February 23, 2015 by Hispanic Outlook on Education Magazine

FEBRUARY 23, 2015

www.HispanicOutlook.com

VOLUME 25 â&#x20AC;˘ NUMBER 10

Latinas Lead take the

Women in Higher Education Issue

These winners will be recognized at the 10th Annual AAHHE National Conference March 12-14, 2015

Embassy Suites Dallas-Frisco Hotel, Frisco, Texas

Alfredo G. de los Santos, Jr. Distinguished Leadership in Higher Education HavidĂĄn RodrĂguez, President, Ad Interim University of Texas Pan American

Outstanding Latino/a Faculty in Higher Education: Research Institutions Estela Bensimon, Co-Director and Professor, Center for Urban Education Rossier School of Education, The University of Southern California

Outstanding Latino/a Faculty in Higher Education: Teaching Institutions Louie F. Rodriguez, Associate Professor, Department of Educational Leadership & Curriculum College of Education, California State University, San Bernardino Outstanding Support of Hispanic Issues in Higher Education Award Jamie P. Merisotis, President & CEO, Lumina Foundation

Outstanding Latino/a in the Literary Arts and Publications Rolando Hinojosa-Smith, Professor, Department of English University of Texas Austin 2015 AAHHE/ETS Outstanding Dissertations Competition First Place Winner

Sofia Bahena, Degree-Granting Institution: Harvard University The Hope of Immigrant Optimism: Examining Immigrant Optimism Among

For conference registration, please visit the AAHHE website: www.aahhe.org

LATINO KALEIDOSCOPE

President Obama aka Robin Hood By Carlos D. Conde

anyone ever doubted that President Obama is a macho man – I speak in generic terms, Michelle – he dispelled it in his State of the Union message when he picked a fight with the wealthy and upper class – and Republicans – and said it’s time for the rich to share the wealth with the less affluent. Interestingly, the topic was more about our middle class than about the poor since, biblically speaking, we will always have the poor among us and the middle class, like the middle child, has been, well, just here, seemingly mild and unobtrusive but lately slipping downward. In February 2008, 53 percent of Americans considered themselves middle class. In January 2014, it slipped to 44 percent and the lower class increased from 6 percent to 12 percent during the same interval. The president said he’s the paladin to overtake this socioeconomic slide and discrepancy in the relatively two short years left in his reign His message involved the U.S. Latino community which he indirectly implied was among the most economically maligned groups in the country. He got a lot of standing applause from the Democratic bench and mostly cold stares from the Republican side. That included Cuban-Americans, Republican Sens. Ted Cruz and Marco Rubio, who talk about wanting to succeed Obama. Whether he can do it is the issue and the challenge. Although he has the president’s bully pulpit to wield at the discordant groups, it’s going to take a mighty effort to undo an ossified socioeconomic system that takes its toll largely on the minority groups which he says have started to get some political traction on the issues. While the rich are getting richer and the poor are getting poorer, America’s middle class is teetering on a slippery downhill slope that Obama wants to try and upright before he leaves office. So he aims to do a Robin Hood by taking more from the rich and distributing it among the lesserhaves. The president calls it “middle-class economics” that for the have-nots includes $235 billion in new spending which would be financed through a $320 billion increase in new taxes, mostly capital gains taxes and inheritance taxes – primarily a burden of the rich. There are incentives and proposals like free community college tuition, tax credits for working families and more af-

fordable housing for the country’s middle tier. “Everyone gets a fair share when everyone does their fair share” as the president put it. Meanwhile, financially speaking, it’s getting harder to maintain a middle-class lifestyle when you no longer have the financial wherewithal. Many Latinos consider themselves middle class although for most, their economic situation belies this. Latinos in the U.S. have always had a different concept of economic status which defines their social ranking. You don’t have to be monetarily rich to enjoy a high social standing, particularly in the traditional communities and among traditional Latino families. In Latin America, particularly in countries such as Peru, social pedigrees can have more status than money. Some of newly rich from the socially inferior groups are derided as “cholos con plata”, or newly rich peasants, and are assigned such status. In more egalitarian societies like the U.S., more and more Latinos classify themselves in the middle-class category and many are happy just to have gotten there. In a 2012 Pew Hispanic survey, 12 percent of Latinos identified themselves as upper class, 47 percent said they were middle class and 40 percent considered themselves lower class. Whatever, there is new “upscale Hispanic” in the horizon that is altering the socioeconomic status of the ethnic minority and that’s the yuppie generation. Most are college graduates or from the entrepreneurial class. They account for about 29 percent of the U.S. Latino population, are young and hip and like to spend money. Their annual income is $50,000 to $100,000 annually. So while the U.S. Latino is making strides on all elements of society, the figures show many are still stuck in the lower socioeconomic ranks of U.S. society. President Obama is right in calling and advocating for a more equitable social system that brings more opportunity and economic advances for all but particularly the middle class of which many are Latinos, and which currently is treading backward.

Carlos D. Conde, award-winning journalist and former Washington and foreign news correspondent, was a press aide in the Nixon White House. Write to him at CDConde@aol.com

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FEBRUARY 23, 2015

Contents 6

Latinasâ&#x20AC;&#x2122; College Choices Driven by Role Models and Diversity Commitments by Mary Ann Cooper

Yasmin Davidds: Teaching Latinas to Own Their Power by Sylvia Mendoza

by Gary M. Stern

Transforming Latinas into Leaders

Why the Gender Pay Gap Persists

23 Cover Image by Depositphotos.com/SIphotography

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College Enrollment Lags for Men as Women Continue to Make Gains

by Michelle Adam by Frank DiMaria

Latinas Find Online Support While Pursuing Doctorates by Angela Provitera McGlynn

FEBRUARY 23, 2015

Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.”

Departments 3

Latino Kaleidoscope President Obama aka Robin Hood by Carlos D. Conde

Scholars’ Corner Cati V. de los Ríos

Wise Latinas: Writers on Higher Education Reviewed by Mary Ann Cooper

Interesting Reads

Publisher José López-Isa Executive Editor Marilyn Gilroy Senior Editor Mary Ann Cooper Washington DC Bureau Chief Peggy Sands Orchowski Contributing Editors Carlos D. Conde, Michelle Adam Contributing Writers Gustavo A. Mellander Chief of Human Resources & Administration Tomás Castellanos Núñez Chief of Advertising, Marketing & Production Meredith Cooper Research & Development Director Marilyn Roca Enríquez Art & Production Director Wilson Aguilar Digital & Social Media Coordinator Jenna Mulvey Web Development Director Ricardo Castillo Director of Accounting & Finance Javier Salazar Carrión Sales Director Magaly LaMadrid Article Contributors Frank DiMaria, Cati V. de los Ríos, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera, Gary M. Stern Editorial Oﬃce 220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy

by Mary Ann Cooper

Back Priming the Pump cover Keeping the “Child” in Latino Childhood

by Miquela Rivera

The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

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RANKINGS

Latinas’ College Choices Driven by Role Models and Diversity Commitments By Mary Ann Cooper

part of HO’s special issue devoted to women in higher education – particularly Latinas – we’ve compiled a list the top 25 two-year and four-year institutions that enroll the most Hispanic women. At first glance the dominance of Latina enrollment at these schools is evident. In just two of the 50 schools listed, Latinas outnumber Latinos. At second glance it is clear that geography plays into decision-making when it comes to Latinas choosing which schools to attend. States with heavy Hispanic populations such as Texas, California and Florida, tend to attract the most Latinas. However, when the six top schools (the top three from each list) are examined, certain institutional traits come into focus. What are the characteristics of these schools that make them so attractive to Latinas?

1. Latina Role Models Topping our list of fouryear schools enrolling the most Latinas is Florida’s Miami Dade College (MDC). While its South Florida location represents an advantage to attract Hispanic women to the school, it’s clear that high profile Latina role models at MDC make a great impact on recruitment. This past year, Miami Dade College Professor Rosany Alvarez was named 2014 Florida Professor of the Year by the Council for Advancement and Support of Education (CASE) and the Carnegie Foundation. She was selected from nearly 400 top professors nominated throughout the country. “Dr. Alvarez is among the most dedicated faculty members at the college,” said MDC president Dr. Eduardo J. Padrón. “Her commitment to our students is remarkable, and this important recognition is very well-deserved. We are proud of her accomplishments.” This is nothing new for Miami Dade. Alvarez is the fifth MDC professor to receive this top recognition. This record is unmatched in the state of Florida. Alvarez originated the Peer Tutoring Program that provides students with opportunities to meet professionals in the field to learn about career options. Professors like Alvarez act as magnets, attracting Latinas to join the ranks of Miami Dade.

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2. Ties to the Community and Education Partners At 53 percent, South Texas College (STC) takes second place in our fouryear schools, but it has largest percentage of Latinas enrolled on our lists. One of the reasons South Texas attracts so many Latinas is its commitment to outreach programs within the community and its partnering with feeder schools in its recruitment efforts. STC Trustee Rose Benavidez, for example, was elected by her peer trustees from over 1200 member colleges of the Association of Community College Trustees (ACCT) to serve on the 2014-15 Diversity Committee as a representative from the Western Region. Benavidez has served on the South Texas College Board of Trustees since 2009. She is a tireless advocate for her constituents in Starr County, Texas, Benavidez’s comments about her appointment reflect the mission of South Texas College. “I have been privileged to serve my community and hope to continue to build and reinforce opportunities for collaborative success that ensure our students’ educational needs are exceeded,” she stated. “I have witnessed the challenges involved in overcoming high unemployment and poverty levels and have worked hard to assist in reducing many of these obstacles. I am honored to be a voice for those in our minority com-

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RANKINGS munities who often face a lifetime of disadvantage by working with my colleagues to develop an accessible lifeline of achievement.”

ated to examine the various facets of diversity at the college and to increase support for current and future Diversity Program activities.

3. Institutional Commitment to Diversity and Inclusion Florida International University came in third on our four-year schools list in part because it makes diversity and inclusion part of its entire academic enterprise. Consider its Herbert Wertheim College of Medicine (HWCOM) as an example. Blending different life and cultural experiences is of prime importance in the selection of faculty and staff and in the selection of medical students and the education of future physicians. According to its mission statement, HWCOM seeks to foster a broad and diverse community of faculty, staff, and students to enrich the educational environment and expand the knowledge base for its students. This policy is parallel to the diversity policy of Florida International University. The value of this diversity emphasis for HWCOM educational programs and staffing produces physicians who can serve South Florida’s diverse population. The goal of FIU and HWCOM is to increase the numbers of “racial and ethnic populations that are underrepresented in the medical profession” among HWCOM students, faculty, and staff.

5. Servicing Wide and Varied Surrounding Community Second on our list of two- year schools is East Los Angeles College (ELAC) which has an international, multicultural student body that complements the 14 communities comprising its primary service area. The college offers both academic transfer courses which prepare students for admission to four-year colleges and universities and occupational programs which prepare students for careers in two years or less. Many of the students who transfer from East Los Angeles College to a four-year university move on to nearby California State University, Los Angeles, or to the University of California, Los Angeles (UCLA). Many students also are drawn the school’s geographic attractiveness. The location of the college allows for recreational activities in the desert, the mountains, at the beach and numerous amusement parks and special attractions for which Southern California is well known.

