UNIT NAME Application Morgan Hall T25, Soldiers Field Road Boston, MA 02163 Recommenders may submit letters directly at: http://www.hbs.edu/research/faculty-recruiting/ Equal Opportunity/Affirmative Action Employer.

Women and minorities are encouraged to apply.

09/03/2012

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Senior Associate Vice President of Human Resources and CHRO The University of Cincinnati (UC) invites nominations and applications for the position of Senior Associate Vice President of Human Resources and Chief Human Resources Officer (CHRO).

Founded in 1819 and established as a city university in 1870, the University of Cincinnati became one of Ohio’s largest state universities in 1977. UC now enrolls more than 42,000 students representing 110 countries. It is the second largest institution in the University System of Ohio.

UC is also one of the region’s largest employers with some 10,000 non-student employees, including more than 5,000 faculty members. Student workers and graduate assistants add another 6,000 part-time employees.

UC’s endowment and annual operating budget exceed $1 billion each. Together with its medical center and affiliates, the university annually contributes more than $5 billion to the region’s economy. Among the nation’s top public research universities, UC holds more than $400 million in grants and contracts, placing the university among the top 20 public institutions in federally financed research and development expenditures. This is an exciting time for the university with great opportunities for the next CHRO to contribute to the continued growth and development of the mission of the university.

The University of Cincinnati seeks a strategic, visionary and inspiring leader with a minimum of 15 years of human resources experience and a track record of success leading a similar function in complex organizations known for the excellence of its talent and human resources plans, programs, and initiatives. The person should have broad experience across multiple areas of the human resources function.

Reporting to the Senior Vice President of Administration and Finance, the successful candidate will serve as a strategic partner to executive leadership across campuses and departments. Particular emphasis is focused on enhancing employee development, succession planning, organizational assessment and development, labor relations strategy, and benefits strategy.

To access the full job description, go to: http://www.uc.edu/af/chro_search.html .

The University of Cincinnati is being assisted by Matt Stencil and Irene Sitbon at the firm of Heidrick & Struggles International, Inc. Screening of applications will begin immediately and continue until the position is filled. Nominations and applications should be directed to: Heidrick & Struggles, Inc. University of Cincinnati CHRO Search 233 South Wacker Drive, Suite 7000 Chicago, IL 60606 Phone: 415 291 5242 Email: UCCHROsearch@heidrick.com The University of Cincinnati is an affirmative action/equal opportunity employer. Women, People of Color, persons with a disability, and Veterans are encouraged to apply. Ohio law provides that public records, which would include certain search materials such as nominations and applications, be open to the public and the press. Ohio Revised Code Sec. 149.43.

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Fresno, CA

The University of Chicago Booth School of Business invites applications for tenuretrack positions at the assistant or associate professor levels in operations management for the 2013-14 academic year.

Tenure Track Positions Available

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

The primary mission of the College of Health and Human Services is to provide a professionally oriented education at the undergraduate level and to provide graduate programs in specialized disciplines that serve the needs of students and the emerging needs of residents and health and human service providers in the Central California region. The college’s centers and institutes, working with faculty in each academic program, address issues of health policy and critical issues facing families and children across the region. The fundamental process linking all programs within the college is professional collaboration based on a common vision and a commitment to service. California State University, Fresno is an affirmative action/equal opportunity institution.

If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet by October 5, 2012 with your session information would be helpful. We will begin formally reviewing applications on November 26, 2012 and strongly encourage you to complete your application by then.

We will continue to accept applications until January 31, 2013.

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

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

College of Health and Human Services

Each of the positions available involve teaching at the undergraduate and/or graduate level as well as mentoring students; conducting research in the area of specialization and participating in university level committees. Further information, vacancy announcements and application links for the positions below are available at http://jobs.csufresno.edu/

Communicative Disorders and Deaf Studies Assistant/Associate Professor Deaf Studies: Duties include teaching and supervising student teaching in a Deaf Studies curriculum. An earned doctorate (Ph.D. or Ed.D.) in deaf education, deaf studies, linguistics or a closely related discipline is preferred. ABD candidates will be considered; however, candidates must have an earned doctorate for appointment.

