The Hispanic Outlook in Higher Education Magazine by Hispanic Outlook on Education Magazine

VOLUME 26 • NUMBER 8 MAY 2016

Options to Earn Your MBA Online BUFFETT FOUNDATION TO FOCUS ON HELPING YOUNG WOMEN OF COLOR

FUTURE OF AFFIRMATIVE ACTION MIGHT NOT JUST DEPEND ON SCOTUS

WWW.HISPANICOUTLOOK.COM

NEW MEXICO COLLEGE SEEKS IMMIGRANT STUDENTS IN U.S. ILLEGALLY

STUDY OVERSEAS IN MADRID

Summer Program for Jr. & Sr. High School Students Spanish Conversation and more in Madrid, Spain

Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and its easy access to the rest of the country. The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural

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activities and evening “tertulias.”

T H E H I S P A N I C O U T LO O K -12 M A GA ZI NE w w w . k 12his pani c out l ook . c om / s pai n- pr ogr am s um m erinm adri d @ his pani c out l ook . c om (201) 5 87- 8800

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 8

FEATURED ARTICLE When Grecia Rivas graduated from a Tucson high school a few years ago, she thought her days in a classroom were over...

30 PUBLISHER JOSÉ LÓPEZ-ISA EDITOR IN CHIEF MARY ANN COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS CARLOS D. CONDE, MICHELLE ADAM EDITOR EMERITUS MARILYN GILROY 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 RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN SALES ASSOCIATE SERGIO LUGO ARTICLE CONTRIBUTORS FRANK DIMARIA, JESSE J. HOLLAND, MARVIN J. LOZANO, MIQUELA RIVERA, RUSSELL CONTRERAS

4 • May 2016

PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.” Editorial Policy The Hispanic Outlook in Higher Education Magazine® (ISSN 1054-2337) 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®. Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”

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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE MAY 2016

Table of

CONTENTS 6

DISTANCE EDUCATION ENROLLMENT GROWTH CONTINUES

10 Respected Online MBA Programs and Ways to Evaluate Distance Learning by Babson Survey Research Group

BUFFETT FOUNDATION TO FOCUS ON HELPING YOUNG WOMEN OF COLOR

Donation Addresses Lack of Support for Adolescent Female Minorities by Jesse J. Holland

THE EVER-EXPANDING HISPANIC READING ROOM AT THE LIBRARY OF CONGRESS

Juan Felipe Herrera, the Library of Congress’ First Hispanic Poet Laureate by Frank DiMaria

THE BEST OF OUR DIGITAL NEWS Meet Jayson Cabrera, Agent of Change by University of Stockton

FUTURE OF AFFIRMATIVE ACTION MIGHT NOT JUST DEPEND ON SCOTUS

Untimely Death of Antonin Scalia Becomes a Game-Changer by Margaret Orchowski

OWN IT! Success Requires Entrepreneurial Mindset by Marvin J. Lozano and Miquela Rivera

COLLEGE HOPES & WORRIES SURVEY OF 2016

NEW MEXICO COLLEGE SEEKS IMMIGRANT STUDENTS IN US ILLEGALLY

Application Perspectives from 10,000 Students and Parents by The Princeton Review

DREAMers Urged to Apply Despite Uncertainty of Their Future by Russell Contreras

www.HispanicOutlook.com • 5

Babson Study

DISTANCE EDUCATION ENROLLMENT GROWTH CONTINUES Story courtesy of the Babson Survey Research Group

he 2015 Survey of Online Learning conducted by the Babson Survey Research Group in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals and Tyton Partners and released this year reveals the number of higher education students taking at least one distance education course in 2015 is up 3.9 percent over the previous year. Growth, however, was uneven; private non-profit institutions grew by 11.3 percent while private for-profit institutions saw their distance enrollments decline by 2.8 percent. These and other findings were published in a report titled, “Online Report Card: Tracking Online Education in the United States.” “The study’s findings highlight a thirteenth consecutive year of growth in the number of students taking courses at a distance” said study co-author I. Elaine Allen, co-director of the Babson Survey Research Group. 6 • May 2016

“Institutions with distance offerings remain as positive as ever, but there has been a retreat among leaders at institutions that do not have any distance offerings,” co-author Jeff Seaman added. Growth has continued despite muted support by faculty. The study reveals only 29.1 percent of academic leaders say their faculty accept the “value and legitimacy of online education.” The proportion of chief academic leaders reporting online learning is critical to their long-term strategy dropped to 63.3 percent in the most recent results. “While enrollments in higher education institutions decreased overall, enrollments in online programs continued to increase. We have seen strong growth in online professional degree programs as learners are increasingly focused on employability and career advancement. As more institutions turn to professional degree programs to meet this new demand, we expect to see accelerated growth

in online learning continue over the next three to five years,” said Todd Hitchcock, senior vice president, Online Learning Services, Pearson. “The trend of increasing distance education enrollments in the face of declining overall higher ed enrollments suggests an important shift in the American higher education landscape with contemporary learners leaning in to online options,” said Kathleen S. Ives, CEO and Executive Director, Online Learning Consortium. “The majority of academic leaders recognize this and understand online learning is critical to their institution’s long-term strategy.” Key report findings include: • A year-to-year 3.9 percent increase in the number of distance education students, up from the 3.7 percent rate recorded last year. • More than one in four students (28 percent) now take at least one distance education course (a total of 5,828,826 students, a year-to-

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“The trend of increasing distance education enrollments in the face of declining overall higher ed enrollments suggests an important shift in the American higher education landscape with contemporary learners leaning in to online options.”

year increase of 217,275). • The total of 5.8 million fall 2014 distance education students is composed of 2.85 million taking all of their courses at a distance and 2.97 million taking some but not all distance courses. • Public institutions command the largest portion of distance education students with 72.7 percent of all undergraduate and 38.7 percent of all graduate-level distance students. • The proportion of chief academic leaders that say online learning is critical to their long-term strat-

Kathleen S. Ives, CEO and Executive Director, Online Learning Consortium.

egy fell from 70.8 percent last year to 63.3 percent this year. • The percent of academic leaders rating the learning outcomes in online education as the same or superior to those in face-to-face instruction is now at 71.4 percent. Only 29.1 percent of academic leaders report that their faculty accept the “value and legitimacy of online education.” Among schools with the largest distance enrollments, 60.1 percent report faculty acceptance while only 11.6 percent of the schools with no distance enrollments

do so. “Clearly many private, non-profit institutions are aggressively investing in distance education,” said Russell Poulin, WCET’s Director of Policy & Analysis. “Between 2012 and 2014, students taking all their courses at a distance grew by 33 percent for non-profits. They were only a few hundred students away from passing the for-profit sector for having the second most number of enrollments. Public colleges still lead the way, by far.” •

www.HispanicOutlook.com • 7

Options to Earn Your

MBA Online

While there are many exceptional institutions of higher education that have rich and successful online programs, here are ten stand-out schools offering online MBAs. Some require limited on-campus appearances to complete the degree, but all offer great value and the institutional support that can only be found at prestigious colleges and universities.

8 â&#x20AC;˘ May 2016

UNIVERSITY OF TEXAS – DALLAS The Global Leadership Executive MBA (GLEMBA) program at UT Dallas is a 70 percent online Executive MBA designed for working professionals that need the flexibility of online classes and the synergy of classroom learning. The coursework includes two class trips, an international retreat and an international study tour. Student support services include an executive coaching component where students work one-on-one with an executive coach to develop their soft skills such as strategic self-awareness, executive presence, social intelligence, political intelligence and social networking. All executive coaches are ICF-certified. The Executive MBA Program has an alumni network consisting of over 1,100 graduates representing nearly 52 countries.