4. Cutting Edge Diversity Programs El Paso Community College (EPCC) tops our twoyear school list in part because it has created a Diversity Programs Office which is directed to foster and promote cultural awareness and respect not only among EPCC employees but among the students and the surrounding El Paso community. Its target is to educate and disseminate information that highlights and celebrates the numerous cultures which define and impact the world. As EPCC’s Diversity Programs Office’s mission statement explains, “Diversity Programs aims to promote an environment of mutual respect, acceptance, and equity, increase cultural awareness, embrace our differences, and share the wealth of backgrounds, cultures, talents and interests of our institution and the community it serves.” In addition, a Diversity Council comprised of EPCC employees and community members was cre-

6. Commitment to Placement After Graduation Houston Community College (HCC), third on our two- year school list, established The Office of Institutional Equity (OIE) in 2009 to ensure that all individuals have an opportunity to have full participation in the life of Houston Community College. The office exists to advance HCC’s diversity and inclusion goals. This extends to employment, admissions and all programs and activities supported by the college. One of the reasons Latinas choose HCC is arguably its careful attention to race and gender equality issues. The Office of Institutional Equity is the agency that ensures compliance of HCC’s policies and law concerning employment and higher education including Title VI and Title IX of the Education Amendment Act, as well as Title VII which includes sexual harassment, discrimination and harassment based on race, gender identity and gender expression, national origin, religion, age, disability, sexual orientation and color. It also provides training and educational materials regarding EEO/Diversity compliance issues.

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RANKINGS

Top 25 Undergraduate (2-and 4-Year Colleges) Enrolling Latinas 2013 Fall enrollment 2-yr institutions

State Hispanics Latino

1. El Paso Community College TX 2. East Los Angeles College CA 3. Houston Community College TX 4. Mt San Antonio College CA 5. Tarrant County College District TX 6. San Antonio College TX 7. Cerritos College CA 8. Central New Mexico Community College NM 9. San Jacinto Community College TX 10. Long Beach City College CA 11. Austin Community College District TX 12. Pima Community College AZ 13. Chaffey College CA 14. Fullerton College CA 15. Rio Hondo College CA 16. Pasadena City College CA 17. Bakersfield College CA 18. Santa Ana College CA 19. El Camino Community College District CA 20. Santa Monica College CA 21. CUNY Borough of Manhattan Community College NY 22. Fresno City College CA 23. Riverside City College CA 24. Southwestern College CA 25. Los Angeles City College CA Source: Fall 2013 2 year college enrollment NCES IPEDS list

25,917 22,886 18,362 16,713 13,829 13,194 13,997 13,371 13,191 12,512 12,131 12,074 11,276 12,243 12,613 11,785 10,987 13,630 11,434 11,196 10,299 10,688 10,014 10,324 9,758

10,995 10,297 7,714 7,686 5,527 5,284 6,249 5,663 5,621 5,512 5,217 5,394 4,614 5,658 6,136 5,320 4,624 7,315 5,448 5,240 4,436 4,892 4,265 4,818 4,342

2013 Fall enrollment 4-yr institutions

State Hispanics Latino

1. Miami Dade College 2. South Texas College 3. Florida International University 4. The University of Texas at El Paso 5. The University of Texas-Pan American 6. Broward College 7. California State University-Northridge 8. Valencia College 9. California State University-Fullerton 10. California State University-Los Angeles 11. California State University-Long Beach 12. University of Central Florida 13. The University of Texas at San Antonio 14. The University of Texas at Brownsville 15. California State University-San Bernardino 16. University of New Mexico-Main Campus 17. Texas State University 18. California State University-Fresno 19. College of Southern Nevada 20. University of Houston 21. The University of Texas at Austin 22. San Diego State University 23. Palm Beach State College 24. University of Arizona 25. Texas A & M University-College Station Source: 4 year enrollment 2013 fall NCES IPEDS list

FL TX FL TX TX FL CA FL CA CA CA FL TX TX CA NM TX CA NV TX TX CA FL AZ TX

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44,545 29,130 26,160 16,252 15,495 14,750 13,562 13,346 12,379 11,673 11,180 11,055 11,791 10,110 8,871 9,788 9,748 8,494 8,888 9,359 8,679 7,901 7,596 7,714 8,634

18,636 12,610 11,575 7,407 6,809 6,116 5,544 5,733 5,054 4,540 4,469 4,977 5,910 4,278 3,191 4,127 4,148 3,340 4,007 4,533 4,044 3,377 3,196 3,375 4,304

Latina Total % Latinas 14,922 12,589 10,648 9,027 8,302 7,910 7,748 7,708 7,570 7,000 6,914 6,680 6,662 6,585 6,477 6,465 6,363 6,315 5,986 5,956 5,863 5,796 5,749 5,506 5,416

30,468 36,606 57,978 28,481 50,771 23,004 21,404 28,891 28,385 24,020 41,627 30,082 19,211 24,301 16,548 25,268 17,770 28,598 23,996 29,999 24,186 21,344 18,165 19,591 19,635

49% 34% 18% 32% 16% 34% 36% 27% 27% 29% 17% 22% 35% 27% 39% 26% 36% 22% 25% 20% 24% 27% 32% 28% 28%

Latina Total % Latinas 25,909 16,520 14,585 8,845 8,686 8,634 8,018 7,613 7,325 7,133 6,711 6,078 5,881 5,832 5,680 5,661 5,600 5,154 4,881 4,826 4,635 4,524 4,400 4,339 4,330

66,298 31,232 39,142 19,696 17,230 43,883 33,771 42,180 33,116 19,589 30,593 51,333 24,342 11,220 16,191 22,416 31,005 20,295 34,177 31,706 39,979 27,099 29,763 31,670 44,072

39% 53% 37% 45% 50% 20% 24% 18% 22% 36% 22% 12% 24% 52% 35% 25% 18% 25% 14% 15% 12% 17% 15% 14% 10%

PRO O GG AR NA I ZMA ST I O N S

Yasmin Davidds: Teaching Latinas to Own Their Power By Sylvia Mendoza

You have to either adopt the corporate standards and play the game, or learn to play the game without losing your authenticity.” Dr. Yasmin Davidds, founder and CEO of Latina Global Executive Leadership Academy and the Women’s Institute of Negotiation (WIN)

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ORGANIZATIONS oming from a place of love might not be the norm for teaching women how to climb the corporate ladder or to become successful entrepreneurs. But for Dr. Yasmin Davidds, founder and CEO of Latina Global Executive Leadership Academy and the Women's Institute of Negotiation (WIN), that is exactly the place where she comes from. Teaching Latinas how to be successful in the corporate world while respecting their culture and values, dual identity and authenticity is core to her programs, as well as encouraging a collective mindset and working for a higher purpose. As an organizational psychologist, leadership development expert and educator, Davidds has trained and counseled more than 2,000 corporate leaders in over 200 blue chip companies throughout 22 countries. Her focus is on empowering women in mid to senior level positions to take the reins and become more prominent, productive and effective leaders in decision-making positions. According to Davidds, however, Latinas need to address an added component because working in corporate America goes completely against their value system. “Growing up Latina is about being ‘good.’ A good mother, daughter, wife, sister. But this mentality hurts you if you apply it in corporate life. Many are holistic in their approach and emotionally and intellectually invested, too. My purpose is to help Latinas see they are valuable and necessary in the business world, just as they are.” She gives an example of a vice president for Wells Fargo who was unable to understand why she had stopped on the hierarchal ladder. The woman admitted that after meetings, she would clean the table. “In our culture, we’re okay to serve others, but that’s not how it works in the corporate market,” explains Davidds. “If you do something like that in corporate America, your power is diminished. You’re now seen as ‘less than’ them.”

Shifting Focus to Latina Leadership Development Wanting to address those cultural and identity concerns, the thought of starting a gender-based, cultural and global perspective leadership program simmered in Davidds. “Coming back to focus on Latinas was very intentional and purposeful for me.” In 2001, she had already laid the foundation for Latinas’ self-awareness through her first book, Empowering Latinas: Breaking Barriers, Freeing Lives aimed at teaching Latinas how traditional values and practices could hold them back personally and professionally. In 2006,

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Yasmin Davidds

she wrote Take Back Your Power: How to Reclaim It, Keep It, and Use It to Get What You Deserve, which was aimed at empowering all women. Davidds was her own best example of staying true to her identity and authenticity as a Latina, working with a greater purpose in mind, and attaining financial independence as an entrepreneur. Beyond her training and coaching businesses, she became the Hispanic spokesperson for companies such as Verizon, Sara Lee, Microsoft and Bayer Pharmaceuticals, and served as a board member of the California Hispanic Chambers of Commerce, the HOPE Institute (Hispanas Organized for Political Equity), the USC Latino Alumni Association and others. In 2010, after earning her PhD in organizational psychology, she founded the Women’s Institute of Negotiation (WIN), focusing on global outreach to help women in powerful positions become even more successful by learning how to negotiate, using innate leadership skills. Davidds’ business grew to exceptional heights and success. “I want to empower all women, was my thought,” she says. But there was something missing. “I’d reached these goals I’d set for myself, and I was

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PRO O GG AR NA I ZMA ST I O N S happy but not fulfilled,” she says. “Then I had this Aha! moment. I had become the woman I’d always wished I’d had as a mentor during my journey. I wanted to be that person for other Latinas.” Latinas Can Own Their Power The timing worked. Between 2010 and 2013, the bilingual, bicultural and educated Latina market had grown into a big deal. “I saw the need for Latina leadership and knew I could fill the gap.” Partnering with the University of Southern California’s Marshall School of Business and the USC Latino Alumni Association, Davidds founded the Latina Executive Global Leadership Academy as a division of WIN. The mission: to encourage Latinas to aspire to more prominence and presence in the corporate world – while holding onto their values, identity and unique perceptions. Latina CEOs and presidents, those with PhDs and law degrees, administrative assistants and educators and everyone in between enrolled in the program over the years. “They are brilliant when it comes to content but they don’t know what they have to bring to the table without losing themselves. Even though they are incredibly intelligent and successful, they often still feel helpless with limited power.” Davidds is determined to teach them to own their power and move into mainstream corporate America with a mission – even though it might be difficult at first. For example, they must decide what’s valuable and what can and cannot be compromised in regards to their power and business decisions. “Some participants say ‘If I have to stop being the woman I am, I don’t want to move up in the organization.’ That tells you there’s a conflict between corporate goals and cultural values. You have to either adopt the corporate standards and play the game, or learn to play the game without losing your authenticity. If you’re not moving up in a company or if you need to completely change who you are, it’s not a good fit.” In addition, while mainstream women are individualistic, Latinas have a more collective approach – a group-based mentality on how their decisions will impact others, says Davidds. “If we’re offered a position across the country, we often don’t just jump on it. We start thinking ‘what about my parents? My kids? My sister?’ So you need to make your choice and be proud of it. If you decline the offer to be close to your family, own it. If you take the risk and leave your family, own it. Make your mark no matter the decision.” While working on her PhD, she noted that in Har-

