10/29/2012 Helping Minorities to Succeed by Hispanic Outlook on Education Magazine

OCTOBER 29, 2012

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VOLUME 23 • NUMBER 3

Also available in Digital Format

Minority Programs at WPI

Becoming College-Ready

Cindy Ayala

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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

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Eduardo Padrón, President Miami Dade College

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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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education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The

Article Contributors Vanessa J. Baca, Marilyn Gilroy, Shireen K. Lewis, Angela Provitera McGlynn, Ana K. Soltero López, Miquela Rivera, Gary M. Stern

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

we go to press, the U.S. Supreme Court is about to hear an important affirmative action case, Fisher v. the University of Texas, brought by Abigail Fisher, a White female whose grades weren’t good enough to guarantee her admission. Amicus briefs filed in favor of UT and its admissions procedures far outnumber those supporting the challenger. The brief filed on behalf of several Latino organizations offers a well-documented look at the past and present of Hispanics pursuing higher education in Texas. This year’s roster of MacArthur Genius Grant awardees, who get a no-strings $500,000 for their very own, includes documentary filmmaker Natalia Almada, great-granddaughter of a onetime president of Mexico, and a dual citizen who grew up both there and in the U.S. Almada, whose work is said to capture “complex and nuanced views of the issues that define Mexican-American relations,” earned a BFA at the College of Santa Fe and MFA at the Rhode Island School of Design. Another Hispanic deemed a MacArthur Genius this year is Pulitzer Prize-winning author Junot Díaz, whose career we’ve followed since he published Drown, a collection of short stories that put him on the map. A Dominican educated at Cornell, Kean and Rutgers, Díaz recently told an audience at Mount Holyoke that he was sent into special ed classes as a kid because he was thought to have a speech problem. From what we hear, this happens to a great many immigrant children. Díaz’s latest work of short stories, This Is How You Lose Her, came out last month. And he’s still teaching at MIT. And working on a long-held dream – a science fiction novel. By the time our next issue comes out, we’ll have many newly elected or re-elected officials. Our best wishes to all the winners and sincere thanks to all who ran and to all who voted. ¡Adelante! Suzanne López-Isa Managing Editor

TEXAS A&M UNIVERSITY Department of Teaching, Learning and Culture Associate Professor Position in Teacher Education The University of Wyoming College of Education invites applications for the following faculty positions. Application materials will be accepted immediately and will be continually reviewed. The positions are to begin in the fall semester of 2013. More detailed information for each position and requirements for full consideration as well as required application materials can be found at: http://www.uwyo.edu/hr/hremployment/listjobs.asp?jobtype=2 Responsibilities include teaching, scholarly activity, service, and advising; involvement in professional organizations; demonstrated commitment to a research and publication agenda; integration of instructional technologies in teaching-learning environments, and willingness to travel for teaching and supervision. Opportunities for summer school employment exist. Send required application materials to the search committee chair specified below, University of Wyoming, College of Education, Department 3374, 1000 E. University Avenue, Laramie, WY 82071.

Educational Leadership (Assistant Professor) Elementary and Early Childhood Education (Academic Professional Lecturer) Instructional Technology (Assistant Professor) Modern Language Education (Assistant Professor) Social Studies Education (Assistant Professor) The University of Wyoming is committed to diversity and endorses principles of affirmative action. We acknowledge that diversity enriches and sustains our scholarship and promotes equal access to our educational mission. We seek and welcome applications from individuals of all backgrounds, experiences, and perspectives.

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The Department of Teaching, Learning and Culture is seeking a tenure track Associate Professor of teacher education in the College of Education and Human Development at Texas A&M University. The successful candidate must have earned a doctorate in an appropriate field and specialization in teacher education. Expectations include a strong scholarship record and demonstrated success in obtaining external funding. The responsibilities of the position include: Teaching teacher education courses at graduate and undergraduate levels; securing external funds; maintaining an active research and publication agenda; advising and mentoring of graduate students; chairing and serving on doctoral committees; working collaboratively with P-16 schools, colleagues on and off campus, local, state and global partners. The salary is competitive and commensurate with experience. This is nine-month appointment. Applications are being accepted immediately, review of applications will begin immediately for employment beginning August 19, 2013 and will continue until the position is filled. Send electronic and hard copy letters of application, curriculum vitae, and names and contact information of three references to the following address: Dr. Yeping Li, Professor and Department Head Claude H. Everett, Jr. Endowed Chair Department of Teaching, Learning and Culture College of Education and Human Development Texas A&M University College Station, TX 77843-4232 E-mail: yepingli@tamu.edu Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability. Veterans are encouraged to apply. (More information can be obtained from the University and College Web site http://www.tamu.edu.)

Looks Like Forward with Obama

lit

by Carlos D. Conde

i cal Beat

The country’s constituency, however, takes other factors into consideration when it’s about the presidency, which many times goes beyond or is indifferent to the principal merits of the candidate. Many are superficially conversant with the issues, usually askew. It shouldn’t be that in the end it’s usually more about the sizzle, not the steak, and President Obama certainly has outdone Romney in political sizzle. President Obama is a master of people politics. He’s articulate, politically mainstream in the Democratic Party mode, and has a background that inspires many Americans who feel a kinship with his minority status, political philosophy and the belief that all things bode well for those who follow him. An honest assessment of Obama’s tenure would come up short. The killing of Osama Bin Laden counts as one of his spectacular achievements, but it didn’t end our involvement in Afghanistan nor slow down the Taliban, though it gave many Americans a jolt of patriotic pride and comeuppance for, particularly, 9/11. In his four years, President Obama has dealt with social and economic issues like the health and bank crises and other socioeconomic problems, some of which still prey on people lives, like unemployment, the real estate blowup and mounting government indebtedness. He has fared better in foreign affairs, once thought to be his weakest area, although some of the world’s powers and pretentious regimes, particularly those from the Middle East, continue to test his resoluteness at tremendous budgetary and human cost to the U.S. The president has started to bring the troops home and to reduce the nation-building outlays. We are not done yet with the foreign insurgencies, and whoever is elected will have to deal with the issue of the U.S. military presence abroad, which Obama would reduce and Romney would maintain. In domestic affairs, the president champions revamped but more costly programs in health

The

race is almost over. In a few days, Americans who vote will decide who their 45th president will be. It looks to be the incumbent Democrat Barack Obama, who, in the theme of his campaign, “Forward,” promises better days ahead just as he did in his first term. He has to be re-elected first, however, and it looks like he will be. As decent and capable as his Republican opponent Mitt Romney is, the majority of voting Americans will reject him, if you believe the polls. Politics, particularly as played at levels like the U.S. presidency, can be a cruel and demanding undertaking where character, abilities and experience are sometimes not enough or can be distorted. Romney in public and private life has been shown to have the talent, experience and leadership capabilities to lead the nation, comparatively more so than President Obama at a similar juncture. Romney was a governor of Massachusetts. Obama was a former community worker in Chicago and later a one-term senator from Illinois who resigned to run for president against a lackluster Republican opponent. Romney has had a stellar career in business, although some argue his policies and practices were avaricious and hardnosed and preyed on the less fortunate and indefensible. Contrary to attempts to demonize him, Romney has the background of a compassionate and virtuous person, Bain Capital notwithstanding.

care for the elderly and the poor and rescue nets for the poverty stricken and unemployed. He has made his campaign a class war of “us” versus “them,” between the so-called “middle class” and “the poor” with their deprivations against the 2 percent of the “rich” and their tax-evading luxuries. His administration has failed Latinos in several areas, most notably immigration, an issue he’d prefer to ignore and which the obfuscation by his administration in these matters has not helped. President Obama came into office promising to handle the illegal immigration problem. He has, but not in the way Latinos expected. The Obama administration has deported a record number of undocumented aliens during his first term, with more to come and no amnesty in sight. His administration failed to pass the DREAM Act legislation to allow the children of illegal parents to remain in the U.S. if they stayed in school and served in the military. President Obama blamed Republicans in Congress for this impasse, although some Democrats sided with their political counterparts. He promises Latinos this will be a priority in his second administration, although everyone knows the chances are slim to none as long as the Republicans control one of Congress’ chambers. The president prevailed, of sorts, by using his executive powers to circumvent these obstacles with an executive order that provides illegal immigrant youth two-year reprieves if they meet certain conditions. It’s a specious solution that many Latinos don’t bother to understand and which the Obamanites have obfuscated to their advantage. Romney is a Mormon, from perhaps the most ethical, charitable group of Americans, whose main fault is their social separatism but with values that serve as an example for all of us. Latinos don’t know much about Mormons, a close-knit group, who for years have sent proselytizing youth missionaries to Mexico and Latin America and have made inroads 1 0 / 2 9 / 2 0 1 2

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with Latino converts in the U.S. Romney is a proven quality in the business and social world, although he has been maligned as an uncaring, heartless entrepreneur interested only in the almighty buck and accountable largely to people of his social stature, like the 2 percent super-rich crowd. Romney has his problems with articulation and misspeaking and had to backtrack on remarks like the 47 percent of Americans who don’t pay income tax as being “victims” of government entitlements, which came out as moochers living off the public largess. He has been unable to make the case that he can lead us out of this economic morass and that he has better ideas and of the need for the country to change gears and the vehicle to retool our national agenda. Veracity in this race has been a victim, perpetuated by both campaigns, and the Democrats’ Latino wing, in particular, has been rather adventurous with the facts in denigrating Romney and his standing with Latinos. Unfortunately for Romney, he doesn’t project well, certainly not in the Obama style, with pauses and zingers for affect. At times, he seems almost apologetic castigating his opponent and Democrats. Although Romney is an experienced politician and public personality, he seems at times unable to convey the principles that have made him successful in business and politics but which play with more honesty than the American constituency is accustomed to. All things being equal, Romney has the qualities and background to lead our country, but unfortunately, in national elections, all things are not equal. Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® OCTOBER 29, 2012

CONTENTS Minority Programs at Worcester Polytechnic Keep Students on Track by Gary M. Stern Helping Latinos Become College- and Career-Ready by Marilyn Gilroy

14 RWJF Center for Health Policy at UNM: Bringing a Latino Presence to Health Policy Nationwide by Vanessa J. Baca

Cindy Ayala – A Young Latina to Watch

by Shireen K. Lewis

Page 8 Gallegos Explores Latina/o Ethnoracial Identity by Angela Provitera McGlynn

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

by Carlos D. Conde

Looks Like Forward with Obama

Scholars’ Corner

by Ana K. Soltero López

Interesting Reads Book Review

by Mary Ann Cooper

Page 16

The Little Book of Leadership Development

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

Priming the Pump... Learning from Mistakes

by Miquela Rivera

Back Cover

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

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INNOVATIONS/PROGRAMS

Minority Programs at by Gary M. Stern

the U.S.A. is to stay competitive with other global countries, more minorities, particularly Latinos, must graduate from science, technology, engineering or math (STEM) programs. Because the minority population is rising faster than the majority population, minorities must thrive in math or science, or the country could face a brain drain in the next decade. In Massachusetts, Worcester Polytechnic Institute (WPI), which specializes in engineering and science, has created a program that provides academic training and social support to help minority students succeed in STEM majors. The goals of the Excellence in Math, Science & Engineering Program (EMSEP) are to increase the success rates of minority students in STEM programs, retain them and increase educational career opportunities at WPI for Latinos, African-Americans and Native Americans. The ethnic breakdown of EMSEP is 40 percent Latino students, 48 percent African-American and 12 percent other. All students participating in the program earned their way into WPI and were accepted by the college based on their own merits. How difficult is it to earn a degree in engineering? A recent engineering graduate from Drexel University said, at a workforce panel in New York sponsored by an engineering association, that he was told at freshman orientation to look at the person to his left and right and one of them will likely not graduate from college with a degree in engineering. Engineering is so demanding that half of the majors switch to something easier. However, retention has not been a major problem at WPI. Because it sets high standards for accepting students, 87 percent of its incoming freshmen in 2007 managed to graduate in 2011 and 83 percent of its freshmen from 2006 graduated in 2010, numbers that are above the norms for engineering majors. Excellence in math has created a support system for minority students that boosts retention, says Janet Richardson, vice president of student affairs and academic life. Three staff members, a faculty or academic advisor, resident advisor and orientation leader work one-on-one with each student. Since WPI has a cycle system in which students take 12 classes a year, they are taking mid-terms nearly a month after arriving as a freshman. If a student doesn’t do well on the test, one of the three faculty members will inquire what problems are going on. If a student is arguing with a roommate, a faculty member will intervene and help solve the problem. “Having people there at all stops along the way, making sure how a student is doing academically and socially, helps students stay on track,” Richardson says. In fall 2011, 3,627 undergraduates attended WPI. Of its student population, 69 percent were White; 8 percent, Latino; 5 percent, Asian-American; 3 percent, African-American; and 3 percent, mixed race. WPI’s most popular majors include various forms of engineering, including mechanical, biomedical, electric, computer, chemical, aerospace and computer science. Nearly one-third (31 percent) of its students were female, and 69 percent were male. EMSEP at WPI launched in 1993, started by the Office of Minority Affairs – now called the Office of Diversity and Women’s programs. EMSEP’s strategies included promoting collaborative learning, effective study habits and