UNIVERSITY OF WISCONSIN MBA CONSORTIUM UW’s 30-credit online MBA program combines 17 credits of required core modules with 13 credits of electives to cover general business competencies while also enabling students to customize their learning experiences based on their individual interests. Electives let students explore topics relevant to their needs and interests. Students can choose to take courses from a variety of areas to get a general overview. However, students do not need to officially designate an emphasis/concentration. Upon successful completion of the degree requirements, students recognize diversity as an area of significance in both their personal and professional environment as well as practice effective respectful leadership skills as a manager and as a team member that demonstrate a sense of social and ethical responsibility.

PENN STATE WORLD CAMPUS The Penn State intercollege MBA (iMBA) is an AACSB-accredited online MBA incorporating a focus on cutting-edge business strategies, integrative and interactive curriculum, and immersive practical experiences across all functional areas of business. Penn State online MBA students have access to an array of supportive resources. Each semester, books and course materials are delivered to students. The program adviser and the school’s career services team welcome questions about courses and career planning and offer advice. Because the Penn State online MBA degree program has a selective admissions process, it boasts high-caliber students from around the globe. In this 48-credit online MBA program the focus is on strategic planning, process management, leadership, customers and markets, human resources and information analysis.

SUNY OSWEGO This online MBA program is designed to facilitate the career development of individuals presently in management positions seeking to expand their career opportunities, enhance their business skills or provide the foundation for individuals aspiring to move into management positions. The comprehensive advanced curriculum combines established theoretical concepts with practical applications. The award-winning School of Business faculty designs graduate courses from a learner-centered perspective that utilizes their professional experiences. The program consists of 36 graduate credit hours of core and directed elective and elective study, which builds upon a 21 credit hour foundation of accepted management skills, concepts and principles.

www.HispanicOutlook.com • 9

GEORGE MASON UNIVERSITY Emphasizing ingenuity, innovation and thought leadership, this highly flexible online Executive MBA program presented by George Mason University is tailored for the needs of successful business leaders looking to advance their careers even further without leaving the competitive workforce. Students can choose between the Global EMBA, National Security EMBA and Critical Infrastructure EMBA programs to help hone management skills and gain inestimable business acumen – all online, in fewer than two years and in an innovative and dynamic format that meets the needs of today’s busy executive. The cost is $1,296.98 per credit hour for all students plus a $35 per credit hour Distance Education fee.

FLORIDA STATE UNIVERSITY From the convenience of home or the office, students can hone their skills and collaborate with high-caliber peers in an environment that fosters creativity and rewards problem-solving with this part-time online MBA program. Students take classes that are taught by the same world-renowned professors who teach on campus and who are recognized leaders in their fields of research. FSU’s online MBA program is affordable and flexible, making it ideal for mobile military personnel and business executives on the go. Lessons learned can be immediately applied at work. The program takes seven semesters to complete. Students pay the same price plus applicable fees for courses regardless of location. They can customize their degree with specific business expertise.

GEORGE WASHINGTON UNIVERSITY The Online MBA from George Washington University is embedded in the center of Washington, D.C., where the private, public and NGO sectors meet and interact. Their institutional and professional relationships in the area enable them to provide distance-learning students with opportunities to immerse themselves through an optional, four-day residency course in D.C., class projects, digital course materials, live learning opportunities and co-curricular experiences. All coursework can be completed fully online. Students progress within each learning unit at their own paces but must complete the learning unit by assigned target dates. For each course, students will participate in one-hour (per week) guided live classroom sessions, consisting of lectures, case discussions and/or group activities offered during evenings and weekends.

STEVENS INSTITUTE OF TECHNOLOGY The MBA program at Stevens emphasizes the potential but also the limitations of technology with students learning how to interpret information and use it to make the best decisions for the enterprise. The engineering element in Stevens’ DNA is felt through applied exercises that prepare managers who are comfortable rolling up their sleeves and putting theory into practice — whether in the classroom or in the boardroom. Whether full- or part-time, Stevens has the tools and expertise to ensure students get an immersive experience in leadership and business training. The online platform allows students to take part in live lectures or download program content at times and places that work best for them.

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UNIVERSITY OF NEVADA RENO The Executive MBA program is perfect for mid-career executives and experienced professionals who want to advance in today’s challenging work world. An online program, the EMBA is built to accommodate the schedules of working professionals. Led by the university’s premier business faculty, the EMBA has garnered national recognition from U.S. News and World Report and the Princeton Review as one of the top online business programs in the country. A 12-course, two-year program, the EMBA equips students with cutting-edge skills in managerial decision making and prepares them for leadership positions throughout every industry. During the past year, the EMBA has received national recognition and has been featured in multiple publications.

UNIVERSITY OF LOUISIANA MONROE In addition to ULM’s accredited face-to-face, on-campus MBA program, ULM offers an accredited online distance MBA Program (dMBA) specially designed for graduate students who work and cannot commute easily to ULM. Admission requirements are the same as the face-to-face MBA program as presented below. Two graduate MBA courses offered in a lock-step format are offered each semester. Students may enter the program any semester. To participate in the online MBA program or any online MBA course, students must have Microsoft Office™, high-speed Internet access and computer equipment with audio and video capability, including a headset with a built-in microphone and a Webcam.

Five questions to ask before you sign up for an online MBA program 1. Is the program accredited? You want to avoid going to an expensive diploma mill, which issues a degree that’s not worth the paper it’s printing on. The best place to find out about the school you are researching is the College Navigator tool on the Department of Education's website, which verifies the accreditation of schools. Their web address is http://nces.ed.gov/collegenavigator/. 2. How much does it cost? Are you saving money with this program or would it be less expensive to take the same course at the same school on a part-time basis? Just because a program is offered online does not mean that it’s a shortcut to a degree. Some online courses take years to complete, depending on how much coursework a student can handle per semester. Weigh the cost of attending classes on campus with online classes and see what works for you. 3. How much flexibility is built into the program? Find out how long you have to finish your degree. Calculate how long you need to complete the program at your own pace and compare. Find out if the classes you wish to take have rigid log in times and dates. If you can only work online on weekends, classes that require you to check in on a strict weekday schedule won’t be right for you. 4. Can students work together with faculty and peers? Face time in classrooms allow students to interact with each other and benefit from faculty feedback and encouragement. What does your program do to create that dialogue and networking possibilities for their students? Some schools require students to meet and greet with faculty at the start or end of the program. Others suggest online clubs they can join to obtain that sense of community that is sometimes lost in the online universe. 5. Can you take advantage of on-campus assets? Be careful about selecting schools with prestigious names but treat their online degree programs as their “ugly stepsister.” Ask directly if your program is being run by the school and not being outsourced to an outside enterprise. You want to make sure you have access to the same faculty and services any brick and mortar student has.

www.HispanicOutlook.com • 11

BUFFETT FOUNDATION to focus on helping young women of color Written by Jesse J. Holland, Associated Press

12 • May 2016

female minorities need as much assistance as boys. One of President Barack Obama’s signature achievements is the “My Brother’s Keeper” initiative, a public-private effort started by the White House to help younger generations of blacks and other minorities stay on the right path. But many have noted that girls need just as much help. The White