Please apply online at http://jobs.csufresno.edu/ no later than October 15, 2012. Contact: Dr. Bryan Berrett, (559) 2787218; bryanb@csufresno.edu

Kinesiology Assistant/Associate Professor (Athletic Training): Duties include teaching courses and conducting research primarily in athletic training. An earned doctorate (Ph.D. or Ed.D.) in Kinesiology and/or Athletic Training or closely related discipline is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs.csufresno.edu/ no later than September 15, 2012. Contact: Dr. Scott Sailor (559) 278-2543; ssailor@csufresno.edu Assistant/Associate Professor (General Kinesiology/Exercise Science): Duties include teaching courses and conducting research in a variety of areas. An earned doctorate (Ph.D., Ed.D., D.PT., or D.Sc.) in Kinesiology or a discipline related to promotion of physical activity and disease prevention and other position characteristics is required. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs. csufresno.edu/ no later than October 1, 2012. Contact: Dr. Tim Anderson (559) 278-2203; tima@csufresno.edu

Physical Therapy The Department of Psychology at UCLA: seeks nominations and applications for a full-time tenured position at the level of Professor, in Clinical Psychology, to fill an endowed chair, the Staglin Family Chair in Psychology. The ideal candidate should have a Ph.D. in clinical psychology, a continuous record of intellectual leadership, and innovative and creative research related to schizophrenia. Preference will be given to someone with an active research program in the biological bases of the disorder, which might include neurodevelopmental, neuroimaging, or behavior genetic approaches to the study of schizophrenia. The individual must also possess a record of excellence in mentoring and teaching, and must be able to contribute to the graduate and undergraduate teaching mission of the clinical psychology program. To request further information about this position, contact: Committee Chair. Applicants should send a letter, curriculum vitae, statement of research interests, relevant publications, and the names and addresses of three references to the Staglin Family Chair Search Committee, (Job #: 08751213-01) 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 November 1, 2012 and will continue until a candidate is selected.

Appointment of a successful candidate to start July 1, 2013 is desired.

UCLA is an affirmative action/equal opportunity employer with a strong institutional commitment to achieving diversity among its faculty, students and staff.

2 Assistant/Associate Professor positions: An earned doctorate (Ph.D., Ed.D., D.Sc.) in Physical Therapy or closely related discipline is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Candidates with post-professional DPT with board certification or exceptional clinical expertise in desired clinical teaching areas and a commitment to engage in scholarly activity will be considered. Please apply online http://jobs.csufresno.edu/ no later than November 1, 2012. Contact: Toni Tyner, (559) 278-2625 or 559278-4862; tonit@csufresno.edu

Public Health Assistant/Associate Professor: Environmental Health and Safety. An earned doctorate (Ph.D., Ed.D., Dr. P.H.) in Environmental/Occupational Health or related field is required for appointment. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Candidates with doctorates in a related field are required to have a Bachelors or Master’s degree in Environmental/Occupational Health and strong science base. Please apply online http://jobs.csufresno.edu/ no later than October 1, 2012. Contact: Christopher Tennant, (559) 278-2018; christe@csufresno.edu

Recreation Administration Assistant/Associate Professor: The successful candidate will teach undergraduate courses in such areas as: community and non-profit recreation services, serving at-risk youth, diversity and inclusive practices in recreation. An earned doctorate in recreation, park and leisure studies or related discipline is required. At least one post-baccalaureate degree must be in Recreation. ABD candidates will be considered, however candidates must have an earned doctorate for appointment. Please apply online http://jobs.csufresno.edu/ no later than October 1, 2012. Contact: Dr. L.J. Fine (559) 278-2629; larryf@csufresno.edu

Social Work Education 2 Assistant Professor positions: one to teach in the area of Research and Social Policy and the other in Research Methods and Human Behavior and the Social Environment. An earned doctorate (Ph.D. or D.S.W.) in Social Work/ Welfare or closely related discipline and an MSW from an accredited social work program are required for appointment.

Candidates must also have a minimum of 2 years post MSW practice experience. ABD candidates will be consider, however the doctorate degree must be completed before appointment. Please apply online http://jobs.csufresno.edu/ no later than November 16, 2011. Contact: Dr. Roger Simpson, (559) 278-5385; rsimpson@csufresno.edu California State University, Fresno is an affirmative action/equal opportunity institution.