vard case studies of entrepreneurs overcoming obstacles to become success stories, not one Latina was mentioned. They are present in every level of business in the country, says Davidds. “We need to create our own Latina-based success stories as case studies to educate the public of the power of Latinas. We will become revenue-driving, intelligence-based, higher purpose driven Latinas making a mark on corporate America.” Core Elements The Latina Executive Global Leadership Academy runs for eight months, from January through August. Candidates are interviewed in the fall for the following session, personally selected by Davidds. “They have to have their heart in the community or I’m not interested.” Some Latinas already feel like they’ve made it on their own and don’t think about the power of the collective Latina presence, says Davidds. “If there’s no unity, there’s no power, no change. It’s not just be a bunch of Latinas going up the corporate ladder. Part of the mission of participants is to believe in something bigger than themselves. This greater purpose will help them thrive in a corporate culture.” That is Davidds’ philosophy. In addition, she believes in getting to the root of individual perspectives and biases. Participants must be emotionally ready because they will be called to task on personal perspectives and life stories in order to see their professional potential, says Davidds. Participants are placed in small leadership development groups – an intimate, peer-based approach – to encourage a higher level of openness where fears and realities are laid bare. They question each other on values and prejudices, fears and guilt. “You will call your sister on her BS,” says Davidds. “If you say I can’t leave my sister, they’ll ask why. If you say ‘I can’t leave my home,’ they’ll ask why. If you say I can’t leave this job, they’ll ask why – until they get to the real reason, the deep down reason like ‘it’s guilt’ or ‘I’m afraid I won’t be a good person.’” The approach has worked. In 2014, Davidds started an entrepreneurial tangent of the Latina Global Executive Leadership Academy program. Traditional leadership training was not relevant. Entrepreneurs needed to learn how to write a business plan, how to access networks, and how to use more targeted resources. “They are their own boss. They are their own marketing person. They are their own sales person.” The end result of the academy, whether with corporate or entrepreneurial emphasis, is to help Latinas acknowledge where they come from, what’s important to their value system while they define their higher

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ORGANIZATIONS purpose and how they can align these with their corporate goals. They become stronger and more decisive about their roles as leaders in business, their community and their own personal lives. And they are finally happy doing what they love and are good at, says Davidds. The Investment The importance of Latinas investing in themselves beyond their education is still a hard sell. The leadership and negotiating programs can run up to $6000, and even though monthly payments can be arranged, historically, Latinas have never learned to invest in their own personal growth, to pay for retreats, for conferences, for leadership training, says Davidds. However, that is changing with this new generation of Latinas. “Of 33 women in the last leadership training, 22 were self-funding their participation,” explains Davidds. “That says a lot about the program and about the women participating. They are not depending on or waiting for a sponsor to take control of their direction.” To the Top Over the next decade Davidds’ goal is to grow the Latina Executive Global Leadership Academy into an organization that is credible and prestigious with a high caliber of intelligent Latinas who have cutting edge ways of looking at business and at themselves. For years, Davidds’ passion in business, women’s studies and psychology meshed in a way that breathed fresh life into her professional and personal visions. That strong foundation has come full circle, allowing her to work from a place of love, with no regrets or apologies. “I realize I was not fulfilled because I was alone in my mission. I was moving up alone. Now I’m taking my Latinas to the top with me. They will be shaping corporate America, not adapting to corporate America.”

Growing up Latina is about being ‘good.’ A good mother, daughter, wife, sister. But this mentality hurts you if you apply it in corporate life.” 12 |

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LATINA GLOBAL EXECUTIVE LEADERSHIP ACADEMY GRADUATE: LILLY ROCHA

For 17 years, Lilly Rocha worked in corporate America. A self-proclaimed over achiever, she had jumped grades in high school to attend UC Berkeley. By 31 she was vice president of global events for a trade show company, working 80 hours a week, loving her work. “I was very serious with no time for chit chatting.” Then at 37, she suffered a heart attack. “It was a wake-up call on many levels,” she says. At first she was too scared to go back to work. “You can survive but psychological problems don’t go away. You are so messed up and in shock. You think, ‘how could this happen to me?’” After some time passed, she decided to launch Sabor Latino, a food industry trade show which targets those who buy food products in bulk for schools, hospitals, casinos, restaurants with a focus on the Latino community. Even as success came, something was missing. Intrigued by the gender and culture based approach of the Latina Global Executive Leadership Academy, she enrolled. It spoke to her. “The advanced knowledge for women with corporate experience was much like what an intensive MBA program should provide.” But her greatest takeaway was the four-day group work immersion. “We have prejudices and biases we don’t realize that can affect our interactions in business. We were able to open up and still be supportive of each other.” In addition, she found her bigger purpose that academy founder Yasmin Davidds encourages. Now on the Heart and Vascular Institute Board at Long Beach Memorial Hospital, Rocha also talks with patients who survive heart attacks. “The academy turned my life around,” says Rocha. She’s back to work, her passion re-ignited. Her next Sabor Latino Food Industry Trade Show will be May 12-13 at the Pasadena Convention Center in California.

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I NENPOOVRAT TSI O N S & P R O G R A M S R

College Enrollment Lags for Men By Gary M. Stern

as Women Continue to Make Gains inority Latino and African-American men are lagging behind their female counterparts in applying to college. In fact, many are falling off the college track. Two studies by the Campaign for College Opportunity and the Pew Research Center reveal that minority women are outperforming men in earning undergraduate degrees. A recent Pew Research report, “Women’s College Enrollment Gains Leave Men Behind,” cited that by 2012, overall 71 percent of women, not just minority females, were enrolled in college compared to only 61 percent of men. Hence nearly 40 percent of men won’t earn bachelor’s degrees. In some cases, the difference in gender composition of the total number of college students is staggering. California State universities report that in fall 2013, there were 217,000 females versus 175,000 men or 42,000 more females pursuing undergraduate degrees than males. The Pew Research survey reported in 2012, the number of Hispanic women attending college was 13 percentage points higher than Latino men. White men are also attending college in lower numbers since 72 percent of white women attend college compared to only 62 percent of white males. Only Asian-American men pursued higher education in equivalent ratios to Asian women. Despite the lag in minority male success, Mark Hugo López, director of Hispanic Research at the Pew Research Center, noted that the numbers of Hispanic students with college degrees are on the rise. It was 13 percent of all students a few years ago and has increased to 15 percent today.

However, López says that one factor holding minority males back is the need to “support a family, either a new family or returning to an old one to help mom and dad.” Helping more males earn GED (general education development) could boost college graduation.

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Mark Hugo López

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REPORTS “As labor market barriers to women have been lowered, the benefits of a college education grew more for women than men,” said the Pew study. In predominantly urban high schools, males tend to get embroiled in behavioral problems leading to suspensions that damage motivation and hinder the pursuit of higher education. So what exactly can be done to improve the male college enrollment trends? And what can turn the tide and encourage more minority men to attend college, earn degrees and increase their lifelong income? The following suggestions have been offered as ways to boost minority male college achievement: #1 Reduce high school suspension for minority men Audrey Dow, the community affairs director at Campaign for College Opportunity who was involved in writing the report “The State of Higher Education in California: the Gender and Racial Gap Analysis,” said there were several factors that discouraged minority men from attending college. One recurring issue was that young men of color are subjected to “harsher disciplinary policies in the K-12 grades, which often take them off a college path,” she said.

more information to students about the actual cost of going to college is critical,” said Dow. Most minority students cite cost as the number one barrier to pursuing higher education. #5 Connect students with nonprofit organizations High schools need to do a better job of connecting students with nonprofit educational organizations dedicated to helping students apply for and enter college. Dow said nonprofits such as College Summit and the National College Access Network train peer leaders on campus to help students with college applications or encourage college access. These nonprofits help students determine whether a four-year or two-year college is right for them and teach them how to apply for grants under FAFSA (Free Application for Federal Student Aid). Peer counselors, college students who already have applied to college, also help minority men navigate the application process.

#2 Make it easier to take college level high school courses In California strict academic requirements for college, referred to as the A through G curriculum, also restrict access for minority men. Lost in a large public high school, many minority men aren’t informed that they must follow these strict guidelines in math, science and history to attend college, fail to meet them, and then go off-track. “Making sure requirements for high school graduation align with expectations of college and universities” is critical to increasing the achievement rates of minority males, Dow emphasized. #3 Strengthen math and English achievement in high school Ensuring that minority high school men strengthen their math and English skills will increase their ability to attend college and succeed. “We know far too many students are coming out of high school, not ready to take college level math or English despite earning a diploma,” Dow noted. #4 Make a concerted effort to help students navigate college applications “Demystifying the college going process to provide

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I NENPOOVRAT TSI O N S & P R O G R A M S R #6 Link community colleges to minority males One key player in this scenario is the community college, which attracts the largest number of minority students. Dow said two-year colleges could do a better job of reaching out to high schools, helping minority men apply and explaining the programs they offer to entice them to attend. “Most minority students take six years to earn an associate’s degree in community college,” she said. #7 Make it easier for students to pass assessment tests Expanding assessment tools for community college testing, so one test doesn’t determine that students must take remediation classes, would increase the number of minority men attending college. Some community colleges are using high school grades in combination with assessment tests to evaluate students’ reading and math skills. When those combined tests are employed, more students are placed into college level math and English, avoiding remedial classes. That heightens success for minority men. #8 Make it cool to be a smart minority male Why are minority women outperforming men?

As labor market barriers to women have been lowered, the benefits of a college education grew more for women than men,” Women’s College Enrollment Gains Leave Men Behind, Pew Research Center

Dow said two factors come into play: culturally in most minority communities it’s more acceptable for women to be academically inclined than men. And women in college join a variety of groups, which makes them feel more connected to college and heightens retention. #9 Colleges can improve minority male achievement When Timothy White, currently the chancellor of the California State University, was president of University of California-Riverside, he targeted minority achievement and provided resources to improve results. “It helped close the gap,” Dow said.

Audrey Dow

#10 Partner with families When Campaign for College Opportunity polls minority families, 90 percent of them say they want their child to earn a college degree. Why then do so many opt out? “We aren’t doing a good job of making it easy, figuring out how to go and demystifying the process,” Dow said. The Campaign for College Opportunity report has had some tangible results. Policy makers in Sacramento are discussing “success in college, not just access,” Dow said. In California, where one of two people younger than 18 is Latino, “we have a future crisis coming on if we don’t figure this out,” she said.