House acknowledged the gap in resources in 2014 with its creation of a new working group as an offshoot of the White House Council on Women and Girls chaired by a senior adviser to Obama, Valerie Jarrett. Girls and young women of color “need mentorships, they need summer job opportunities, they need somebody to believe in them because a lot of them grew up with nobody

PHOTO COURT ES Y OF N OVO FOUNDAT ION

ASHINGTON (AP) - A foundation run by the youngest son of billionaire investor Warren Buffett plans to spend $90 million to improve the lives of young women of color. The NoVo Foundation, created in 2006 by Jennifer and Peter Buffett, the youngest son of Warren Buffett, plans to announce the multimillion investment on Wednesday. The foundation says this will be the largest single investment dedicated solely to addressing inequities faced by young female minorities in the United States. The foundation will canvas the nation, talking to girls and their advocates to solicit ideas from them on how best to invest the money. The official funding process won’t begin until early 2017, the Buffetts said. “Our goal is to create the conditions for change by advancing the work of the real experts in this movement: girls and young women of color and the advocates working with them,” Peter Buffett said. The investment is the latest public acknowledgment that adolescent

to believe in them,” Jarrett told the Black Women’s Roundtable. Even before the White House got involved, other groups around the country were working specifically on improving the lives of girls of color, including through programs like Black Girls Rock! Inc. and The Latina A.R.M.Y., Inc. “The brilliant leadership of women of color activists all over this country has created a national movement to address these disparities, and philanthropy can and must do its part to respond and to support this movement,” said Pamela Shifman, executive director of the NoVo Foundation. “This is a breakthrough moment for girls and women of color, and we want to help ensure that it translates into lasting and meaningful change.” Advocates for black women and girls have been using the term “Black Girl Magic” and the hashtag #BlackGirlMagic as a way of cele-

brating the achievements of black women and girls in American society, and to help bring attention to the needs of young women and girls of color. NoVo staff will hold meetings in the South, Southeast and Midwest with young women, advocates and activists, as well as in New York City, New Orleans, Washington D.C. and other cities where it already has ongoing partnership before deciding where to put its money. Among the issues affecting young female minorities in particular are education, poverty and pregnancy. The teen pregnancy rate for Hispanic and black girls is more than twice as high, and American Indian/Alaska native girls is nearly twice as high as that for white girls, despite double-digit drops in pregnancy rates since 1990. Also, black girls are 14.6 percent less likely to graduate from

“The teen pregnancy rate for Hispanic and black girls is more than twice as high, and American Indian/ Alaska native girls is nearly twice as high as that for white girls, despite double-digit drops in pregnancy rates since 1990.”

PHOTO COURT ES Y OF N OVO FOUNDAT ION

high school than white girls, while Hispanic girls are 12.8 percent less likely and American Indian/Alaska native girls are 16 percent less likely. About 40 percent of Native American girls, 39 percent of black girls and 30 percent of Hispanic girls live in poverty, compared with 20 percent of all girls. •

www.HispanicOutlook.com • 13

My Brother’s Keeper Having Positive Impact in Communities of Color

The NoVo Foundation’s efforts to assist young women comes at a time when My Brother’s Keeper, an Obama White House initiative aimed at young men is touting his own successes. Here’s a statement by Broderick Johnson, Assistant to the President, Cabinet Secretary and Chair of the My Brother’s Keeper Task Force on the occasion of the program’s second anniversary:

wo and a half years ago, the president spoke to the nation after the verdict in the Trayvon Martin case. He talked about the angst and anger that many parents and families were feeling and about the challenges facing too many young people, boys and young men of color in particular. He observed: “There are a lot of kids out there who need help who are getting a lot of negative reinforcement,” and “There has to be more we can do to give them the sense that their country cares about them and values them and is willing to invest in them.” Six months later, the president launched My Brother’s Keeper in a ceremony held in the East Room of the White House. During his remarks, the president recognized the challenges that can disproportionately affect boys and young men of color – and the need to find ways to ensure that they and their peers 14 • May 2016

have every opportunity to reach their full potential: “After all, these boys are a growing segment of our population. They are our future workforce. When, generation after generation, they lag behind, our economy suffers. Our family structure suffers. Our civic life suffers. Cycles of hopelessness breed violence and mistrust. And our country is a little less than what we know it can be. So we need to change the statistics – not just for the sake of the young men and boys, but for the sake of America’s future.” MBK is about obliterating the barriers our kids face. It’s about building strong, lasting bridges to opportunity for boys and girls, young men and young women, no matter what their background or the circumstances into which they were born. It’s about investing in what works, acting with a sense of urgency, basing strategies on data

and evidence, and having the courage to call-out and tear down discrimination in every system and policy where it shows up. And, in two years we could not be more excited about the momentum, energy and enthusiasm that has been sparked all across the country. Foundations, businesses and social enterprises have responded to the president’s call to action, committing more than $500 million in grants and in-kind resources and $1 billion in financing through community banks, including investments in safe and effective schools, mentoring programs, juvenile justice reforms and school redesign. There are now almost 250 communities that have accepted the My Brother’s Keeper Community Challenge – representing 49 states, Washington, D.C., and 19 Tribal nations. Mayors – both Republicans and Democrats – as well as tribal leaders and county executives

OFFICIAL WHITE HOUSE PHOTO BY P ETE SO UZA

are working with community leaders and youth development experts to design and implement rigorous action plans that are strengthening communities and transforming lives. In recent months, the MBK leadership team has visited many of these MBK Communities, and what we are seeing on the ground is having impact and being built to have lasting impact. In Philadelphia, former Mayor Michael Nutter and new Mayor Jim Kenny worked in collaboration to ensure a smooth transition of “MBK Philly” between their two administrations. During one of his final press conferences, Mayor Nutter announced the findings of a new study that showed Philadelphia’s Police School Diversion Program led to a 54 percent reduction in school-based arrests, one of its MBK goals. In December, the city hosted the “My Brother’s Keeper

Philadelphia Summit,” bringing together communities from across Pennsylvania. Similar statewide coordination efforts are underway in Michigan, Connecticut, California and Wisconsin. In Detroit, that city’s leaders have outlined a plan over the next five years to recruit and match 5,000 new mentors, expand access to employment opportunities in high growth industries, reduce school suspensions by 50 percent, and enroll 90 percent of four-yearolds in preschool. LA County has established a county-wide MBK Task Force made up of the five cities that have accepted the MBK Community Challenge – LA City, Culver City, Compton, Long Beach and Hawthorne. In Compton, there has been a 50 percent reduction in homicides since 2014 credited to its Compton Empowered gang intervention program. In Long Beach,

the city began its P.A.T.H. (Promising Adults, Tomorrow’s Hope) diversion & training program, which combines occupational training, life skills development, mentoring and post-secondary education as an alternative to criminal prosecution for young adults ages 16-24. The president launched My Brother’s Keeper urging the public and private sectors to focus more on “what works” and to adopt new and promising, evidence-based collaborations: efforts that rigorously focus on milestones that range from cradle to college and career. While the challenges facing our youth require urgent attention, MBK is about sustaining change for the long haul. When the president spoke at the launch of the MBK Alliance in May, he said: “This will remain a mission for me and for Michelle not just for the rest of my presidency but for the rest of my life.” •

www.HispanicOutlook.com • 15

THE EVER-EXPANDING Hispanic Reading Room at the Library of Congress Written by Frank DiMaria