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Faculty Position Openings Indiana University invites applications for five faculty positions to begin August 2013. Candidates for all positions should: 1) have an earned doctorate degree in the field appropriate to each listing or related field before start date; 2) include in their application materials a letter of application and curriculum vitae. Applications for assistant professor positions should include graduate transcripts and contact information for three professional references. Applications for associate/full professor positions should include contact information for six professional references. Also, please include additional materials specified for each position. All materials should be uploaded to https://indiana.peopleadmin.com/.

Review of applications will begin on October 15, 2012 and will continue until the positions are filled.

Instructional Systems Technology (Assistant Professor) The Instructional Systems Technology Department seeks applicants with a broad knowledge of the field of instructional technology with specific expertise in instructional systems design, instructional theory and models, instructional strategies, and/or advanced developmental processes. The successful applicant will be expected to teach, conduct and publish research, and supervise graduate students. Questions about this position may be addressed to Dr. Krista Glazewski at 812-856-8457 or glaze@indiana.edu. In addition to the application materials listed above, applicants must submit a sample of scholarly writing with their online application.

Educational Research Methodologist (Assistant Professor) The Counseling and Educational Psychology Department seeks applicants whose primary research emphasis and expertise is in qualitative methodological theories, foundations, and practices. The ideal candidate will also bring both a social theoretical background and methodological expertise relevant to examinations of foundational issues in inquiry involving both qualitative and quantitative approaches (e.g., validity, concepts of meaning, systems analysis). Questions about this position may be addressed to Dr. Barbara Dennis at 812-856-8142 or bkdennis@indiana.edu. In addition to the application materials listed above, applicants must submit two relevant publications or scholarly writings, and relevant course evaluations, if available, with their online application.

Learning Sciences (Associate/Full Professor) The Counseling and Educational Psychology Department seeks applications for an Associate or Full Professor. The ideal candidate will have an international reputation and experience leading a successful academic program and/or a significant research center. In addition to academic and/or research leadership, the position will entail supervision of graduate students, diverse teaching opportunities, programmatic innovation, and partnerships with other programs and/or K-12 schools. Questions about this position may be addressed to Dr. Daniel Hickey at 812-856-2344 or dthickey@indiana.edu. In addition to the application materials listed above, applicants should submit three representative publications.

Mathematics Education (Assistant Professor) The Curriculum and Instruction Department seeks applicants with an active research agenda and involvement in local and national service. The successful applicant will have teaching responsibilities in undergraduate elementary mathematics methods courses, graduate mathematics education courses, and mentoring graduate students. Teaching of content-oriented courses at the undergraduate level may also be possible. There is particular interest in candidates with teaching experience at the pre-college level and experience working with diverse populations. Questions about this position may be addressed to Dr. Peter Kloosterman at 812-856-8147 or klooster@indiana.edu. Samples of scholarly writing are welcomed but not required.

Elementary Literacy Program (Clinical Assistant Professor) The Department of Literacy, Culture, and Language Education seeks applicants who are knowledgeable about a wide range of theoretical and practical approaches to reading, writing and language arts methods and assessment, including those currently used within the state of Indiana. The position will involve sharing the teaching load and providing support for associate instructors and adjuncts. In addition, the position will be responsible for maintaining and strengthening K-12 partnerships. Questions about this position may be addressed to Dr. Carmen L. Medina at 812-856-8257 or cmedina@indiana.edu. In addition to the application materials listed above, applicants should submit a teaching statement with their online application.

For more detailed job announcements, please visit the following website: http://education.indiana.edu/AcademicOpenings/tabid/465/Default.aspx Indiana University is an equal opportunity/affirmative action employer.

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SALISBURY UNIVERSITY TENURE TRACK POSITIONS For ACADEMIC YEAR 2013-2014 Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students, and academic programs. Salisbury University is a member of the University System of Maryland and enrolls approximately 8,600 students in four endowed schools.

Salisbury University is located on the Eastern Shore of Maryland near the metropolitan areas of Baltimore, Washington D.C., and Philadelphia. Close proximity to the Chesapeake Bay and Atlantic Ocean beaches is a plus.

For more information including full job descriptions, please visit our Website: http://www.salisbury.edu/hr/jobs/default.asp?asearch=faculty If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in a timely manner. ABD acceptability and time to completion of the doctoral degree varies by position and will be noted.

Assistant Professor primary duties include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service. Supervision of students in internships and undergraduate research may also be expected in some positions. Utilize an effective teaching style that supports a diverse student body.

Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2013, unless otherwise noted. These positions are based in Salisbury Maryland.

Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit our website http://www.salisbury.edu/HR/Jobs/default.asp to apply online. See the FAQs of the Online Employment Application System for more information and instructions.

To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System.

Please do not send any other documents via E-mail. Review of applications will start in October, unless otherwise noted, and continue until the position is filled.

Salisbury University has a strong institutional commitment to diversity and is an Equal Opportunity/Affirmative Action employer, providing equal employment and educational opportunities to all those qualified, without regard to race, color, religion, national origin, gender, marital status, disability, genetic information, or sexual orientation.

TENURE TRACK POSITIONS: Fulton School of Liberal Arts • Assistant Professor of Public Relations/Journalism: Ph.D. or ABD required in Communication and/or Public Relations/Journalism, with some experience in Public Relations industry. If ABD; would be hired at the rank of Instructor, with the expectation that candidate complete doctoral degree by June 15, 2013.

• Assistant Professor Political Science: Ph.D. or ABD (near completion) in Political Science. If ABD the doctoral degree must be completed before the date of hire.

• Assistant Professor Theatre and Scenic/Lighting Designer: M.F.A. in Theatre Design with emphasis in Scenic and Lighting Design. University level teaching, experience and evidence of scenic and lighting design proficiency.

Union membership preferred.

• Assistant Professor Modern African History: Ph.D.in History or pertinent related field (ABD nearing completion of dissertation will be considered. If ABD; would be hired at the rank of Instructor, with the requirement that candidate complete doctoral degree within six months of the date of hire).

• Assistant Professor U.S. Women’s History: Ph.D.in History or pertinent related field (ABD nearing completion of dissertation will be considered. If ABD; would be hired at the rank of Instructor, with the requirement that candidate complete doctoral degree within six months of the date of hire).

• Assistant Professor English Creative Writing (Fiction): Terminal degree in creative writing required. Ph.D. degree desired. Record of successful teaching and of publications with national and/or international distribution.

• Assistant Professor English Creative Writing (Poetry): Terminal degree in creative writing required. Ph.D. degree desired. Record of successful teaching and of publications with national and/or international distribution.

Henson School of Science and Technology • Assistant/Associate Professor Nursing: Doctoral degree in Nursing or a related field, or, Master’s degree in nursing (hired at the rank of Instructor) with the expectation that candidate would enroll in and complete a doctoral degree within five years of hire. Must hold current, Registered Nurse License in Maryland, or be eligible for such licensure.

Seidel School of Education and Professional Studies • Associate Professor/Department Chair Social Work: A CSWE-accredited master’s social work degree with a minimum of three years of post-MSW professional practice experience, and a doctoral degree in Social Work or a related field. The candidate must have a strong record of university level social work teaching experience at the graduate and undergraduate levels, evidence of scholarship appropriate to the Associate professor rank, experience with social work curriculum development, demonstrated leadership ability with administrative experience in a higher education setting, and other academic and professional activities in the field of social work. Experience in distance or web-based instruction is highly desirable.

Perdue School of Business • Assistant Professor Marketing: Ph.D. degree or ABD in Marketing related field from an AACSB accredited institution. If ABD, doctoral degree must be completed before date of hire.

• Assistant Professor Accounting: Ph.D. degree or ABD in Accounting from an AACSB accredited institution. If ABD, doctoral degree must be completed before date of hire. Professional certification and work experience in accounting are desirable.

• Assistant Professor Information/Decision Sciences: Ph.D. or ABD degree in Information Systems, Decision Sciences, or a closely-related field from an AACSB accredited institution. If ABD, doctoral degree must be completed before August 15, 2013.

Seidel School of Education and Professional Studies • Dean of Seidel School of Education and Professional Studies Thomas E. Bellavance Honors Program • Director, Thomas E. Bellavance Honors Program

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OPEN RANK POSITION in Global Economies and Markets The Darden Graduate School of Business at the University of Virginia invites applicants for a full-time tenure-track or tenured faculty position in the Global Economies and Markets (GEM) area. Applicants at all ranks will be considered.

The primary teaching responsibility will be the required MBA course in global economies and markets, plus internationally oriented electives. Primary expertise is desired in open economy macroeconomics, international economics, development economics, or related areas. Scholars who have expertise in other applied economics areas, but who enjoy teaching MBA classes, may also be considered.