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L ER AG DA EN RI ZS AHTI IPO/NRSO L E M O D E L S O

Transforming Latinas into Leaders

By Michelle Adam

We want these women one day to be speaker of the House or president of the United States. But in order to do this, they have to be positioned to be in the running and be taken seriously.” Ann Márquez, president of the National Hispana Leadership Institute

The number of Latinos and Latinas enrolling in college has gone up, but their retention level continues to be lower than their mainstream counterparts,” said Ann Márquez, president of the National Hispana Leadership Institute. “We’ve seen that for our students to be successful in college and beyond there needs to be an existing support system that often transcends what families can provide.” The National Hispana Leadership Institute (NHLI) has been providing exactly this kind of sup-

“

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port and so much more for Latina college students and future leaders throughout the country. It was first created in response to the U.S. Department of Labor’s Glass Ceiling Initiative, which discovered that minorities and women were making substantial gains in the workforce, but were underrepresented in the higher positions of leadership nationwide. As one of the only programs of its kind that supports Latinas from across the country, NHLI now provides a network and guidance through college and far

FEBRUARY 23, 2015

ORGANIZATIONS beyond, into the highest levels of leadership possible in the country. “We want these women one day to be speaker of the House or president of the United States,” said Márquez. “But in order to do this, they have to be positioned to be in the running and be taken seriously.” More than any other organization, NHLI has been taking Latinas seriously, helping launch their lives and careers in innovative directions of leadership since its inception in 1987. Through its Latinas Learning to Lead Program (LLL), which began in 2001, it has graduated 240 young Latinas, and for 26 years, since its inception, the institute has reached more than 31,000 Latinas through its Executive Leadership Program. Success for any group of people depends on having the right network of role models, and for Latinas this has become more important than ever in helping them reach the top levels of leadership in the country, thus enabling them to become the role models for the next generation. Recognizing this, and wanting to change the underrepresentation of Latinas in positions of leadership, NHLI established Latinas Learning to Lead. Annually, the program targets 22 sophomores and juniors in college and offers them training, mentoring opportunities, and access to national networks and tools to create a community impact through their leadership projects. Since its inception in 2001, it has graduated more than 200 young Latinas, and has not only helped these students complete college, but has inspired 96 percent of them to plan on attaining a graduate or professional degree. Students eligible for the LLL program must be between 18 to 24 years of age, have a minimum 2.5 GPA, and have at least 30 semester credit hours. They also must have a strong commitment to Latino/a issues, have demonstrated overcoming adversity, and be able to fully commit to the program. This includes attending a seven-day leadership training program in Washington, D.C., participating in a one-day shadowing program with alumnae from NHLI’s programs, joining a nationwide network of Latina women, and implementing a leadership project that touches the lives of other Latinas. “My experience is that many of us have the technical skills we need to do well, but not the soft skills like knowing how to behave oneself at a dinner with a CEO, having good public speaking skills, or having a good 30-second elevator pitch. We bring these skills to the table,” said Márquez. “And because these students are often first-generation students, and don’t have parents in law firms or the like, we are creating a

network for these women. This way, when they hit a tough moment in their career they know they can call on someone who may not be family. They have a network in the professional world.” As NHLI supports these young Latinas with skills and a network, it also urges them to become leaders that give back to their communities. As a consequence, many of them have done exactly this. For example, Maritza Rodríguez, one of the first students to the program in 2001, helped organize voter registration drives and student leadership symposiums in her community, volunteered at the 2000 Democratic National Convention and worked on public policy issues at the Committee for Hispanic Children and Families in New York City. “Maritza is a great example of the Latina our program was designed to serve. She had the academic goals and performed well in her classes,” said Márquez. “What she needed was access to a support network of Latina leaders who could serve as sounding boards, mentors, and sponsors. Today, she’s a lawyer and mentor to others. She credits NHLI for providing her with resources and role models who helped her succeed.” A more recent graduate from the program, Pamela Campos-Palma, currently has a career in the Air Force, and because of her amazing work as a community leader she was given NHLI’s Rising Star award in 2014. The association has been giving this award out since 2009 in an effort to recognize Latina leaders. LLL alumnae like Campos-Palma and Rodríguez also serve as mentors to other Latinas coming up through the program. In addition, alumnae from NHLI’s Executive Leadership Program (ELP) also mentors and outstanding role models for the younger generation of Latinas. ELP, which was founded at the NHLI’s inception in 1987, targets mid-career professional Latinas, providing them with skills, training and support through both a female and Hispanic cultural lens. It prepares them for positions of national influence, public policy impact, and contributing to the advancement of the Hispanic community. Latinas with more than 15 years of industry experience receive training that spans 10 months and includes training, mentorship, and leadership projects at some of the nation’s leading institutions such as the John F. Kennedy School of Government at Harvard University and the Center for Creative Leadership. Their rigorous training curriculum consists of four one-week sessions, each one in a different city, which develops participants' skills in cross-cultural communication, strategic management, public policy, and leadership building. The mentorship component com-

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ORGANIZATIONS mits participants to mentoring a minimum of two other Latinas during the program year. Additionally, participants design and complete an individual leadership project that significantly impacts the community and is implemented during the program year and is completed prior to the graduation date. “We want these women to be able to tap into what their internal motivators are and what they are passionate about, and give them the tools to be ethical leaders in the professional world and in their communities,” said Márquez. “These women are already pretty successful when they enter the program, but may come in doing one thing and then change their careers into another different direction.” According to Márquez, one of NHLI’s earlier students, the Puerto Rican Writer Esmeralda Santiago of When I was Puerto Rican, changed her career in media to that of becoming an author. Other women have entered the program from the legal field, and became inspired to run for public office and have a different kind of impact. ELP encourages these Latinas to not only look beyond their careers and discover a passion that might give back to their community, but also gives them the skills and network to learn more about themselves as Latinas and to move beyond the glass ceiling of society. “There hasn’t been a more exciting time than now to be a Latina leader. When you look at what corporations are doing with inclusion initiatives, there is more of a push to retain and promote Latinas than ever before,” said Márquez. “But, with a growing possibility of power, there’s more responsibility on how

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that is being used. We want to create ethical leadership through our leadership development process that is put through a cultural and gender lens.” The institute seeks out a diverse group of Latinas, from the different 20-plus Latino cultures that exist, and brings these women together to learn from each other’s similarities and differences. “You have to understand how you are viewing the world and how the world views you in order to build on that for leadership awareness,” said Márquez. “Being aware of those blind spots, whether cultural, gender specific, or technical, is important.” This program has impacted communities nationwide, through more than 500 of its alumnae leadership programs that have reached more than 31,000 Latinas, and with the one-on-one mentorship offered to more than 5,000 Latinas. One alumna, for example, created the National Latino Children’s Institute, through which thousands of children, parents, and educators have been exposed to programs such as book fairs for literacy, neighborhood car seat safety programs, and health fairs promoting well-baby checkups in 130 cities nationwide. Another alumnae program, Las Comadres, is now the nation’s largest electronic Latina network. “I am very proud of what we’ve been able to accomplish,” said Márquez. “I run an organization whose sole impact is to make these Latina leaders more incredible than they already were. So, as long as we can continue to help push out more dynamic, ethical and better prepared Latinas who are ready to take on the world, then I’m excited.”

FEBRUARY 23, 2015

Why the Gender Pay Gap Persists REPORTS

By Frank DiMaria

uring the last quarter of the 20th century women made significant strides in closing the gender salary gap, as more and more women earned college degrees and entered professions that commanded higher salaries. The first decade of the 21st century, however, has seen women’s salaries flatten when compared to men’s. The great strides that women were making in the last century have turned to a barely noticeable shuffle. “The last 10 years have been a little frustrating in terms of pay equity in women’s wages overall,” says Catherine Hill of the American Association of University Women (AAUW). “We’re seeing a lot of women still going into higher education, but we’re not seeing the gains that we saw before in terms of earnings.” Women of all races working full time in the United States earned just 78.3 percent of what men did in 2013, a gap of 22 percent, according to The Simple Truth about the Salary Gap, a guide published by AAUW last fall. In 2012 women earned 76.5 percent. “It hasn’t really changed statistically. It’s staying the same or possibly creeping upwards,” says Hill (see Figure 1). With such stagnant salary numbers it’s easy to understand why AAUW calls the gender pay gap “real” and “persistent” and insists that if it is not addressed it could undermine the economic security of American women and their families. For many women closing the wage gap is not merely a matter of prestige or pride, but rather a matter of survival. A large majority of mothers are members of the paid labor force, and 34 percent of them are the sole breadwinners for their families. Some are single parents and others have spouses that are not in the labor force. For these working

Catherine Hill

mothers the gender pay gap can contribute to poor living conditions, poor nutrition and fewer opportunities for their children. “Women’s earnings are becoming a larger percentage of the overall earnings of the family. So when women are not earning what they should be earning that affects the whole family,” says Hill, who heads up the research department at the AAUW. AAUW’s critics charge that gender salary differ-

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REPORTS ences are the result of personal choices. To some extent this argument is valid. For example, women are more likely than men to go into teaching, contributing to the gap because teachers are paid less than other college graduates. But when AAUW looked at a larger portion of the workforce, this argument falls apart. In a 2012 report AAUW noted that women were paid 82 percent of what their male counterparts were paid in the first year after graduating. And in a 2007 report AAUW revealed that 10 years after graduation, the pay gap widened and women were paid only 69 percent of what men were paid. “On the simplest level,” says Hill, “If you take a male or female college graduate, graduating with

the same degree and going into the same job, on average they don’t earn the same.” After accounting for a range of factors like college major, occupation, economic sector, hours worked, among others, AAUW found that a 7 percent difference in the earnings of male and female college graduates one year after graduation was still unexplained. Career choice can affect the earning potential of men and women alike. Raising a family, however, only affects a woman’s earning potential. Many stay-at-home and part-time working mothers will eventually decide to return to the full-time workforce. When they do they often encounter a discrimination that extends beyond their actual time

Source: DeNavas-Walt, Carmen, and Bernadette D. Proctor. (2014). U.S. Census Bureau, Current Population Reports, P60–249. Income, Poverty, and Health Insurance Coverage in the United States: 2013. Washington, DC: U.S. Government Printing Office.

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REPORTS out of the workforce; the motherhood penalty. Experimental research shows that employers are less likely to hire mothers as compared to childless women. When they do hire a mother, they offer her a lower salary. Fathers, in contrast, do not suffer a penalty compared to other men. Parenthood affects men and women differently in the labor force and that difference might be reflected in salary. “The motherhood penalty even takes place when someone is not a mother. The employer looks at you and says, ‘You’re the kind of person that’s going to probably have kids and take off and I’m never going to see you again. So I’m not going to invest in training or I’m not going to give you this opportunity with this special project,’” says Hill. Employers might not even think this consciously, she says. Increasingly much of the bias against women is implicit.