16 • May 2016

uscripts, reference books and artifacts,” said Georgette Dorn, chief of the Hispanic Division at the Library of Congress. “We collect everything. It’s the best Hispanic collection in the world. There is so much to be proud of.” The Hispanic Reading Room is the center for Hispanic studies at the Library of Congress and offers services in English, Spanish and Por-

PHOTO COURT ESY OF T HE LIBRA RY OF CONGRESS.

s the nation’s oldest federal cultural institution, the Library of Congress serves as the research arm of Congress. It’s the largest library in the world with millions of items including books, recordings, photographs, maps and manuscripts in its holdings. The Library of Congress comprises 12 reading rooms with none more important to Hispanic professors and those collecting information on Hispanic history and culture than the Hispanic Reading Room. Housed in the Jefferson Building, it serves as the primary access point for research relating to those parts of the world encompassing the geographical areas of the Caribbean, Latin America and Iberia as well as the indigenous cultures of those areas and peoples throughout the world historically influenced by Luso-Hispanic heritage. “The Library of Congress houses 12 million items relating to the Hispanic World. Of these 12 million items, two and a half million are books. We oversee these materials. We help people get to these materials such as maps, recordings, man-

Mural, Library of Congress Hispanic Reading Room

tuguese. About 250 researchers visit the reading room each month to view Hispanic materials of all kinds. When researchers interested in exploring the library’s holdings on Hispanic cultures arrive on the library’s campus, they first visit the Madison Building. There they are photographed and given an ID. The ID provides them access to all 12 of the library’s reading rooms, is valid for two years and is renewable infinitely. Then they make their way to the Jefferson Building. “They come to the Hispanic Reading room and state their case. We had a recent case of somebody from West Virginia, a professor who came looking for machismo in the works of a certain U.S.-Hispanic writer. So the reference librarian sat down with him at the computer,” Dorn said. When researchers, or as Dorn calls them readers, request materials, it takes the reading room about one hour to secure those materials, provided they are in one of the three buildings on campus. If, however, they are stored off campus in the library’s remote location in Cul-

Recording the Spoken Word Visiting the Hispanic Reading Room at the Library of Congress is one way to access Hispanic materials and perform research, but it’s not the only way. Today, researchers and the general population can listen to audio recordings of prominent Hispanic writers made available through the Library of Congress’s website. In 1943, American poet Archibald MacLeish who was the Librarian of Congress at the time began recording the readings of poets and writers. During the process, someone came to be recorded. That recording made a significant impression on MacLeish. “A Latin-American poet came by and read a MacLeish poem translated into Spanish. MacLeish said ‘why not record Hispanic poets?’ So, they began recording Hispanic poets,” Dorn said. They started with those poets and writers in Spain and Latin America and expanded their efforts to include ones from Portugal, the Caribbean and Haiti. They even recorded U.S. Hispanic poets who published their works in both English and Spanish. “In all those years we have collected over 700 readings by poets and writers from the greater Hispanic world,” Dorn said.

The collection is called The Archive of Hispanic Literature on Tape at the Library of Congress, and it includes readings from Nobel Laureates Gabriel García Márquez, Juan Ramón Jiménez, Gabriela Mistral, Pablo Neruda and Octavio Paz as well as renowned writers Jorge Amado, Jorge Luis Borges and Julio Cortázar.

PHOTO COURT ES Y OF T HE LIBRA RY OF CONGRESS

pepper, Virginia, it can take up to 24 hours for the materials to arrive at the reading room. To make the best use of their time, researchers who are planning to visit the reading room can request materials in advance through the library’s automated catalog on the Internet. “This is a new service we began offering last year,” Dorn said.

The 700 recordings were recorded at the library’s recording laboratory and at other locations around Spain and Latin America. To date, writers from 32 countries are represented in this collection, which includes readings in Spanish, Portuguese, Catalan, French, Náhuatl, Zapotec, Aymara, English and Dutch.

Georgette Dorn, chief, Hispanic Division at the Library of Congress.

www.HispanicOutlook.com • 17

PHOTO COURTESY OF THE LIBRARY OF CONGRESS

The website was launched on September 15 to coincide with U.S. Poet Laureate Juan Felipe Herrera’s inaugural address. “This is the first time the U.S. has had a Hispanic poet Laureate, so the time was perfect. His speech is online also,” Dorn said. A Matter of Hispanic Pride In 2014, the Hispanic Division worked with Congress to compile a directory of Hispanics who have served in the U.S. Congress from 1821 until 2012. “This is a 412 page book,” Dorn said. The book is called Hispanic Americans in Congress 1822–2012, and it contains extensive biographies, starting with that of Joseph 18 • May 2016

Marion Hernández, a delegate from the Florida Territory who was the first Hispanic to serve in Congress. It also documents a number of historical captions detailing the evolution of the entire congressional representation. In addition to books, photos and maps the Library of Congress has 3-D items on display both at the library and online. The Hispanic Division acquired a collection of pre-Columbian artifacts in 2005, like figurines, and displays them in its Exploring the Early Americas Exhibit. The exhibit, which is on permanent display in the Jefferson Building, features selections from the more than 3,000 rare maps, documents, paintings, prints and

The Hispanic Reading Room is the center for Hispanic studies at the Library of Congress and offers services in English, Spanish and Portuguese.

artifacts that make up the Jay I. Kislak Collection at the Library of Congress. The exhibit provides insight into indigenous cultures, the drama of the encounters between Native Americans and European explorers and settlers and the pivotal changes caused by the meeting of the American and European worlds. It also includes two extraordinary maps by Martin Waldseemüller created in 1507 and 1516, which depict a world enlarged by the presence of the Western Hemisphere. The Library of Congress is open weekdays from 8:30 a.m. to 5:00 p.m., and it’s closed on weekends and federal holidays. •

The Library of Congress Appoints its

First Hispanic Poet Laureate O

ne of Librarian of Congress James H. Billington’s last official acts before his retirement in October was to announce the appointment of Juan Felipe Herrera as the Library’s 21st Poet Laureate Consultant in Poetry for 2015-2016. With that announcement, a historical milestone was reached. Herrera who succeeded Charles Wright as Poet Laureate is the first Hispanic poet to serve in the position. The distinction is not lost on Herrera. He explained, “This is a mega-honor for me, for my family and my parents who came up north before and after the Mexican Revolution of 1910—the honor is bigger than me. I want to take everything I have in me, weave it, merge it with the beauty that is in the Library of Congress, all the resources, the guidance of the staff and departments and launch it with the heart-shaped dreams of the people. It is a miracle of many of us coming together.” Herrera began his duties this fall, participating in the Library of Congress National Book Festival on Saturday, September 5 and opening the Library’s annual literary season with a reading of his work at the Coolidge Auditorium on Tuesday, September 15. “I see in Herrera’s poems the work of an American original—work that takes the sublimity and largesse of “Leaves of Grass” and expands upon it,” Billington said. “His poems engage in a serious sense of play—in language and in image—that I feel gives them enduring power. I see how they champion voices, traditions and histories as

