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With the Donald, It’s Only Business By Carlos D. Conde
H
ey Latinos- don’t get all upset and rankled at the Donald because he characterizes you and your kin as a bunch of crooks and ne’er-do-wells swimming across the Rio Grande from Mexico into the U.S., spewing crime and raping our great country of its resources and benevolence. Donald Trump wants to be president of the U.S. but assailing the nation’s Spanish-speaking minority through the illegal immigration issue is not smart. In announcing his candidacy in June, Trump teed off on Latinos, Mexican illegals specifically, and Mexican-Americans by association. “When Mexico sends its people, they are not sending their best,” he said. “They’re sending people that have lots of problems and they’re bringing those problems with us. (sic) They are bringing drugs. They’re bringing crime. They’re rapists. And some, I assume, are good people.” Nice way to launch a presidential campaign through attacking by inference a constituency whose support is pivotal to winning a national election. Trump could have picked any social element in the U.S. to disparage but chose Latinos, now approaching 55 million and specifically targeted Mexican-Americans, who comprise about two-thirds of this ethnic minority which in recent presidential elections has become the political kingmaker. Knowing the Donald, somewhere must lurk a money-making business opportunity or the promotion of an upcoming venture. Even then, there also seems to be some lunacy or bad political strategy in badmouthing a pivotal ethnic group. It may cost him, but the Donald, being the Donald, seems to bask in the notoriety and his style of politicking and his agenda might just pay off. It has enhanced, if momentarily, his presidential aspirations among some constituencies like the ultra conservatives and nativists whose suffrage numbers have increased and who Trump seems to have struck a chord with. Dumping on U.S. Latinos was once politically inexpensive, and for some advantageous. Now with their explosive growth numbers, upward mobility and expanding political clout, it’s not recommended. Whatever, the Donald momentarily became a political pariah among Latinos and their supporters, some out of political convenience. Several commercial enter-
prises hit him where it hurts the most, his pocketbook, but he says he feels no pain. Trump once produced a TV program, “The Apprentice,” with the theme, “You’re Fired.” Now some of his partnered business enterprises have fired him, particularly his golf affiliations and hotel and entertainment enterprises. Save for his ego, when you’re worth $4.1 billion as Forbes says he is, what’s to worry? The Donald style, obnoxious and outrageous as it is, seems to suit him whether cutting a business deal or insulting Latinos. Some Latino leaders would now like to hit him where it hurts, his business enterprises and current political ambitions, but Trump, with his trademark blonde, bunny hairdo and a pursed upper lip, seems not discomfited by this. A national Latino leader among others called Trump a racist. Trump says he loves Latinos. “I have Mexicans and South Americans working for me all over the country. Believe me, they love me and I love them. I think they’re great.” The mystery remains why he picked on Latinos and Mexican-Americans in particular, a group of which he has had little association with in the past except for the hired help in his hotels and golf courses. Trump kept up his rhetoric at other political venues like Arizona, known for its reactionary politics and seat of the infamous Latino-baiting sheriff, Joe Arpaio, who introduced Trump at a rally. In a sort of left-handed compliment, Trump said Mexico’s leaders are much sharper than us in trade and jobs while exporting their nefarious elements in the guise of poverty-fleeing illegals. Then changing the rhetoric again, “I love the Mexican people. I love them. Many people from Mexico are legal. They came in the old-fashioned way. Legally.” In early polls on GOP presidential candidates, the Donald was ahead of Jeb Bush. With all the circumstances related to his insensitive rhetoric, it’s not probable he can maintain that lead, but don’t bet on it. • Carlos D. Conde, award-winning journalist, former Washington and foreign correspondent, was a communications aide in the Nixon White House. Write to him at CDConde@aol.com AUGUST 17, 2015 | 3
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Contents 6
6 10
10
The Ripple Effect of Dr. Tony Ortiz by Sylvia Mendoza
From Farm to Data Table: Students Use Geographic Information Systems to Boost Crop Yields by Michael Bratten
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Hispanic Alliance of South Carolina Advocates for Higher Education Opportunities by Frank DiMaria
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A Latina’s Passion for Culturally-Responsive Education by Michelle Adam
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Washington University Makes Economic Diversity a Top Priority by Gary M. Stern
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Published by “The Hispanic Outlook in Higher Education Publishing Company, Inc.”
Departments 3
Latino Kaleidoscope
With the Donald, It’s Only Business by Carlos D. Conde
25 26 27
Uncensored
by Peggy Sands Orchowski
Scholars’ Corner by Rudy Medina
Book Review: María’s Journey
Reviewed by Mary Ann Cooper
Interesting Reads by Mary Ann Cooper
Back Priming the Pump Cover Have Basic Life Skills Been Lost to Technology? by Miquela Rivera, PhD
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 Ricardo Castillo Director of Accounting & Finance Javier Salazar Carrión Article Contributors Michael Bratten, Frank DiMaria, Rudy Medina, Sylvia Mendoza, Miquela Rivera, Gary M. Stern Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 Editorial Policy
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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Cover Courtesy of Del Mar College
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HISPANIC OUTLOOK | PROFILES
THE RIPPLE EFFECT of Dr. Tony Ortiz By Sylvia Mendoza
I
n the little town of Cuomo, Puerto Rico, Dr. Tony Ortiz was the third of 13 kids raised by parents whose work ethic, faith, and love for their children produced a tight-knit family. With added guidance and support from the Catholic Church and an afterschool program, the “it takes a village” mentality took root and helped get him to Wright State University in Dayton, Ohio, where he found his calling in sports medicine. Eventually he became director of sports medicine, and as he developed relationships with students, colleagues, staff and community leaders, he became a liaison to the Latino community. Now serving as the associate vice president of the first-ever Latino Affairs Office at Wright, Ortiz has an official home for outreach programs that not only highlight Latino potential but reap benefits for the university. Created two years ago, the office, under Ortiz’s leadership and support from President David R. Hopkins, offers a variety of programs that bridge younger students with college students, parents with community resources, and community and think tank leaders with the university. The office is an innovative godsend. “Historically Latino initiatives get lost in multicultural centers,” Ortiz explains. “No Latinos are consulted in decisions for programs or outreach. Here we have an actual center for our students. Every Friday they have a meet-up to connect them
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Dr. Tony Ortiz
PROFILES | HISPANIC OUTLOOK
Photo by Thomas Sheibenberger
to others. The primary goal is to retain them. Next year we’re projecting 80 percent retention.” His retention plan includes personal investment and commitment and an authentic desire to see Latino students prosper and become invested in their communities. Ortiz is the bridge linking students to opportunity. “The office is a win for everyone,” says Dr. Robert Sweeney, executive vice president for planning in the president’s office. Six years ago Wright gathered 20 progressive, unique community thought-leaders to shake things up, suggesting how to become a more relevant, better institution. Ortiz was one of those at the table, pushing the need for programs that recruited Latino families, not just kids. “We get numerous requests for support where it’s all about ‘me,’” Sweeney says. “But with Tony it’s always- how is this better for our students? He develops relationships with kids. He develops relationships with Latino leaders—and he doesn’t know the word ‘no’ to develop relevant programs. Everything about his life is connection.” When the Latino Affairs Office opened, Ortiz’s connections were already at the core of its foundation. Ripple Effect Connections Felix Torres was going into his senior of high school in Aguadilla, Puerto Rico, when his sister urged him to visit her in Dayton in 2002 and enroll in a summer athletic training camp at Wright State.
It was Torres’ first time on a college campus, far from home, and immersion in the rigorous camp had participants visiting anatomy labs, studying cadavers, and wrapping ankles proved challenging. His coach? Tony Ortiz. “It was impressive,” says Torres. “It was the first time I ever met someone in higher ed who was Latino, someone who looked and talked like me who had made it. If I had gone and not made the connection, I don’t know if I’d have continued in the field.” Ortiz kept in touch when Torres returned to their homeland. Upon graduating, Torres applied to Wright and entered the sports medicine program. Ortiz guided him along. He ultimately earned a master’s in student affairs in higher education and administration. Now Torres is director of Camino de Vida, an outreach mentor program and student reward system geared at middle and high school students, born through the Office of Latino Affairs. Working with other community organizations and mentors like engineers associated with the nonprofit Academy for STEM and Sports, students meet four times a week for help with homework, mentoring, community service opportunities and field trips to shows, sporting events, academic lectures, community action and political rallies. “We are trying to influence our Latino youth to look at their options and convince parents it’s not impossible to improve their quality of life,” says Torres. AUGUST 17, 2015 | 7
HISPANIC OUTLOOK | PROFILES
Dr. Robert Sweeney, executive vice president for planning, Wright State University
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“I want to help make their transition seamless for higher education.” Retention is the Key. Alyssa Wagner director of El Puente Educational Center, another outreach program, sees the positive impact of Wright’s outreach efforts. “In Ohio, only 50 percent of Latino students end up graduating from high school,” says Wagner. “At Camino de Vida, for our students who attend regularly, there is a 0 percent dropout rate.” Programs that Launch a Thousand Careers Camino de Vida is only one of Ortiz’s passions. Wright launched a student exchange program partnership with Panama University helps students become bilingual, culturally relevant, and more marketable. “There’s a serious need for bilingual nurses and educators—and experience,” said Ortiz. Wright’s students can get practice in their fields while improving Spanish skills and cultural awareness. Panama is interested in Wright State’s urban affairs and climate control studies because of its environmental issues. El Puente Education Center provides a school tutoring program, is a safe place for elementary age kids, and is a connection for parents with the schools. Privately funded, it allows undergraduates to work on service learning projects such as tutoring. Students improve reading skills and develop a love of reading. “Some things are not quantifiable,” explains Wagner. That applies to their focus on values that can guide them for life. On the walls are signs that read: “Share with others.” “Say please and thank you.” “Be polite.” On Friday nights, parents also get a taste of these values when they come to the center to connect with others while navigating the educational system for their children. “It’s become like a big familia,” says Ortiz. “They solve a lot of their own problems just by coming together and talking. One hundred percent of the parents show up.” Ortiz inspires and challenges to go beyond comfort zones to find new perspectives. Only when →
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With Tony it’s always -how is this better for our students? He develops relationships with kids. He develops relationships with Latino leaders—and he doesn’t know the word ‘no’ to develop relevant programs.”