Applicants must have a doctorate. Applicants must have an active research program with capabilities to publish in top academic outlets and also have a genuine interest in practitioners and applied managerial problems. Applicants must be capable of teaching in a student-centered environment and developing curriculum materials for MBA students, executive MBA students, and executive-education participants. Senior candidates must have a proven record as an outstanding researcher and teacher. Candidates below the tenure level must have demonstrated outstanding promise in research and teaching. While recent graduates are welcome to apply, our priority is for someone with at least three years post-Ph.D. experience.

For a more detailed description of the GEM Area, please consult our website: http://www.darden.virginia.edu/web/Faculty-Research/Academic-Areas/Global-Economiesand-Markets/ To apply, go to http://jobs.virginia.edu, search for posting number 0608202, and complete a Candidate Profile online.

Under separate cover, please send a curriculum vitae to: GEMapply@darden.virginia.edu.

The Darden School of Business is committed to fostering a diverse educational environment and encourages applications from members of groups under-represented in academia.

The University of Virginia is an Equal Opportunity/Affirmative employer. Women, minorities, veterans and persons with disabilities are encouraged to apply.

CARLETON COLLEGE Carleton College has a tenure-track position open for an Assistant Professor of Philosophy for Fall 2013: AOS: Ancient Philosophy or History of Modern Philosophy (including Kant) AOC: Open (although the department will favor candidates who can help it diversify its course offerings) Carleton is a highly selective liberal arts college with 1950 undergraduates located 45 miles south of Minneapolis and St. Paul.

Carleton is committed to developing its faculty to better reflect the diversity of our student body and American society. Women and members of minority groups are strongly encouraged to apply. Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression, status with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities.

For a full description of these positions, visit Carleton’s Web site at http://apps.carleton.edu/campus/doc/position_openings/.

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YALE UNIVERSITY School of Forestry & Environmental Studies Junior or Senior Faculty Position in Tropical Forest Management The Yale School of Forestry & Environmental Studies has an open rank, tenure-track opening for an exceptional natural scientist whose research focuses on the conservation and management of tropical forest resources. Ideal candidates will conduct interdisciplinary, field-based, hypothesis-driven research that bridges the social and biophysical sciences. They will also demonstrate potential for collaborating with natural, physical and social scientists at Yale and within a strongly interdisciplinary School.

Areas of research could include: the science, policy and management of forest resources; biodiversity; climate-change related interventions; and the intersection between forest resource management, agriculture and land use. The ability to develop student field experiences, teach classes, and conduct research in both temperate and tropical systems would be an asset.

The successful candidate will be expected to develop an internationally recognized research program, and will teach introductory and advanced classes in the Yale School of Forestry & Environmental Studies and also in Yale College.

Applicants should submit a curriculum vitae, a statement of research and teaching interests, and the names of four references via email with the subject line “Environment Faculty Searches - Tropical Forest Management” to fesdeansoffice@yale.edu or via surface mail to: Tropical Forest Management Faculty Search c/o Angela Kuhne, Dean’s Office Yale School of Forestry & Environmental Studies 195 Prospect Street New Haven, CT 06511 USA Prior to applying, candidates should explore the School’s website (www.environment.yale.edu) and consider how their expertise can strengthen or complement the strengths of the existing faculty of the School.

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Applications received by October 5, 2012 will receive full consideration. For more information about the position, contact Assistant Dean Angela Kuhne at angela.kuhne@yale.edu.

Yale University is an affirmative action/equal opportunity employer. Men and women of diverse racial/ethnic backgrounds and cultures are encouraged to apply.

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Faculty Position Department of Molecular Biology Princeton University The Molecular Biology Department at Princeton University invites applications for a tenure-track faculty position at the Assistant Professor level. We are seeking an outstanding investigator using multicellular model systems to address fundamental questions in Multiscale Cell Dynamics.

The University has a strong commitment to interdisciplinary studies, especially in the areas of systems biology, imaging, genomics, biophysics and neuroscience. The department has high-level computing and microscope facilities, DNA array and high throughput sequencing technologies, mass spectrometry, and state of the art vivarium. Applicants must have an excellent record of research productivity and demonstrate the ability to develop a rigorous research program.