well as a cultural perspective, which is a vital part of our larger American identity.” The new Poet Laureate is the author of 28 books of poetry, novels for young adults and collections for children, most recently “Portraits of Hispanic American Heroes” (2014), a picture book showcasing inspirational Hispanic and Latino Americans. His most recent book of poems is “Senegal Taxi” (2013). Herrera was born in Fowler, California, in 1948. As the son of migrant farm workers, he moved around often, living in tents and trailers along the road in Southern California and attended school in a variety of small towns from San Francisco to San Diego. In 1972, he graduated from the University of California, Los Angeles (UCLA) with a bachelor’s degree in social anthropology. He then attended Stanford University where he received a master’s degree in social anthropology and in 1990, received a Masters of Fine Arts at the University of Iowa Writers’ Workshop. Herrera has written over a dozen poetry collections, including “Half the World in Light: New and Selected Poems” (2008), which received the National Book Critics Circle Award and the International Latino Book Award. He is also a celebrated young adult and children’s book author. His honors include the Américas Award for both “Cinnamon Girl: letters found inside a cereal box” (2005) and “Crashboomlove: A Novel in Verse” (1999) as well

as the Independent Publisher Book Award for “Featherless / Desplumado” (2005), the Ezra Jack Keats Award for “Calling the Doves” (1995) and the Pura Belpré Author Honor Award for both “Portraits of Hispanic American Heroes” and “Laughing Out Loud, I Fly” (1998). The Poet Laureate is selected for a one-year term by the Librarian of Congress. The choice is based on poetic merit alone and has included a wide variety of poetic styles. •

“I see in Herrera’s poems the work of an American original— work that takes the sublimity and largesse of “Leaves of Grass” and expands upon it. His poems engage in a serious sense of play—in language and in image—that I feel gives them enduring power.” James H. Billington, Library of Congress

www.HispanicOutlook.com • 19

ENCORE! THE BEST OF OUR DIGITAL NEWS Meet Jayson Cabrera, Agent of Change

LEADING STUDENT GROUPS ADVOCATING FOR LATINO CULTURE AT STOCKTON UNIVERSITY Story courtesy of Stockton University

Editor’s Note: Some things bear repeating. That’s the aim of a new special new feature presenting the best of the digital news we feature daily on our website and social media sites. Jayson Cabrera’s story as an agent of change is so inspirational, it deserved an ENCORE!

alloway, N.J. -- Jayson Cabera grew up near Perth Amboy in Keasbey, N.J., and has made his mark as a force for Latino culture at Stockton University by not giving up. Now a junior, he is president of the Latin American Students Association, but he has been working on developing a group that would be a strong voice for Latino students since he first arrived at the Galloway, N.J., university. He signed up for a group known as Los Latinos Unidos when he was a freshman but quickly found out that “the club only had a departing president and a handful of unmotivated club members. Instead of leaving when I had the chance, I saw this as my opportunity to step up to a leadership role and start my mark on Stockton.” After a number of ups and downs, in which the club lost most 20 • May 2016

of its board due to academic and financial pressures, Cabrera decided to try again. “I kept getting asked if I was still part of ‘that Spanish club,’ and if I still had meetings,” he said. “After talking to some mentors and upperclassmen as well as some other experiences, I decided that LLU needed to be brought back to our campus, but with some modifications. In a few months’ time, the club underwent a name change, a perception change and a change of values. Thus LLU was reborn but this time as the Latin American Student Association. “All in all, my vision for LASA is to give the Stockton community a place to preserve, showcase and expand our Latino culture,” Cabrera said. He feels he is helping to establish an organization that will continue growing since the leadership team is made up of freshman and

sophomores with him as president. The club holds programs including Fiesta Night and Beyond the Stereotype. While Fiesta Night is focused on the fun and flavorful side of Latino culture with food and dance, Beyond the Stereotype is an interactive theatre experience of the negative and positive views society has of Latino men and women, he said. The group also has done community service projects such as helping families with young children at Atlantic City’s Rescue Mission. Cabrera is also involved in advocating for Latino culture as vice president/treasurer and community service chair for the Zulu Chapter of Lambda Sigma Upsilon Latino Fraternity Inc. This national fraternity’s values “are values that I strive to incorporate and exemplify in my life each day,” he said.

“Being a role model to the community is another goal I adopted very quickly. I have been able to show students that success is very attainable.”

PHOTO COURT ES Y OF STOC KTON COLLEGE

Jayson Cabera.

“Academic excellence is a value I’ve always worked at, but becoming a brother of LSU transitioned that to being inducted into Order of Omega, an honor society for Greek Life honoring leaders and high achievers,” said the student who has made the Dean’s List four out of five semesters so far. “Being a role model to the community is another goal I adopted very quickly,” he continued. “I have been able to show students that success is very attainable. The goal that has influenced me the most is Cultural Awareness as well as Cultural Diversity. It brought me to look deeper into my own culture and even strengthened some relationships with elders in my family,” he said. “My fraternity is one of the most diverse in the nation, containing representation from over 50 different ethnicities. In translating this goal to my own goals, LASA came to mind,” he noted. “I want LASA to be a culturally aware place for people of different countries to celebrate something that they have in common, a passion for the Latino culture.” Cabrera credits his godmother, Keyla Suero-Alleyne, as “a guiding light throughout my life. Being that my mother’s language is not English, it was difficult for her to help me through various things growing up,” he explained. “So to have someone like Keyla in my life has been a great push for me to achieve the goals I set for myself. “Around the time of eighth grade, I came out to my mother, which wasn’t easy nor did I have the happy ending that some do,”

he said. “Keyla was the person who helped me through those rough years that followed, and to be honest I don’t think I would have made it this far without her support.” Cabrera is active in many other aspects of college life, including serving as an Admissions Ambassador, a resident assistant for Residential Life, public relations chair for Greek Council and student adviser for the Unified Cultural Greek Council, which he co-founded. He is also an inductee of Alpha Lambda Delta (First Year Honor Society), Psi Chi (Psychology Honor Society) and Order of Omega (Greek Leadership Society). Previously, he worked for the School of Social and Behavioral Science as a Teaching Assistant, for the Stockton phone-a-thon working with alumni and served on a committee for Stockton Day of Service in 2014. Two assistant directors in Stockton’s Office of Student Development have mentored him, influencing his career goals. “Lauren Wilson is the Student Affairs professional that I hope to be one day,” Cabrera said. Dianne Stalling, the adviser to the LASA, “has made a great impact on my Stockton experience. She has helped cultivate me into the student leader I am today, and for that I am grateful,” he said. His advice to other students? “Never let someone tell you that you’re too involved or doing too much for your campus if your goal is to leave a mark.” •

www.HispanicOutlook.com • 21

FUTURE OF AFFIRMATIVE ACTION Might Not Just Depend on SCOTUS Written by Margaret Orchowski

016 was to be the year that important conservative cases would win in the Supreme Court 5-4. Justice Anthony Kennedy, the conservative “swing voter,” was expected to decide on the conservative side in many cases. This includes Fisher v. University of Texas, the case that could determine

22 • May 2016

the future of affirmative action programs based on race. The narrative changed in February when conservative champion and originalist Justice Antonin Scalia unexpectedly died. Suddenly, the court’s down to eight members with no replacement likely until maybe December 2016, maybe well

into 2017. If Kennedy stays on the conservative side, many cases that had expected to win 5-4 conservative now could be split 4-4. The case then would be upheld by whichever way the lower court had decided. But affirmative action is different. From the start, the court was down to eight judges. Justice Elena