Robert Sweeney
PROFILES | HISPANIC OUTLOOK
Sustaining Legacy Ortiz wants the Office of Latino Affairs to be sustainable with programs that can last forever in concept and practice. “I’m most happy about the culture change that has already occurred,” he says. “Non-Latino student volunteers were afraid to come to the center to do their tutoring and now when they’re done with their service learning, they come back. They love it.” Practicing and teaching compassion seems to drive Ortiz personally as well as professionally. A father of two, Ortiz speaks quietly when recalling how his older daughter moved back to help care for his 26-year-old daughter who was diagnosed with cancer. When she passed away last year, family and “the village” carried him. Sweeney remembers the trying time. “This is where he is selfless. He took personal tragedy and asked that in lieu of flowers to send money to establish a scholarship fund set up in her name.” It is those gestures that build legacies and are far reaching, launching new generations of com-
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El Puente was initially up and running did he drop in for weekly visits, making sure they had what was needed, says Wagner. “Tony really knows how to develop leadership in others because he’s not looking over your shoulder to make sure it’s done exactly the way he wants. He’s really given El Puente a lot of autonomy, trusting me to use good judgment to figure things out. There’s nothing like that kind of trust and confianza to let someone spread their wings and fly with a project, and become a leader themselves.” These leaders are sought by The Latino Dream Team, a group of high level Latino politicians and community movers and shakers. Started by Ortiz, this group focuses on mentorship, investing, and networking. “We’ve become a conduit, a bridge,” says Ortiz. “They already know the quality of students coming from El Puente and Camino de Vida and can count on them for their teams as employees and leaders. The kids know they have contacts in the community and can improve their chances of getting a job.”
Catherine Hernández
passionate, thoughtful leaders. Catherine Hernández, the graduate assistant in the Office of Latino Affairs, sees firsthand Ortiz’s energy and mission. “Sometimes I get stunned by all he has done, but you would never know unless he told you,” says Hernández. “Tony is about serving the community and loving students. He does everything with them in mind.” Ortiz’s efforts push students, parents, faculty, and community leaders to think far beyond education, holding close the power of their roots to guide them. “He makes them proud to be Latino,” says Hernández. “He inspires them and shows them that in being a Latino you can have positions of leadership, be respected, be excellent at what you do, and make a difference in your community.” •
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From Farm to Data Table: Students Use Geographic Information Systems to Boost Crop Yields By Michael Bratten
L
eonel Deleon may have found his calling in the fields of cotton, sorghum and corn growing in the sunbaked soil of the Texas Coastal Bend. Last spring, the Del Mar College student was part of a team using Geographic Information Systems (GIS) technology to measure the populations of pests like the verde plant bug and cotton fleahopper and produce data that helps farmers maximize their crop yield. “It’s important because it affects people’s live-
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lihoods,” said Deleon, 24, whose internship with Texas A&M AgriLife Research came courtesy of a grant from the U.S. Dept. of Agriculture (USDA). “After Del Mar I may apply for a job with Agrilife just to see what it’s like to do GIS on a full-time basis. This has changed my direction in life.” GIS technology incorporates computer programs and data such as Global Positioning System coordinates to create maps used to analyze and assess real-world problems. The maps can be viewed electronically or on paper.
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Perfect training ground In South Texas, GIS is nearly synonymous with agriculture. As a result, local farmland around Corpus Christi, where the college is located, is a perfect training ground for Del Mar GIS students who receive internships through grants from the USDA. By the end of this summer, about 40 internships will have been made possible by $352,000 in USDA grants over the past four years, said Jonda Halcomb, PhD, dean of Del Mar’s division of arts and sciences. Besides agriculture, GIS technology is increasingly useful in business, marketing, marine science, urban development and other fields, Halcomb said. “With GIS, you’re not limited to any one area. I want students to be prepared for other fields where they can add GIS to their expertise.”
INNOVATIONS/PROGRAMS | HISPANIC OUTLOOK
After Del Mar I may apply for a job with AgriLife just to see what it’s like to do GIS on a full-time basis. This has changed my direction in life.” Leonel Deleon, student, Del Mar College
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Ground truthing In a process called ground truthing, Deleon and his colleagues went into farmfields looking for insect nymphs on plants and plotting their locations on handheld GIS devices, he said. Then, using a software program called ArcMap, they put the data on a map that indicates the number of insects in the sampling area. “We show this data to our clients, the farmers,” Deleon said. “They can determine how much pesticide to use and where to use it. It’s interesting to hear them talk about the insects and how destructive they are.” The data is especially valuable to sorghum farmers. Recently, Coastal Bend sorghum fields became the epicenter of a multi-state infestation of aphids, a pest that sucks the sap from the stems and leaves of the plant, said Mike Brewer, field crop entomologist with Texas A&M AgriLife Research. Leonel Deleon (right) and Travis Ahrens, both studying GIS technology at Del Mar College, search for aphids in a field of sorghum and plot them on a handheld GIS device. In a field of sorghum, Del Mar College student Leonel Deleon enters locations of aphids in a handheld GIS device called a Juno.
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Student learning While Del Mar’s GIS students are contributing to farmers’ productivity, the real focus of the internships is student learning, Brewer said. “I get enthusiastic students because they’re applying their classroom instruction to a real-world problem. They’ve all been willing to get their shoes dirty, and that’s part of the selection process. It’s fair to say we work them pretty hard, but they enjoy it.” AgriLife has hosted four interns from Del Mar over the last three years, Brewer said. The combination of working outdoors and in an office, as well as with a team and alone, is what Alby Cartwright enjoyed the most during her internship at AgriLife. She’s completed four GIS internships, the most recent with the National Oceanic and Atmospheric Administration, where she researched and compiled South Texas precipitation data. With her internship experience, a handful of GIS certifications and an associate’s degree from Del Mar, Cartwright plans to pursue a career in GIS after she completes her bachelor’s degree. “Before the internships, I wouldn’t have been able to tell you what I wanted to do in my life,” she said. “They defined what I’m looking for.” ‘Local sons and daughters’ That type of feedback is a source of pride for her GIS instructor at Del Mar, John J. Nelson. It’s also one of the reasons he and Halcomb are willing to put the leg-work into grant applications.
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Aphids can be seen on this sorghum leaf. Del Mar College students are using GIS technology to help farmers battle the pest in South Texas.
“These are local sons and daughters making a difference here in this area,” Nelson said. “You can really sense a feeling of acomplishment and drive from their experiences.” GIS and technologies associated with it are evolving rapidly in South Texas’ agriculture industry. This year, AgriLife may begin using unmanned aerial vehicles (UAVs) to remotely scan farmfields for signs of damage from insect pests, Brewer said. Once those areas are identified, a person can go out for a closer inspection. The integration of agriculture, GIS and UAVs is in its infancy, Brewer said, and Del Mar students starting internships at AgriLife this summer will be part of it. For Halcomb and Nelson, that underscores the need for a continuing flow of grants that help Del Mar’s GIS students stay on the cutting edge of technology, especially as it applies to agriculture. “You write 10 grant applications and you’re lucky if you get two,” Nelson said. “But we do it because without grants, we wouldn’t be able to offer those internship opportunties.” • Michael Bratten is a communications specialist at Del Mar College.
AAHHE proudly announces its 11th Annual National Conference Latino Attainment: Meeting America’s Equity & Talent Imperatives Logro Latino: Realizando Nuestras Metas de Igualdad y Talento March 10-12, 2016 Hilton Costa Mesa Hotel Costa Mesa, California
AAHHE is now accepting applications for the Faculty and Graduate Student Fellowship Program! Participation in this fellowship includes conference registration fees, special events, hotel accommodations, and travel funding.