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“Having people there at all

stops along the way, making sure how a student is doing academically and socially, helps students stay on track.” Janet Richardson, VP of student affairs and academic life, WPI test-taking skills, and providing more one-on-one counseling to minority students. WPI knew that recruiting minority students into the demanding college was a starting point, but retaining them and enabling them to gradu-

Worcester Polytechnic Keep Students on Track ate with engineering degrees would represent the finish line. Another mission of the Excellence in Math program is to “reach out to those populations that are historically underrepresented in the STEM profession and ignite their interest in STEM fields and occupations,” explains NaTonia Trammell, director of diversity programs at WPI, who oversees EMSEP. Unlike at most traditional liberal arts colleges, nearly every WPI student is involved in STEM since the college specializes in engineering. The only two majors outside of STEM are psychology and a humanitarian program, Trammell says. WPI also launched EMSEP as a response to many of its corporate partners, Richardson says. The program is good for WPI, higher education and industry. Industry knows that “it needs to have different voices at the table; multicultural folks may bring a different approach to problem solving,” she says. Students at WPI need to feel connected, and EMSEP helps minority students feel a part of WPI. Minority students are encouraged, for example, to sit in the front row, connect with professors, feel empowered, rather than sit hidden in the back of the room as if they don’t belong, says Richardson. Minority students in engineering and math require additional support because, research shows, minority populations aren’t as prepared coming out of high school as majority students. Many minority students are raised in poorer neighborhoods and attend underfunded and overcrowded public schools. Many are first-generation college students who aren’t sure how to navigate college and need additional advisory services or mentors. Students in EMSEP don’t have to apply to the program but are invited to participate. After receiving a list of all the freshmen who are Latino, African-American and Native American, the Office of Diversity sends a letter to them, inviting them to a one-week special orientation taking place before freshman orientation. Last year, 105 minority students were sent the letter, and 55 participated in the summer orientation. Though the program targets minority students, majority students who think that they need to strengthen their skills can join EMSEP. Indeed, Trammell says that about 10 percent of all participants are majority students. Trammell emphasizes that every EMSEP student is qualified academically and intellectually to meet the college’s demanding requirements. This is not an affirmative action program in any way. “We don’t want to admit any student that we feel doesn’t have the potential for academic success. It would set them up for failure and do them and the college no good if they didn’t succeed,” she says. How the Orientation Acclimates Students The seven-day orientation revolves around acclimating freshmen to college life, performing team-building exercises to strengthen camaraderie among them, and preparing them to learn the skills necessary to make the transition from high school and succeed in college. EMSEP students work with three faculty members on calculus, physics and a great problem seminar, a special class in which freshmen tackle a major global issue, such as how to deal with climate change.

NaTonia Trammell, director of diversity programs, emphasizes that every EMSEP student is qualified academically and intellectually to meet WPI’s demanding requirements. Students attend six “survival” workshops, which focus on time management, stress management, conflict resolution (such as dealing with roommates), and self-identity. Other workshops discuss dining etiquette at busi-

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ness conferences, resolving issues with roommates and the benefits of joining professional organizations such as the National Society of Black Engineers (NSBE) or Society of Hispanic Professional Engineers (SHPE). At these organizations, students learn to network, make connections and learn about cutting-edge developments in engineering. The target of orientation is to give minority students a jumpstart on fitting in to campus life, providing skills to succeed, and preparing them for the rigorous academic workload. But EMSEP doesn’t stop at orientation. Starting as freshmen, students meet several times annually to discuss specific projects and timely issues. Each year provides another juncture, so juniors discuss applying to graduate school and seniors learn from Career Services how to refine a résumé and prepare for a job interview. Moreover, the mentors who serve as counselors during the incoming orientation program continue to serve as mentors during the academic year. Mentors answer questions that arise to ease the transition from high school to college and help students deal with academic demands in sophomore and junior years. The Excellence in Math program also provides tutors who are upperclassmen that are compensated to help minority students conquer any academic problems. Students can also take advantage of tutoring at WPI’s academic support center, which serves all students. Trammell serves as the key advisor for EMSEP students. Minority engineering students face three major issues: 1) time management or balancing their rigorous academic course work; 2) juggling their financial aid issues, making sure Pell Grants, scholarships and loans pay tuition, books and living costs; 3) since most minority students attended urban high

schools with a large minority population, they must fit in with a mostly majority population. Since Latinos are the fastest-growing population in the U.S., making sure that Hispanic students graduate with STEM degrees is critical at WPI. “The minority population will one day soon be the majority population in the U.S.,” Trammell adds, so it’s critical that minorities excel at STEM majors. Many graduates of EMSEP work as engineers at many of the multinationals located in New England, such as United Technologies Corporation, Pratt & Whitney, and General Electric and at smaller firms.

How the Program Enabled One Latino WPI Graduate Víctor Montero, for example, participated in EMSEP as an undergraduate before he graduated from WPI in 2011 as a mechanical engineer. He’s currently an assistant manager of engineering at Nye Lubricants, a Longhaven, Mass.-based company that makes high-quality synthetic lubricants. Growing up in Lawrence, Mass., and attending Lawrence High School, his interest in engineering was sparked by a robotics class. Raised by a single mom of Dominican heritage, he applied to and was accepted by Worcester Polytechnic Institute. Participating in the EMSEP orientation helped him adjust to college. It provided an opportunity to meet classmates, listen to professionals talk about what works in college, and clued him in on what college professors expect in math and science classes. “I met many people with different majors and stayed in touch with many of them throughout my four years,” Montero says. The time management seminar during orientation helped smooth the transition to more independent work at the college level. “You need time management because balancing all of your classes with doing homework can easily overwhelm you. Without it, you could drop out,” Montero says. As a sophomore, he agreed to serve as an EMSEP mentor to freshmen. He helped underclassmen, but he benefited too from the experience of serving as mentor. He described himself as shy and said that adapting to become a mentor “helped me become more In the pursuit of excellence, the University of North Carolina Wilmington outgoing.” actively fosters, encourages and promotes inclusiveness, mutual Montero enjoys his engineering work at respect, acceptance and open-mindedness among students, faculty, Nye Lubricants. He’s currently updating a lot of its machinery, much of which hails from the staff and the broader community. As the state’s coastal university, 1960s. Eventually, he intends to earn an MBA UNCW is one of 16 campuses of the University of North Carolina and open his own engineering consulting firm. system with an enrollment of 13,000. “EMSEP is designed so you come in ahead of everyone else, meet fellow students and OPEN FACULTY POSITIONS become friends. It gives you a head start on Accounting, Computer Science, Health and Applied Human Sciences, being accepted at college,” he says. History, Nursing, Public and International Affairs, Social Work, and more! WPI has not yet evaluated EMSEP’s effects on minorities and whether it has raised retenwww.uncw.edu/hr/employment-epa.html tion rates, but ““EMSEP helps underrepresentEEO/AA Institution ed students feel welcomed, supported and comfortable at WPI,” Trammell says, an apt description of helping ensure that minority engineering students graduate.

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REPORTS

Helping Latinos Become College- and Career-Ready V

by Marilyn Gilroy

ast numbers of Latino students are not prepared for postsecondary education and careers, according to a report from the Association of Latino Administrators & Superintendents (ALAS) and McGraw-Hill Education. The two organizations have collaborated on a position paper, Building Bridges to the Future for Latino Students, which calls for innovative approaches that break down the school-to-work transitional barriers. The paper examines the causes behind Latino unpreparedness and advocates for more emphasis on personalized learning, college and career planning, and the utilization of digital learning tools. “Educators must promote Latino students’ success through planning, defining aspirations, clarifying interests, exploring career requirements, and connecting high school to a future of college and careers,” said Jeff Livingston, senior vice president of college and career readiness at McGraw-Hill Education and collaborator on the study. The report, which notes that Latinos are the largest percentage of the nation’s high school dropout population, cites the significant disparity in graduation rates for Hispanic students as compared to their Asian-American and Caucasian counterparts. Only 56 percent of Hispanic students graduate on time with a traditional high school diploma. This compares to 81 percent of Asian-American students and 77 percent of Caucasian students. The study further explores the gap between the skills and abilities needed to earn a high school diploma and those needed to be successful in college or a career. Latino students fall even further behind in this transition. As Livingston points out, this is why so many students who enter college need remediation in English or math or both. “Requirements for completing high school and entering college are out of sync,” he said. “For example, there is a big gap between the reading level of a high school text and the reading level of a college textbook. For many students, these academic gaps are too challenging and the leap of going to college is just too great. So they drop out.” The ALAS report describes three major barriers for Latino students who are planning for career and college: 1) lack of guidance; 2) lack of relevancy of high school courses to career or college; and 3) lack of challenging coursework that improves research, writing and critical thinking skills.

“Without direction, students enroll in a variety of basic courses lacking rigor and lacking alignment to career or college requirements,” states the report. Statistics show that less than 50 percent of Latino students take collegepreparatory classes. Many of these students are unaware of the steps needed to prepare and apply to college. Because high school students rely mostly on family and friends for information about college requirements, first-generation Latinos are at an added disadvantage. Once Latino students get into college, they report having less information about requirements than other students. “When we ask students how they learn about college, most say from a brother or sister or family member,” said Livingston. “This includes everything from the application process to financial aid to what it’s like to live in a dorm. But minorities often come from families where they are the first to go to college, so those conversations are not taking place at home.” The information gap often is combined with a lack of understanding about the role of coursework in preparing for college or careers. One of the most common questions that Livingston receives from students is: Why do I need this course? “We try to make them understand how their academic requirements are related to a career choice they are interested in, such as algebra for a business career or biology for a medical career,” he said. To bring about change and motivate students, Livingston and others are proposing an approach that seeks to engage youth, especially minorities, in school and career opportunities. “We must turn our attention to innovative solutions that provide youth – particularly at-risk youth – with clear expectations and pathways to gain the education and hands-on skills they need to be successful in the career of their choice,” said Livingston. “In today’s global economy where the majority of jobs will increasingly require some form of postsecondary education, it is an economic imperative to ensure our young people are ready for the future.” That rhetoric might sound familiar, but the report offers some important suggestions that are getting attention. At the top of the list is the recommendation that the U.S. educational system should start in middle