Kagen had to recuse herself because she had been involved in the lower cases as President Obama’s Solicitor General. The death of Scalia now brings the number of judges down to seven. That makes a divided decision 3-4 almost certain. But which side will win? If the court upholds the federal court’s decision to ban public college admissions that use race in any way, it will probably lead to the end of race-based affirmative action programs in all colleges, public and private. If SCOTUS maintains the narrow UT program however, it will likely restrain the scope of affirmative action programs throughout the country as well. Since a tie isn’t possible, the only way the present program would be saved is for the court to decide not to deal with it. That does not seem likely. It seems university administrators and student applicants will see changes. The question is how big. That will not depend exclusively on the makeup of the court now affected by the death of Scalia. It will depend on three major factors underlying affirmative action programs themselves that have changed since affirmative action was introduced in 1970. The first factor is how “compelling” vital and necessary is diversity based on race alone? The second is how the goal of “critical mass” and “enough diversity” is to be defined, measured and monitored – or not. The third is public support for the programs. These factors have changed even in the three months since Scalia died. “Diversity is more than race,”

Chief Justice Robert emphatically argued in 2013. Almost everyone agrees that admissions based on race alone is too narrow – that a prospective student must be viewed holistically. How much then does race alone define diversity? Scalia questioned how much race counts in a multiracial person? “What if they are one-twelfth Indian?” he asked. In today’s colleges, many students are multiethnic, multinational, multiracial, multi-faith and

The new diversity of millennials might be making the 20th century concept of race-based affirmative action obsolete. multilingual. They increasingly mark “mixed” in the demographic questionnaires. How are they to be counted in race-based affirmative action? And how diverse is race alone if a student is from a highly-educated, wealthy, upper socio-economic class? President Obama has argued that African Americans of privilege like his daughters should not be considered under affirmative action. The new diversity of millennials might be making the 20th century concept of race-based affirmative action obsolete. The concepts of “critical mass”

and “enough diversity” are also debatable. In 2013, SCOTUS upheld “narrowly targeted” affirmative action programs…but only for 25 years at most. Liberal Justice Ruth Bader Ginsberg confirmed that within the next 25 years, they won’t be needed when critical mass and enough diversity has been achieved. But how can critical mass be determined? In various court arguments both majority and dissenting opinions agreed that “achievement of a critical mass of minority students is not capable of being translated into exact numbers or percentages – and shouldn’t be as that might constitute an unconstitutional quota.” In reality, “Justices are not the critical drivers of transformational constitutional changes,” writes David Cole, a legal scholar at Georgetown University. “It’s decades of precedent, incremental changes in the society and persistent advocacy that drives such changes, not justices. The court is much more likely to recognize constitutional change than to generate them.” So what today is the public support for affirmative action? Even before Scalia died, the dynamics around race on campus were ramping up as aggressive protesters on even the ivy league campuses the Justices attended have erupted amidst attempts to suppress the speech of those who disagree. “This could color the justices’ view on the one argument that has impelled the support of affirmative action among its opponents: the value of educational diversity so students of different backgrounds can learn from each other,” said Cornell law Professor www.HispanicOutlook.com • 23

The Supreme Court of the United States

Michael Dorf, a former law clerk of Justice Kennedy. “If Justices view – as does much of the public – the protests and insistence on college campuses of political correctness and the capitulation of authorities to those demands as not promoting intellectual diversity, then they could be seen as dangerously narrowing the range of arguments available to support of race-based admissions programs.” So if SCOTUS in June bans race-based affirmative action programs broadly or even narrowly, how can university administrators promote diversity on campus? “The benefits of diversity do not spontaneously arise merely from the 24 • May 2016

presence of a varied student body,” writes Ronald Shaiko, a Dartmouth College Senior Fellow. “University administrators will have to figure out how to “create diverse incoming classes and to nudge students’ interactions outside of their comfort zones,” liberal New York Times columnist Frank Bruni wrote in December. “They will have to discourage self-affinity enclaves and push back when students tune out voices or block points of view they don’t want to hear.” Colleges need to do a better job in providing study abroad experiences for all students, Bruni continues. They need to bring back freedom of speech throughout the

campus not just in small designated areas. They need to use academic requirements to make sure students don’t travel a tract that is too confining and idiosyncratic not just in intellectual areas but in social and demographic ones too. If affirmative action based on race is terminated in a 3-4 decision this year, other court cases may follow. Future presidents will determine the makeup of the courts to come. But it seems affirmative action’s ultimate fate will rest on public support for holistic diversity efforts on campus for all students. •

OWN IT Written by Marvin F. Lozano, Ed.D. & Miquela Rivera, Ph.D

“Nothing in the world can take the place of persistence. Talent will not…genius will not…education will not…Persistence and determination alone are omnipotent.” – Calvin Coolidge

uccess does not require unique abilities, lots of money or an Ivy League education. It requires having an entrepreneurial mindset focused on problem-solving. It also requires hard work. Most importantly, it requires persistence and determination. First-generation, college-bound Latino students sometimes think they need unique talent, a lot of money or attending a highly prestigious university to succeed. No one tells them differently, so some do not even try to pursue higher education. Many may overlook state colleges and universities in closer proximity with rigorous curricula and are well-suited to their abilities, resources and goals. Lack of information about options and opportunities can impede a Latino student’s persistence. Career counselors and faculty are crucial in encouraging students to pursue higher education. Students need to be told that those opportunities are available to them – if they choose to pursue them. Entrepreneurs approach their work with passion and are inner-directed. They surround themselves with people that share their interests. First-generation, college-bound Latino students sometimes set aside their personal passion or interests to work and support the family. Encouraging a Latino student to identify and pursue their passion is crucial for in that passion lies a lifelong pursuit that can support the family often at a higher level. Pursuing a passion is different than having a job – and they deserve to know the difference and choose accordingly. First-generation, college-bound Latino students also need support in setting their expectations. Higher education will require more work and present more challenges than they have experienced before,

but those challenges are simply problems to be solved. With the entrepreneurial mindset, students learn to persevere in the face of difficulty, viewing and solving one problem after another. With faculty guidance they can learn the system and use the resources available to overcome challenges. Such support prevents Latino students from giving up too easily rather than identifying problems and finding solutions. Or not trying at all. Preparation for higher education is also crucial. Study skills should be taught beginning in elementary school. Self-discipline must begin at home in early childhood and encouraged by structure and adults who are engaged with students at every level of schooling. The entrepreneurial mindset of problem-solving can be taught as children grow older; the required determination and perseverance are cultivated much earlier. Social adjustments are another factor that can affect a Latino student’s persistence in higher education. Geographic distance and lessened time with family can cut both ways for the Latino student entering college. Being away from or spending less time with family may cause a sense of grief and loss for the student, but it can strip away some negative pressures that might weigh heavily on the student, too. Feeling alone or different than many of the other students on campus adds to a Latino student’s sense of isolation. Coupled with changes in food, activities, traditions, recreation, music and other familiar things, Latino students can reach the tipping point of choosing to quit rather than persevere. As a first-generation, college-bound Latino student, author Marvin Lozano recalls having a college roommate – also first-generation – at Arizona State