Faculty Fellowship applicants will be assessed on the following criteria: Hispanic, Latina/o and or Chicana/o Background Currently serving as an untenured, tenure-track faculty member with priority given to applicants in years one, two, or three Demonstrated ability to contribute to a defined area of scholarship Demonstrated ability to contribute to the enhancement of Latinas/os in higher education
Graduate Student Conference Fellowship applicants will be assessed on the following criteria:
Hispanic, Latina/o and or Chicana/o Background Be enrolled in full-time graduate study in a doctoral program; Demonstrate academic potential through past experiences and future career goals; Aspire to enter the college/university professoriate and/or administration; Exhibit a track record of service to the Hispanic and/or Latina/o community. Be willing to actively participate in and commit to attend every GSFP event.
Submission deadline: Friday, September 25, 2015!
For further information regarding all aspects of the Faculty and Graduate Student Fellowship Program please refer to the AAHHE website: www.aahhe.org
HISPANIC OUTLOOK | INNOVATIONS/PROGRAMS
HISPANIC ALLIANCE OF SOUTH CAROLINA Advocates for Higher Education Opportunities an Antonio, Chicago, and Los Angeles all come to mind when one thinks of large Hispanic populations. Greenville, South Carolina - not so much. But as it turns out, Greenville has a significant Hispanic population that has grown considerably since the last census. So Greenville was the perfect city to launch a team seeking to identify gaps in services to Hispanics in South Carolina’s upstate region. It’s called the Post-Secondary and Adult Education Team and it is a component of the Hispanic Alliance of South Carolina, a nonprofit that seeks to enrich the quality of life for Hispanics in and around Greenville. The Post-Secondary and Adult Education Team has been working with high school and middle school students in and around Greenville as well as those near Clemson University, about a 45-minute drive from Greenville. The team wants to improve access to higher education for Hispanics by partnering with existing educational institutions, programs and services; gauging the educational needs of the community and identifying areas of disparity through open community forums; and developing and implementing educational programs to fill educational voids in the Hispanic community. “We’re trying to advertise and get the word out to families about the college application process,” says Leslie Gonzales, EdD, assistant professor of higher education at Clemson University and Post-Secondary and Adult Education Team chair at the Hispanic Alliance of South Carolina.
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Gonzales and her team work with high schools and postsecondary institutions to determine what these institutions are doing to create both access to college and a welcoming environment for Hispanic students and their families. The team members reach out to high school counselors, parent liaisons,
Leslie Gonzales, EdD, assistant professor of higher education at Clemson University
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By Frank DiMaria
INNOVATIONS/PROGRAMS | HISPANIC OUTLOOK
principals and school districts to form relationships. Through these relationships they identify students and their families who need assistance navigating the college application process and they help them out. The team works primarily with individuals in the Greenville School District, serving nearly 68,000 students, of which about 11 percent are Hispanic. The volunteers who comprise the team, however, don’t stop at the Greenville border. Because many of them enjoy connections across the state, the alliance also serves high schools in Clemson, Fikins and Aiken. Gonzales established the Post-Secondary and Adult Education Team about a year and a half ago. After having several conversations and team meetings she identified a disconnect between Latinos in Greenville’s community, the organizations that serve the families and the institutions of higher education. These are very complex issues, says Gonzales. “We felt what we really needed to focus on was getting institutions to talk to us…to get us on their radar.” The team developed a strategic plan to foster a rapport with the institutions within a year. The framework of the plan established four phases. The first was a simple introduction at each institution. Gonzales got the names and phone numbers of individuals with whom they would like to start a dialog. In the second phase, she set up meetings. “We wanted to discuss who we are at the Hispanic Alliance, what we do and what our connection is within the Latino community. We wanted to highlight some data points that show how large the Latino population is in Greenville,” says Gonzales. At these meetings she and her team presented data about which Latinos were going to college and the colleges they were selecting. “We just wanted to open that conversation,” she said. To show the target institutions that the Hispanic Alliance was not just interested in criticizing those institutions but was determined to be a resource and willing to be a partner, the team presented a set of initiatives to the institutions in the third phase of the strategic plan.
We’re trying to advertise and get the word out to families about the college application process.” Leslie Gonzales, EdD, assistant professor of higher education at Clemson University and Post-Secondary and Adult Education Team chair at the Hispanic Alliance of South Carolina.
Gonzales was eager to demonstrate sustainability. In the fourth phase she and her team made it abundantly clear to the institutions that the assistance her team was offering was not going to be a one-shot deal. This is an ongoing conversation and effort, she told them. The team’s first major accomplishment took place during Hispanic Heritage Month last year. The Hispanic Alliance teamed up with the Latino Task Force at Clemson and Hispanic advocates at Wofford College, Furman College and Greenville Technical College. Gonzales and her colleagues wrote a grant and were awarded $5000 to implement it. They used the money to educate the communities around these schools about the plight of Latinos. “We presented a trilogy film and discussion sequence. We brought in films and the filmmakers,” says Gonzales. The alliance showed three films at three different campuses, each followed by a discussion about the film. On the Clemson campus the alliance presented the film Stolen Education by Enrique Alemán Jr. and Rudy Luna. Taking place in Texas, this film features a 1956 court case in which Mexican families fight for equality. The filmmakers demonstrate how practices in the 1950s marginalized Spanish-speaking individuals in Texas.
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At Greenville Technical College, the alliance showed Who is Dayani Cristal? by Marc Silver and Mark Monroe. In this film an anonymous body in the Arizona desert sparks the beginning of a real-life human drama. The search for the body’s identity leads the viewer across a continent to seek out those left behind. “It really humanizes the immigrant experience and captures what happens when an immigrant comes from any Latin American country and dies in the process,” says Gonzales. The film asks poignant questions like: when an immigrant dies, what does the family go through and what does the government do on its end? The third film in the trilogy was made by several leaders of the faith-based community and highlights undocumented immigrants from around the globe. Shown at Wofford College this film followed these immigrants as they picked crops in the fields
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Leslie Gonzales, EdD, assistant professor of higher education at Clemson University
and worked in canning factories. “Doing the work that many others might not,” says Gonzales. After each film quest speakers addressed the audience. “Enrique Alemán gave a very intimate conversation with school teachers and counselors from the Greenville and Clemson areas…He was able to talk through the film and talk about the families he interviewed…South Carolina is repeating the terrible mistakes that were done in Texas in terms of language policies, for example. So they got to see how these played out in people’s lives in different ways,” says Gonzales. Those who attended the three showings left with a new perspective on these issues, says Gonzales. “It was a much more humane one. They no longer viewed these issues through a detached and economic lens. It was about people, people’s lives, people’s families. I think that is really important,” she said. To create long-term institutional change The Hispanic Alliance and the Post-Secondary Education Team held its first-ever college fair at Greenville Tech back in March. “We’re trying to think at a system level,” says Gonzales. About 200 individuals attended the event workshops and stopped by tables hosted by 12 colleges and universities. Eight community organizations delivered presentations. The college and university reps who were on hand reported very positive exchanges with the attendees. “The Hispanic Alliance Higher Education Team, all composed of volunteers, did a fantastic job of providing informative education, on-site interpretation, help with logistics, coffee and pan dulce and child care,” says Gonzales. There are plans in the works to follow up this year’s college fair with an essay and resume workshop for high school students this coming June. “We also plan to do a professional development workshop for all of the Hispanic Alliance’s Higher Education Team…about 50 members, so that we are up to date on all important information related to DACA and also related to federal financial aid policy. That will probably take place this summer,” says Gonzales. •
Washington State Convention Center | Seattle, WA | November 11-14, 2015
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ow in its fifteenth year, ABRCMS is one of the largest, professional conferences for underrepresented minority students, military veterans, and persons with disabilities to pursue advanced training in science, technology, engineering and mathematics (STEM). ABRCMS provides students with the opportunity to: • present research at a national forum, • expand scientific and professional development through innovative sessions, • interact with peers through multiple networking opportunities, and • explore graduate schools, summer research opportunities, and postdoctoral fellowships through the robust exhibits program.
2014 ABRCMS Exhibitor Types Industry 4 Associations/Non-profits 45 Foundations/ Research Hospital 3 Federal/Gov. Agencies 16
2014 Distribution of Scientific Disciplines Unspecified - 710 (9%) Cancer Biology 681 (9%) Immunology 562 (7%) Developmental Biological 588 (7%) Social & Behavioral Sciences & Public Health - 463 (6%) Physical Sciences & Mathematics - 362 (5%) Physiological - 389 (5%)
Biochemical - 855 (11%)
Educational Institutions 254
Cell Biological 885 (11%)
Chemical 487 (6%)
Molecular 496 (6%) Microbiological 800 (10%) Neuroscience - 669 (8%)
Important Dates: • September 11, 2015: Abstract Submission Deadline • September 11, 2015: ABRCMS Student Travel Award Deadline • October 19, 2015: Discount Registration Ends
www.abrcms.org facebook.com/abrcms
twitter.com/abrcms
abrcms@asmusa.org
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A Latina’s Passion
for Culturally-Responsive Education By Michelle Adam
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Dr. Socorro Herrera
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uch of her childhood was spent in the fields, picking onions, sugar beets, and broom corn, all while maintaining strong grades despite her migrant family’s itinerant life. Today, because of her experience, Dr. Socorro Herrera knows how to make a difference for all those who, like her, have lived a unique cultural experience that often goes overlooked in today’s educational setting. “My whole passion for being in higher education is to support teachers in understanding that although students have fragmented educations and parents with lower degrees, it doesn’t mean these kids are cognitively-impaired,” said Herrera, professor and executive director for the Center for Intercultural and Multicultural Advocacy at Kansas State University. “There’s a lot of passion in Latino families and a depth of tradition and love, and a value for education, but that often doesn’t translate to the way our institutions define parental involvement and valuing education.” Herrera moved from Mexico to the U.S. with her mother and father, a Bracero farmworker, back when she was 8 years old, and spent much of her childhood traveling between New Mexico, their home base, and Kansas and Texas. “I didn’t start and finish school in the same place, but I was having valuable experiences in the cotton and sugar fields. It was about the experiences we were having,” she said.