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school to support the creation of individualized career and college plan- are vital to the nation’s future education outcomes and workforce needs. ning. When students develop a plan and receive career counseling in high “We must rethink what we expect from minority students and how we school, they are more likely to be successful in academic courses, to stay can reinvent a system that truly prepares students for life after high in school longer, and to be more successful after they graduate from high school,” said Livingston. school. Students need to be encouraged to take control of their futures and But there are additional strategies that can be put into practice to help to prepare for what lies ahead. The report contends that using technology break down the barriers between school and work. Some of those ideas will aid students as they create individualized learning plans. were discussed at this year’s second annual Clinton Global Initiative, which This is one of the reasons that educabrings together the most influential leadtional companies, such as Pearson and ers in education, philanthropy and poliMcGraw-Hill, have developed collegetics to share best practices that promote and career-readiness programs that rely economic recovery and job creation in heavily on the use of technology to help the United States. Jeff Livingston was one secondary school students identify possiof the participants. ble education and employment pathways. As part of a conference work group, McGraw-Hill partnered with the “The Reconnecting Youth Group,” Philadelphia school district to run a pilot Livingston and his counterparts explored program called Philly Success! – which strategies to connect youth with educaincluded low-income, minority student tional and employment opportunities participants from three schools. The prowhile building new sources of skilled gram provided digital lessons and “tooland diverse talent for employers. box activities” to help students see the rel“An estimated one in six Americans, evancy of different high school-level conages 16-24, is not engaged in school or tent courses. Students were able to engage work, which presents a key opportunity in a career matchmaker assessment and to build skills and talent among this to “cruise” job and college search population,” said Livingston. options. Participants also received miniThe Reconnecting Youth Working lessons focusing on essential life skills Group is focused on the following: needed for future success. All of these • Youth Entrepreneurship – Using modules were designed to increase entrepreneurship as a pathway to reawareness of the relationship between a engage at-risk youth gets students investstudent’s class work and his or her preed in their work, while teaching busisent and future goals. Results from preness fundamentals, professionalism, and post-surveys showed gains in motivaeffective communication, and other tion for students when thinking about skills that can propel them beyond the their postsecondary options. classroom Jeff Livingston, senior VP, college and career readiness, “When students get the information, • Service – Pathways to employment McGraw-Hill Education they can start making the connection through service not only provide youth between their educational choices and with the valuable training and experitheir future, “said Livingston. ence that is critical to future success in the labor market, but they also The ALAS report also endorses the use of student learning plans (SLPs) provide a way to increase community impact as effective ways to promote Latino student success. SLPs, now required at • Mentoring – Strong support from mentors has proved highly successful various grade levels in 23 states, provide opportunities to identify postsec- in linking education and jobs, raising expectations, and developing sucondary goals, explore college and career options and develop the skills cessful college- and career-ready youth necessary to be autonomous, self-regulated learners. Learning plans have • Wraparound Supports and Prevention – Re-engaging youth before they been linked to a variety of developmental outcomes, including improved leave school through holistic support systems that address the root causes academic motivation, engagement, decision making and personal account- of their challenges, both in and out of the classroom, leads to greater eduability, essential for success in postsecondary education and work. cational attainment “Simply put, students cannot prepare for career or college if they don’t • Employer Led Pathways – Going beyond the traditional role of employhave a plan or a goal,” states the ALAS report. ers, some organizations are leading the way in efforts to invest in current Research indicates the SLPs not only develop students’ long-term plan- and future talent, with proven results ning and goal-setting abilities but they also improve students’ understandOne such program is Apprenticeship 2000 at Siemens in Charlotte, N.C. ing of postsecondary options, parental involvement in academic and career The company has created an alternative route to employment and education decisions, students’ awareness of their individual strengths and weakness- by hiring talented high school graduates for four-year internships. Students es, and students’ persistence in school. are trained in skilled manufacturing positions while they earn a salary and Experts say the SLP process is part of raising standards for Latinos who benefits. At the same time, they also study for an associate degree at a near-

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by community college. A recent report on National Public Radio profiled one of the apprentices, Rebeca Espinal, who wanted to go to college but said that it was too difficult to find the money for tuition. “So when Siemens came along and gave me the offer, it was too good an opportunity to just let it go,” she said. Although the company invests time and money in training the students, it eventually gets employees who are uniquely skilled in running the expensive high-tech equipment that is part of its modern factory operation. Livingston said this type of program is an example of how employers

can help students and their families develop a structured plan for bridging the gap between high school and postsecondary education and work. “There is no one pathway that works for everyone, but there are many ways to bring the talent we need into society,” he said. “I am optimistic because at least we are beginning to have the right conversations about how to connect our educational system to our employment sector.”

Scholars’ Corner Within the last few years, our nation has revealed a heightened sense of xenophobia that has been expressed with numerous anti-immigrant laws such as Arizona’s Senate Bill 1070 in 2010. In the last two years, SB 1070 has incited copycat laws in several other states. A combination of laws such as SB 1070, the “Safe Communities” Acts, and the frequent Immigration Customs Enforcement (ICE) raids executed throughout the U.S. are forms of policing and surveillance that are instilling fear within immigrant communities. Primarily, the target of these legislative actions is our Raza; therefore I have devoted my graduate studies to investigating the effects such sociopolitical practices have on the identity and academic performance of undocumented Latina/o youth. My research is inspired by my continuous work with students throughout the educational pipeline and my own experience as an undocumented student throughout my K-12 education. At a very young age, I feared deportation on a daily basis due to the threat posed by California’s Proposition 187 in 1994, which sought to exclude “illegal aliens” from accessing social services like health care and education. My preoccupation for my safety and mistrust of those around me consumed me mentally and emotionally. I could no longer focus on my studies or friendships and limited my social interactions altogether. The painful recollection of my experiences and the confirmation from my students that this continues today is what inspires me to be a change agent. In my 10-year trajectory within the field of education, I have been privileged to work with diverse students as a tutor, mentor and instructor. My students’ powerful stories of challenges and resiliency are what ignite my passion to work toward easing their academic and personal difficulties. I am astonished by the lack of information and resources available for both undocumented students and their teachers and counselors. Seeking academic research that reflects the testimonios of my students and my observations in schools has been challenging. This is why I am devoted to producing knowledge that will fill in the gaps of academic scholarship on undocumented youth. My participation as a Graduate Student Fellow for the 2012 American Association of Hispanics in Higher Education (AAHHE) was tremendously helpful in reassuring that both my dissertation research and aspirations to become a professor are well worth my time and energy. As an AAHHE Fellow, I was able to cultivate professional and personal relationships with leading and emerging scholars whose passion for changing education mirrored my own. The community that AAHHE and the fellows program nurture provided me with valuable information and mentorship that have been instrumental in helping me finish my dissertation and traverse the terrain of academia. Strong organizations such as AAHHE support and bring together scholars who are at the forefront of social justice research. AAHHE scholars are changing the face of academia and are central to the empowerment and advancement of our Raza. ¡Unidos venceremos!

By Ana K. Soltero López M.A., Doctoral Candidate in Urban Schooling, Graduate School of Education and Information Studies, University of California-Los Angeles, 2012 AAHHE Graduate Fellow

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ORGANIZATIONS

Bringing a Latino Presence to Health Policy Nationwide

The

by Vanessa J. Baca

RWJF Center for Health Policy at the University of New Mexico is dedicated to expanding diversity in health policy by increasing the number of health policy leaders trained in the social and behavioral sciences. The center has become a nationally recognized hub of health policy research that engages and informs health policy locally, tribally, statewide and on a national level. A collaboration established in 2007 between the Robert Wood Johnson Foundation (RWJF) and the University of New Mexico (UNM), the RWJF Center educates and develops scholars to become the next generation of health policy leaders through hands-on research, policy analysis training, professional development and community capacity building across the nation. Our doctoral and senior scholars focus on research and policy analyses that address the social, political and economic factors contributing to health and health care inequalities in this country. Through interdisciplinary research with health care professionals, and by partnering with other researchers and professional organizations, we pursue resolutions for complex issues affecting our communities. These collaborations lay the foundation for improving health at local and community levels, which in turn establishes the groundwork for contributing to the national restructuring of health policy. The impact of our research projects is farreaching within the Latino community, with some of our more recent endeavors centered on community education and outreach as well as

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general health policy. One recent study, conducted by RWJF Senior Fellow Celia Iriart, Ph.D., assistant professor, family and community medicine, examined chronic malnutrition among

Dr. Robert Valdez, executive director and Robert Wood Johnson Foundation Professor, family and community medicine and economics

overweight Latino children. The results of the study showed that overweight/obese Latino children living in adverse socioeconomic conditions actually suffer more from chronic malnutrition. Her team also found that Latino children of “normal” weight were also significantly affected by chronic malnutrition. Iriart’s goal in conducting this study was to fill in a gap in the childhood obesity field, which is predominantly focused on epidemiological studies that narrow in on factors such as the prevalence of obesity by age and ethnicity. Iriart’s research theorizes that studying malnutrition is critical to understanding how obesity can mask other nutritional problems that

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affect childhood mental, physical and social development. As a result, Iriart’s team developed a pilot program, working with the Latino community in southeast Albuquerque, to examine the dynamics between immigrant Latino communities, their environments and attitudes toward food, and also to educate these groups on healthy eating in the U.S., and the link between food and overall health. The work being done by RWJF Senior Fellow Lisa Cacari-Stone, Ph.D., assistant professor, family and community medicine, highlights improving health policy and public health systems for Latino communities in the southwest border region. Her recent project, Talking About Health and Health Care: Experiences and Perspectives of Mexican Women in the Border Region, is a binational study that looks at how women living in two sister colonias along the U.S./Mexico border access health care. Women in the Mexico-side colonias of Juárez and Chihuahua, and in the U.S.-side colonias situated in Doña Ana County, N.M., are strongly influenced by economic, financial, political and cultural factors that often limit their access to health care, and indeed, their knowledge that certain health care even exists as an option for them. Cacari-Stone hopes that her study demonstrates how structural barriers to health care point the way toward improved and sustainable prevention and treatment by influencing and creating health policy that benefits all border communities that suffer such disparities. Cacari-

Stone also works to strengthen community-academic relationships, processes and policies for conducting health disparities research, and recently completed a Cost Effectiveness Research study that examined improvements in hypertension care within a Federally Qualified Health Center, combined with community health improvement initiatives. RWJF Senior Fellows Jillian Medeiros, Ph.D., assistant professor, political science; Gabriel Sánchez, Ph.D., assistant professor, political science; and RWJF Doctoral Fellow Shannon Sánchez-Youngman, political science, recently completed a study focused on the factors that influence Latino approval ratings of political institutions. A survey of registered Latino voters nationwide found that approval was driven by policy and political stance, and not by national origin or demographically related factors, a factor that will likely have significant electoral results in the 2012 election. Latinos overall tend to be the most uninsured group in this country, and are more supportive of health care reform than most other Americans; thus, the subsequent passage of the health care reform bill has the potential to affect Democratic Party influence in Congress as they look to secure the Latino vote. They also found that Latinos who see immigration policy as an important issue have tended to respond more favorably to President Obama, although this might lead to lowered approval ratings down the road as the Latino population has become more impatient that this issue has not been made a clear focus of domestic policy in the near future. With the continued growth of the Latino population in this country, the Latino electorate will only gain more power in future elections; and this will necessitate both political parties making a concerted effort, not just on outreach but delivering on critical policy that directly affects a large segment of this population. The RWJF Center has partnered with the National Association of Latino Elected and Appointed Officials (NALEO) to establish the National Policy Institute on Building Healthy Communities. This effort, sponsored by the NALEO Educational Fund’s Health Communities Initiative, provides an intensive leadership development program designed to enhance the capacity for policymaking of elected and appointed Latino officials, to improve the quality of life for residents in their jurisdictions, and to address the epidemic of childhood obesity in these communities.

A list of some other recent research projects and reports can be found at: http://healthpolicy.unm.edu/research/projects. For more information on the RWJF Center for Health Policy at UNM, contact Dr. Robert Valdez, executive director and Robert Wood Johnson Foundation Professor, family and community medicine and economics at rovaldez@aol.com or on 505-277-0130. You can visit the website for additional resources at:

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http://healthpolicy.unm.edu. You can also like the center on Facebook at www.facebook.com/ rwjfcenteratunm or see some of the center’s initiatives at its YouTube channel at www.youtube.com/ user/RWJFCenteratUNM.