University years ago. They were two of three Latino students in the entire dormitory. Changes in food, hearing Spanish less and having no Latino professors with whom to identify were significant issues – beyond life away from home and increased academic demands – that required major social adjustments. Building a “campus family” with Latinos they met on campus between classes in the student union provided weekend gatherings with food, celebration, music and socializing that lessened the personal losses and supported their retention in school. Through mutual support they learned to balance study and work (all of them had part-time jobs in addition to carrying a course load). At the end of the first term, money issues led the roommate to join the Army and return to complete college several years later under the GI Bill. Marvin completed the business degree with honors. Both persevered, clear on their passion and goals. First-generation, college-bound Latino students know how to persist because life has already demanded that they do so. With encouragement, structure, information and support, they can transfer their ability to persist – all the way to a college degree. • Marvin Lozano, EdD is a faculty member in the School of Business & Information Technology at Central New Mexico Community College in Albuquerque. He is an experienced small business consultant, commercial banker and entrepreneur. He has been honored as a USDA National Hispanic Fellow and as a Sam Walton Fellow. Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.

www.HispanicOutlook.com • 25

The Princeton Review’s 2016 “College Hopes & Worries Survey” Application Perspectives from 10,000 Students & Parents Story courtesy of The Princeton Review

Stanford University

EW YORK -- It’s nail-biting season for more than three million college applicants and their parents as college acceptance and rejection letters land in their e-mail or snail mail boxes this spring. The anxiety associated with receiving those make or break letters 26 • May 2016

can be overwhelming – so much so that The Princeton Review has surveyed the phenomena in its annual report. According to The Princeton Review’s 2016 College Hopes & Worries Survey – the company’s 13th annual survey of college applicants and

their parents – nearly three out of four (72 percent) of the over 10,000 respondents this year reported high levels of stress about their applications. Concerns about how they will afford the colleges they get in to contribute heavily to that stress. Hope-

Yale University

fully the college letters with financial aid award offers, also arriving now, will bring good news. Almost nine of 10 respondents (88 percent) said financial aid will be “Very” or “Extremely” necessary to pay for college, and 65 percent of that cohort deemed it “Extremely” necessary. For the fourth consecutive year, Stanford was the college that both applicants and parents most named as their “Dream” college. Harvard was the second most named. Overall, respondents’ views about college are upbeat: 99 percent believe college will be “Worth it” and the plurality of respondents (44 percent) viewed the chief benefit of earning the degree as a “Potentially better job and income.”

The Princeton Review (www. princetonreview.com), one of the nation’s best known education services companies, has conducted this survey annually since 2003. Findings for the 2016 survey are based on responses from 10,434 people: 80 percent were college applicants, 20 percent were parents of applicants. Respondents hailed from all 50 states and DC, plus several countries abroad. The 16-question survey ran in The Princeton Review book, “The Best 380 Colleges: 2016 Edition” (Penguin Random House, August 2015), and on www.princetonreview. com from August 2015 through early March 2016. A complete survey report is at www.princetonreview.

com/college-hopes-worries For survey questions with multiple answer choices, findings among respondents overall (students and parents) indicate: Applications are stressssssss-ful. Seventy-two percent of respondents gauged their stress levels as “High” or “Very high” – a 16 percent increase over 56 percent who reported such stress in 2003, the survey’s initial year. Students reported higher stress levels than parents. Toughest factor? Tests. Asked which part of the application process was the toughest, 37 percent (the plurality) of responwww.HispanicOutlook.com • 27

dents chose the answer, “Taking the SAT®, ACT® or AP®s” while 32 percent chose “Completing applications for admission and financial aid.” College cost estimate? $50,000+ Eighty-five percent estimated their degree to cost “More than $50,000.” Within that cohort, 41 percent said “More than $100,000.” Parents’ estimates were higher than students’.

Princeton University Office of Communications

Harvard University

Biggest worry? Debt. Thirty-nine percent (the plurality) said their biggest concern was “Level of debt to pay for the degree.” For 32 percent, their biggest worry was “Will get into first-choice college but won’t have sufficient funds/aid to attend.” In 2006, the answer most selected by the plurality (34 percent) was “Won’t get in to first-choice college” (chosen by 22 percent this year). Main benefit of college? Jobs & Earnings Forty-four percent said the biggest benefit of a degree was a “Potentially better job and income,” while 32 percent said “Exposure to new ideas,” and 24 percent said the “Education.” Distance from home of “ideal” college? Parents: near. Students: far. Fifty-one percent of parents chose “Less than 250 miles” as the ideal college’s distance from home while 69 percent of students chose answers in ranges from 250 to 1,000 miles. The Princeton Review also asked respondents their advice for next year’s applicants. The most repeated advice: “Start early.” •

28 • May 2016

Top 10 “Dream Colleges” Selected by Students and Parents Answering the survey’s only fill-in-the-blank question, “What ‘dream college’ do you wish you or your child could attend if acceptance or cost weren’t issues?” respondents wrote in names of more than 500 institutions. The student responses and that of their parents show interesting similarities and differences in how these schools are ranked. THE COLLEGES STUDENTS MOST NAMED AS THEIR “DREAM COLLEGE” WERE:

1) Stanford University 2) Harvard College 3) New York University 4) University of California - Los Angeles 5) Princeton University 6) Massachusetts Institute of Technology 7) Columbia University 8) University of California - Berkeley 9) Yale University 10) University of Southern California THE COLLEGES PARENTS MOST NAMED AS THEIR “DREAM COLLEGE” FOR THEIR CHILDREN WERE:

1) Stanford University 2) Harvard College 3) Princeton University 4) Massachusetts Institute of Technology 5) Duke University 6) University of Michigan - Ann Arbor 7) University of Notre Dame 8) New York University 9) University of Pennsylvania 10) University of Southern California

College Survey Highlights: - 72 percent Report High Stress Over Applications - 88 percent Say Financial Aid “Very Necessary” - #1 “Dream” College: Stanford, #2: Harvard - 99 percent Say College Is “Worth It” Source: Princeton Review survey 2016

www.HispanicOutlook.com • 29

NEW MEXICO COLLEGE seeks immigrant students in US illegally Written by Russell Contreras, Associated Press

LBUQUERQUE, N.M. -When Grecia Rivas graduated from a Tucson high school a few years ago, she thought her days in a classroom were over. She was an immigrant living in the U.S. illegally, and counselors didn’t know what to tell her about college prospects even though she had a 3.8 grade point average. It was the height of Arizona’s SB1070, a state law designed to target immigrants like her, and Arizona colleges at that time didn’t allow such immigrants to attend at in-state tuition rates. The 24-year-old from Nogales, Mexico, is now pursuing a degree in graphic design at one of New Mexico’s smaller colleges thanks to an effort by the school to recruit students like her — high-achieving student immigrants who are living in the country illegally. Western New Mexico University recently launched a campaign targeting potential students like Rivas using a combination of social media and face-to-face recruiting. Through Facebook, Twitter and Instagram, the school works to convince the 30 • May 2016

students they’d find a hospitable environment for immigrants and possible financial aid at the 3,700-student university located in the mining town of Silver City. Other colleges, like City University of New York and Loyola University Chicago Stritch School of Medicine, have followed the same trend as schools search for more students amid nationally declining enrollments. Schools are openly encouraging the immigrant students known as DREAMers to apply despite the uncertainty of their careers after they graduate. The students are called DREAMers after the proposed federal DREAM Act — a law that would give the immigrant students a pathway to citizenship through college enrollment or military service. The proposal has languished in Congress for years. Federal law does not forbid immigrants in the country illegally from attending universities in the U.S., and state laws vary on whether the immigrant students who graduated from state high schools can attend at in-state tuition rates. New

Mexico, Texas and Arizona allow the students to attend and pay in-state tuition. For Western New Mexico University the move to recruit DREAMers living out of state was a no-brainer, said Matthew Lara, the school’s admission director. During recruiting trips, Lara stumbled upon immigrant students who were interested in college but didn’t have counselors knowledgeable about their options. “We met incredible students with 4.0 GPAs and off-the-chart test scores,” Lara said. The campus also wanted to reshape itself from a school mainly serving students in southwestern New Mexico to one that attracts students from surrounding states. DREAMers looking for a school were a natural fit, Lara said. Lara said after recruiting its first small batch of DREAMers seven years ago, the school revamped its tuition and worked to find enough financial aid to attract students who have been granted temporary residency status under the Obama Administration’s federal Deferred Action for Childhood Arrivals, or

PHOTO COURTESY WESTERN NEW MEXICO UNIVE RSITY

Schools are openly encouraging the immigrant students known as DREAMers to apply despite the uncertainty of their careers after they graduate.