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PROFILES | HISPANIC OUTLOOK
While Herrera kept up with her grades, she realized that what she was learning in the fields – how to kill and skin snakes, for example – and her culture – like that of roasting goats in the backyard – wasn’t typically valued by the educational system, as was going to a museum. “Our culture isn’t valued unless we do a Cinco de Mayo celebration, our language isn’t valued, and the test scores are always telling you that you are basic, “ she said. “It can be demoralizing over the course of time.” Despite the challenges of living a culture outside of, and unseen by the educational system, Herrera credits those teachers she had as a child and teenager for paving the way for her educational successes and her life’s work. “They valued what I had to say, and they didn’t make me feel as if I had absolutely no foundation. They sent me clear messages of the assets and strengths and capacity I had,” she said. “I had just the right number of teachers to send the message that who I am was valuable. That made a difference as did the way my parents taught me a strong work ethic.” Upon graduating from high school, Herrera got married and had children—something that was an outgrowth of her parents wishing for her to stay closer to home. “Later I found out that my parents were afraid of me going off to college because they didn’t know how to protect me there,” she said. “But a high school counselor told me back then that I could take my baby to school, and so that was when I started at Eastern New Mexico University and became a teacher.” Psychological Dimension of Learning Throughout her career, Herrera sought ways to address the psychological needs of students. “We spend so much time concerned about curriculum and content and how to make the right lesson plans, but when I worked in the schools I saw that teachers were missing the psychological dimension needed for teaching children,” she said. In an effort to create change in this system, Herrera went from teaching Title 1 Reading and first and third grade education to obtaining a master’s in counseling. Yet, once she worked as a
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HISPANIC OUTLOOK | PROFILES
counselor in the schools, she soon found out that her job mainly consisted of filling out schedules and working with kids with problems who needed to be expelled. Determined to make a difference in a manner she felt was needed, Herrera worked with drug-free schools and community programs so she could be help families working in the fields and those in prisons. “From working in the prisons, I found out that 13-to 17-year-old kids blamed the schools for their lack of success. But when talking to the successful students, they said what supported them were the amazing teachers they had,” she said. “It solidified for me that the psychological and sociological pieces are needed in education. If a learner isn’t nurtured, then you are not going to get to reach the cognitive dimension of the learner.”
“
We spend so much
time concerned about curriculum and content and how to
make the right lesson
plans, but when I worked in the schools I saw that teachers were missing the psychological dimension needed for teaching children.” Dr. Socorro Herrera
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Herrera ultimately obtained a PhD in educational psychology from Texas State University, which led to her work today as a professor of elementary education and director of the Center for Intercultural and Multilingual Advocacy at Kansas State University. Her teaching has focused on methodology classes for bilingual education, ESL, and assessment measures. As a center director for 16 years now, Herrera helped recruit, support, and graduate 100 underrepresented students to become bilingual teachers across the country, and has created model programs to help teachers work with underrepresented students throughout the country. Under Herrera’s direction, the center has received $32 million in federal grants, and much of this money has gone toward recruiting first- generation students to become bilingual, bicultural teachers. In her recruitment efforts, she uniquely approaches families first and then their children. This has proven to be a very effective manner of drawing Latinos to the program and providing trust in parents that their children will be in good hands. Cross-Culturally Competent Teachers In addition to recruiting and creating culturally-literate, and bilingual teachers, programs developed to support teachers in becoming more adept at working with underrepresented populations have been replicated by schools throughout the nation. For example, the center’s CLASSIC © ESL Program has been used by the University of Georgia, University of Arkansas, Morningside College, and Colorado State University, among other schools. CLASSIC combines key ingredients of the program that make up its name: critically reflective, life-long, advocacy, second-language learners, site-specific, innovative, cross-cultural competence. “This program has been around for 15 years. I think it’s been so successful because it brings to life the practical tools needed to work with students,” said Herrera. “It asks teachers to be critically reflective and to look at the assumptions they hold of students they teach.” Another program of the center is called Project BESITOS, which aims to recruit, prepare and
PROFILES | HISPANIC OUTLOOK
mentor secondary students and paraprofessionals for teaching careers in bilingual education in order to increase the quality of instruction for culturally and linguistically diverse (CLD) students in Kansas. It currently provides participants with a solid background in research/theories of language acquisition, as well as an overview of key terms, frameworks, and theories in the field of linguistics.
Herrera’s work has also extended beyond the center, including giving keynotes addresses and traveling to schools across the country, in addition to publishing three books (Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). “I love working in schools with teachers in classrooms. I want to see if teachers are having the same challenges across the country,” she said. “Now I am working with teachers in Ecuador and Guatemala. They struggle with the same kinds of things.” When asked what seems to be the biggest challenge for teachers, Herrera said that they are working within the limited parameters of the state and federal government, yet when they get in front of students they are the ones needing to differentiate instruction and value the learner and differentiate the teaching. “We want our children to have access and for all to learn. It is important to enter into an instructional conversation with the learner,” she said. Despite all the inroads Herrera has made with her life’s work, she has faced the challenges of an education system set in ways that wear down the students and teachers. “I haven’t made any difference at all institutionally. The system has so much to change and there are days I feel exhausted,” she admitted. “But I have amazing students doing amazing work and if I ever feel down and wondering why I continue to do this on a daily basis, I am reminded that there are these passionate, committed people here to make a change.” In the end, Herrera also realizes that she wouldn’t be doing what she’s doing if it weren’t for those who believed in her. She continues to follow her passion to support more bilingual teachers, and teachers-at-large, to be present to the unique needs and gifts that so many students like her bring to mainstream education. “We have to continue to plant the seeds,” she said. “And more seeds and more seeds.” •
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HISPANIC OUTLOOK | ADMISSIONS/RECRUITMENT
Washington University Makes Economic Diversity a Top Priority By Gary M. Stern
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Holden Thorp, provost, Washington University
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he well-respected Washington University in St. Louis, Missouri, attracted 6 percent of Pell Grant students, the lowest percentage in the nation in 2013. Recognizing that it needs to become more socioeconomically and ethnically diverse, it is taking steps to double that number to 13 percent of Pell Grant students by 2020. To accomplish that goal, Washington University established a detailed plan based on raising enough money to finance the effort and integrate the students onto the campus. The cost of the program is estimated at $25 million annually. Funding will derive from a combination of philanthropic efforts, cost-cutting efficiencies, and reallocating and redirecting funds from merit grants to needs-based aid. Of the 7,336 students enrolled at Washington University in fall 2013, 4,056 were white, 1,221 were Asian and only 394 were Latino and 452 African-Americans. Undergraduate fees in fall 2015 were $47,000 for tuition and $15,000 for room and board, amounting to about $62,000 annually. Despite a low number of Pell Grant participants, nearly 37 percent of students obtained some financial aid, and the average award was $33,719 or about half of the full college cost. In 2014, the number of Pell Grants student rose to 8 percent, a modest bump. Chancellor Mark Wrighton acknowledged that the university needed to do more in this area, but “we remain deeply committed to providing full financial support for all students who need assistance.”