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SUCCESS STORIES

Cindy Ayala – A Young Latina to Watch C

by Shireen K. Lewis

indy Ayala recently made the dean’s list because of her outstanding academic performance. She just completed one semester at George Mason University, having transferred there in the spring from a community college. Cindy is a great public speaker. She has a strong sense of who she is. She raises her hand to ask questions and to express her opinion. She is committed to doing what it takes to guarantee her continued success. In a word, Cindy is fearless. But Cindy was not always this way. The road from where she was nine years ago to where she is today was paved with struggle and selfdoubt. When I met Cindy, she was 12 years old, struggling in school and had low self-esteem. Like so many of the girls who join SisterMentors – a program that I founded that is celebrating 15 years of service this fall – Cindy’s family has a low income and her parents do not have much formal education. Although she was born here in the U.S., her parents are immigrants from El Salvador, and she is the first in her family to go to college. Although Cindy’s story has many parts to it, hers is very much a story about the transformative power of mentoring and of community, and about how one small program is changing the lives of many girls of color, their families and of future generations. SisterMentors is a nonprofit program that mentors girls of color from low-income families in elementary, middle and high school. It inspires girls to stay in school, do well and go to college. In addition to mentoring, the girls visit a college for four days each year and receive training in personal development, including an annual social skills and leadership workshop. Like Cindy, many of the girls stay in SisterMentors through middle and high school, and we stick with them until they graduate from college, so I have the privilege of seeing them grow into

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teenagers and then young adults. SisterMentors is unique in that the girls are mentored by women doctoral students of color, many of whom are first-generation college graduates. SisterMentors helps the women to complete their dissertations and earn their doctorates. These doctoral students are good role models for the girls as examples of women of color who have persevered in school and achieved academic success despite the odds. The women and girls are African-Americans, Latinas, Asian-Americans and immigrants. The program has helped 19 girls of color to go to college and 41 women of color to earn doctorates. Three of the young women in college recently graduated, and some of the women we have helped are now tenured professors at universities and leaders in their chosen careers including at nonprofits. When Cindy joined SisterMentors, she was struggling in school and she was so shy that she hardly raised her head, and when she spoke, she barely raised her voice. Then Cindy got a mentor from our program. Today Cindy speaks powerfully to audiences about how SisterMentors has changed her life. I remember the moments before Cindy walked in front of her first audience, she was stricken with such intense fear that she began to hyperventilate. But she did well, and she continues to sharpen her speaking skills at every opportunity she gets. When Cindy was in 12th grade, she knew that she was not fully prepared for college. She joined a program that was a pathway from community college to a four-year university. Going to community college was difficult for Cindy, primarily because the majority of her peers looked down on community college, said that it is not a “real” college and is for those who are not smart enough to get admitted to four-year universities. But Cindy rose above the negativity and stereotyping.

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In community college, she began to face and conquer her tendency to procrastinate and she became more focused and disciplined about her schoolwork. It was there that she learned to leave her old self behind and to step out boldly into a more self-assured self. Today Cindy is mentoring her younger brother as he transitions from high school to college. Under her guidance, he too is attending community college with plans to transfer to a four-year university. She is also keeping an eye on her younger sister, Diana, who joined SisterMentors in fourth grade and is now in her second year of high school. Cindy has brought her younger cousins, Yessica, Sarahi and Ashley, into SisterMentors to make sure that they learn early how to prepare for college admission and to make sure they understand that they are expected to earn a college degree. I hope that Cindy’s story is inspiring to young girls of color, especially Latinas, who might not have the support they need to continue their education and who perhaps have gotten the message from the media, teachers, family or friends that they do not have what it takes to be successful. I hope that Cindy’s story is also inspiring to those of us who work with children and young adults and who sometimes get frustrated and exhausted and begin to question our impact on these young lives. Cindy’s story reminds us that we are making a difference and that the ripple effects of our work are immeasurable – and will be around long after we are gone.

Interesting Reads Tejanos in Gray: Civil War Letters of Captains Joseph Rafael de la Garza and Manuel Yturri By Jerry Thompson Author Jerry Thompson reveals 41 letters and letter fragments gathered for the first time and written by two Mexican Texans, Captains Manuel Yturri and Joseph Rafael de la Garza, that reveal the complex relationships that characterized the lives of Texan citizens of Mexican descent in the years leading up to and including the Civil War. The letters reflect the experiences and impressions of two young members of the Tejano elite from San Antonio, related by marriage. De la Garza would go on to give his life for the Southern cause. 2011, 160 pgs. ISBN: 978-1439902417. $29.95 cloth. Texas A&M University Press, (979) 845-1436. www.tamu.edu/upress.

Smarter Budgets, Smarter Schools By Nathan Levenson The author challenges conventional thinking about school budgeting and offers a way forward for school superintendents, central office leaders, building principals, and school board members. He offers ways to rethink special education instruction, harnessing technology in the classroom, and raising productivity while keeping the cost of teaching down. His point is that in this new normal of shrinking budgets, old approaches no longer work. 2012. 232 pages. ISBN: 978-1-61250-138-3. $29.95 paper. Harvard Education Press, (617) 495-3432. www.hepg.org.

Unraveling the Real: The Fantastic in SpanishAmerican ‘Ficciones’ By Cynthia Duncan The author provides a new theoretical framework for discussing how the fantastic, an art form that blurs the line between reality and fantasy, explores both metaphysical and socially relevant themes in Spanish American fictions. Duncan shows how authors and artists have used this literary genre to convey marginalized voices as well as critique colonialism, racism, sexism and classism. Presenting a mirror image of reality, the fantastic does not promote a utopian parallel universe but instead challenges the way we think about the world around us. 2010. 280 pgs. ISBN: 978-1-4399-0241-7. $25.95. paper. Temple University Press, (215) 204-8787. www.temple.edu/tempress

The Little Book of Leadership Development: 50 Ways to Bring Out the Leader in Every Employee by Scott J. Allen and Mitchell Kusy 2011. 144 pgs. ISBN: 978-0814417546. $19.95 cloth. Amacom Publishing, www.amacom.org. Being a manager means not only planning, organizing and controlling the company’s business, it also means being a teacher and mentor to employees. This is not an altruistic view of the workplace, it is essential to a healthy thriving business. How else can employees make sense of how they fit into the company’s goals and increase their ability to contribute to those goals unless led by a manager who shepherds them through training in not only what it takes to be a valuable employee, but also one who can be expected to behave in a way that is ethical and brings credit to the company? The problem addressed in this book is the lack of formal training that managers should receive to become multifaceted leaders. And checking out a bookstore for tips isn’t always the most efficient way to go. Authors Scott J. Allen and Mitchell Kusy have created a quick start guide to leadership 101 with this book, which goes straight to the heart of great leadership. The book offers no complicated theories; it focuses on what the authors believe really works to get people motivated, working effectively, and acting as leaders themselves. It is an instructional guide on modeling behaviors, sharing information, building accountability, stretching teams, providing feedback, and 45 other practical strategies. The purpose is to allow readers to design a system of development tailored to their team and organization. The authors insist that managers with the ability to self-reflect and a willingness to implement these positive, powerful ideas will see quick improvements in communication, efficiency, morale and every other measure that points to a committed team of emerging leaders. Allen and Kusy maintain, “Leadership development is not something that primarily occurs in the classroom. It occurs on the job – on the fly – each and every day.” The topics discussed in the book include: clarifying team expectations, fostering critical reflection, fostering a friendly debate, creating a culture of feedback, and how to ask the tough questions. The authors also discuss something called the Pygmalion Effect, which they say is a way to “sculpt” outstanding performance by recognizing team members’ past achievements and expressing confidence in their ability to shine. They also encourage managers to “stretch” their team, suggesting that all team members should be encouraged to work on projects outside their comfort level. In the end, Allen and Kusey say that personal contact is the key to managerial success. “If you are active, involved and perceived by members of your team as an individual who cares about their development and growth, you will increase your chance of success and theirs.” Reviewed by Mary Ann Cooper

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CONFERENCES/CONVENTIONS

Gallegos Explores Latina/o Ethnoracial Identity

The

by Angela Provitera McGlynn

National Conference on Race and Ethnicity (NCORE) held this year in New York City in May/June featured numerous presentations and workshops. “Latina and Latino Ethnoracial Identity: Redefining Ourselves in Challenging Times” was featured as a major workshop. The presenter, Dr. Placida Gallegos, professor at the School of Human and Organization Development, Fielding Graduate University (Calif.), and organization development consultant for ICW Consulting Group located in Philadelphia, offered a two-hour presentation of her research, interspersed with participation from the large group in attendance. Gallegos has been a scholar-practitioner for some 30-plus years. During that time span, she has been engaged in social change work from diverse philosophical, practical and professional perspectives. With degrees in social and personality psychology (Ph.D.); social-personality psychology, MA; and an MS in marriage, family and child counseling, she brings rich expertise to research on promoting social change. Despite extensive research and popular literature on Latina/o issues, there has been relatively little scholarly research on more nuanced understandings of the complexities of Latina/o identity formation and life experience. In her workshop, Gallegos introduced the integrative concept of “ethnoracial” identity, the impact of the intersections of multiple aspects of identity, and the role gender plays within the Latina/o community. Gallegos explained how institutional and structural inequities impact the development of ethnoracial identities. First, to clarify the concept of “ethnoracial,” it is important to recognize that “race” is a social construction. It doesn’t exist as some agreed-upon objective reality – but society acts as if race were real in a biological sense. Race is an ambiguous concept, but if we were to get rid of it, people would say there is no racism. And racism surely does exist. Ethnicity is also a social construct – both race and ethnicity are social constructs, ideas that are “constructed” through cultural or social practice. Gallegos emphasizes this point because there has been much debate about whether Latinos are a separate racial or ethnic group. Rather than continue that debate, she suggests the use of “ethnoracial” as a term that includes both race and ethnicity. Chicano activist, author and educator Elizabeth Martínez uses the term “La Raza” or mestizaje, which means the mixing of people and the emergence of new peoples. This baffles and often disturbs Anglos who want to use neat labels to categorize people. There are so many Americans today who are multiethnic/multiracial, Martínez’s phrase the “browning of America” has been popularized. Martínez is certain that “White shall cease to be the national identity.” In a soon-to-be published chapter on ethnoracial identity titled “Latina and Latino Ethnoracial Identity Orientations: A Dynamic and Developmental Perspective,” which follows a 2001 publication on the

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same topic, Gallegos and co-author Bernardo M. Ferdman say that despite the U.S. Census statement that “Hispanic origins are not races,” over the last decade the degree to which Latinos are viewed as a distinct race seems to have increased. Latinas/os are not a race. People of Hispanic backgrounds can also be any color – white, black or brown. Latinas/os are difficult to categorize and count because the U.S. Census Bureau says that people are Hispanic if their ancestry is from one of 22 Spanish-speaking cultures. Interestingly, if a person is from Brazil, where they speak Portuguese, he or she is not considered Hispanic. The U.S. Census Bureau, according to Gallegos, is undercounting the Latina/o population. Gallegos’ research aims to reflect the complexity and breadth of Latina/o experience. As a social psychologist, she is interested in answers to the questions: How do I see myself? How do I think others see me, and how does that impact how I see myself? The broader question is “How do people see ‘others’ based on societal stereotypes?” In the workshop, Gallegos told a story that touches on many of the issues of identity. As a very young school-age child in first grade, she befriended a little girl whom the other children ignored and/or excluded. Gallegos played with the friendless child every day until the day when the child came to her and said, “My mom says I can’t play with you anymore.” When Gallegos asked her why not, the little girl said, “Because you’re Mexican.” Now when Gallegos went home confused by all this, her own mother said to her, “Go back and tell her you’re not Mexican [which she is]. Tell her you are Spanish.” There are so many levels of messages in this one story. Certainly, one level is this: despite Placida being the only one willing to play with this