Gender notwithstanding the sad fact is that race and age play key roles in how much individuals can earn. Hispanic, American Indian, African-American, and Native Hawaiian women working full time had lower median annual earnings compared with non-Hispanic white and Asian-American women in 2013. Hispanic women earned just 54 percent of what white men earned, the largest disparity between any two groups (see Figure 2). “In large part these statistics are a reflection of the service sector of the economy where we find so many Hispanic women and Hispanic men. Those tend to be lower paying jobs,” says Hill. Within racial and ethnic groups, African-American, Hispanic, American Indian, and Native Hawaiian women experienced a smaller gender pay gap when compared with men in the same group than

Source: U.S. Census Bureau, 2013 American Community Survey. HISPANIC OUTLOOK

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REPORTS

Source: Current Population Survey, reported in U.S. Department of Labor, U.S. Bureau of Labor Statistics. (October 2013). Highlights of Women’s Earnings in 2012.

non-Hispanic white and Asian-American women (see Figure 3). Since non-Hispanic white men are the largest demographic in the labor force and tend to drive the wage gap, AAUW uses this group as a benchmark. “The big gender pay gaps are between white men and white women and to a lesser extent Asian-American men and women. But the differences between Hispanic men and Hispanic women and black men and black women are more narrow,” says Hill. The older individuals get, regardless of gender, the more they can expect to earn. However, salaries in all groups plateau after the age of 45 and drop after age 65. The gender pay gap also grows with age, and differences among older workers are considerably larger than gaps among younger workers. In 2012 for full-time workers ages 20–24, women were paid 89 percent of what men were paid on a weekly basis. Among workers 55–64 years old, women were paid only 76 percent of what their male peers were paid. In general women earn about 90 percent of what men earn until around age 35. After 35, earnings for women grow much more slowly than the median earnings for men. From around age 35 through retirement, women are typically paid 75 to 80 percent of what men are paid. “This is largely the effect of women becoming

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mothers and taking time out of the workforce and then when they come back they are behind. There may also be some cohort effects. That is older women, those now in their 40s and 50s who were perhaps not as well-educated as younger generations,” says Hill. As a whole, today’s women are far more educated than those of past generations. As a rule, earnings increase as individuals get more educated, but jobs have different pay structures. Nurses, for example, are paid well right out of school but their earning potential levels off. Lawyers, on the other hand, are paid well out of school and their salaries never plateau, says Hill. While more education usually equals higher salaries, it has little effect against the pay gap. At every level of academic achievement, women’s median earnings are less than men’s median earnings, and in some cases, the gender pay gap is larger at higher levels of education. Education and career choice are the two biggest factors in improving earnings for women of all races and ethnicities. Hill says women can narrow the pay gap by choosing careers in the STEM professions and by avoiding jobs in sales, law and medicine. In March AAUW will publish a report that explores the STEM professions and lays out a plan for attracting more females to those professions.

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TECHNOLOGY

While Pursuing Doctorates ow do members of a tiny, select minority group pursuing a PhD keep from being marginalized and discouraged along the way? Some are turning to technology and social media to find new support systems as they navigate personal and professional challenges as they pursue a doctorate degree. For Latinos, the numbers are staggeringly low in graduate school. For both men and women, only 8 percent of Latinos graduate with a bachelor’s degree. Only 0.2 percent graduate with a doctoral degree. Data from the Center for American Progress show the Latina share of the female population in the United States will increase from 16.4 percent today to 25.7 percent in 2050. Latinas are making significant strides in education, participation, health, and other areas, but there is a long way to go to fully close racial/ethnic and gender disparities. Latinas hold only 7.4 percent of the bachelor’s degrees earned by women although they made up 16 percent of the female population in 2012. Only 3 percent of Latina women are represented in science, technology, engineering, and mathematics, fields known collectively as STEM fields, while women in total make up 24 percent of the STEM workforce. Previous research has shown the cards stacked against Latinas completing bachelor’s degrees by both the educational system and their own families. Although Hispanic families have high aspirations for their children, both male and female, they often place family responsibilities, such as caring for younger siblings or elderly relatives on the shoulders of their daughters, above academics. If Latinas somehow make it to the highest graduate level, the doctoral degree program, they still face multiple and complex obstacles to completion. According to Sofia Bautista Pertuz, dean of students/assistant vice president for student affairs at

By Angela Provitera McGlynn

Sofia Bautista Pertuz

Hofstra University, “Latinas encounter a double minority status that is exacerbated by the acute underrepresentation of Latinas in the professoriate.” Pertuz is of Dominican descent and grew up in the Bronx. She has 20 years of experience in higher education and has an understanding of the challenges Latinas face in completing their PhDs, particularly completing their dissertations. The data led Pertuz to examine ways to help Latinas persist and finish their graduate degrees in the face of all the obstacles they confront. She led a

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TECHNOLOGY panel, “Latinas Innovate through Virtual Support: Forming an Online Network to Support Latinas Pursuing Doctorates,” that took place at the NASPA Conference in Baltimore Md., last March. NASPA conferences are one of the premier student affairs professional development events, and the 2014 conference had the theme: Lead Innovate Transform. Lee Skallerup Bessette reported on this panel in an article titled, “Latina PhDs Find Support Online,” which appeared in Women in Higher Education. Skallerup Bessette has taught at public universities that serve traditionally underrepresented populations in three states, and she currently is an English instructor at Morehead State University in Kentucky. The panel consisted of Pertuz and other Latina doctoral students. Sherlene Ayala, assistant director for leadership and diversity at the NJ Institute of Technology and Catherine Olivarez, a doctoral student at the University of North Texas, shared their experiences within their programs. Additionally, they discussed how they used social media to find support for their work in PhD programs. Ayala discussed literature that shows that Latinas enrolled in doctoral programs face unique challenges. These include additional external responsibilities often not shared by other demographic groups, lack of institutional or program fit, institutional racism/sexism, lack of mentors, and limited opportunities for social networks on their campuses. Taken individually or together, these issues often lead to high levels of stress for Latina PhD candidates. Pertuz wanted to shed light on the challenges facing Latinas in graduate school also because they might not be receiving support from their families in addition to the issues they experience on campus. In April 2013 she started blogging about her chal-

lenges as a Latina doctoral student in her blog, www.doctoralatina.blogspot.com, when Ayala suggested that Pertuz create a Facebook group specifically for Latinas in PhD programs. Pertuz decided a “closed” group would work best in order to create a confidential space for participation. That Facebook group called “Latinas Completing Doctoral Degrees” currently has over 950 members. On Pertuz’s page, two signs appear in the background: one says “Persistence” and the other says “Keep Calm and Finish Your Dissertation.” The Facebook group helps Latina doctoral stu they say dents in a variety of ways: they felt less alone and that the group provided them with advice and support about research methodology, theoret ical frameworks, data collection, and handling communication issues with committee members. An added benefit to this type of support is that the Facebook group has become a space to celebrate goals reached, share articles related to their research, and buoy each other up when stress became intense. The privacy of this closed group has created a safe space for these Latinas. Dr. Cyndia Morales, assistant director of multicultural academic and support services at the University of Central Florida, led the question and answer portion of the panel at the NASPA conference. The panelists talked from their personal experiences about the challenges of being Latina in a PhD program. During the panel, Ayala discussed the tension she experiences between her research interests, race in student affairs, and the attitude of those in positions of power who suggest that her research won’t get her a job. She worries whether her research will ever get published or accepted by mainstream academia. Ayala said that this lack of support often leads her to feel less

Table 2. Changes in Fall Enrollment at Public 2-Year Institutions by Gender, Age, and Enrollment Intensity

Percent Change from Prior Year 2-Year Public Institutions Gender

Age

Enrollment Intensity

Men

Women

24 and under

Over 24

Full-time

Part-time

Fall 2011

-2.0%

-1.3%

-0.9%

-2.5%

-5.3%

1.2%

Fall 2012

-2.4%

-3.6%

-1.6%

-5.2%

-5.7%

-1.2%

Fall 2013

-1.9%

-4.0%

-1.2%

-6.0%

-2.9%

-3.3%

Source: Juskiewicz, J. (2014, January). Recent National Community College Enrollment and Award Completion Data. Washington, DC: American Association of Community Colleges, P. 4.

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TECHNOLOGY secure as a researcher, something she referred to as the “imposter syndrome,” a concept discussed in the literature often relating to minorities and women. Other challenges mentioned involved financial issues. Olivarez said having to work full time in order to make ends meet was difficult for her. She mentioned additional challenges related to staying motivated at the all-but-dissertation stage of the PhD and having her research interests or research approach dismissed by classmates or faculty. When discussing what keeps them going on track towards the degree, Ayala said that a positive motivator was seeing her first Latina professor in the classroom. She said she “felt like there was a sister in the room.” What has kept her motivated is the desire to complete her PhD, teach in higher education, and thus, give that experience to other Latina students. Ayala also said she is motivated as a first-generation and low-income student to make a difference in the classroom for other such students. Pertuz added that paying her own tuition, she is careful not to waste her own hard-earned money. She also wants to help others succeed and show others that if they focus and get the support they need, they can accomplish anything they desire. All the panelists saw another source of motivation in attending conferences where there are other Latina PhD students and scholars. Seeing others complete their degrees, and experiencing support from other Latina academics helps them to keep up the energy and the momentum. A recent guest blogger on Pertuz’s blog site, Maria Nubia Feliciano, shared her story about participating in the first “International Latina/o Studies Conference” that was held last summit in Chicago. Feliciano presented on her dissertation topic and found it to be a very affirming experience. She even met a ‘Latinas Completing Doctoral Degrees Facebook’ friend at the conference. There have been several meet-ups among this community, including writing support groups that have been formed. Skallerup Bessette’s blog on the panel summarized Latina PhD candidate needs for completion of the degree. Her major points include: • Validation of their research topics and ideas without fear of being pigeonholed for studying Latina issues if they choose to do research in that area • Understanding of financial pressures that make work necessary and thus increasing time to completion

Latinas encounter a double minority status that is exacerbated by the acute underrepresentation of Latinas in the professoriate.” Sofia Bautista Pertuz, dean of students/assistant vice president for student affairs at Hofstra University • A supportive environment that encourages their research and is sensitive to their unique life circumstances and situations • Creating on-campus support networks among student cohorts • A strong mentoring system in which doctoral students can be mentored by those who have completed their degrees and in turn, mentor those who have not yet reached their stage in the doctoral process • The panelists suggested thinking outside the box in terms of finding mentors and in fact, reaching out to potential mentors before beginning the PhD program. • Panelists also encouraged looking for faculty members in the potential PhD programs Latinas are considering who share their research interests – and who can serve as mentors and coaches on their journeys toward the doctorate What helps Latinas complete PhD degrees is similar to what research shows aid students’ completion of bachelor’s degrees: Inclusive campus atmospheres, mentors and support networks, validation, motivating professors, and ethnic/racial/cultural role models among the faculty. Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning, and diversity issues and the author of several related books.