ADMISSIONS/RECRUITMENT | HISPANIC OUTLOOK
Changing Strategies to Achieve Diversity Wrighton explained that the college developed a three-pronged approach to attracting a more diverse class that included the following: 1) establishing a College Prep Program to augment its pipeline of well-prepared minority students; 2) creating a campaign to establish a $400 million financial aid program, enabling all students to attend who want to; and 3) developing a program to retain students that includes mentoring, stipends for internships, and paying for books, travel and other personal programs. Asked why Washington University opted to address this issue at this time, Holden Thorp, its provost since July 2013 and the former chancellor of the University of North Carolina, said the college was going through an “evolutionary” period. “We’ve come from being a local college with a great
“
The plan is to
make sure we can
allocate enough money to financial aid in the
coming few years to get
our fraction of students who are Pell eligible up to 13 percent by 2020.” Mark Wrighton, chancellor, Washington University
medical school to a fully integrated world-class research university,” he said. To make that leap, the college had to invest huge amounts of financial capital. Now it was time to ensure that the college is economically mixed. “The plan is to make sure we can allocate enough money to financial aid in the coming few years to get our fraction of students who are Pell eligible up to 13 percent by 2020,” he said. That percentage was selected because it reflects the number of Pell grants at several of its peer colleges. Identifying students that meet Washington University’s demanding criteria will come naturally. “We already have enough applications from students that we haven’t been able to admit because of lack of sufficient financial aid resources. Those students are there in our pool,” said Thorp. Moreover, Thorp said that all students whose family income falls under $75,000 a year are eligible for its no-loan program. “We provide full financial need for those students,” he said. Identity, Ethnicity and Inclusion Once accepted, integrating these Pell Grant students into the fabric of the college is critical. Thorp said that the idea of inclusion has undergone some changes. No longer does it just mean fitting into a campus but now includes “acknowledging and embracing one’s identity.” Making sure that students blend into the campus requires a multi-faceted approach. Peer- topeer tutoring and mentoring all play a role. In particular, Thorp said ensuring that Pell Grant students interested in the sciences are retrained can ensure that more diverse students enter STEM fields. Harvey Fields, assistant director of academic programs and a chemistry professor, is chairing an advisory group of key university leaders, to “audit all of the structures and systems that can help support students having a full and engaging experience at Washington University,” he said. The group has just begun to meet but Fields said it would explore a variety of topics including ways to assist students to succeed academically, encouraging students to get involved in campus life
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HISPANIC OUTLOOK | ADMISSIONS/RECRUITMENT
The energy that comes
from students from many
different backgrounds and interests will stimulate people here. It will
motivate the faculty, staff and whole community.” Holden Thorp, provost, Washington University
and join student groups, find mentors, and partake of all the cultural offerings on campus. In short, it aims to make sure that Pell Grants students are engaged and immersed in campus life, not marginalized. For example, an international studies major encourages, but doesn’t demand, a semester abroad. Fields said that he wanted to ensure that Pell Grant students could partake of this option. Mentoring will also be highlighted. Fields wants to connect Pell Grant students with the college’s alumni network and other networks that “allow us to begin to develop opportunities for students to be more engaged.” Fields is involved in the federal TRIO program, which provides a host of student support services to disadvantaged students including academic advising, financial aid assistance, tutoring, counseling and career planning. Through TRIO, the college has learned “ways to include students in leadership opportunities, seminars and focus programs. We’ll also create additional focus and seminars that will be helpful. We’ll also consider faculty and leadership mentoring of students,” he said. Asked specifically what issues minority students face on campus, Fields expected that Latino and
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African-American undergraduates will vie for work study grants to earn extra money or contribute to family income. He’s hoping to develop ways for students to stay connected to families and earn money in research programs aligned with their future academic goals and professional development. Majority students must also be open to accepting students on campus. Fields pointed to the group WU/FUSED (Washington University for Undergraduate Social Economic Diversity), an advocacy group emphasizing the need to increase economic diversity on campus, as an example of this openness. It also held a day devoted to diversity and inclusion to create a campus-wide dialogue, and faculty is being encouraged to stress inclusiveness in the classroom. Washington University “has an obligation to do something about the inequality that plagues American society,” said Thorp. If students pursue majors in public health, sociology and the humanities, he said, then the college needs to live up to the values embodied by these disciplines. After World War II and buoyed by the GI Bill, colleges enhanced their role of fixing inequality and now need to return to it. “The energy that comes from students from many different backgrounds and interests will stimulate people here. It will motivate the faculty, staff and whole community,” said Thorp. Nonetheless, critics might say that aiming at a 13 percent level of Pell Grants is still relatively modest. Thorp stressed that 13 percent is a starting point. “Let’s get there and then we’ll look around and see what’s next,” he said. He noted that middle-class students also require financial aid to meet the cost of a college education. Fields sees the entire college campus, not just Pell Grant students, benefiting from having a more diverse student body. The college wants to attract “all the talent and intellectual capacity from all works of life and life’s groups.” He expects that all students on campus “will learn from low-income students. It will open up opportunities for research and outreach that we may not have considered in the past.” •
By Margaret Orchowski BEST GRADUATE SPEECH EVER! “MAKE YOUR BED!” It’s probably safe to say that by now, the June graduation celebrity speech you experienced is already a distant memory. But here’s one that I bet everyone who has heard it, still remembers. Resplendent in his Navy whites, Adm. William McRaven had a stunning message for his soon-to-be fellow alums at the University of Texas Austin in May 2014: “If you want to change the world, start by making your bed when you get up.” Read it in full when you can, but here are some highlights: It matters not your gender, your ethnic or religious background, your orientation, or your social status….. If you make your bed every morning you will have accomplished the first task of the day. It will encourage you to do another task and another and another. By the end of the day, that one task completed will have turned into many tasks completed. And, if by chance you have a miserable day, you will come home to a bed that is made—that you made—and a made bed gives you encouragement that tomorrow will be better. If you want to change the world, start off by making your bed.” There’s much more to this wonderful speech. As the dog days of summer wind down to the reality of fall read this inspiring speech and go on to change the world. LATINO ID BECOMING COMPLICATED In our endless election cycles, the furor over the “Latino Vote” seems to be increasing. But what is it exactly? To hear some people describe it: 1) it is made up of the entire Hispanic population in the U.S., some 53 million individuals - even though fewer than half of those are citizens over the age of 18 and eligible to vote; 2) it is monolithic Democratic - despite high profile Republican Latino politicians like Rubio, Cruz, Ros-Lehtinen, Sandoval, et.al; 3) it insists that comprehensive immigration reform is a non-negotiable top must-pass issue; and 4) it is best to communicate to them in Spanish. Of course Outlook readers know the Latino vote is far more diverse than that, especially as it is increasingly made up of multi-everything Millennials who are not that gung-ho about politics. But now a further level of complication comes to light in a recent PEW Research Center study. PEW found that for most Latinos, self-identity is a mix of widely diverse national origins, ethnicities, religions and races. Increasingly Latinos (already of mixed European and indigenous bloods) intermarry with non-Hispanic whites, Asians and non-Hispanic blacks. Some even identify being Latino as a race, although the U.S. Census continues to regard it as an ethnic group. Obviously the future of Latino ID is as diverse as America.
DEMOCRATS VIE ON REFORMING HIGHER EDUCATION The “Socialist” presidential candidate Bernie Saunders, D-Vt., has vowed that he would make college tuition free for everyone who wants it. The presumptive candidate Hillary Clinton says she will reveal soon her plan to cut student debt for everyone. Sen. Elizabeth Warren, D-Mass., wants more data to focus on college graduate success; and Sen. Patty Murray, D-Wash., wants to stop sexual assaults on campus. Many strong ideas – and those are just the Democrats. A panel of four higher education political experts at the Brookings Institute in June was unanimous in their predictions for passage of significant higher education legislation this year: “not a chance.” TENURE INCREASINGLY ATTACKED Colleges have a unique management structure that drives the MBA/CEO trustees crazy. Typically they have two governing bodies: the administration that manages the facility; and the tenured professors who manage the educational product: curriculum, schedules, recruitment, admissions, advancement, graduation and retirement. The tenured profs have absolute power. The only way to beat them is to not fund their positions - leaving just enough money to hire powerless adjuncts. The other avenue (in the case of public institutions) is for state legislatures to withdraw tenure protection by law. That’s what Wisconsin Gov. Scott Walker is attempting. He is not alone. The idea that tenure must protect outspoken cutting-edge professors has waned with political correctness, cuts in research and institutional support, eager foreign scholars who work 24/7 and the popularity of long sabbaticals without oversight. Retaining good professors can be done with negotiated contracts on shorter terms, say reformers. Increasingly, permanent tenure is regarded as unsustainable.
Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.
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From the
Scholars’Corner
By Rudy Medina, Doctoral Candidate, Educational Leadership and Policy, University of Utah 2015 AAHHE Graduate Fellow
T
his past spring, I attended the American Association of Hispanics in Higher Education Annual Conference as a Graduate Fellow. I did not know what to expect. I was recommended to the conference by a faculty member and by former participants. They all told me it was a great space. Nonetheless, I was hesitant because I consider myself an introvert, and conferences are overwhelming to me. The AAHHE conference, however, proved to be different; it was an amazing experience that was neither overwhelming nor did I feel the anxiety of networking. It felt like a family reunion even though beforehand I did not have substantial relationships with anyone at the conference. The conversations and mentoring at AAHHE were organic, and I felt like everyone had the fellows’ best interests in mind. Before AAHHE, I felt content. I am working toward a PhD in educational leadership and policy at the University of Utah. Arriving in Utah a few years back, faculty members such as Drs. Enrique Aleman, Octavio Villalpando, and Maria Ledesma, among others, welcomed me and offered me opportunities normally not offered to master’s students. Additionally, my fellow graduate students welcomed me into their community. Most importantly, the people in Utah demonstrated that I was not alone in my education journey. AAHHE has now done the same, but at a national level. I was amazed to have the opportunity to meet and work with scholars I have followed for
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years and to put faces to the names on the many articles and book chapters I have read. What I appreciated most about AAHHE was the sense of comunidad that existed because everyone was willing to take time, have a conversation, and give advice — whether it was on research methods or how to balance family and school. As graduate students, it is difficult not to feel a sense of anxiety and stress. AAHHE provided a space where we could forget everything going on and work together to improve our scholarship. I want to send a special shout out to my cohort of AAHHE Graduate Fellows: I do not think I ever laughed as hard as I did at AAHHE. I will forever be grateful for the relationships I built, and for the feedback and advice I received from the Graduate and Faculty Fellows. AAHHE was a refreshing experience where I saw brilliant minds working to serve and support our communities. Lastly, the conference was instrumental in reaffirming my pursuit of my doctorate. It allowed me to recognize that I am part of a much larger network of Chicana/o Latina/o scholars doing great work and striving to make policy changes that will open doors for our future generations. AAHHE helped me refine my research, gain confidence in my work, and develop and maintain a national network of scholars. I will utilize everything I learned at AAHHE to continue my academic and career trajectory as I now see my aspirations are possible. •
Maria’s Journey by Ramón Arredondo and Trisha (Hull) Arredondo. 2010. 260 pgs. ISBN: 978-0-87195-286-8. $19.95, paper. Indianapolis, Ind.: Indiana Historical Society Press, www.indianahistory.org
Modernizing Minds in El Salvador
by Héctor Lindo-Fuentes and Erik Ching In the 1960s and 1970s, El Salvador’s reigning military regime instituted an education initiative to modernize the country” and undermine ideological radicalism. Its most controversial component was the use of televisions in classrooms. Launched in 1968 and lasting until the eve of civil war in the late 1970s, the reform resulted in students receiving instruction through programs broadcast from the capital city of San Salvador. The Salvadoran teachers’ union opposed the content and the method of the reform and launched two massive strikes. The military regime answered with repressive violence, which spawned brutal infighting throughout the country. 2012. 360 pgs. ISBN; 978-0826350817. $29.95 paper. University of New Mexico Press, (505) 277-2346. www.unmpress.com.