friendless girl, the girl’s mother tells her daughter that Placida is not good enough to play with because of her national ancestry. Then, in an attempt to spare her own daughter the humiliation of being treated as an inferior because of their ancestral roots, Placida’s mother reinforces that “Mexican” is not good enough. Early on in the workshop, Gallegos asked an important question – Despite all the barriers, including discrimination, negative immigration policies, prejudice and stereotyping, how do we explain the success of Latinas/os? How do people develop self-esteem within a wider culture that sees them in negative, stereotypic ways? The goal of the workshop was to expand our understanding of Latina/o identities and to suggest strategies for creating inclusive organizations and institutions that foster Latina/o success. Gallegos’ research has important implications for educational institutions as well as workforce implications for all organizations. In terms of higher education, if our nation doesn’t close the WhiteLatina/o graduation achievement gap, the country won’t thrive, given that aging White retirees are leaving the workforce. For previous generations of Latinas/os, the issue was lack of access to academia. For today’s generation, the issues are retention and graduation. Identity orientations are best understood in the context of understanding power distribution, oppression, and dominance and subordination. Understanding the context can add to a fuller understanding of various identity orientations and how some of these identities have adaptive value and are creative responses to powerful societal pressures and limitations. The various identifications of Latinos, which include Latino-integrated, Latino-identified, Sub-group identified, Latino as other, Undifferentiated/ Denial, and White-identified, don’t occur in a vacuum but within the context of organizational and cultural systems that favor certain groups and disadvantage others – unequal power distribution and structural inequities that make it especially difficult to develop high self-esteem. A person’s ethnoracial identity is like a lens through which he or she sees the world. There are behavioral manifestations resulting from ethnoracial identity. How do individual Latinas/os explain events and organizational dynamics – do they make attributions of discrimination or do they see matters in terms of individual responsibility? Is there a willingness to affiliate with other Latinos? How do individuals relate to other groups, and how do they develop relationships across cultures? What is their willingness to confront the “isms,” and how do they integrate their personal vs. public self in different contexts, for example, home, work, community and extended family? Gallegos asks the question, “How do we account for the experiences of racism toward multiracial minority groups in a context in which much of the dominant racial discourse is color-coded?” Gallegos and Ferdman argue that the racialization of ethnicity has resulted in “ethnoracism.” She cites the work of Elizabeth Aranda and Guillermo Rebollo-Gil, “Ethnoracism and the Sandwiched Minorities” in American Behavioral Scientist, 2004, 47 (7), who say that in America, the “race” concept is not limited to phenotype – the social construction of race involves ethnic and global dimensions such as national origin, culture, language, religion, the historical relationship between colonial powers and their political subjects, and race. Thus, the same forces that contribute to racism in America have broadened to include ethnicity. Gallegos argues for the use of the concept of ethnoracism as a more inclusive and accurate reflection of the Latina/o experience in the U.S. There are numerous dimensions of Latina/o diversity and multiple ways in which they intersect. Various parts of identity are so woven together that they can be seen as multiplicative and interactive rather than additive. Gallegos explains how Latinas/os are anything but a homogeneous group. Here are some of the ways in which Latinas/os are diverse: • National origin (nationality) – More than 22 countries and cultures • Generational status – From recent immigrants to those here prior to

colonization of the U.S. • Early socialization – Messages received about what it means to be Latina/o • Socioeconomic status • Language Use – Bilingual, monolingual, biaural, monoaural • Levels and degrees of acculturation – Extent of contact and assimilation into White culture • Color/physical appearance • Gender – Latinas often face greater sexism • Sexual orientation – Latino gay men and Latina lesbians face greater homophobia because of religious biases • Geographical location – For example, the East and West coasts are different worlds • Personal experiences The diversity that exists among Latinas/os often contributes to internal battles based on “rankings” or hierarchies among the 22 cultures of origin. Color is another dimension of ranking that seems to exist across many cultures, resulting in a prejudice that says lighter skin color is preferred. There is sometimes divisiveness between native-born Latinas/os, who make up 61.2 percent of America’s Hispanic population, contrary to the popular perception of a land of immigrants, and Latina/o immigrants. Sometimes native-born and immigrant Latinas/os are at odds on political issues. In Gallegos and Ferdman’s chapter mentioned above, they say: “The central premise in our research and practice continues to be openness to the great variety of ways Latinas and Latinos make meaning of who they are and where they fit in the U.S. social order. Instead of giving the reader answers to understanding the complexity of Latino identity, our intent is to suggest deeper and better questions to guide ongoing learning and inquiry.” In her workshop, Gallegos says there is a need to conceptualize identity as fluid, situational, contextual, and influenced by a wide range of factors. There are certainly parallels for African-American identities and countries of origin. The American system pits Latinas/os and African-Americans against each other in order to limit their collective political power. There are similarities and differences between Latinas/os and AsianAmericans. Asian-Americans face some of the same issues as Latinas/os while also encountering different stereotypes and barriers. This ethnoracial identity research lays a foundation for thinking about and enacting social change. The only way to make systems change, both organizational systems and education systems, is through political power and organizing among all oppressed groups and those sympathetic toward them. In my view, one very good place to start is by changing the education system so that more Latinas/os and African-Americans can earn postsecondary degrees. Historically, education has been the pipeline by which people can climb the social ladder. Now more than ever, higher education is a prerequisite to a middle-class life. With the demographic changes taking place in America, national consciousness must shift away from ethnoracism and the behavioral manifestations that create barriers for minority success and find ways to make America a more level playing field. Without such a shift, our nation cannot compete in the global economy. It seems that those most resistant to such change are often among the wealthiest in the nation. Hopefully, they will come to realize that there are serious systemic problems in America. To use a well-known metaphor about our system, “There is a hole in the boat.” Sure, the crew on the bottom will be the first to perish. However, even top-tier cruisers will go down eventually if the hole is not mended. Deepening understanding of the complexity of Latinas/os and breaking down barriers to their full inclusion in society is a good place to begin mending the hole. Angela Provitera McGlynn, professor emeritus of psychology, is a national consultant/presenter on teaching, learning and diversity.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

President’s Commission on Hispanics Honors Educators as “Champions of Change” WASHINGTON, D.C.

The White House and the President’s Advisory Commission on Educational Excellence for Hispanics recently honored educators who work to inspire their students and set a strong example in the classroom. Ten educators who focus on improving outcomes and closing the academic achievement gaps of their students, most of them Hispanic and English-Language Learners, traveled from around the country to Washington to be recognized at a special White House event. “America’s future is inseparable from the Hispanic community’s future – and by strengthening the academic success of Latino students, we strengthen our nation’s long-term economic prosperity,” said U.S. Department of Education Secretary Arne Duncan. “These leaders have shown an

Pew Hispanic Center: Up to 1.7 Million Unauthorized Immigrant Youth Might Benefit from New Deportation Rules WASHINGTON, D.C.

Up to 1.7 million unauthorized immigrants ages 30 and under who arrived in the U.S. as children could potentially qualify for a new Obama administration program begun in August that would shield them from deportation for two years and enable them to apply for temporary but renewable

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absolute dedication to helping their students succeed and are examples of the profound impact that educators can have not only in their classrooms, but in their communities.” According to the White House, Hispanics will continue to drive the growth of America’s labor force in coming decades, accounting for 60 percent of the nation’s population growth between 2005 and 2050, and already approximately one of every four students in K-12 public education is Hispanic. If America is going to have the strongest, most competitive workforce, lead the 21st-century economy, and meet the president’s goal of having the highest percentage of high school graduates in the world by 2020, then the educational outcomes of Hispanics need to be improved, say those in the Obama administration. At the event, the educators had the opportunity to share best practices, models and teaching strategies for effectively engaging and educating students, Hispanic students in particular. The 10 honorees are: Vanessa Lugo (Denver, Colo.), Teach for America alumna

now teaching Early Childhood Education at Cole Arts and Science Academy, Denver Public Schools; Selina Marie Alonzo (Phoenix, Ariz.), English teacher, Maryvale High School; Octavio Alvarez (Los Angeles, Calif.), teacher at Brawley Union High School for eight years; Jesús Arrizon (San Luis, Ariz.), 11 years at Gadsden Elementary School District 32 and Arizona Western College; Raúl García (Boston, Mass.), teacher of writing and humanities, Boston Arts Academy, since fall 2001; Ben Hernández (Houston, Texas), working with elementary school students in Houston for more than 14 years; Guadalupe Meza (Phoenix, Ariz.), a Spanish educator at South Mountain High School; Armando Orduña (Houston, Texas), currently training high school students for careers in education through the city of Houston’s only teacherpreparation magnet program; Sylvia Padilla (Long Beach, Calif.), a bilingual teacher for 20 years; and Silvia Rodríguez Macdonald (Damascus, Md.), first-generation CubanSpaniard-American, teacher and leader.

work permits, according to updated estimates from the Pew Hispanic Center, a project of the Pew Research Center. Announced on June 15 by the U.S. Department of Homeland Security (DHS), the new program, known as “Deferred Action for Childhood Arrivals,” potentially provides relief from deportation for eligible unauthorized immigrants. According to updated eligibility guidelines published by DHS on Aug. 3, unauthorized immigrants ages 15 to 30 who arrived in the U.S. before age 16 might qualify for deferred action if: they have continuously resided in the U.S.

since June 15, 2007; they were physically present in the U.S. on June 15, 2012; they are enrolled in school, have a high school diploma or a GED, or have been honorably discharged from the military or Coast Guard by the time of their application; they have not been convicted of a felony, a significant misdemeanor offense, or three or more other misdemeanors, and do not present a threat to national security or public safety.

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The Hispanic Outlook In Higher Education

Children of Immigrants Coming Out Ahead of Their Peers

www.hispanicoutlook.com

October 29, 2012

that the best students, and later the most successful young adults, were born in foreign countries and came to the U.S. before reaching their teens. American-born children whose parents were immigrants followed closely in terms of achievement. Hao and Woo found that the advantages were comparable for both Asian-American and Hispanic children. Their study Distinct Trajectories in the Transition to Adulthood: Are Children of Immigrants Advantaged? appears in the September/ October 2012 edition of the journal Child Development. The study affirms the ideal of the American immigrant success story at a time when immigration is often seen as a prob-

lem. Today almost one-quarter of American children are the children of immigrants, based on Census Bureau’s American Community Survey 2009, so this study suggests good things for the quality and skill level of the U.S. labor force down the line, said Hao, the study’s lead author. “Our findings challenge the view that children of immigrants are lagging behind children of native-born parents in the transitioning to adulthood,” said Hao, a professor of sociology in the Krieger School of Arts and Sciences at Johns Hopkins. “Given the same backgrounds, children of immigrants are actually more likely to follow the best trajectory leading to positive early adult outcomes.”

First-Generation Student Success Initiative, a $4.2 million program launched in 2009 and that officially ended last month. Starts with Faculty Engagement

generation students need to begin with the classroom, which is a perspective often overlooked,” said IHEP President Michelle Asha Cooper, Ph.D. “Through the Walmart Minority Student Success Initiative, we learned that faculty contributions and support are paramount to successful academically driven initiatives that target first-generation student achievement. These individuals are students’ primary point of contact in the classroom, and they can provide a powerful connection between in-class and outof-class learning experiences for students new to college life.” MSIs enroll a disproportionate number of underserved student populations because many MSIs support more open admissions policies and tend to enroll more students from low- and moderate-income communities where they are located. About 42 percent of students enrolled at MSIs are first-generation, as opposed to 33 percent of students enrolled at predominantly White institutions.

BALTIMORE, Md.

Children of immigrants are outperforming children whose family trees have deeper roots in the United States, learning more in school and then making smoother transitions into adulthood, according to sociologists at the Johns Hopkins University. Researchers Lingxin Hao and Han S. Woo tracked nearly 11,000 children from age 13 into their early 30s from families with diverse backgrounds. When comparing children with similar socioeconomic status and school conditions, Hao and Woo found

WASHINGTON, D.C.