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From the

Scholars’ Corner

By Cati V. de los Ríos, PhD – candidate and research fellow, Department of Arts & Humanities, English Education, Teachers College, Columbia University At 22 years old, I became a public high school teacher in Boston, Mass., where I witnessed firsthand the materially and ideologically dehumanized conditions of urban schooling. I saw the effects on students and communities of a system that by design failed students and denied them access to democratic participation and professional membership into one of the wealthiest nations in the world. My initial years of teaching and learning in the Northeast helped me to better understand some of my own family members’ dysfunctional relationships with schooling and influenced my return to Pomona, Calif., to teach in the barrio school district that I and many of my family members once attended. Of my 38 cousins who grew up in the Pomona, Fontana, Banning, and San Bernardino areas, only five of us have gone to and graduated from college. This severe reality pushed me to ask greater questions regarding tracking, high-stakes testing, the lack of culturally and historically relevant curriculum, technocratic language acquisition models, student academic identities, and pedagogical practices for Chicana/o-Latina/o students. Upon returning to Pomona and during my second year of teaching in the Pomona Unified School District, I developed a curriculum that focused on youth popular culture, immigration, gender and sexuality, and Chicana/o Latina/o history and literature. I authored the first interdisciplinary, college preparatory Chicana/o-Latina/o studies course template and curriculum for the school district in 2008, which is now taught at every high school throughout the school district. Teaching high school ethnic studies courses for numerous years allowed me to better un-

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derstand the lack of epistemological diversity in U.S. schools. The outcome of this work led me to graduate school to further study curriculum studies, adolescent literacies, and culturally sustaining pedagogies for Chicana/o-Latina/o students – the fastest growing segment of our public schools. While a first-year graduate student at Teachers College, Columbia University, I experienced intense isolation as I was the only Chicana in my department and one of the very few Latina PhD students at the college. I was encouraged to apply to AAHHE’s Graduate Fellows Program by a former AAHHE Graduate Fellow, Dr. Eligio Martínez, and Faculty Fellow alumni, Dr. Isabel Martínez and Dr. Louie Rodríguez. The cohort model was remarkable because we were able to personally and academically bond and generate long-lasting communities around research, teaching, and chistes. I am thankful to our loving and supportive co-chairs, Jessica Rodríguez and Yanira Madrigal-García, for their outstanding leadership and to Dr. Wilfredo Del Pilar for his insightful and critical feedback on one of my research papers. Furthermore, I was matched with an incredible AAHHE Faculty Mentor, Dr. Rosa Jiménez, who invested extensive time in counseling, encouraging, and supporting me throughout the conference and beyond. We were perfectly matched as Rosa’s exemplary scholarship is part of a larger body of work on language, literacy, and culturally relevant curricula that I, too, seek to contribute to through my dissertation. I am confident that all of these relationships will carry over into my trajectory as a university professor and for that I am eternally thankful.

FEBRUARY 23, 2015

Interesting Reads Latina/os and World War II: Mobility, Agency, and Ideology by Maggie Rivas-Rodríguez and B. V. Olguín

This is the first book-length study of Latina/o experiences in World War II over a wide spectrum of identities and ancestries. From Cuban-American, Spanish- American, and Mexican-American sections to the Afro-Latino experience, Latina/os and World War II explores Latina/o soldiering and citizenship in the war, the repercussions of which defined the West during the 20th century. 2014. 330 pp. ISBN: 978-0292756250. $55.00 cloth. University of Texas Press, Austin, Texas, http://utpress.utexas.edu. (512) 471-7233.

América Latina, 1960 - 2013: Photographs

Bringing together more than 70 artists from 11 different countries, América Latina 1960– 2013 shows the diversity in photographic practices in the work of Latin American photographers from the 1960s to today. In addition to scholarly texts and artist bios, descriptions of works and a detailed timeline provide a deeper understanding of the visual languages specific to the continent. There are over 400 illustrations in color and black-and-white featured in this book. by Luis Camnitzer, Olivier Compagnon and Alfonso Morales

2014. 400 pp. ISBN: 978-0500970591. $45.00. cloth. Thames & Hudson Inc. New York, N.Y., www.thamesandhudsonusa.com. (212) 354-3763.

The Latina Advantage: Gender, Race, and Political Success by Christina E. Bejarano

In The Latina Advantage, Christina E. Bejarano draws on national public opinion datasets and a close examination of state legislative candidates in Texas and California to demonstrate the new power of the political intersection between race and gender. Bejarano disputes the findings of classic literature that reinforce stereotypes and describe minority female political candidates as being at a compounded electoral disadvantage.

2014. 195 pp. ISBN: 978-1477302088. $55.00. paper. University of Texas Press, Austin, Texas, http://utpress.utexas.edu. (512) 471-7233.

Wise Latinas: Writers on Higher Education Edited by Jennifer De Leon. 2014. 240 pp. ISBN: 978-08032-4593-8. $25.00 paper. University of Nebraska Press, Lincoln, Neb. www.nebraskapress.unl.edu/ (800) 848-6224.

One of the obstacles Latinas face if they are contemplating going to college is cultural and familial pressure to make higher education a lower priority than pursing the customary roles associated with marriage and motherhood. While this cultural attitude is slowly changing, it is still a very real problem for some Latinas. Often, they feel isolated and depressed, assuming that no one understands their dilemma and that no one else is experiencing these problems. For those Latinas and readers interested in exploring how culture can affect life choices, this anthology is a must-read. Compiled by Jennifer DeLeon, Wise Latinas, Writers on Higher Education features 21 different Latina writers addressing complex issues that Latinas face including the journey of self-identity, being the first in their families to attend college and the emotional aspects of single Latinas leaving their family homes. While no Latina’s experience is exactly like any other Latina’s there is a common theme of parental pressure. Wise Latinas addresses what can be a complex time for Latinas. Going off to college goes against the grain for some Latinas and their families because Latinas are traditionally expected to leave home when they get married. In her essay “Only Daughter,” author Sandra Cisneros remarks, “After four years in college and two more in graduate school, and still no husband, my father shakes his head even now and says I wasted all that education.” Cisneros’ experiences are not unique. As Wise Latinas demonstrates through its collection of personal essays addressing the varied landscape of the Latina revolution in higher education, Cisneros’ story represents a common theme for Hispanic families. For some Latinas, college, where their numbers are building but where they are still underrepresented, is the first time they are immersed in American culture outside their homes. The struggles of these women dealing with the values clash of these two cultures are the essence of this book. Wise Latinas is Jennifer De Leon’s thoughtful effort to provide Latina scribes a platform to respond to this unique cultural gap. Featuring acclaimed writers such as Sandra Cisneros, Norma Cantú, and Julia Alvarez, to name a few, Wise Latinas shows that there is no one Latina college experience. With thought-provoking and engaging pieces, Wise Latinas gives a voice to the many Latina women who have taken risks; embraced the new, confronted change; and maintained (and in some cases found) their roots. Reviewed by Mary Ann Cooper

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HUNTER COLLEGE

5 HUNTER COLLEGE

ASSISTANT PROFESSOR Computer Science Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12340

ASSISTANT, ASSOCIATE, OR FULL PROFESSOR Modern American Art

FACULTY VACANCY ANNOUNCEMENT: The Department of Computer Science (http://www.hunter.cuny.edu/csci) at Hunter College of The City University of New York invites applications for a tenure track position at the Assistant Professor rank, to begin in August 2015. The Department specifically seeks applicants with an independent research record in an area of cybersecurity, broadly defined, including, but not limited to, network security, software security, secure operating systems, and cybersecurity software engineering. Located on the 68th Street campus on the upper east side of Manhattan, the small but diverse faculty of the Computer Science Department at Hunter works closely with students and each other in an open and collegial atmosphere. The successful candidate is expected to develop a strong research program and a commitment to obtain external grants as well as develop collaborations with colleagues at both Hunter and throughout the CUNY system. The candidate is expected to be able to teach core undergraduate computer science courses as well as electives in various areas of cybersecurity and share responsibility for committee and other departmental assignments. Faculty in the Department of Computer Science at Hunter College are generally afforded membership in the doctoral faculty of the Computer Science Program at the Graduate Center of the City University of New York, which enables them to teach graduate level courses and mentor Ph.D. students. QUALIFICATIONS: Ph.D. degree in Computer Science is required. Also required are the ability to teach successfully, demonstrated scholarship or achievement, and ability to cooperate with others for the good of the institution. Preference will be given to applicants who have state-of-the-art training or experience in cybersecurity, including those who have recently completed their doctoral degree. COMPENSATION: CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12340. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered CLOSING DATE: The search will remain open until an appropriate candidate is found. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty

FACULTY VACANCY ANNOUNCEMENT: Hunter College, located in the heart of Manhattan, is the largest college in the City University of New York (CUNY). Founded in 1870, it is also one of the oldest public colleges in the country. More than 23,000 students currently attend Hunter, pursuing undergraduate and graduate degrees in more than 170 areas of study. Hunter's student body is as diverse as New York City itself. For more than 140 years, Hunter has provided educational opportunities for women and minorities, and today, students from every walk of life and every corner of the world attend Hunter. Thus, we are seeking candidates who have a strong commitment to teaching undergraduate and graduate students from diverse cultural backgrounds. The Department of Art & Art History seeks an Assistant, Associate or Full Professor (tenured or tenure track) in Modern Art (to 1970) with primary research and publication in the Art of the United States in a global context. Responsibilities include ongoing research; teaching and advising graduate (MA) and undergraduate students in Modern and American Art; and service in the department. Experience with exhibitions as a mode of scholarship and a willingness to teach in conjunction with curatorial initiatives is desirable. QUALIFICATIONS: Ph.D. in Modern or American Art in hand, or equivalent commensurate with ability and experience. Significant publication record appropriate to rank, and evidence of ongoing research. Preference for at least two years teaching experience beyond graduate assistantships. COMPENSATION: Salary commensurate with experience. CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12117. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled.

We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

Full/Part Time: Full-Time • Job ID: 12117

HUNTER COLLEGE

5 HUNTER COLLEGE

ASSISTANT, ASSOCIATE OR FULL PROFESSOR Early Modern European Art

ASSISTANT OR ASSOCIATE PROFESSOR

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12101 FACULTY VACANCY ANNOUNCEMENT: Hunter College, located in the heart of Manhattan, is the largest college in the City University of New York (CUNY). Founded in 1870, it is also one of the oldest public colleges in the country. More than 23,000 students currently attend Hunter, pursuing undergraduate and graduate degrees in more than 170 areas of study. Hunter's student body is as diverse as New York City itself. For more than 140 years, Hunter has provided educational opportunities for women and minorities, and today, students from every walk of life and every corner of the world attend Hunter. Thus, we are seeking candidates who have a strong commitment to teaching undergraduate and graduate students from diverse cultural backgrounds. The Department of Art & Art History seeks an Assistant, Associate or Full Professor (tenured or tenure track) with a proven record of research and publication in any aspect of the art, architecture and material culture of Early Modern Europe, ca. 1400-1700. Some preference for candidates with demonstrated interest in cultural transfer, both within and beyond the boundaries of Europe. Undergraduate and graduate teaching in Renaissance and Baroque art. Experience with exhibitions as a mode of scholarship, and a willingness to teach in conjunction with curatorial initiatives is desirable. QUALIFICATIONS: Ph.D. in Art History in hand. Significant publication record appropriate to rank, and evidence of ongoing research. Preference for at least one year of teaching experience beyond graduate assistantships. COMPENSATION: Salary commensurate with experience. CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12101. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

20th and 21st Century African American Literature (English) Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12081 FACULTY VACANCY ANNOUNCEMENT: The English Department at Hunter College, CUNY, invites applications for a tenure-line, Assistant or Associate professor position in 20th and 21st century African American literature, beginning in the Fall semester of 2015. Preferred subfields include Gender and Sexuality Studies, African Diaspora, and/or popular culture. Applicants should expect to have the PhD in hand by the position start date. QUALIFICATIONS: Phd in area of expertise, strong record of teaching achievement, an active research agenda in the field. COMPENSATION: CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

HISPANIC OUTLOOK

FEBRUARY 23, 2015

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HUNTER COLLEGE

5 HUNTER COLLEGE

CLINICAL PROFESSOR NURSING

ASSISTANT OR ASSOCIATE PROFESSOR Mental Health Counseling (Educational Foundations and Counseling Programs)

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12091

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12190

FACULTY VACANCY ANNOUNCEMENT: Performs teaching and research duties, which may include clinical instruction. Clinical Professors are highly-experienced practitioners or teachers who hold full-time, non-tenure track positions.