All applicants must have a Ph.D. or equivalent degree and a commitment to teaching at the undergraduate and graduate levels. Applications must be submitted online at http://jobs.princeton.edu, requisition #1200533 and should include a cover letter, curriculum vitae, a two-page research description, and contact information for three references. All materials must be submitted as PDF files. Screening of applications will begin 1 October, 2012.

Princeton University is an equal opportunity employer and complies with applicable EEO and affirmative action regulations.

Assistant Professor tenure-track - Public Law Must possess experience in Judicial politics generally and legal systems specifically. Research and teaching focus in Public Law and Courts subfield is open but we welcome applicants with a comparative or international focus. 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. Ph.D. in Political Science or closely related field is required. Persons who have not completed all degree requirements by the beginning of the contract period may be considered for a one year term appointment at the rank of instructor. Application review begins October 16, 2012 and continues until position is filled. SIUE is an AA/EOE employer. Women and Minorities are strongly encouraged to apply.

For complete job description, including qualifications & application information, please go to: www.siue.edu/humanresources/employmentopportunities/faculty/cas/FY13-14f.shtml

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Assistant Professor, Disability Specialist Program Instructor of Economics Instructor of Mechanical Engineering For a copy of the vacancy announcements, including minimum qualifications and application deadline, please visit our Web site at www.mcc.commnet.edu, or call (860) 512-3610. Please send letter of intent, resume, transcripts, email address and the names of three references to: Deborah A. Wilson, Director of Human Resources; Manchester Community College; Great Path; P.O. Box 1046, Manchester, CT 06045-1046 EOE/AA/M/F

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MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strong commitment to diversity, is seeking candidates to fill anticipated openings for:

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

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CONFRONTING BAD HABITS

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

ome Latino families have very bad habits. I’m not talking about clutter on the front porch, too many cars in the yard or talking too loud in public. I’m talking about mean, destructive habits like envidia, mitote, mentiras or passive-aggressive stonewalling and revenge.

Each of those bad habits – envy, gossip or lies – minimizes those who get ahead or experience good fortune. For young Latinos preparing for higher education, these vices can kill the desire to get ahead or rob them of the joy of achievement.

You know how it works. Cousin Olivia wins a top spot on the high school debate team and will be traveling across the country for a national competition. The envidiosos – the envious ones – might make snide remarks about her, proclaiming they don’t need to travel because they’re just fine at home and don’t have anything to prove. Or they might say that Olivia always was a nerd and now she can travel with all the other nerds on the debate team. Los mitoteros gossip about Olivia, claiming that she no longer fits in with the family because she is getting a “big head” and thinks that she is better than others. They might even throw in a few other stories about times when Olivia struggled to be accepted, noting again that she never will fit in.

Los mentirosos manufacture fictitious stories about Olivia intended to show she is flawed. They might not even really know her well or have accurate details about what is happening, but that won’t stop them; they will make up whatever information they lack. In a perverted attempt to embellish the story, they will invent the details as they go along. Once Olivia returns from the debate competition, the passive-aggressive relatives will most likely not ask her about where she has been, what she has seen or how the experience impacted her. Instead, they will either ignore her completely or act as if she is always around, doing nothing.

And those who seek revenge – venganza – might simply wish to themselves (or perhaps even state it aloud) that Olivia will fail, just “to show her.” Show her what? That they are more envious and foolish than she already thought? That they are of small mind and smaller character, too immature to share in a loved one’s success?

These are vices unhappy Latinos and others practice, sometimes most brutally against loved ones. It is about people trying to stop someone from

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reaching a dream because they are angry at themselves for not realizing their own. It is about people who don’t have the courage to do something different, but resent those who do.

They simply cannot tolerate seeing someone else happier or more successful than they are. And it is about projecting onto others all that bitter disappointment that lurks inside, hurting those who probably deserve it least.

Unfortunately, teachers sometimes practice these bad behaviors, too.

Some will tell a Latino student that he won’t amount to anything and that certain colleges or fields of study are not for him. They might proclaim that the economy will not support someone who follows her dream, and encourages that talented teen to take the safe route and “get a job” instead. It’s the same goal – to keep a Hispanic teenager from experiencing happiness and the joy of achievement.

Is there a cure for these bad habits?