Thirty Minority-Serving Institutions (MSIs), including Hispanic-Serving Institutions, Historically Black Colleges and Universities, and Tribal Colleges and Universities, are putting forth a roadmap of promising practices to foster academic success among first-generation college students, or those students whose parents did not attend a postsecondary institution. In a new report released by the Institute for Higher Education Policy (IHEP), these MSIs are presenting faculty-driven, classroombased strategies – all proven to bring about significant and successful results when it comes to identifying and addressing challenges unique to first-generation students – based on their experiences as participants in the Walmart Minority Student Success

The brief, Supporting First-Generation College Students Through Classroom-Based Practices, captures how the 30 MSIs leveraged support from the Walmart Minority Student Success Initiative to develop a multipronged approach premised on the notion that what takes place in the classroom is central to the college experience. Specifically, the report shares exactly how the institutions integrated faculty members as principal agents to create a more engaging learning environment – ultimately promoting stronger performance academically and socially among first-generation students. In addition, the brief provides insights from the Walmart Minority Student Success Initiative participants on how to redesign instructional styles and course content, use data to develop and sustain programs, and secure community partnerships and support. “Conversations around supporting first1 0 / 2 9 / 2 0 1 2

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Assistant/Associate Professor Weill Institute for Cell and Molecular Biology and the Department of Molecular Biology and Genetics, Ithaca, NY Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose. Cornell University has established and endowed the Weill Institute for Cell and Molecular Biology (http://www.icmb.cornell.edu). The Institute currently has nine faculty who are located in a $160M new research building – Weill Hall – designed by renowned architect Richard Meier, and dedicated in October 2008. The goal of the Institute is to build a vibrant center of scientific excellence in basic biology integrated with existing outstanding programs in cell and molecular biology, chemistry, physics, computational biology, and engineering. Institute faculty have full academic appointments in basic science departments to which they contribute teaching and service. The Institute, directed by Professor Scott Emr, sits in the middle of a set of life sciences research buildings on Cornell’s Ithaca campus. WEILL INSTITUTE / Molecular Biology and Genetics Assistant/Associate Professor A tenure-track faculty position is available at the Assistant/Associate Professor level in the Weill Institute with an academic appointment in the Department of Molecular Biology and Genetics (MBG) (http://www.mbg.cornell.edu); anticipated duties are 75% research, 25% teaching. MBG currently has 30 faculty working in areas from cell biology, development, molecular biology, genomics and evolution to detailed structural analysis of cellular components. Applicants for this position should address fundamental questions in molecular cell biology (e.g. cell cycle control, cell signaling, regulation of the cytoskeleton, organelle biogenesis and function, etc.). Candidates exploiting model systems and specialized approaches, for example structural biology, biochemical reconstitution, high-resolution microscopy, are of special interest. However, outstanding candidates in any area of cell and molecular biology will be considered. About Cornell - Cornell comprises a varied array of academic units from music and literature to astrophysics and veterinary medicine and is a member of the Ivy League. The main campus of Cornell University, which overlooks 40-mile-long Cayuga Lake, is located in the Finger Lakes region of Upstate New York, a scenic environment of spectacular lakes, waterfalls, gorges, rolling hills, farmland, vineyards, and state parks. It is an area with outstanding recreational and summer and winter sports opportunities for individuals and families. The Cornell campus itself is one of the most beautiful in the country. The Ithaca community is culturally diverse with excellent theater, music, sports, and other activities befitting a major university town yet also has the warmth and friendliness of a small community. The area is known for its many bookstores and restaurants, an extensive walking trail system, arboretum, Laboratory of Ornithology, marina, Farmers Market, a hands-on Science Center, and art and science museums. For more information and links to individual attractions, visit http://www.visitithaca.com/. HOW TO APPLY: Applicants should submit to: https://academicjobsonline.org/ajo/jobs/1924 a curriculum vitae (highlighting three to five publications with title and abstract), a research plan (two-three pages), a statement of teaching interests and three letters of recommendation. Applicants must hold a doctorate in an appropriate field. The committee will evaluate completed applications received by November 30, 2012, with later applications possibly being considered until the position is filled. Questions can be addressed to Professor Anthony Bretscher, the search committee chair, at icmb_recruiting@cornell.edu. Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

The

University of South Florida System is a high-impact,

global research system dedicated to student success. The USF System includes three institutions: USF

Tampa; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern

Association of Colleges and Schools. All institutions have distinct missions and strategic plans. Serving more than 47,000 students, the USF System has

an annual budget of $1.5 billion and an annual economic impact of $3.7

billion. USF is a member of the Big East Athletic Conference.

Administrative and Executive Positions: Director of Housing (Student Affairs)

Director of Quality Enhancement (St. Petersburg Campus) Sr. Director of Development-COB (Foundation) Director of Counseling Center

Assistant Vice President-Dean (Student Affairs) Faculty Positions: College of Arts and Sciences

College of Education

Assistant/Associate Professor (2)

Assistant Professor (3)

Assistant Professor (16)

Associate/Full Professor (1)

Assistant/Associate Professor (1)

Director of Clinical Training (1) College of Business

College of Engineering

Assistant Professor (1)

Open Rank (Full Professor) (1) Assistant Professor (1)

College of Arts

Assistant/Associate Professor (1)

St. Petersburg Campus

Regional Chancellor (1) Assistant Professor (2) Professor (1)

College of Public Health

Sarasota Campus

Assistant Professor (1)

College of Medicine

College of Nursing

Assistant/Associate Professor (1) Assistant/Associate Professor (3) Assistant Professor (9)

Nursing Faculty (2)

Professor (1)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/ jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879.

Diversity and inclusion have been and continue to be a part of our heritage. Cornell University is a recognized EEO/AA employer and educator.

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620 10/29/2012

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Assistant Cooperative Extension Specialist Restoration Ecologist Department of Plant Sciences

FACULTY SEARCHES Rutgers-Camden is the southern campus of Rutgers, the State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences Programs, a Law School and a Business School.

Biology Assistant Professor (Experimental Mammalian Physiologist/Biochemist)

Chemistry Assistant Professor or Associate Professor Biochemistry

Childhood Studies Assistant Professor or Associate Professor (Strengths in the area of Global Childhood)

English Assistant Professor in Creative Writing

Open Humanities Field Assistant/Associate Professor to serve as Director of Center for Digital Studies

History Assistant Professors (2) Early Modern Europe Digital / Public Historian

Philosophy & Religion Assistant Professor of Philosophy

Physics Assistant Professor Theoretical Biophysics

Political Science Associate Professor (Subfield(s): Public Law and Political Theory) Assistant Professor (Subfield(s): Comparative Politics, International Relations) (Specializations: International Political Economy, International Development) (Joint appointment with Public Policy & Administration)

Psychology Assistant Professors (2) Social Psychology Child Clinical or Developmental Psychology

Public Policy & Administration Associate Professor (Strengths in Public Management and Public Administration Theory) Assistant Professor (Specialization in Community Development)

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

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The Department of Plant Sciences, University of California, Davis, seeks to fill an 11-month, career-track position at the Assistant Specialist in Cooperative Extension level. RESPONSIBILITIES: This academic position has 100% Cooperative Extension responsibilities and will be located in the UC Davis Department of Plant Sciences. The research and extension focus of the candidate will address restoration and conservation of multiple goals in working landscapes, including a focus on both natural (e.g., grasslands, wetlands, woodlands) and managed (e.g., rangeland, agricultural, urban, parks) ecosystems, and their interactions. Focal goals include, but are not limited to: safe and sustainable forage and food production; conservation and restoration of diverse species; enhanced provisioning of fertile soil, pollination, clean air; and control over pests and erosion. This CE Specialist will bring statewide leadership, visibility, and cohesion to an interdisciplinary team of land grant researchers and educators to improve the success of ecosystem restoration projects. This position will support the ANR Rangeland Watershed Workgroup that coordinates the natural resources research and education activities of more than 40 CE advisors, CE specialists and AES researchers. Research will be conducted in the laboratories and fields at UC Davis, on diverse stakeholder lands (e.g. nature reserves, local, state and federal lands, and commercial farms and ranches), and at UC Field Stations located throughout California. The candidate is expected to develop a nationallyrecognized program, secure extramural funding, and publish research results in appropriate refereed journals and limited distribution reports. Fulfillment of responsibilities may require extensive travel. Candidate will have the opportunity to support undergraduate and graduate teaching missions of the Department and to be a member of Graduate Groups. Affirmative action to include ethnic minorities, women, and other underrepresented clientele is expected as a component of all of the appointeeâ&#x20AC;&#x2122;s programs. QUALIFICATIONS: PhD in restoration ecology, ecosystem management, rangeland ecology, plant ecology, plant biology, plant science, weed science, soil ecology, or a closely related field with an emphasis in restoration ecology. Applicants must have leadership ability, management and communication skills. Ability to conduct independent research in ecology must be demonstrated. SALARY: Commensurate with qualifications and experience. TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences.ucdavis.edu/ Please include statements of research and extension interests, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For administrative questions regarding the application process, please email Ms. Baljit Nijjar bknijjar@ucdavis.edu. Review of the applications for this position will begin November 1, 2012. The position will remain open until filled. Bradley D. Hanson, Chair, Search Committee Department of Plant Sciences Mail Stop 4, One Shields Ave. University of California, Davis Davis, CA 95616 Telephone 530-752-8115 E-mail: bhanson@ucdavis.edu UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

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West Chester University of Pennsylvania Assistant Rice Cropping Systems Cooperative Extension Specialist Department of Plant Sciences

TENURE TRACK POSITIONS Join a vibrant campus community whose excellence is reflected in its diversity and student success. West Chester University of Pennsylvania, a member of the Pennsylvania State System of Higher Education, is actively building a culturally diverse academic community that fosters an inclusive environment and encourages a broad spectrum of candidates including people of color, women, and individuals with disabilities to apply for positions. West Chester, located 25 miles west of Philadelphia, is convenient to major cultural & commercial institutions, recreational activities, and is within driving distance of Wilmington, DE, NYC, and Washington, DC. Unless indicated in the job description, a terminal degree in the field or related field is required. For all positions, excellence in teaching and the potential to develop an active program of research or scholarly activity in the discipline are essential. Effective communication and teaching must be demonstrated by presenting a seminar or lecture during an on-campus interview. To be considered a finalist, candidates must successfully complete this process. Successful candidates will also have the opportunity to participate in teaching and research within interdisciplinary programs. Teaching assignments may include distance education/online courses. Rank and salary are commensurate with experience. For full job descriptions, including position requirements, as well as application instructions, visit our Web Page at https://wcupa.peopleadmin.com/.

West Chester University is recruiting for the following Assistant/Associate Professor positions: College

Department Anthropology & Sociology Anthropology & Sociology Communication Studies English

Specialty

Contact

Museums & Cultural Heritage

hwholey@wcupa.edu

Culture & Technology

jzalewski@wcupa.edu mboyle@wcupa.edu Isanz-Sanchez@wcupa.edu

College

English

of Arts and Sciences

English Languages & Cultures Languages & Cultures Languages & Cultures History Mathematics Mathematics Philosophy Psychology Psychology Accounting Criminal Justice

Public Speaking (2 Positions) Linguistics (TESOL) African & Afr.American Literature/Composition/Rhetoric International Business Writing MA TESOL Spanish Modern Lang.Teacher Educator/Supervisor Social Studies Education Math Education Applied Mathematics (2 Positions) Peace & Conflict/Justice Studies Health Psychology Cognitive Psy. - Dist. Ed and/or off-site Financial/Managerial Criminal Justice

Economics

Urban Economics & Statistics/MBA Program

wcupa.peopleadmin.com

Economics Marketing Management Management Social Work Graduate MPA/Political Science Early & Middle Grades Early & Middle Grades Literacy Special Education Communicative Disorders Health

Investments and Statistics Marketing/MBA Program Production Operations Management International Business Direct Practice Labor and Employment Early Grades Education (Pre K – 4) Early & Middle Grades Ed. (K – 8) Reading/Literacy (2 Positions) Special Education

wcupa.peopleadmin.com wcupa.peopleadmin.com wcupa.peopleadmin.com wcupa.peopleadmin.com nbean@wcupa.edu aturner@wcupa.edu mdrobnak@wcup.edu mdrobnak@wcupa.edu kflanigan@wcupa.edu dwandry@wcupa.edu

College of Business & Public Affairs

College of Education

College of Health Sciences

College of Visual & Performing Arts Library

cpollard@wcupa.edu jscheffler@wcupa.edu gmolholt@wcupa.edu ebraidotti@wcupa.edu mcabrera@wcupa.edu rkodosky@wcupa.edu kjackson@wcupa.edu kjackson@wcupa.edu dforbes@wcupa.edu lrieser-danner@wcupa.edu lrieser-danner@wcupa.edu kflynn@wcupa.edu mbrewster@wcupa.edu

Speech Pathology

cgunter@wcupa.edu

Integrative Health

dmccown@wcupa.edu

Health

Gerontology and Community Health

bcinelli@wcupa.edu

Kinesiology

Exercise Science

dstearne@wcupa.edu

Nursing Nursing Nutrition Sports Medicine

Medical Surgical Gerontology Clinical Nutrition and Pedagogy Athletic Trainer

cmoriconi@wcupa.edu cmoriconi@wcupa.edu lmonahan@wcupa.edu ncurtis@wcupa.edu

Music Theory/History/Comp.