FACULTY VACANCY ANNOUNCEMENT: Performs teaching, research and advisement duties in area(s) of expertise. Shares responsibility for committee and department assignments including administrative, supervisory, and other functions. The Department of Educational Foundations and Counseling Programs in Hunter College's School of Education seeks candidates for a tenure track position in Mental Health Counseling effective late August 2015. Duties include: 1) teaching graduate courses in counselor education programs; 2) engaging in research, scholarly writing, and grant work; 3) serving on program, department, school, college, and university committees, where appropriate; and 4) student advisement. QUALIFICATIONS: All candidates must have an earned Ph.D. or Ed. D. in counseling psychology, counselor education, or an earned doctorate in a related field. A master's degree in Mental Health Counseling and licensure in Mental Health Counseling preferred. Experience with diverse populations is required. Candidates considered for the rank of Associate Professor should have a sustained record of peer reviewed publications, grant activity, and professional affiliation with the field of Mental Health Counseling. All candidates must have a commitment to work in multicultural and urban settings. Teaching experience is preferred. COMPENSATION: Assistant Professor: $42,873 - $81,645 Associate Professor: $55,602 - $96,635 CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12190. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until an appropriate candidate is found. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty

QUALIFICATIONS: Bachelor's degree in Nursing required and a Doctorate in Nursing Practice (DNP) preferred. A certification as a Nurse Practitioner is strongly preferred. COMPENSATION: Clinical professor range: $40,844-$114,104 CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12091. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

HUNTER COLLEGE

ASSISTANT OR ASSOCIATE PROFESSOR Rehabilitation Counseling (Educational Foundations and Counseling Programs) Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12172 FACULTY VACANCY ANNOUNCEMENT: Performs teaching, research and guidance duties in area(s) of expertise. Shares responsibility for committee and department assignments including administrative, supervisory, and other functions. The Department of Educational Foundations and Counseling Programs in Hunter College's School of Education seeks candidates for a tenure track (Assistant or Associate Professor) position in Rehabilitation Counseling effective late August 2015. Duties include: 1) teaching graduate courses in counselor education programs; 2) engaging in research, scholarly writing and grant work; 3) serving on program, department, school, college, and university committees, where appropriate; and 4) student advisement. QUALIFICATIONS: All candidates must have an earned Ph.D. or Ed. D. in rehabilitation psychology, counselor education, or an earned doctorate in a related field. A master's degree in Rehabilitation Counseling and certification in Rehabilitation Counseling preferred. Experience with diverse populations is required. Candidates considered for the rank of Associate Professor should have a sustained record of peer reviewed publications, grant activity, and professional affiliation with the field of Rehabilitation Counseling. All candidates must have a commitment to work in multicultural and urban settings. Teaching experience is preferred. COMPENSATION: Assistant Professor: $42,873 - $81,645 Associate Professor: $55,602 - $96,635 CUNY offers a competitive compensation and benefits package to its faculty, covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. Compensation for each rank falls within the following salary ranges: Salary will be commensurate with experience and qualifications. HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enter the Job Opening ID number 12172. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled. JOB SEARCH CATEGORY: CUNY Job Posting: Faculty We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

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5 Tenure-Track Faculty Position Opening The University of Utah's School of Computing (SoC) and the Entertainment Arts and Engineering (EAE) program are seeking to hire a joint tenure-track faculty member at the assistant professor level, beginning Fall 2015. Exceptional candidates at higher ranks will also be considered. Candidates for this position should have an established record of interdisciplinary work between computer science and games. Applicants must have earned a Ph.D. in Computer Science or a closely related field and demonstrate ability to obtain external funding, pursue an exceptional research agenda, and mentor and teach effectively. Applicants should be able to perform research connecting computer sciences and games. Possible areas include, but are not limited to: human computer interaction, procedural content generation/generative methods, games user research, computer graphics for games, game analytics, and artificial intelligence for games. The University of Utah is a Carnegie Research I Institution. The School of Computing is an exciting, growing school with a 50-year history of excellence in computer graphics, computer science education, innovation, and research. The EAE program was founded in 2007 and is currently ranked as the number 2 video game design program according to the 2014 Princeton Review rankings. Together EAE and SoC have demonstrated leadership in the interdisciplinary domain of video game research and development. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. A vibrant local game community offers opportunities for interesting collaborations, including Disney Interactive, EA Salt Lake, Chair Entertainment (a division of Epic Games), Eat Sleep Play, and many others. Additional information about the SoC, EAE and our current faculty can be found at http://cs.utah.edu and http://eae.utah.edu Interested candidates should provide a cover letter, curriculum vitae, statement of research goals, teaching statement, and names and contact information of at least four references. Applications are managed at the following URL: https://utah.peopleadmin.com/postings/38577 Applications will be reviewed on a rolling basis starting January 2015 and will continue until the position is filled. Administrative inquiries should be sent to corrinne.lewis@utah.edu. The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans' preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University's commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/.

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Associate Professor/Professor of Teacher Education Sacred Heart University in Connecticut The Isabelle Farrington College of Education invites applications for Department Chair, Teacher Education beginning August 2015. Review of applications begins March 15. 2015. To apply please visit www.sacredheart.edu/officeservices/humanresources/job postings/ Sacred Heart University is an EEO/AA employer committed to providing employment to all.

Professor&&Dean Dean Professor PrairieView ViewA&M A&MUniversity University Prairie PrairieView ViewA&M A&MUniversity, University,a amember memberofofthetheTexas TexasA&M A&M Prairie UniversitySystem, System,isisa apublic publicland landgrant grantuniversity universitylocated located University milesnorthwest northwestofofHouston, Houston,Texas, Texas,thethenation’s nation’sfourth fourth 4545miles largestcity. city.It Ithas hasananenrollment enrollmentofofmore morethan than8,000 8,000stustulargest dentsand andoffers offersbachelor’s, bachelor’s,master’s, master’s,and anddoctoral doctoraldegrees degrees dents varietyofofdisciplines. disciplines.The TheUniversity’s University’starget targetservice service inina avariety areaforforundergraduate, undergraduate,graduate graduateand andoutreach outreachprograms programs area includes the Texas Gulf Coast Region; the rapidly growing includes the Texas Gulf Coast Region; the rapidly growing residentialand andcommercial commercialarea areaknown knownasasthetheNorthwest Northwest residential HoustonCorridor; Corridor;and andurban urbanTexas Texascenters. centers. Houston PrairieView ViewA&M A&MUniversity Universityinvites invitesapplications applicationsforforthethepopoPrairie sitionofofPROFESSOR PROFESSORAND ANDDEAN, DEAN,WHITLOWE WHITLOWER.R.GREEN GREEN sition COLLEGEOFOFEDUCATION EDUCATION(WRGCOE). (WRGCOE).The TheDean Deanreports reports COLLEGE Provostand andSenior SeniorVice VicePresident PresidentforforAcademic AcademicAffairs Affairs totothetheProvost andprovides providesacademic academicand andadministrative administrativeleadership leadershipforforthe the and College.The TheDean Deanserves servesasasthethechief chiefadministrative administrativeofficer officer College. teaching,research, research,and andservice serviceprograms programsofofthetheCollege College ofofthetheteaching, whichoffers offersgraduate graduateand andundergraduate undergraduateprograms programsthrough through which DepartmentofofEducational EducationalLeadership Leadershipand andCounseling, Counseling, thetheDepartment DepartmentofofCurriculum Curriculumand andInstruction, Instruction,Department Departmentof of Department Healthand andHuman HumanPerformance Performanceand andAlternative AlternativeTeacher TeacherCerCerHealth tification.The TheWRGCOE WRGCOEoffers offersatattotal totalofoffour fourbachelor’s bachelor’sdedetification. grees,eleven elevenmaster’s master’sdegrees, degrees,and andone onedoctoral doctoraldegree. degree. grees, The College CollegeisisNCATE accredited NCATE accreditedand andhas hasa anoted notedtrack track The recordof preparing of preparingdiverse diverseeducational educationalleaders leadersforforpublic public record schoolsin the in theState StateofofTexas Texasand andbeyond. beyond. schools QUALIFICATIONS:Candidates Candidatesmust musthave havea aterminal terminaldedeQUALIFICATIONS: greeinina amajor majoroffered offeredbybythetheWRGCOE WRGCOEororinina adiscipline discipline gree thatundergirds undergirdsthethetheory theoryand andpractice practiceofofeducation education(e.g., (e.g., that psychology,sociology, sociology,public publicpolicy, policy,etetcetera). cetera).The Theselected selected psychology, candidateisisexpected expectedtotomerit meritappointment appointmentasasa atenured tenured candidate fullprofessor professorupon uponarrival arrivaltotothetheWRGCOE. WRGCOE.Qualifications Qualifications full includethetheability abilityand andskill skilltotowork workeffectively effectivelywith withexternal external include agencies,both bothbroad broadand andlocal localacademic academiccommunities. communities.The The agencies, WRGCOEseeks seeksa acandidate candidatewith witha areputation reputationasasa are-reWRGCOE searcherand andscholar scholarwith withseven seven(7) (7)tototenten(10) (10)years yearsofof searcher accomplishedacademic academicand andmanagement managementexperience, experience,with with accomplished recordofofsuccessful successfuladministrative administrativeleadership leadershipininhigher higher a arecord educationand andevidence evidenceofofa acommitment commitmenttotoadvancing advancingthethe education qualityofofundergraduate undergraduateand andgraduate graduateprofessional professionalinstrucinstrucquality tion.The Thesuccessful successfulcandidate candidatemust musthave haveexcellent excellentverbal verbal tion. andwritten writtencommunication communicationskills; skills;documented documentedsuccess successinin and fundraising;and andknowledge knowledgeofofand anddemonstrated demonstratedexperiexperifundraising; enceininleading leadingsuccessful successfulassessment assessmentplanning planningand anddata data ence management system implementation, as well as experience management system implementation, as well as experience with specialized national and state accreditation procewith specialized national and state accreditation procedures.The Theideal idealcandidate candidatemust musthave haveananunderstanding understandingofof dures. andappreciation appreciationforforthethediverse diversemission missionand andconstituencies constituencies and PrairieView ViewA&M A&MUniversity. University. ofofPrairie APPLICATIONPROCEDURE: PROCEDURE:The Theapplication applicationdeadline deadline APPLICATION openeduntil untilfilled. filled.ToToapply applyforforthis thisposition, position,please pleasevisit visit isisopened ourwebsite websiteat:at:jobs.pvamu.edu. jobs.pvamu.edu.Interested Interestedapplicants applicantswill will our requiredtotosubmit submita acomprehensive comprehensivecover coverletter letterthat that beberequired addresseshow howtheir theirstrengths strengthsand andexperiences experiencesmatch matchthethe addresses qualificationsforforthetheposition, position,curriculum curriculumvitae, vitae,a ateaching teaching qualifications philosophy,ananadministrative administrativephilosophy, philosophy,and andthethenames, names, philosophy, addresses,e-mails, e-mails,and andtelephone telephonenumbers numbersofofthree threetotofive five addresses, professionalreferences. references.Candidates Candidateswill willalso alsobebeasked askedtoto professional providea acopy copyofofa atranscript transcript(terminal (terminaldegree degreeonly) only)viavia provide onlineapplication applicationportal portaltotobebefully fullyconsidered. considered.For For thetheonline assistance,please pleasecontact contactthetheOffice OfficeofofHuman HumanResources Resources assistance, 936-261-1730ororjobs@pvamu.edu. jobs@pvamu.edu. atat936-261-1730 PrairieView ViewA&M A&MUniversity UniversityisisananAffirmative Affirmative Prairie Action/EqualOpportunity OpportunityEmployer Employer Action/Equal