Race? Debunking a Scientific Myth
by Ian Tattersall and Rob DeSalle In this book, physical anthropologist Ian Tattersall and geneticist Rob DeSalle, both senior scholars at the American Museum of Natural History, explain what human races actually are - and are not - and place them within the wider perspective of natural diversity. They explain that the isolation of local populations of the newly evolved human species during the last Ice Age, when Homo sapiens were spreading across the world from an African point of origin, has now begun to reverse itself, as different human populations come back into contact and interbreed. The message of Race? Debunking a Scientific Myth is that, scientifically speaking, there is nothing special about racial variation within the human species. 2011, 256 pgs. ISBN: 978-1603444255. $35.00, cloth. Texas A&M University Press, (979) 845-l436.www.tamii.edu/upress.
Tijuana Dreaming : Life and Art at the Global Border
by Josh Kun (Editor), Fiamma Montezemolo (Editor) Tijuana Dreaming is an introduction to the art, culture, politics, and economics of contemporary Tijuana, Mexico. With many pieces translated from Spanish for the first time, the anthology features contributions by scholars, journalists, bloggers, novelists, poets, curators and photographers from Tijuana and greater Mexico. They explore urban planning in light of Tijuana’s unique infrastructural, demographic, and environmental challenges as well as musical countercultures, architectural ruins, and cinema. Among the entries is one that examines fictional representations of Tijuana’s past as a Prohibition-era “city of sin” for U.S. pleasure-seekers. Another reflects on the city’s recent struggles with kidnappings and drug violence. 2012, 424 pgs. ISBN: 978-0822352907. $26.95, paper. Duke University Press Books, (919) 688-5134. www.dukeupress.edu.
It would be easy to dismiss Maria’s Journey as the authors’ sentimental tribute to their maternal leader, but it is so much more than that. It’s a tribute to the thousands of immigrants who sacrificed and struggled to achieve the American Dream. Maria’s journey began during the turmoil of the Mexican Revolution. At the tender age of 14, she submitted to an arranged marriage to Miguel Arredondo. Together they forged a new life in the United States, beginning in the 1920s. First stop for the couple was Texas, where the conditions were less than ideal. Maria and Miguel lived in a boxcar while Miguel worked for the railroad there. But the Arredondos eventually moved out of Texas and settled in East Chicago, Ind., where Miguel worked for a major steel-producing company. This is where the book takes a decidedly universal tone. Cast against the backdrop of Maria’s personal story, the reader gets an insider’s view of life in America over most of the 20th century. Miguel’s involvement in the steel industry is the platform to view the rise of the steelworkers union. We see the Great Depression through the eyes of Maria as she cares for her 10 children. And the story of her family’s forced relocation to Mexico and triumphant return to the United States is as relevant today as it was back in the 1930s when severe economic times prompted a nation to look inward and askance at outsiders. Maria’s saga continued through the patriotic frenzy of World War II and the hangover of patriotic jingoism in the 1950s with the rise of Joe McCarthy. Through it all, Maria instilled in her children the values of faith, determination, honesty and perseverance, while balancing respect for their heritage with love for America. Maria demonstrated that love in 1978 when she was granted United States citizenship. At the age of 97, Maria was named the Sagamore of the Wabash, Indiana’s highest civilian honor. Maria lived to see all her children excel in a variety of fields. Her story is told through the eyes of her loving son Ramón and daughter-in-law Trisha. Ramón’s career has spanned the fields of law enforcement, administration, public policy and business. He is currently one of the commissioners of the Ports of Indiana. Trisha began her career as an educator and has become an advocate for health care and education for women, children and migrants. Reviewed by Mary Ann Cooper
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DEAN OF THE SCHOOL OF SOCIAL WORK The University of Michigan in Ann Arbor, one of the world’s preeminent research institutions, seeks a Dean for its School of Social Work. The School has been consistently rated as one of the best schools of social work in the United States. It has a large MSW program with dual-degree options, a unique interdisciplinary doctoral program, and an innovative program that has become one of the largest undergraduate minors in the University. The School is committed to three overarching themes: a commitment to interdisciplinary and inter-professional teaching and research; a focus on issues of social justice and diversity; and the development and promotion of mechanisms of social change. The Dean is the chief executive and academic officer of the School, collaborating with faculty in overseeing academic programs and policies; stewarding the School’s financial, capital and human resources; and playing a prominent role in fund raising and external relations. The Dean reports to the Provost and Executive Vice President for Academic Affairs. The highly decentralized structure of the University gives the Dean significant autonomy and responsibility for establishing a strategic vision for the School and marshaling the resources to support that vision. The new Dean will lead the School in advancing its core commitments, partnering with its stakeholders to craft a compelling strategic vision for the future of the School and a clear plan for getting there. With the School facing a number of retirements in the coming years, the Dean will also be responsible for recruiting and hiring the next generation of the School’s faculty. Candidates for the deanship should be nationally recognized scholars whose active and distinguished professional records include administrative as well as leadership experience in social work or related contexts. The successful candidate will demonstrate a record of commitment to academic excellence and keen fiscal management ability, as well as a commitment to positive social action that supports the educational goals associated with a diverse student body, faculty, staff and curriculum. Candidates must be qualified for appointment as a tenured full professor at the University of Michigan. An MSW is strongly preferred. Inquiries, nominations and applications are invited. The University is dedicated to the goal of building a culturally diverse and pluralistic university community committed to excellence in teaching and learning in a multicultural environment. Potential applicants who share this goal are encouraged to apply. Review of applications will begin immediately and will continue until the position is filled. For fullest consideration, applicant materials should be received by October 30, 2015. Candidates should provide a curriculum vitae, a letter of application that addresses the responsibilities and requirements described in the leadership profile available at www.wittkieffer.com and the names and contact information of five references. References will not be contacted without prior knowledge and approval of candidates. These materials should be sent electronically via e-mail to the retained consultants, Robin Mamlet and Elizabeth Bohan of Witt/Kieffer, at email address UMSSW@wittkieffer. com. The consultants can be reached through the desk of Leslie Donahue at 630-575-6178. The University of Michigan is an equal opportunity/affirmative action employer.
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TENURE TRACK POSITIONS FOR ACADEMIC YEAR 2016-2017 Salisbury University is a comprehensive regional university emphasizing undergraduate and graduate liberal arts, sciences, preprofessional and professional programs. For the past several years, the University has achieved national recognition for the quality of its facilities, students and academic programs. Salisbury University enrolls approximately 8,700 students in four endowed schools. Salisbury University, a member of the University System of Maryland, is a regionally accredited four-year comprehensive institution offering 58 distinct graduate and undergraduate programs. Located on the historic Eastern Shore, SU’s beautiful campus is some 30 miles from the Atlantic beaches and 2.5 hours from Baltimore and Washington, D.C. For more information including full job descriptions, please visit: www.salisbury.edu/hr/careers If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in
accordance with the information in the job posting. ABD acceptability and time to completion of the doctoral degree varies by position and will be noted. Assistant Professor primary duties include, but are not limited to, teaching undergraduate and/or graduate courses, academic advising, scholarship, and University service. Supervision of students in internships and undergraduate research also may be expected in some positions. Faculty will use an effective teaching style that supports a diverse student body. Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2016, unless otherwise noted. These positions are based in Salisbury, Maryland. Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit www.salisbury.edu/hr/careers to apply online. See the FAQs of the Online Employment Application System for more information and instructions.
To be considered an applicant you must apply online and submit all of the required documents for the position. All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via email. Review of applications will be noted for each position and continue until the position is filled. Salisbury University has a strong institutional commitment to diversity and equal employment opportunities to all qualified people. To that end, the University prohibits discrimination on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, genetic information, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristics. Direct all inquiries regarding the nondiscrimination policy to: Humberto Aristizabal, Associate Vice President, Institutional Equity, Title IX Coordinator, 100 Holloway Hall; Tel. 410-548-3508.