Music History (1600-1800 Specialist)

jonderdonk@wcupa.edu

Applied Music Music Education Library

Choral Conducting Music Education E-Learning & Outreach Librarian

ebullock@wcupa.edu amcfarland@wcupa.edu mpurce@wcupa.edu

The filling of these positions is contingent upon available funding. All offers of employment are subject to and contingent upon satisfactory completion of all pre-employment criminal background checks. Developing and sustaining a diverse faculty and staff advances WCU's educational mission. The University is an equal opportunity, affirmative action employer encouraging diversity. Women and minorities are encouraged to apply.

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10/29/2012

The Department of Plant Sciences, University of California, Davis, seeks to fill an 11-month, career-track position at the Assistant Specialist in Cooperative Extension level. RESPONSIBILITIES: This academic position has 100% Cooperative Extension responsibilities and will be located in the UC Davis Department of Plant Sciences. Candidate will provide statewide research and extension leadership in rice production systems. The research and extension program will address the need for balancing multiple management goals, including optimizing rice productivity and addressing agronomic issues such as soil fertility, nutrient management and cycling, water use efficiency and quality, carbon sequestration, and testing improved rice varieties statewide. This CE Specialist will bring statewide leadership, visibility, and cohesion to an interdisciplinary team of land grant researchers and educators to address the production and environmental needs of the rice industry. This position will support the ANR Agronomic Crops Workgroup comprised of AES researchers, CE Specialists, and CE Advisors. Research will be conducted in the laboratories at UC Davis and at the field facilities of the Rice Experiment Station in Biggs, California. The candidate is expected to develop a nationallyrecognized program, secure extramural funding, and publish research results in appropriate refereed journals and limited distribution reports. Fulfillment of responsibilities may require extensive travel. Candidate will have the opportunity to be a member of Graduate Groups and to mentor graduate students. Affirmative action to include ethnic minorities, women, and other underrepresented clientele is expected as a component of all of the appointee’s programs. QUALIFICATIONS: Ph.D. in agronomy, agricultural production, plant sciences, agroecology, or a closely related field with an emphasis in applied cropping systems. Applicants must have leadership ability, management and communication skills. Capability to conduct independent research in rice production must be demonstrated. SALARY: Commensurate with qualifications and experience. TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences.ucdavis.edu/ Please include statements of research and extension interests, curriculum vitae, publication list, copies of 3 of your most important research publications, copies graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For administrative questions regarding the application process, please email Mrs. Cindy Ramirez cmsalazar@ucdavis.edu. Review of the applications for this position will begin December 1, 2012. The position will remain open until filled. Joseph M. DiTomaso, Chair, Search Committee Department of Plant Sciences Mail Stop 4, One Shields Ave. University of California, Davis Davis, CA 95616 Telephone 530-754-8715 E-mail: jmditomaso@ucdavis.edu UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

Assistant Professor Counseling Psychology

SIMMONS BOSTON • MASSACHUSETTS

Simmons College Provost Simmons College is dedicated to transformational change. The Provost is a critical institutional leader to help drive that change. We are witnessing the results of our efforts to achieve academic and professional excellence, build a strong student-centered culture, and inspire faculty innovation. Simmons seeks a visionary leader who is motivated by this success and is ready to embrace an exceptional career opportunity where possibilities are waiting to be explored. The best candidate will have the insight and talent to build upon Simmons’s unique history in providing an outstanding undergraduate educational experience for women as well as nationally renowned professional and graduate programs for women and men. The Provost is the Chief Academic Officer of Simmons College; the five Academic Deans report to the Provost. The Provost provides leadership for academic programs, research, faculty development, and program evaluation; and advises the President and Board of Trustees on academic matters including faculty hiring, appointments, promotion, tenure, and sabbaticals. S/he also has a major role in developing the annual budget and in recommending the allocation of resources, particularly among academic units. Offices and individuals reporting to the Provost, in addition to the Deans, include: the Registrar, Library, Study Abroad, Career Services, Sponsored Programs, Institutional Research, Assessment, the Scott/Ross Center for Community Service, and the Center for Excellence in Teaching. The Provost will possess a keen understanding of the changes and future direction of higher education, and be able to apply that experience and understanding to Simmons’s opportunities and challenges, including the ability to lead, inspire, and execute the College’s vision and strategy. It is critical that this leader have a commitment to the continual enhancement of Simmons’s reputation and national standing. Simmons’s next Provost will be a proven leader who has served as provost, dean, or program director at a leading university or college. S/he will be a respected scholar in her/his field. Private university or college experience is preferred and she/he will have an earned Ph.D. or doctorate. Located in Boston’s historic Fenway neighborhood, Simmons is a small, private university that has educated students for enriching careers and useful, independent lives since 1899. Simmons enrolls approximately 1,800 undergraduate women and 3,000 graduate women and men. The College has approximately 250 faculty members and 350 adjunct faculty, many of whom supervise learning experiences in schools, archives, libraries, hospitals, businesses, governments, and a variety of not-for-profit organizations. The undergraduate student/faculty ratio is 13:1 and about 70% of the faculty is female. Simmons College seeks an accomplished, innovative, and collaborative academic leader to serve as the next Provost of the College. The review of applications has begun and will continue until the Provost is selected. Please send nominations and applications to: Beth Schaefer, Brill Neumann Associates, 607 Bolyston Street, Boston, MA 02116 simmonsprovost@brillneumann.com We welcome confidential nominations and applications for this position. As a College committed to diversity, Simmons encourages applications broadly. Simmons is an equal opportunity employer and is committed to continuing to develop a more diverse faculty, staff, student body, and curriculum.

The Department of Educational and Counseling Psychology of the School of Education at the University at Albany, SUNY seeks to fill the position of Assistant Professor (tenure track) to teach in the APA-accredited Ph.D. program in Counseling Psychology and Master’s program in Mental Health Counseling. Responsibilities include, but are not limited to, developing a research program with the strong potential for external funding, teaching courses at the doctoral and master’s levels, supervising doctoral dissertations, and supervising doctoral-level practica at the University’s training clinic. A keen interest in candidates with research expertise in behavioral health, addictive behaviors, gerontology, military psychology, psychotherapy process and outcome, or vocational psychology. Individuals with expertise in advanced level statistics/methodology/ psychometrics who could teach courses in this area would be highly desirable. Additional information about the Department of Educational and Counseling Psychology and the School of Education can be found at the following website: www.albany.edu/education. Please apply online via http://albany.interviewexchange.com/ jobofferdetails.jsp?JOBID=34958. Salary is Competitive. Start date: September 1, 2013. The University at Albany is an EO/AA/IRCA/ADA Employer.

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Grand Valley State University Department of Economics in the Seidman College of Business invites applications for faculty positions beginning in Fall 2013. The open positions are for tenure-track assistant professors. Applicants should have a Ph.D. or ABD in Economics (with evidence a Ph.D. will be received by August, 2013) and have a strong commitment to teaching excellence and scholarly research. Salary is competitive. Visit our web site at: https://www.gvsujobs.org/ for more information, additional requirements, a full description of the positions, and details on how to apply. The Seidman College of Business, fully accredited by AACSB International, values and supports a blend of excellent teaching and scholarly productivity. The atmosphere at the Seidman College of Business is highly collegial, with opportunities for outstanding professional growth. The Grand Rapids community is a vibrant, exciting area, with significant leisure time activities available. The University and Seidman offer an excellent benefits package.

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10/29/2012

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HISPANIC

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Assistant Professor in Plant Sciences Plant Microbiologist in Food Safety Department of Plant Sciences RESPONSIBILITIES: The successful candidate’s research will focus on plant-environmental-microbial interactions of crops and produce, with emphasis on microbial community processes in relation to plant and/or human pathogens. This position provides the opportunity to investigate fundamental principles that determine how plants and their environment affect the microbial communities upon the plant surface. An intended outcome of these discoveries will be identification of key ecological and/or molecular traits that can in turn improve handling strategies and food safety by modulating the presence, persistence, or activities of beneficial and deleterious microorganisms. A successful researcher in this field would likely utilize key tools and research approaches including metagenomics, transcriptomics, metabolomics, molecular analysis of plant-microbe interactions, and/or eco-physiological processes; or any related combined approaches to analyze microbial communities in the phyllosphere, rhizosophere and other plant niches. These studies may occur in a range of successive contexts, from field systems through the multiple human environments involved in post-harvest processes (handling, packaging, storage and preservation, transportation, etc.) to the transmission of human pathogens in the food chain. The incumbent will be expected to develop an internationallyrecognized research program and professional profile. Ability to operate comfortably in multi-disciplinary teams will enhance the development of practical solutions to critical issues related to food safety and postharvest handling of specialty crops grown in California and across the world. The faculty of the Department of Plant Sciences has expertise in a broad range of genomics, plant/microbe and field studies, providing many opportunities for collaboration on topics of interest to the candidate. In addition, ability to work with academic and industrial contacts is desired, to help apply knowledge of plant-microbial interactions to optimize postharvest management strategies. The candidate will establish a vigorous, dynamic and innovative teaching program at both the undergraduate and graduate levels. The successful candidate will be expected to contribute to teaching of core courses in the Plant Sciences curriculum and development of new courses in their area of expertise. A specific course in which this individual will teach is PLS174: Microbiology and Safety of Fresh Fruits and Vegetables. They will additionally be able to develop new general education courses within a similar area of expertise. The candidate will also teach at the graduate level within her/his area of research expertise in the Horticulture and Agronomy, Ecology, Evolution, Plant Biology, Microbiology, Genetics, International Agricultural Development and/or Food Science Graduate Groups. Enthusiastic and effective advising and mentoring of undergraduate and graduate students and postdoctoral fellows is expected. QUALIFICATIONS: Ph.D. or equivalent level of experience in plant biology, postharvest biology, or microbiology with experience in plant microbial interactions or related fields. SALARY: Commensurate with qualifications and experience.

The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has openings for several tenure-track positions. For details and deadlines, please see the following website: http://aysps.gsu.edu/econ/employment-economics. All applications must be submitted through www.academicjobsonline.org.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school houses the Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, and international studies, among others. The research centers generate opportunities for funded scholarly research. Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States. At time of offer, a background check is required.

HISPANIC

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10/29/2012

TO APPLY: Candidates should begin the application process by registering online at http://recruitments.plantsciences .ucdavis.edu.Please include statements of research goals for this position and teaching philosophy, curriculum vitae, publication list, copies of 3 of your most important research publications, copies of undergraduate and graduate transcripts (if within 5 years of either degree), and the names, e-mail addresses, and telephone numbers of at least five professional references. For technical or administrative questions regarding the application process please email plantsciences@ucdavis.edu. Review of the applications will begin January 1st, 2013. The position will remain open until filled. Dr. Daniel J Kliebenstein, Chair, Search Committee Department of Plant Sciences University of California One Shields Avenue Davis, CA 95616-8515 Telephone: (530) 754-7775 / FAX: (530) 752-4361 E-mail: kliebenstein@ucdavis.edu “UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.