DACA. Those DACA students living in Arizona, Colorado, and El Paso, Texas, can apply to Western New Mexico University and if accepted, receive in-state tuition. The school boasts about the recruiting effort on its home page with “DREAMer/DACA Students Welcome” coupled with a photo of a DREAMer student. And it has placed billboards in Hispanic immigrant neighborhoods throughout the Southwest. One billboard in Tucson invites students from Pima Community College to apply to Western New Mexico University. Despite the very public campaign, the school said it has received little negative feedback and several lawmakers have supported the effort. However, Rep. John Zimmerman, a Las Cruces Republican

whose district borders the university, said the state needs to be careful on whether it was encouraging immigrants to break federal immigration laws. “We need to make sure that they have legal immigration status if they go to our state schools,” Zimmerman said. Still, Zimmerman said he was pleased the school is offering educational opportunities. Rivas said word has spread that Western New Mexico University is a place where students like her can continue their education with a supportive system. “This has been the best choice I’ve ever made...coming here,” Rivas said. “I can be myself now, and I’m able to help other DREAMers.” •

www.HispanicOutlook.com • 31

UNIVERSITY OF HOUSTON SYSTEM/ UNIVERSITY OF HOUSTON VICE CHANCELLOR/VICE PRESIDENT FOR RESEARCH AND TECHNOLOGY TRANSFER The University of Houston, a growing and vibrant global research University, invites nominations and applications in search of our next Vice Chancellor/Vice President for Research and Technology Transfer. Awarded the highest classification given to research universities and the equivalent of Tier One status by the Carnegie Foundation, the University invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University at the email address below. Nominations and applications submitted prior to August 1, 2016 are preferred; however, review of materials will begin immediately and continue until the appointment is made. For a complete position description, please visit the current opportunities page at www.parkersearch.com Send application materials to: Laurie C. Wilder, President Porsha L. Williams, Vice President Parker Executive Search 770-804-1996 ext. 109 pwilliams@parkersearch.com || mbonds@parkersearch.com The University of Houston is an Equal Opportunity, Affirmative Action employer. Women, minorities, and individuals with disabilities are encouraged to apply.

Provost and Senior Vice Chancellor

The University of Tennessee, Knoxville is conducting a global search for its next Provost and Senior Vice Chancellor. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting The University of Tennessee, Knoxville. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to August 10, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Hispanic Outlook 1/4 page FACULTY SEARCHES Issue 5-16-16

Rutgers Universityâ&#x20AC;&#x201C;Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing. Health Sciences Assistant Professor (full-time, non-tenure track)

Hispanic Outlook 1/4 page Issue5-16-16 Deadline 5-9-16

Public Policy and Administration

Assistant Professor (two-year, full-time (10 months), non-tenure track) Assistant Professor (one-year, full-time (12 months), non-tenure track)

For specific information about the position, including qualifications and deadlines, see our website at: http://fas.camden.rutgers.edu/faculty/fas-job-searches/ Rutgers, the State University of New Jersey, is an Equal Opportunity / Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, genetic information, protected veteran status, military service or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimination or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination or any other terms and conditions of employment.

32 â&#x20AC;˘ May 2016

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UNIVERSITY OF SOUTH FLORIDA – COLLEGE OF PUBLIC HEALTH The College of Public Health at the University of South Florida is advancing its strategic vision and seeks an energetic, dynamic leader as Vice Dean for Education. The Vice Dean will oversee a comprehensive array of services and programs in the areas of academic affairs and excellence across all degree levels; student services and student success; experiential learning in the classroom, the community and globally; faculty development around teaching innovations; and instructional technology. The Vice Dean will report directly to the Dean, be a key member of the College leadership team and have an academic appointment as Professor in an appropriate department within the College. The University of South Florida (USF) is a high-impact, global research university dedicated to student success. Part of USF Health comprising the colleges of medicine, nursing, pharmacy and public health, the College of Public Health is home to over 200 scholars and professionals serving the educational needs of over 2,000 students in bachelor’s, masters and doctoral degree programs. Interested candidates are encouraged to visit the college website at http://health.usf.edu/publichealth/. The Tampa Bay area is a dynamic and growing metropolitan area of over three million residents that offers a wide range of cultural, artistic, athletic, and recreational activities, excellent public schools, close proximity to Gulf of Mexico beaches and an affordable cost of living. Minimum Qualifications: a doctoral degree in public health or a related field and a minimum of 5 years of experience at the level of Assistant Dean or above in administering academic and educational activities within a School or Program of Public Health or a related field. Also, must have the experience and professional accomplishments required to be appointed at the rank of Professor. Preferred Qualifications: experience in designing/managing academic programs, demonstrated record of active engagement with students and promotion of student success, knowledge of strategies for assessment of learning outcomes, evidence of student mentorship in higher education and evidence of trans-disciplinary and across departmental/college teamwork. Also prefer individual with demonstrated leadership skills including, but not limited to, the ability to persuade, inspire, engage, execute, think strategically, work through others, manage conflict and build a trusting environment, as well as, demonstrated leadership traits of integrity, honesty and ethics. Closing Date: Position will remain open until filled. Review of applications will begin June 1, 2016. Salary & Benefits: Nationally competitive salary with excellent benefits. To apply: Candidates must complete an online application to be considered for this position. Please visit www.usf.edu and access “Work at USF,” and then “Access Careers@USF and search for Position #2580 Professor and Vice Dean for Education, COPH. Applicants should submit a letter of application which addresses the qualifications listed in the advertisement, curriculum vitae and a list of five references. According to Florida law, search records, including FROM applications and search committee meetings, are open to the public. USF is an Equal Opportunity, Affirmative Action, and Equal Access institution. Applicants who need disability accommodations in order to participate in the selection process should notify Sonia Graham at (813) 974-6494 or TDD (813) 974-2218 THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE at least five working days in advance of need.

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Marketing Faculty Position The Marketing Unit at Harvard Business School invites applications for a faculty position to start in July 2017. Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Marketing encompasses understanding consumer behavior, international marketing, business-tobusiness marketing, product management, new product development and marketing organization and systems. Applicants for tenure track positions should have a doctorate or terminal degree in a field specified above, or related discipline, by the time the appointment begins, and strong demonstrated potential and interest to conduct research at the forefront of their fields. Candidates should submit CV, copies of publications and working papers, and letters of recommendation at: http://www.hbs.edu/faculty/positions. Closing date for applications is June 30, 2016. Material that can only be sent in hard copy can be mailed to: Harvard Business School, Faculty Administration, Attn: Marketing Application, Morgan Hall T25, Soldiers Field Road, Boston, MA 02163.

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

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