FULTON SCHOOL OF LIBERAL ARTS • Assistant Professor of Communication Arts: Ph.D. or ABD in Communication or related field, with strong preference for candidates with a Ph.D. If ABD, the candidate would be hired at the rank of Instructor, with the requirement that doctoral degree is completed within one year of hire date. Two year’s experience in print, broadcast and online journalism, and demonstrated knowledge of relevant hardware and software to incorporate current journalistic practices into classes. • Assistant Professor of Developmental Psychology: Ph.D. in Psychology. If ABD, doctoral degree must be completed before date of hire.
doctoral degree within 5 years of hire date). Must be licensed as a Registered Nurse in Maryland or be eligible for such licensure. Three years demonstrated expertise in adult health with experience in acute and community-based care.
least 2 years post-master’s social work degree practice experience. Expected start date January 4, 2016. • Assistant Professor of Educational Psychology: Ph.D., Ed.D. or ABD in an Educational Psychology, Learning and Assessment, or a related discipline. If ABD, doctoral degree must be completed before date of hire. At least three years of teaching experience in a public or private elementary school, and academic preparation in Learning and Assessment. Evidence of teaching effectiveness at the undergraduate and/or graduate level with knowledge and experience using diverse instructional methods and new technologies for teaching. Demonstrated experience with undergraduate academic advising and a record of scholarly/research accomplishments in literacy education. • Assistant Professor Literacy Education: Ph.D., Ed.D. or ABD in a literacy-related discipline. If ABD, doctoral degree must be completed before date of hire. Three years classroom teaching experience in pre-K-6 setting required.
HENSON SCHOOL OF SCIENCE AND TECHNOLOGY • Assistant Professor of Computer Science (2 positions): Doctorate in Computer Science or related field. Demonstrated evidence of a strong commitment to undergraduate teaching and curriculum development. Demonstrated knowledge in one or more of the modern programming languages such as C, C++, Java, Python, PHP, Javascript, etc. • Assistant Professor of Physical Geography/Geology: Ph.D. in Physical Geography, Geology or related discipline. If ABD, the candidate would be hired at the rank of Instructor, with the requirement that candidate complete doctoral degree by July 1, 2017. • Assistant Professor of Biology (Immunology): Ph.D. in Immunology or other relevant area of Biology and two years of teaching experience. • Assistant Professor of Biology (Estuarine): Ph.D. in Estuarine Science or Ecology or other relevant area of Biology required. One year of teaching experience. • Assistant Professor of Chemistry (Analytical Chemistry): Ph.D. in Chemistry with demonstrated expertise in analytical chemistry, evidence of teaching experience, and potential for excellence in teaching and research. If ABD, the candidate must complete doctoral degree by August 15, 2016. • Assistant/Associate Professor Nursing (Adult Health) (2 positions) Doctoral degree in Nursing or related field. Master’s degree will be considered (hired at rank of Instructor with the expectation of enrollment in and completion of
SEIDEL SCHOOL OF EDUCATION AND PROFESSIONAL STUDIES • Assistant Professor of Exercise Science: Ph.D. or ABD in Biomechanics, Kinesiology, Athletic Training, Exercise Science or closely related field. Demonstrated expertise related to biomechanics and/or functional anatomy a priority. If ABD, doctoral degree must be completed before date of hire. The candidate’s scholarly activity should contribute to and/or increase upon the current research interests of the program. Candidate must be computer proficient and possess excellent communication and organizational skills. • Assistant/Associate Professor of Literacy: Doctoral degree in a literacy-related field. Must demonstrate a record of research and teaching. If ABD, the candidate must complete doctoral degree by date of hire. Three years teaching experience in United States P-20 literacy context. • Assistant Professor of Community Health: An earned terminal academic degree (Ph.D., Ed.D. or equivalent) or in Health Education, Public Health, Health Promotion or similar health-related field is required with CHES/MCHES certification. If ABD, terminal degree must be acquired before date of hire. • Assistant/Associate Professor of Science Education (focus on Elementary Education): Ph.D. or ABD in Science Education, Curriculum and Instruction with a focus in elementary education or related field; at least 3 years of experience teaching science in public and/or private elementary or middle school settings. If ABD, the candidate must complete doctoral degree by date of hire. • Assistant Professor Secondary English: Ph.D., Ed.D. or ABD in English Education or a closely related field from an accredited institution. If ABD, the doctoral degree must be completed by date of hire. Three years of English teaching experience at the secondary education level in the United States. • Assistant/Associate Clinical Professor of Online Field Education: M.S.W. from a CSWE-accredited program and at
PERDUE SCHOOL OF BUSINESS • Assistant Professor of Environmental and Natural Resources Economics: Ph.D. in Economics with a specialty in Environmental and Natural Resources Economics. If ABD, the candidate would be hired at the rank of Instructor, with the expectation that the candidate completes the doctoral degree within one year of date of hire. • Assistant Professor of Accounting: Ph.D., D.B.A. or ABD in Accounting from an AACSB-accredited institution. If ABD, doctoral degree must be completed before date of hire. Ability to demonstrate excellent teaching skills and publish an ongoing stream of publications in scholarly peer-reviewed outlets. • Associate Professor of Accounting: Ph.D. or D.B.A. in Accounting from an AACSB-accredited institution. Documented record of teaching excellence as evidenced by student and/or chair evaluations, grade distributions, etc.; established and ongoing stream of publications in scholarly peer-reviewed outlets (no fewer than 3 in the most recent five-year period); and Professional Accounting certification (e.g., CPA, CMA, CIA, CFE).
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Hispanic Outlook Due: July 23rd, 2015 Runs: August 3rd, 2015 Estimate: $975 (2/3 Vertical) 4.875 x 9.75 California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.
Provost and Senior Vice President for Academic Affairs California State University Long Beach (CSULB) seeks a visionary Provost and Senior Vice President for Academic Affairs with extensive experience as a successful faculty member and academic leader who is prepared to assist the University to be an innovative and responsive 21st century university others attempt to emulate. The successful candidate will report to and work in close collaboration with Dr. Jane Conoley, CSULB’s new president, and will serve as the institution’s Chief Academic Officer with general oversight for and responsibility to the academic mission and functions of the campus. The incoming Provost will join a strong academic leadership team and support the scholarly endeavors and initiatives of the campus. The next incumbent should be committed to maintaining a student-focused culture that is palpable across campus and ensure retention and completion rates continue on an upward trajectory. She or he should foster research, creativity and interdisciplinary collaborations across campus; work with the City of Long Beach, L.A. County and local business communities to ensure existing and future partnerships continue to thrive and drive the economic vitality of the region; and demonstrate collegial, collaborative and transparent values necessary to lead within a strong shared-governance academic environment. The successful candidate will possess an earned doctorate or an appropriate terminal degree and be qualified to hold the rank of full professor. She or he should have strong communication skills, including the ability to use diplomacy, inclusion, and consensus to inform the decision-making process.
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Appointment is effective on or about March 2016. Review of applications to begin on October 1, 2015. Position open until filled. An official transcript from institution awarding highest degree, and a signed SC-I form will be requested of finalists. To ensure full consideration, applicants should submit the following documents electronically to CSULBProvost@wittkieffer.com: a letter of application addressing the expectations shared in the position description, academic resume, and the names, addresses, telephone numbers, and email addresses of five professional references.
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Witt/Kieffer will be supporting California State University, Long Beach in its search for a new Provost and Senior Vice President for Academic Affairs.
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For a confidential inquiry or nomination contact Dr. Zachary Smith at (949) 797-3531 or Brian Bloomfield (949) 351-7811 CSULB is committed to creating a community in which a diverse population can learn, live, work, and thrive in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veterans’ status. CSULB is an Equal Opportunity Employer.
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The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Accounting which would begin in the 2016-17 academic year. Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars. Each candidate should submit a curriculum vita, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 23, 2015 and we will continue to accept applications until January 31, 2016. However, we strongly encourage you to submit your application by November 23, 2015 so that we are able to conduct interviews for select candidates at the 2015 Accounting Rookie Recruiting Camp that is held in Miami, Florida during the 1st weekend of December. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.
The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to the tenure-track position of Assistant or Associate Professor of Behavioral Science beginning in the 2016-17 academic year. We will consider candidates with interests in the areas of decision-making, negotiations, social psychology and organizations, all broadly defined. Candidates must have earned a PhD (or equivalent) or expect to receive a doctorate in the near future.
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We are looking for candidates with strong disciplinary training in any of the social sciences who can use that discipline background to conduct research on aspects of behavior relevant to management in organizations and to introduce MBA students to behavioral science principles. This position is part of the Behavioral Science area, whose members are responsible for teaching courses such as Managing in Organizations, Managerial Decision Making, Power and Influence, and Negotiations. Candidates should be qualified to teach at least one of these courses plus another MBA elective. The group maintains two well-equipped laboratories for experimental research. The deadline for applications is March 31, 2016. However, we will begin formally reviewing applications on October 15, 2015 and strongly encourage applicants to submit a complete set of materials by this time. To apply, please submit a research and teaching statement, a vita, a written sample of your present work, and two letters of reference at: http://www.chicagobooth.edu/faculty/openings. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer. Job seekers in need of a reasonable accommodation to complete the application process should call 773-8345286 or email hr@lists.chicagobooth.edu with their request.