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Gallaudet University is the world leader in liberal education and career development for deaf and hard of hearing students. The University enjoys an international reputation for its outstanding academic programs and for the ground breaking research it conducts. Gallaudet University seeks progressive and dynamic leaders to fill the positions of Dean of the Graduate School and Continuing Studies, and Dean of the School of Education, Business, and Human Services (SEBHS). Dean of the Graduate School and Continuing Studies: The Dean of the Graduate School and Continuing Studies provides academic leadership for graduate education, continuing studies and distance education at the University in collaboration with the deans of the College of Arts and Sciences (CAS) and the School of Education and Human Services (SEBHS). The Graduate School draws on Gallaudet’s rich heritage, distinguished faculty and staff, and ASL-English bilingual environment to prepare deaf, hard of hearing and hearing scholars, leaders and practitioners from diverse backgrounds to excel in their professions and disciplines and to generate knowledge through research and scholarship to inform theory and practice in the disciplines and professions represented by graduate programs. The ideal candidate for this position, in addition to ensuring the continuing high quality of existing programs, will inspire and support innovation, collaborating with the school deans and department chairs to the develop new 21st century online and hybrid graduate and continuing studies offerings, including new interdisciplinary programs and research. In addition to overseeing the daily administration of offices related to graduate education, continuing studies and distance education, the dean works in collaboration with the Council on Graduate Education (CGE) to review and approve curriculum actions and to develop and ensure compliance with graduate school, continuing studies, and distance education policies and procedures. The dean administers graduate tuition scholarships and assistantships, and, in collaboration with the deans of CAS and SEBHS, promotes and supports the recruitment, mentoring, and retention of exemplary faculty, staff, and students from diverse cultural and linguistic backgrounds. Candidates should possess an earned doctorate and evidence of increasingly responsible leadership and supervisory experience in higher education; a record of commitment to multicultural organizational development and efforts that have maximized the effective education of deaf and hard of hearing students from diverse backgrounds and cultures; a record of successful teaching at the undergraduate and graduate levels and consistent engagement in research activities with an extensive history of scholarly publications in peer-reviewed journals; excellent organizational, interpersonal, communication, writing and advocacy skills. Fluency in American Sign Language required at the time of application. Review of applications begins on March 16, 2015 and continues until the position is filled. To Apply: Please submit a letter of interest, curriculum vitae, and a completed job application to personnel.office@gallaudet.edu. View this position opening at: http://jobs.gallaudet.edu/?select=Administrators#15001 Dean of the School of Education, Business, and Human Services (SEBHS): Gallaudet University seeks a dynamic and innovative leader to serve as dean of the School of Education, Business and Human Services (SEBHS). The school houses eight academic departments that collectively enroll approximately 600 diverse deaf, hard of hearing and hearing students in undergraduate majors/minors and masters and doctoral degree programs. These departments, with approximately 75 faculty, are Business, Counseling, Education, Government and Public Affairs, Hearing, Speech, and Language Sciences, Interpretation, Physical Education and Recreation, and Social Work. The dean serves as chief administrator, spokesperson, and advocate for SEBHS. The ideal candidate for this position, in addition to ensuring the continuing high quality of existing programs, will inspire and support innovation, collaborating with the dean of the college of Arts and Sciences and the dean of the Graduate School and Continuing Studies to the develop new 21st century online and hybrid undergraduate and graduate offerings, including new interdisciplinary programs and programs of research. Candidates should possess an earned doctorate and evidence of increasingly responsible leadership and supervisory experience in higher education; a record of commitment to multicultural organizational development and efforts that have maximized the effective education of deaf and hard of hearing students from diverse backgrounds and cultures; a record of successful teaching at the undergraduate and graduate levels and an established record of research and publication; excellent organizational, interpersonal, communication, writing and advocacy skills; demonstrated expertise in budgeting and resource allocation to achieve strategic objectives. Fluency in American Sign Language required at the time of application. Review of applications begins on March 16, 2015 and continues until the position is filled. To Apply: Please submit a letter of interest, curriculum vitae, and a completed job application to personnel.office@gallaudet.edu. View this position opening at: http://jobs.gallaudet.edu/?select=Administrators#14142 Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. Employees and recruiting sources are encouraged to refer qualified individuals from protected classes for available positions. Individuals who may have inquiries regarding the University’s policy and procedures or who may wish to file a complaint should contact the University’s EEO Office, Gallaudet University, 800 Florida Avenue, N.E., Washington, DC 20002-3695, 202-651-5462.

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HISPANIC OUTLOOK

FEBRUARY 23, 2015

DEAN Business and Public Administration California State University, Bakersfield invites applications and nominations for the position of Dean of the School of Business and Public Administration (BPA). The person selected for this position will serve as the School’s chief academic and administrative officer and will report directly to the Provost/Vice President for Academic Affairs. California State University, Bakersfield (CSUB) is a public, comprehensive university of approximately 8,000 full-time equivalent students. A part of the 23-campus California State University System, CSUB has a student body that reflects the diversity of the southern San Joaquin Valley, with approximately 52% of the student body being of Hispanic origin. (http://www.csub.edu) Within this population, the School of BPA is going through a time of unprecedented growth, and now stands at approximately 941 full-time equivalent students. The School is composed of four departments (Management & Marketing, Accounting & Finance, Economics, and Public Policy and Administration). The School offers undergraduate degrees in Business Administration, Economics, and Public Administration. Graduate degrees include the Master of Business Administration, the Master of Public Administration, and the Master of Science in Administration, Health Care Management. The School of BPA is accredited by both AACSB and NASPAA. The School is housed in a modern facility and has its own MIS, Behavioral, and Graduate labs to support academic and research endeavors, at the main campus and the Antelope Valley satellite campus. The 28 full-time faculty, 3 FERP, and 9 staff are supportive and collegial (http://www.csub.edu/bpa/), as are the BPA alumni. For complete advertisement, application instructions, and detailed job description for this position, please visit our webpage at http://www.csub.edu/provost/MPP%20Searches/index.html. CSUB is an EO/AA/Title IX employer.

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Priming the Pump… Keeping the “Child” in Latino Childhood By Miquela Rivera, PhD

the national zeal to prepare children for adulthood, have Latino parents inadvertently robbed them of childhood? Do they rush young Latinos to grow up, only to wish they were little again? Or do parents wonder how their children grew up so fast in some ways yet remain immature and unprepared in others? Some Latino children grow up too fast because of circumstances, others by unbridled choice. A family defines the world for the young child. Children who grow up in households with unstable relationships among adults, broken commitments, and parents too busy or unwilling to give adequate time and attention to their children learn early that they must survive on their own. “I had to take care of my younger brother and sister while my mother worked and then spent time with her boyfriends,” said a Latina college senior. “She didn’t have a lot of time for us, so I would get dinner for my brother and sister, help them with homework and get them to bed. I was like their second mom, but I didn’t feel like I had a mother myself.” Latino children with few limits set by parents are often easily influenced by the media’s images of sexy celebrities and racy lifestyles. Emulating the latest movie or hip-hop star might seem to them like the way to go. They have to learn how to live based on some role model and in the absence of guidance from adults they are prone to following the latest trend – not always the best choice. Gifted Latino children, too, often grow up quickly because of their intellect or talent. Their world thrusts them into pushing ahead to achieve and compete more. They don’t just hang out; they compete. A lot. In all of these cases, the Hispanic child learns to grow up too soon in some ways, but in the process often fails to experience the lessons and fond memories of childhood. Like being carefree. Developing solid friendships. Or having a go-to place for comfort and emotional safety. How can Latino children be allowed to be children? Start with competent, involved, stable and committed parents who set limits and guide their children through talk and example. While technology promotes accomplishing some things more quickly,

HISPANIC OUTLOOK

FEBRUARY 23, 2015

human development still requires the time and dedication of others to help learn the life lessons not available through software. Children need the time and attention of their parents most. Teaching parents how children develop and encouraging them to know their own child well will help parents set reasonably high yet appropriate achievable goals for the child. Latino parents still need to establish the structure so that the goals can be met: daily routine, limited electronic time, age- and content – appropriate videogames and social media, rules for friendship and romance and a spiritual foundation. Children who know the limits and have appropriate expectations placed on them thrive better than the “grown-up kids” who are often misguided or confused. If a child is not allowed to play violent videogames or watch violent movies or television, he will be less apt to become violent. If there is a familybased dress code, the children are more apt to select appropriate, modest garb and avoid the pitfalls that come with certain ways of dressing. If children need to earn or wait to have a personal cellphone, they will likely be more attentive to adults and less influenced by the barrage of messages from peers and media. The same with dating; clear limits and guidelines must be set by parents and followed by the children. “Going together” in middle school (or earlier) is pseudo-dating for which children are not prepared. Premature romantic relationships lead to more frequent rejections, confusion and early sexual activity – and those lead to low self-esteem and poor choices in other areas. And assuring that a child sleeps enough and eats well (the responsibility of parents, not the government) still primes the pump for a student who is ready and eager to learn. The grounding that good parenting provides is unmatched by any other programs, technology or curriculum. The foundation and safety that Latino parents provide let kids be kids. When adulthood arrives, those children will be ready. Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.