EXECUTIVE DIRECTOR The Chancellors of the Florida College System and State University System are conducting a national search for the position of Executive Director of the Florida Virtual Campus. The Search Committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the Institution. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to December 1, 2012. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, Executive Vice President & Managing Director Porsha L. Williams, Principal 770-804-1996 ext: 109 • pwilliams@parkersearch.com The Florida Virtual Campus is an equal employment opportunity employer. Women and minorities are encouraged to apply. The “government in the sunshine” laws of Florida require that all documents relating to the search process, including letters of application/nomination and reference, be available for public inspection. Five Concourse Parkway Suite 2900 Atlanta, GA 30328 770.804.1996 parkersearch.com

ASSOCIATE OR FULL PROFESSOR IN BUSINESS AND ECONOMICS THE GALLATIN SCHOOL OF INDIVIDUALIZED STUDY The Gallatin School of Individualized Study at New York University invites applications from scholars of Business and Economics broadly understood for the position of tenured Associate or Full Professor. The ideal candidate will be a scholar who approaches business and economics from the perspective of the social sciences and whose research and teaching interests would enable our students to understand the functions of different economic systems, their institutionalization and their effects (e.g., Ph.D.s in Economics, Political Science, Sociology, Public Policy, and Ph.D.s who have taught in Business or Public Policy Schools). Scholars whose work engages relevant global, comparative and/or public policy issues are especially encouraged to apply. The subfield of research is open. Topics this scholar might work on include the impact of policy (financial, budgetary, etc.) on economic and social outcomes; markets as social structures; (de)regulation; international financial institutions; poverty and inequality. But most important is that the candidate be interested in the special interdisciplinary project of situating her or his research in a larger intellectual and social context. The ideal candidate will have an exemplary record of research and publication and strong interest in interdisciplinary teaching and in advising individualized B.A. and M.A. programs of study. It is expected that the successful candidate will be affiliated with another School at NYU. Qualifications: Demonstrated excellence in teaching at the university level. Excellent record of research and publication. Ph.D. required. Founded in 1972, Gallatin is a liberal arts college of 1,400 undergraduate students and 200 Masters students which forms a part of the major research university of NYU. Its innovative B.A. and M.A. programs in individualized study encourage students to develop an integrated, interdisciplinary program of study that combines courses taken in the various schools of NYU with independent studies, internships, and Gallatin’s own interdisciplinary seminars, writing courses and arts workshops. The School emphasizes excellent teaching, intensive student advising and mentoring, and a unique combination of program flexibility and academic rigor. All application materials must be submitted electronically. To apply, please visit www.nyuopsearch.com/applicants/Central?quickFind=51381 Please submit a letter of application, curriculum vitae, a short writing sample (such as an article or a chapter of a book), a statement of your teaching philosophy, and a brief description of three dream courses. Finalist candidates will be asked to submit five letters of recommendation. For questions, please contact Amber Pritchett at amber.pritchett@nyu.edu

The School of Tourism and Hospitality Management is soliciting applicants for two tenure track positions in Tourism and Hospitality Management (Assistant/Associate/Full Professor); and one tenure track position in Sport and Recreation Management (Assistant/Associate Professor). In addition, two non-tenure track positions are available in Tourism and Hospitality Management. Applicants will be expected to teach graduate and undergraduate courses. Rank and salary will be based on qualifications and experience. Terminal degree is required. The appointments begin the fall semester, 2013. The School is seeking experienced scholars who have an established research record and a proven track of external funding acquisition. Applicants will be asked to submit copies of recent publications. Applicants will be expected to have teaching experience, in both graduate and undergraduate academic programs, and teaching evaluations are required with application. Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia’s extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences for Temple University faculty and students. The School of Tourism and Hospitality Management was established July 1, 1998. The School offers four degree programs: the bachelor’s and master’s degrees in Sport and Recreation Management, as well as the bachelor’s and master’s degrees in Tourism and Hospitality Management. The School is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism and Sport emphasis is offered. Applicants should submit a letter of application, curriculum vitae, the names of three references, sample publications, teaching evaluations, and other supporting materials electronically to either Dr. Daniel R. Fesenmaier, Search Chair for Tourism and Hospitality Management (215-204-5611, drfez@temple.edu); or to Dr. Jeremy S. Jordan, Search Chair for Sport and Recreation Management (215-204-3811, jsjordan@temple.edu).

Review of applications will begin on December 1, 2012 and continue until the position is filled.

Temple University is an Affirmative Action/ Equal Opportunity employer. Women and minorities are encouraged to apply. NYU is an Equal Opportunity/Affirmative Action Employer.

10/29/2012

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HISPANIC

OUTLOOK

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Bicultural-Bilingual Teacher Education Tenure-track Assistant Professor starting Fall 2013 pending budget approval. Specialist in language minority education, broad knowledge of and record of research on bilingual education, bilingualism, biliteracy, assessment, applied linguistics, and/or biculturalism. Teach undergraduate/graduate courses, pursue research, and provide support to teacher preparation program. Salary competitive. Submit application letter, CV, two publications or sample writings, and names & emails of three references to Dr. Patricia SĂĄnchez, Chair, Search Committee, Department of Bicultural-Bilingual Studies, One UTSA Circle, University of Texas at San Antonio, San Antonio, TX 782490653, or to sylvia.hernandez2@utsa.edu via email. Review of applications begins 10/1/12. UTSA is an AA/EO employer. For review of the full job description, please visit our website: http://education.utsa.edu/biculturalbilingual_studies/employment_opportunities/

HISPANIC

OUTLOOK

â&#x20AC;˘

10/29/2012

Tenure-Track Faculty Position Openings The University of Utahâ&#x20AC;&#x2122;s School of Computing is seeking to hire four tenure-track faculty members at the assistant professor level. Applications will be considered at more advanced ranks in exceptional cases. The School is a demonstrated leader in crossdiscipline research that spans multiple areas within computer science and also crosses other disciplinary boundaries. We intend to hire one person in each of the following areas: â&#x20AC;˘ Computer security â&#x20AC;˘ Machine learning with ties to natural language processing, ideally with expertise in handling large-scale data â&#x20AC;˘ High-performance data management or analysis at the extreme scale, focusing on solutions for data-intensive problems and simulations â&#x20AC;˘ Human-computer interaction, user experience, and user interface design Applicants must have earned a Ph.D. in Computer Science or a closely related field and have a strong research presence and publication record in top tier venues in the applicable area. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural facilities and unsurpassed outdoor recreation opportunities just a few minutes away from campus. Additional information about the school and our current faculty can be found at http://www.cs.utah.edu. Please send curriculum vitae, a research goals statement, a teaching goals statement, and names and addresses of at least four references. Please go to the following link to apply: https://utah.peopleadmin.com/postings/19085 Review of applications will begin after December 1st and will continue until the positions are filled The University of Utah is an Equal Opportunity/ Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans preference. Reasonable accommodations provided. For additional information: http://www. reg u l a t i o n s . u t a h . e d u / h u m a n R e s o u rc e s / 5-106.html. The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

“Open Rank” Faculty Position in Urban Education Department of Teaching, Learning and Culture College of Education and Human Development TEXAS A&M UNIVERSITY The Department of Teaching, Learning and Culture is seeking a tenure track professor in urban education for the rank of Assistant, Associate or Full professor (Open Rank) in the College of Education and Human Development at Texas A&M University. The successful candidate must have an earned doctorate in a field closely related to urban education. Expectations include: a strong scholarship record and demonstrated success in obtaining external funding. The responsibilities of the position include: Teaching urban education courses at graduate and undergraduate levels; maintaining an active research and publication agenda in urban education; advising and mentoring of graduate students; chairing and serving on doctoral committees; working collaboratively with urban P-16 schools, colleagues on and off campus, community, state and global partners. The salary is competitive and commensurate with experience. Applications are being accepted immediately, review of applications will begin immediately for employment beginning August 19, 2013 and will continue until the position is filled. Send electronic and hard copy letter of application or nomination, curriculum vitae, two sample articles, and names and contact information of three references to Dr. Norvella Carter, Search Committee Chair at the following address: Ms. Tammy Reynolds 308 Harrington Tower Department of Teaching, Learning and Culture College of Education and Human Development Texas A&M University College Station, TX 77843-4232 E-mail: t-reynolds@tamu.edu Department Web site: http://tlac.tamu.edu. Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability. Veterans are encouraged to apply. (More information can be obtained from the University and College Web site http://www.tamu.edu.)

ADVERTISING INDEX POSITIONS CALIFORNIA

University of California, Davis

24; 26; 28

California State University, Dominguez Hills

FLORIDA

Florida Virtual Campus

University of South Florida

GEORGIA

Georgia State University

ILLINOIS

Oakton Community College

Roosevelt University

MARYLAND

University of Maryland, College Park

MASSACHUSETTS

Bridgewater State College

Simmons College

MICHIGAN

Grand Valley State University

NEW JERSEY

Rutgers, The State University of New Jersey

NEW YORK

University of Maryland, College Park

Cornell University

New York University

SUNY/University at Albany

NORTH CAROLINA

University of North Carolina-Wilmington

OHIO

University of Maryland, College Park College of Information Studies: Maryland’s iSchool Two Assistant Professor Positions in Information Management

We seek new colleagues whose research and teaching interests focus on how data and information can be managed in ways that meet important societal and organizational needs. Contexts might include government, industry, advocacy or service organizations, among others. Examples that we would find compelling include: • Creating infrastructure for acquisition, preservation, management and analysis of “big data” • Developing novel technology for important data and information management challenges • Fostering innovation in the management of complex information systems and services • Enhancing organizational effectiveness by reengineering information practices

Qualifications. Ph.D. or equivalent in a related area at time of appointment; demonstrated potential for research excellence; clear potential to attract external support for research; evidence of effective and innovative teaching. Application Submission. For best consideration, apply by November 17, 2012. Provide a CV, letter of interest that clearly describes your primary area(s) of expertise and the specific contributions that you would make to the iSchool, and separate statements outlining research and teaching interests electronically at https://jobs.umd.edu . The University of Maryland is an affirmative action, equal opportunity employer. Women and minorities are encouraged to apply.

Cleveland State University

PENNSYLVANIA

Temple University

West Chester University of Pennsylvania

TEXAS

Lamar University

Texas A&M University, College Station

4; 31

University of Texas at San Antonio

UTAH

University of Utah

WYOMING

University of Wyoming

INSTITUTIONAL

Eastern Illinois University

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10/29/2012

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HISPANIC

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

P ri min g the Pump. ..

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

“A life spent making mistakes is not only more honorable but more useful than a life spent doing nothing.” – George Bernard Shaw

ife is a series of successive approximations. From an infant learning to crawl to a college student perfecting an essay, step-by-step corrections and improvements lead to mastery. They are indicators of Latino students preparing for higher education. With the current focus on test scores, Latino students need reminding that learning and improving is most important. If learning from mistakes becomes the focus, improved scores will naturally follow. Not all mistakes are equal, however, so each error does not deserve the same scrutiny. Some are “dumb mistakes,” like locking the keys in the car or melting a plastic bag on the stove. Simple mistakes (like forgetting to pick up the most important item on the shopping list) are easy to identify and fix. More costly errors like chronically missing deadlines, doing substandard work, or repeatedly entering dangerous relationships are more involved or complex, however, and require observation, analysis, understanding and action to correct. Hispanic students get ahead if they can first recognize and admit their mistakes. Those who do so avoid blaming others for an unwanted outcome. They take responsibility for what they did wrong and resolve to correct it. After a mistake is recognized, a new outcome must be envisioned in order to keep the momentum of learning alive. A new goal, renewed purpose, or a refined plan can turn a regrettable mistake into a step towards getting it right. Things are not lost; they are refined and viewed anew. With that, it is time to keep going. This step is crucial for Latino students to take personal charge of their destiny and persevere in the face of difficulty. With this step, they own their responsibility and renew their own determination to reach their goal. Once a mistake has been made and recognized and a new vision of the goal has been refined, the Hispanic student can set out to fix it. If it cannot be fixed, they deserve support in letting it go and moving on to

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the next option. This, too, is important for Latino youth to curb any tendency towards ceaseless striving – trying to do something to no avail – and move beyond it to an achievable goal. The important distinction is to know when to persist and when to let go. It is not about quitting too easily. It is actually about the wisdom of knowing when to let go, shift gears and move on. It is difficult to correct mistakes if you do not understand why they are happening. Writing about successes and failures helps Hispanic students understand what went well, what did not and why. Lack of sleep, distractions and lapses in self-confidence are subtle reasons for failure that can be determined through keeping journals or diaries, too. Help continue successes and correct mistakes by noting patterns through journaling, then targeting corrective action. Powers of observation help Hispanic adolescents learn from other people’s mistakes, too. Latino teens seeing the success and failures of others more easily draw objective conclusions about what impedes success. They can distinguish the smart choices and personal effort of others from poor choices or outside forces that result in someone falling short of a goal. From those conclusions, they can then modify their choices to maximize their chances for personal success. Along with learning from mistakes is apologizing for them. Latino students can assuage hurt feelings and make amends for mistakes made by learning the skill of apologizing. Admitting the mistake directly to the person involved, stating what was done incorrectly, pinpointing what will be done correctly the next time (if appropriate) and listening to the person’s feedback constitute an effective apology. Whether in writing or directly verbal, apologizing to those affected rounds out the important lessons learned. While learning from other people’s mistakes, Hispanic adolescents are wise to accept another’s apology with grace and understanding, not holding it against the offender, correcting, mocking or shaming the person who is admitting wrongdoing. As a recipient, the person accepting the apology can express forgiveness and support by mentioning what he, too, learned from the mistake.