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The University of Chicago Booth School wishes to hire tenure-track faculty in the area of organizations and strategy. We will consider candidates completing their PhD as well as more experienced candidates. Typically, candidates are intellectually grounded in organizational theory, social psychology, sociology, or strategy, but we regularly consider applications from other intellectual traditions. More critical is whether the candidate has clear promise of research productivity and talent for bringing empirical data to bear on theoretical questions. The Chicago organizations and markets group (O&M) develops theory and research on organizations and markets, the ways in which actors organize to manage their variable interdependence, and the attitude and behavior implications of their social organization. We are especially interested in people skilled in network analysis; however our taste in substantive applications is broad. This year we are especially interested in people whose work contributes to economic theory and analysis of social organization. Appointments would begin in the 2016-17 academic year. We will begin reviewing applications on November 1, 2015 and encourage you to complete your application by then. We will continue to accept applications until December 1, 2015. Please submit an application online, including a cover letter briefly describing your plans for future work, a vita, a written sample of your work, and the names of two references at http://www.chicagobooth.edu/faculty/openings. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.
The University of Chicago Booth School of Business invites applications for tenure-track positions at the assistant or associate professor levels in operations management for the 2016-17 academic year. Successful candidates will have outstanding research abilities and will be committed to achieving excellence in teaching operations management at the MBA level. The candidate must have obtained, or expect to obtain shortly, a PhD or equivalent degree in Operations Management, Operations Research, Management Science, Industrial Engineering, or a related field. If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet by October 23, 2015 with your session information would be helpful. We will begin formally reviewing applications on November 23, 2015 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2016. Applications will be accepted online at http://www.chicagobooth.edu/ faculty/openings. At that website, you will be asked to submit two letters of reference (sent separately by the writer), a current vita, and copies of at most two research papers. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran status or status as an individual with disability. The University of Chicago is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth. edu with their request.
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fellowships available Provost and Vice President for Academic Affairs
The University of Southern Mississippi invites applications and nominations for the position of Provost and Vice President for Academic Affairs. Founded in 1910, The University of Southern Mississippi is a comprehensive doctoral and research-driven university with a proud history and a promising future. In just 100 years, Southern Miss has grown from a small teachers’ college into a premier research university with RU/H (Research University with high research activity) Carnegie classification and an annual external funding portfolio of approximately $70 million. The Search Committee invites letters of nominations, applications (letter of interest, complete CV, and list of five references), or expressions of interest to be submitted to the search firm assisting the University of Southern Mississippi. Confidential review of materials will begin immediately and continue until final candidates for the appointment are identified. It is preferred, however that all nominations and applications be submitted prior to September 1, 2015. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha Williams, Vice President pwilliams@parkersearch.com || mbonds@parkersearch.com Phone: 770-804-1996 x109 Fax: 770-804-1917
The Radcliffe Institute for Advanced Study at Harvard University awards 50 funded residential fellowships each year designed to support scholars, scientists, artists, and writers of exceptional promise and demonstrated accomplishment. For more information, please contact: Radcliffe Application Office 8 Garden Street Cambridge, MA 02138 617-496-1324 fellowships@radcliffe.harvard.edu www.radcliffe.harvard.edu
As an Affirmative Action/Equal Employment Opportunity employer/Americans with Disabilities Act institution, The University of Southern Mississippi encourages minorities, women, veterans and persons with disabilities to apply. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com
Hispanic Outlook 1/4 page Issue 8-3-15 Deadline 7-23-15
California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of highquality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.
2015-16 Tenure-Track Search www.csulb.edu/aa/personnel/jobs
College of Business Administration
• • • •
Accountancy Assistant/Associate Professor (2 positions) Finance Assistant/Associate Professor (2 positions) Information Systems Assistant/Associate Professor Management & Human Resources Management Assistant/Associate Professor (2 positions)
CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran’s status. CSULB is an Equal Opportunity Employer.
Faculty Positions in Biochemistry and Molecular Biophysics
The Department of Biochemistry and Molecular Biophysics at Washington University School of Medicine invites applications for several tenured or tenuretrack faculty positions at the level of Assistant, Associate or Full Professor. Successful candidates will have established a strong record of research. Applicants seeking tenured positions must have a strong record of external funding. Outstanding individuals working in any area of biochemistry and molecular biophysics are encouraged to apply. The candidate’s research should be aimed at addressing fundamental questions related to molecular mechanisms of biological or biomedical relevance. Current research in the department spans a wide range of topics including computational biology, membrane proteins, molecular motors, nucleic acid/protein interactions, protein structure, enzymology and signal transduction. Additional information about the department is available at http://www.biochem.wustl.edu. Washington University has a highly interactive research environment with vigorous interdisciplinary graduate and medical scientist training programs. Minority and women scientists are especially encouraged to apply. Applicants should email their curriculum vitae and a brief description of their research interests to the Search Committee at bmbsearch@biochem.wustl.edu. Applicants should include contact information for three individuals who can write letters of recommendation. The committee will request letters as necessary. Completed applications will be reviewed on a rolling basis, starting immediately. For full consideration, applications should be received by December 1, 2015. Washington University is an Equal Opportunity Employer. We are committed to the recruitment of candidates traditionally underrepresented on university faculties. Individuals of any race, ethnicity, gender or sexual orientation are encouraged to apply, as are disabled individuals and veterans. The School of Medicine at Washington University is committed to finding solutions to global health problems, including ones that affect minority and disadvantaged populations.
Hispanic Outlook Issue: Monday, August 3rd
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Priming the Pump... Have Basic Life Skills Been Lost to Technology? By Miquela Rivera, PhD
Excess generally causes reaction, and produces a change in the opposite direction, whether it be in the seasons, or in individuals, or in government. - Plato Can students have too much technology? I think so. But the problem isn’t technology itself; the problem is what we give up when we rely on machines too much. Examples abound. At the swimming pool one afternoon I couldn’t see the wall clock, so I asked the pre-teen girl sitting by me to check the time. After a couple of glances toward the clock she replied, “I can’t tell.” Suddenly I realized: she could see the clock but she could not read its analog face. And chances are she couldn’t explain that 12:45 on a digital clock means 15 minutes before 1:00. Another example: I approached the young cashier in the movie theater concession line to pay for my sodas and popcorn. She rang up the amount on the register, but then I decided to increase the amount I gave her to avoid ending up with a wallet full of coins. She looked stunned. She had entered the original amount I gave her into the register, so she could not re-enter it. But she also could not determine without the machine how much she now owed me. For nearly a full minute she struggled and stammered and, seeing a line of patrons forming behind me, finally gestured toward the open cash drawer and defeated, said, “Lady, just take your change.” Now it was I who was stunned. Refraining from touching the register, I told her how much to give and we completed the transaction. But how much might someone else have taken when grabbing a wad of “change” in the same situation? Change the scene again. A 13-year-old Latino boy sat in my office and asked if I could give him a pill to stop him from stealing. He claimed couldn’t help himself; he had taken his mother’s cellphone for the third time without permission (she had already replaced the prior two phones) and was facing her wrath and dismay. Inquiring why he stole from her despite knowing it was wrong, he replied that he wanted a phone and she wouldn’t give him one. I asked if there were other ways of getting a phone without stealing, but he only had one option: he would kill himself. | AUGUST 17, 2015
Seriously. No phone, no life. Then there’s the husband who is convinced that his wife is unfaithful because she is “friends” with a man he didn’t know on Facebook. Or the woman who comes in, heartbroken because her boyfriend broke up with her via text. That doesn’t include the domestic violence which has ensued in a few instances when one partner caught the other “cheating” by checking their cellphones. Or the creepy situation where the young jilted narcissist saw nothing wrong with tracking his girlfriend and showing up to confront her at the home of her new lover. Yikes. I used to become concerned when some schoolage children did not know how to hold a pencil properly but could keyboard with speed. Now I’m beyond that. What do people give up because they rely too much on technology? Some of the basics, I fear. One loss is the skill of basic independent problem-solving - thinking a problem through and determining feasible solutions. It is reliance on personal brain power and the ability to think and reason rather than resorting to apps or Facebook feedback to weigh the facts and decide on a course of action. It is rationally deciding what makes sense without handing over the decision-making to artificial intelligence. Over-reliance on technology also results in lessened social interaction and diminished relationships. Many would rather text – electronically pass a note – to a colleague instead of walking across the hall or picking up the phone and talking directly. And why invite people to gather and visit when social media reaches more people much faster than catching up face-to-face? (Never mind the quality, content or validity of the conversation; the audience is wider, the feedback immediate and the sense of anonymity too great to stay away from electronics). To prepare young Latinos for a technological world, let’s try having them learn some things the old-fashioned away. In many areas they will understand the principles behind much of what they learn better than if they simply clicked their way to an “A.” • Miquela Rivera, PhD, is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.