If you are a witness to them, refuse to participate. (These vices feed on attention from others, so starve the bad behavior.) Diplomatically call out others on their bad habit and challenge them to find something positive to share instead. This provides a powerful example and sends an important message to Latino teens: Do not tolerate or perpetuate putdowns. If you are the victim of someone’s vice (regardless of your age), live a good life anyway.

You cannot control what other people think or say about you, but you can allow yourself to savor the joy of success and a life well lived.

If you struggle with those vices in yourself, look inward. Miguel de Unamuno, the early 20th-century Spanish writer and philosopher, stated “La envidia es mil veces más terrible que el hambre, porque es hambre espiritual.” Unamuno knew that envy was spawned from a spiritual hunger.

The other vices – gossiping, lying and taking revenge – are spiritual problems, too, resolved only through self-development, introspection and self-control. Talking about these vices with Latino teens can help them see the potential or real damage done. Encourage them to find the best in others so that they can talk about that instead.

This article appeared online only in the 09/03/12 Issue

TARGETING HIGHER EDUCATION

Money Talks, and Opportunities Shine

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by Gustavo A. Mellander rom the earliest Colonial days, immigrants came to this country mainly for three reasons: religious freedom, political freedom and an opportunity to improve one’s economic prospects. Most found those opportunities here, although not always to the degree they had hoped.

A new study from the Pew Hispanic Center notes that, regardless of where they were born, large majorities of Hispanics/Latinos proclaim easily enough that life in the United States is better than in their family’s country of origin.

Further, in spite of the popular canard, nearly nine in 10 (87 percent) say it is important for immigrant Hispanics to learn English. And they want to. It is essential in order to succeed.

Many don’t learn not because they don’t want to but because opportunities to learn are very limited. Starting in the mid-1800s, as Americans adjusted to waves of non-English-speaking immigrants, “citizenship” and “Americanization” classes were quite prevalent. Enrollment was free, and thousands attended. They have all but disappeared.

Latinos’ Attitudes About Their Identity The report explores Latinos’ identity attitudes as well as their languageusage patterns; their core values; and their views about the U.S. and their families’ country of origin.

It is a thoughtful analysis that many readers will relate to.

When it comes to describing their identity, most Hispanics prefer their family’s country of origin over pan-ethnic terms. Half (51 percent) say that most often they use their family’s country of origin to describe their identity.

That includes such terms as “Mexican” or “Cuban” or “Dominican,” for example. Just one-quarter (24 percent) say they use the terms “Hispanic” or “Latino” most often to describe their identity. And 21 percent say they use the term “American” most often.

Do they prefer “Hispanic” or “Latino?” Actually, most don’t care – but among those who do, “Hispanic” is preferred. I find this interesting and not in keeping with my 40-plus years of experience with these terms. I think geography plays an important role in which term is used. In the East, New York, New Jersey and Pennsylvania, I found Hispanic more prevalent, whereas in California, Texas and New Mexico, I found Latino used more often. One California legislator told me, “All Hispanics are Chicanos.” I kept quiet and let him wallow in his ignorance.

The study continues that half (51 percent) of Hispanics/Latinos report they have no preference for either term. When a preference is expressed, “Hispanic” is preferred over “Latino” by more than a 2-1 margin – 33 percent vs. 14 percent. I wonder if this cohort identifies itself with the afore-

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mentioned “American” designation. That would seem a logical progression and one that follows the experiences of Italian-Americans, GermanAmericans and so on. Once they felt comfortable calling themselves Americans, they dropped their country of origin.

At one time, newspapers and other opinion-forming entities railed against “Hyphenated Americans” and urged all to be just plain Americans.

The melting pot era was also the period of enhanced nationalism. Now there is more of a trend to exalt one’s original roots. That may pass, or it may not. It has the potential of being a dividing factor. The example of the French in Quebec is often mentioned.

Another potentially divisive factor is that most Hispanics do not see or recognize a shared common culture among U.S. Hispanics. Nearly seven in 10 (69 percent) say Hispanics in the U.S. have many different cultures, and no single one is predominant. On the other hand, 29 percent reported that Hispanics in the U.S. share a common culture.

Tiger Woods, of revered golfing achievement, at least in years past, refuses to self-identify in the Census forms. He says none of the categories offered identifies who he is. He states he is neither Asian nor AfricanAmerican by itself and has publicly complained about the limiting categories. Since many Americans are of polyglot combinations, his analogy can be carried too far. But he has a point, as do many Hispanics.

All by way of introduction, that most Hispanics don’t see themselves fitting into the standard racial categories used by the U.S. Census Bureau.

When it comes to race, according to the Pew Hispanic survey, half (51 percent) of Latinos identify their race as “some other race” or volunteer and write in the “Hispanic/Latino” moniker.

Meanwhile, 36 percent identify their race as White, even though there is historical evidence that Mestizo, a combination of native and European roots, might be more accurate.

Split Alliances Latinos are not monolithic and are split on whether they see themselves as a typical American. Nearly half (47 percent) say they are indeed typical Americans. At the same time, another 47 percent say they are “very different” from the typical American. As to be expected, foreign-born Hispanics are less likely than native-born Hispanics to say they are a typical American – 34 percent versus 66 percent.

Incorporating the American Experience Hispanics report their cohort has been at least as successful as other minority groups in the United States. Most Hispanics (55 percent) say their group is about as successful as other racial and ethnic minority groups in the U.S. More than one in five (22 percent) say they have been less successful, while 17 percent say they have been more successful. So a healthy 72 percent feel they have succeeded.

Living and working in the United States is seen as better than their existence in their Latin American country of origin in many ways – but not in all ways. Fully 87 percent of Latino adults say the opportunity to get ahead is better in the U.S. than in their ancestral homeland.

Further, 72 percent say the U.S. is better for raising children than their home country; nearly seven in 10 (69 percent) say the poor are treated better in the U.S.; and a plurality of 44 percent say moral values are better here than in their homelands.

However, when it comes to the strength of family ties, a plurality (39 percent) says the home country of their ancestors is better. That is closely followed by 33 percent who say the strength of family ties is better in the U.S. That last statement will surprise many and flies in the face of general commentary and belief.

Most Hispanic immigrants say they would come to the U.S. again if situations at home were similar. A high 79 percent of Hispanic immigrants say that if they had to do it all over again, they would definitely come to the U.S. When asked why they came to this country, more than half (55 percent) of immigrant Hispanics say it was for economic reasons, while 24 percent say it was for family reasons. (I wish the authors would have explored that statement further. Were family reasons really economic ones?

Was there a palpable difference in how men and women answered that question?)

Social and Political Attitudes Hispanics, more so than the general public, believe in the efficacy of hard work. They have seen it work – in their own lives and in those of their friends. Horatio Alger is alive and well in the Hispanic community!

Three in four (75 percent) Hispanics say most people can get ahead if they work hard. By contrast, just 58 percent of the general public says the same.

Levels of personal trust are lower among Latinos than they are among the general public. Fully 86 percent of Latinos say you can’t be too careful when it comes to dealing with people. Among the U.S. general public, just 61 percent say the same.

On some social issues, Latinos hold views similar to those of the general public, but on others, Latinos are more conservative. Latinos (59 percent) and the general public (58 percent) say homosexuality should be accepted by society. However, on abortion, Hispanics hold a more conservative view than the general U.S. public; half (51 percent) of Hispanics say it should be illegal in most or all cases, compared with 41 percent of the general public.

Religion is more important in the lives of immigrant Hispanics than in the lives of native-born Hispanics. Nearly seven in 10 (69 percent) immigrant Hispanics say religion is very important in their lives, compared with half (49 percent) of U.S.-born Hispanics. Among the general population, 58 percent say religion is very important in their lives.

Bottom line: There may not be that much new in this report, but the data is updated and catalogued in a single report for those who may need it. A useful document.

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

English and Spanish Usage Most Hispanics use Spanish at home, at work and socially. It is more comfortable. Further, living and working in linguistic ghettoes facilitates that mode of communication. That is especially true for recently arrived adults.

But as to be expected, English usage rises among their children and subsequent generations. The survey found that 38 percent of all respondents are Spanish-dominant, 38 percent are bilingual and 24 percent are English-dominant. Those figures for English comprehension seem high.

Especially since among U.S.-born Hispanics, only half (51 percent) are English-dominant in spite of all the interaction they have had all their lives.

Yet Hispanics remain connected to their native tongue. They want future U.S. Hispanic generations to speak Spanish. Hispanics believe it is very important (75 percent) or somewhat important (20 percent) for future generations of Hispanics in the U.S. to be able to speak Spanish.

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